LCS Science Team Sharing

A quick overview of resources for introducing iPad or BYOD into a classroom.

I went to the playground today with my son, and realized that the equipment at a playground could be really useful as apparatus for scientific experiments. Here are a few demonstrations

In my first year of teaching I taught the way I was told to teach. Deliver content to my students, assess at the end, remediate if necessary. With that cycle, I always had kids who were behind, who never seemed like they could catch up. I was talking with a teacher friend the summer after my first year and she suggested something simple. Put a large piece of paper next to the door. Give every student a pack of sticky notes. On the way out the door ...

An overview of Constructivism and comparison to our well-loved Socratic Methods.

Tips to make classroom time more effecient.  Given the many ways classroom time can be lost - this article is about gaining back those key minutes.

Problem, project or inquiry-based learning - what should I do? This article is a quick summary of each and how they are being used in classrooms.

The Great BAckyard Bird Count is an authentic learning experience ofr hobbyist and the learning sampling methods outside the classroom.

Teachers need to integrate technology seamlessly into the curriculum instead of viewing it as an add-on, an afterthought or an event." -- Heidi Hayes Jacobs, 

Forty plus Math and Physics lesson Ideas

Case studies Modules for teaching Science - Middle school through University

A Guide for Writing Science Reports

Who would dispute the idea that feedback is a good thing? Both common sense and research make it clear: Formative assessment, consisting of lots of feedback and opportunities to use that feedback, enhances performance and achievement. Yet even John Hattie (2008), whose decades of research revealed that feedback was among the most powerful influences on achievement, acknowledges that he has "struggled to understand the concept" (p. 173). And many writings on the subject don't even attempt to define the term. To improve formative assessment practices among both teachers and assessment designers, we need to look more closely at just what feedback is-and isn't.