“A podcast aimed at 3-10-year-olds that parents could actually tolerate—if you could do it right—would be an unbelievable hit,”
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in title, tags, annotations or urlRethinking AUPs | Dangerously Irrelevant - 1 views
Modeling Instruction in Physics - 0 views
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This channel showcases teachers using Modeling Instruction (and other reformed physics teaching methods) in their classrooms. Instead of relying on lectures and textbooks, Modeling Instruction emphasizes active student construction of conceptual and mathematical models in an interactive learning community. Students are engaged with simple scenarios to learn to model the physical world.
Vending Machine Dispenses MacBooks for Student Use | Drexel News Blog - 1 views
Ethical & Effective Ways to Prepare Students for Testing (MiddleWeb) - 0 views
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"So much rides on the results of standardized tests these days. They're even talking about making student scores worth 50 percent of my own evaluation and using them to determine my pay! I don't want to spend weeks "drilling and killing" my students with test-prep work sheets. What am I supposed to do?" - A teacher's question
Common Core Math Tools via NCTM - 0 views
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Core Math Tools is a downloadable suite of interactive software tools for algebra and functions, geometry and trigonometry, and statistics and probability. The tools are appropriate for use with any high school mathematics curriculum and compatible with the Common Core State Standards for Mathematics in terms of content and mathematical practices. Java required.
Keeping Our Eyes on the Prize - Philip Treisman (NCTM Conference) - 0 views
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NCTM has committed itself to equity, with many of us working toward a new generation of mathematics-savvy citizens and STEM professionals representing our diverse population. We need to take stock of the record and take action from the state house to the classroom, so that our vision becomes reality and our hopes for our students are realized. Philip "Uri" Treisman is professor of mathematics and of public affairs at the University of Texas at Austin, where he directs the Charles A. Dana Center. He is a senior adviser to the Aspen Institute's Urban Superintendents' Network and recently served on the 21st-Century Commission on the Future of Community Colleges. He was named a MacArthur Fellow in 1992 for his work on nurturing minority student achievement in college mathematics and 2006 Scientist of the Year by the Harvard Foundation of Harvard University for his outstanding contributions to mathematics. In all his work, Treisman advocates for equity and excellence in education for all children. Philip Uri Treisman Charles A. Dana Center, University of Texas at Austin
Why Aren't There More Podcasts for Kids? - The Atlantic - 2 views
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NPR saw a 75 percent increase in podcast downloads
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while adults and teens could easily fill their waking hours with audio, kids would struggle to fill a few.
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Free Technology for Teachers: 10 Ideas for Using Comics In Your Classroom - 1 views
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1. A fun alternative to traditional book reports.
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2. Create biographies.
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3. Create autobiographies.
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Free Technology for Teachers: A Few Tips on Using Tables in Google Docs & Slides - 0 views
How Do We Teach Kids to Use Smartphones Safely? @coolcatteacher - 0 views
CURMUDGUCATION: Norms vs. Standards - 1 views
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A standards-referenced test compares every student to the standard set by the test giver. A norm-referenced test compares every student to every other student. The lines between different levels of achievement will be set after the test has been taken and corrected. Then the results are laid out, and the lines between levels (cut scores) are set.
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When I give my twenty word spelling test, I can't set the grade levels until I correct it. Depending on the results, I may "discover" that an A is anything over a fifteen, twelve is Doing Okay, and anything under nine is failing. Or I may find that twenty is an A, nineteen is okay, and eighteen or less is failing. If you have ever been in a class where grades are curved, you were in a class that used norm referencing.
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With standards reference, we can set a solid immovable line between different levels of achievement, and we can do it before the test is even given. This week I'm giving a spelling test consisting of twenty words. Before I even give the test, I can tell my class that if they get eighteen or more correct, they get an A, if they get sixteen correct, they did okay, and if the get thirteen or less correct, they fail.
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Women in the 19th Century | Crash Course US History #16 | Social Studies | Video | PBS LearningMedia - 0 views
10+ Tips for Using Brain Based Methods to Redesign Your Classroom | EdSurge News - 0 views
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As adults, we make choices daily. We choose where we eat, where we sit at the table, what we order, how much we eat, what we watch or don’t watch on television, what time we go to bed, and more. As teachers, we want our students to be decisive—but how much choice do we truly allow students to make?
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A good friend of mine often reminds me that we aren’t raising a class of second graders, but in fact, we are raising future adults.
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