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I like the ease of use of this software tool for a classroom setting. Since time is limited for a particular subject, this tool allows interaction, quizzing, gives helpful hints, provides short questions and answers that will hold students' attention, and at the same time provides geography statistics of the United States. Students can challenge themselves over and over for the quickness of the answers, and knowledge of the content. Technology can be overwhelming, so with limited time, I think software integration in a classroom should have ease of use.

Hi Sharon, This website provides multiple aspects in 1 site, which is very good for students to use. I could see myself using this tool when discussing more about where students live and finding more information about Maryland. The only con was that personally it was hard for me t navigate and find certain features. For students, they would definitely need more user-friendly tools. This is definitely a website that will save a lot of time and energy, and provide reinforcement of topics learned in social studies!

Hi Sharon, I took a look at the website and I agree that it is perfect for a classroom setting. Students can work together to complete the activities or the teacher can use the software to assist class lectures. The program is effective because it comes with a map and key visuals that would help students learn their geography. I took a quiz on the rivers/lakes/oceans and I didn't do very well, however I believe it was great practice, after a few attempts, I will be able to learn their names and locations. Great tool selection! Best, Denee Devenish

This article is a resource for teaching content area vocabulary.

Today's state-of-the-art health education curricula reflect the growing body of research that emphasizes Teaching functional health information (essential knowledge) Shaping personal values and beliefs that support healthy behaviors Shaping group norms that value a healthy lifestyle Developing the essential health skills necessary to adopt, practice, and maintain health-enhancing behaviors. Health teachers are able to use this to develop strategies and use best practice strategies in their own classrooms to assist with teaching in the classroom.

This is a portion of a website called Reading A-Z which focuses on various strategies used to teach students to ID letters and their corresponding sounds. Some of the segments of information include: the alphabet song, alphabet books (these are available through Reading A-Z if you have a membership), teaching sounds, writing letters and alphabet activities. Many of these activities are multi-sensory and interactive, engaging ways to teach the alphabet and sounds to young children. They would make good whole group, small group or literacy center activities in the classroom.

This website aligns to my teams EQ by discussing ways educators can differentiate their instruction ELL students (and all students when we really think about it). The resource created by Karen Ford (2011) talks about "how differentiated instruction is not the same as individualized instruction...it is a matter of presenting the same task in different ways and at different levels, so that all students can approach it in their own ways (Trujo, 2004)." Information is also shared focusing on the ELL population and ways teachers can successfully differentiate to support their learning.

This research paper examines a strategy of using concordance lines to assist L2 students in identifying patterns in the written language to help inform a student's overall writing. The research included one control and one experimental group. Each group was taught by the same instructor, given the same amount of time and writing prompts. Students in both groups were given a set of (5) new vocabulary terms. They were each given a writing prompt prior to learning the words, just after learning the words, and a delayed post-test. The only difference between the (2) groups of students was that the control group was permitted to use a dictionary to assist them in understanding the words, and the experimental group was required to engage in a series of condordance learning activities. These activities presented the experimental group with multiple, short statements from real text, which each modeled use of one of the (5) vocab terms. Students engaged in an analysis of how those terms were used. They studied grammatical aspects of the statement directly related to the key term. Research results indicated that there was significant improvement in the experimental grouping of students in their ability to correctly use each of the (5) new vocabulary terms. Data from the pre, immediate post, and delayed post-writing assessments showed a vast improvement by the students in the experimental group. Those students were able to construct much more well-developed, descriptive statements using the key terms. There was a marked difference in their language control and the level of their writing.

This is a detailed information sheet describing all accommodations that are available in the classroom as well as on the HSA exam (or any state assessments) for ESOL students. This is extremely helpful to decide what kind of accommodations will be useful to provide the students as they practice for the English HSA Exam.

This article is very informative about what is expected of ELL students, and how little accommodations are given to the students when taking tests. The students are required to take benchmarks and state tests without being able to speak english at a specific level.

List of online resources to teach corpus-informed vocabulary.

Week 9 - Lauren Geier (partner) This article is an important complement to any discussion on assessment: what kind of feedback will help our students improve? Wiggins describes feedback as "information about how we are doing in our efforts to reach a goal' and as such it needs to be goal-referenced, tangible and transparent, actionable, user-friendly, timely, ongoing and consistent. Wiggins elaborates on these key characteristics; often using sport to illustrate his point. He also gives examples to differentiate feedback from advice and evaluation and grades. This is a great article for teachers because it is very concrete and gives us very clear advice on how to improve the efficiency of our feedback. While some of these essentials may seem obvious, the feedback we give our students on a regular base might not meet all these criteria and it is an important read if we want our assessment to really help students progress.

I really like this article because I feel that this is an important topic that every educator should look at. It is very important for students to receive positive and negative feedback because it will only make them better. It will help the students become aware of what is expected of them. Feedback can come from comments verbally or written on rubrics, etc. The students progress will continue to grow when they receive quality feedback.

Web 2.0 tool that allows you to add content, links, pictures, etc. to primary sources and other written works. This would be especially useful in a Social Studies class to add biographies and links to background information for primary documents. It would also be a good activity to have the students work together to create a cirriculet on a primary source of the time period being studied. I have found this to be very user-friendly.

Why reinvent the wheel when making PowerPoint presentations? This online tool is used to upload and download PowerPoint presentations and visuals on all sorts of topics. Users may search for an already created PowerPoint on a subject they may teach and download it for their own teaching purposes. Although this online source is open to anyone, it can be used in any classroom content or subject area under discussion; however, a teacher may need to customize sample PowerPoint presentations to fit their classroom needs. For example, if a language arts teacher needed to give notes on grammar and parts of speech, they may search for a PowerPoint already made including that information. This tool saves teacher time and helps spark ideas!

The tool I posted is Slideshare, a presentation platform where users can post PowerPoint presentations they have created for their classrooms or even businesses. I have used this tool in the past in order to find ready made notes presentations I could present to my 6th grade language arts students. The great thing about about Slideshare is that I can use already created PPTs and customize them to fit my students needs. I definitely recommend this site for the teacher who just doesn't seem to have extra time to create all new notes presentations. Don't reinvent the wheel!

Samantha- Are the PPTs all Creative Commons then? You are free to use, and alter?

Phet is a website that provides interactive simulations for science and mathematics. The simulations can be downloaded or used online for instructional, homework or review purposes. They are free and easy to use and a great learning device. An instructor can use the simulations to introduce information to students as well as using them as instructional methods to help students grasp ideas. Having students work on simulations in class or as homework can help enrich understanding.

This resource is appropriate for all grade levels, as it contains a variety of routines that can be applied to a wide range of content. There are routines that address most of the different levels of Bloom's Taxonomy, so it is easy to find one to fit your needs. I haven't used the resource yet myself, but certainly will in the future. In addition, the Digital Toolkit provides links to dozens of other digital tools and breaks down their uses in education. This is a great place to find other educational technology.

Jared, Loved this site! I especially liked the thinking routine section. I enjoyed how direct and to the point it was. Thanks for sharing.

This looks like a great resource - I will explore it in more detail. I do a lot of group work and am always looking for great ways to help learners organise themselves with this.

This is an awesome resource for teachers, parents or anyone working with students with Autism. It provides helpful tips, challenges, and treatment and therapy options for these students. I like to reference it as it covers a lot of information on behaviors and how to handle them. It is applicable for any age pre-k though adulthood. -I am a special Educator serving students in the Autism Program.

Contains sample lesson plans and narratives explaining the plans. Also includes a Q&A with literacy expert Cynthia Shanahan with information on teaching strategies, differentiation, and vocabulary instruction.

(Week 8: Mary, Jessica, and Sarah) This journal article is accessible through the link given above by accessing the UMUC library. This journal article explains the willingness of teachers to differentiate assignments for their mixed-ability students. To show teacher's efficacy to differentiate assignments, a study is conducted between two school districts. The first school district is located in an urban area containing 4,000 students. The second school district is located in a suburban area with many students receiving free and reduced lunches. A Teacher Self-Efficacy Scale is used with the participants to see how often accommodations are made for students. This is a great journal article for all teachers to read! It is important to differentiate assignments for all students. A differentiated classroom is a place where children have resources to learn new information in different ways. As it is stated in the text, "Teachers who differentiate their instruction respond to learner needs in the way content is presented (the content dimension of differentiation), the way content is learned (the process dimension), and the ways students respond to the content (the product dimension). All these adaptations are designed to meet the individual characteristics of learners and to maximize their time in school" (Dixon, F. A., Yssel, N., McConnell, J. M., & Hardin, T., 2014). Through the study conducted in the article, teachers are able to see how important it is to attend professional developments to learn more about differentiation. References Dixon, F. A., Yssel, N., McConnell, J. M., & Hardin, T. (2014). Differentiated Instruction, Professional Development, and Teacher Efficacy. Journal For The Education Of The Gifted, 37(2), 111-127.

@Jessicacarr @sarahdonahey