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"Common Core Map Grade: K Grade: 1 Grade: 2 Grade: 3 Grade: 4 Grade: 5 Grade: 6 Grade: 7 Grade: 8 Grade: 9-12 Standard Description Videos Exercises Grade: K 2 VIDEOS 2 EXERCISES Counting and Cardinality K.CC.1 Count to 100 by ones and by tens. K.CC.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1). K.CC.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). K.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality. K.CC.4.a When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. K.CC.4.b Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. K.CC.4.c Understand that each successive number name refers to a quantity that is one larger. K.CC.5 Count to tell the number of objects. K.CC.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.1 Comparing Whole Numbers 2 Comparing Whole Numbers 3 K.CC.7 Compare two numbers between 1 and 10 presented as written numerals. Geometry K.G.1 Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. K.G.2 Correctly name shapes regardless of their orientations or overall size. K.G.3 Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). K.G.4 Analyze, compare, create, and compose shapes. K.G.5

" What amazed me most about Classtools.net was not the valuable tools provided, but the ability for teachers to easily customize these tools and use them in any subject area. If that is not enough, how about the ability to embed your newly made instructional resource on your own classroom website, wiki, or blog? Any educator will also like the fact that students have no need to log in or sign up for an account… and neither do teachers! Need tutorials… they are provided! Do samples help you understand better… you will find plenty! Is budget a problem… then free should be affordable! Classtools.net is the work of educator, Russel Tarr, Head of History at the International School of Toulouse, France. Upon entering the site, educators will see the listing of tools. Clicking on a tool allows teachers to individualize that specific tool for their own classroom needs. Teachers then have the option of copying a generated link to place on their own web site or of copying a generated code to embed as a tool (widget) on their classroom site. Also, on the front page, are some video links that will provide further information. Two videos that provide excellent information are the 1 Minute Overview and How to Create Games. The Listing Of Over 20 Digital Tools For Your Classroom The tools that you can even customize are included below. Along with this tool listing you will find descriptions of each tool, an overview of and samples of specific tools (if provided), and any related video (if provided). * Arcade Game Generator - Allows teachers to create concept builders, practice exercises, and reviews. Best of all, one set up feeds into five different game possibilities at the same time The teacher can choose which game, or allow students a choice. Make sure you check out all the examples and pre-made games in (overview and samples). Also watch the How to Create Games . * Random Name Picker - Can be used as an activity management tool or skip the names.

"Web guru Anthony Luscre believes "if you're not teaching over your head, you're not doing an effective job." He applies this principle particularly when encouraging teachers to develop and implement apps in their classrooms. Just how far above one's head, however, depends on how involved a teacher wants to get. Incorporating apps into the classroom is a process that can take an hour or six months, depending on what instructors wish to achieve. "

"What is it? In this video elementary school teachers in Toronto, Canada talk about how they use Google apps in education, especially Docs, and PBL to engage students and improve project work. Why do we like it? This video features the authentic voices of teachers on the benefits of having students use technology in PBL, with clear examples and snapshots of various projects in grades 2-3 and 5. How can you use it? You and your colleagues can get tips from these teachers on how to use Google Docs and other apps for education in your own projects."

What we have learnt Recently Chris Flesuras from Kyoto Gakuen school created the movies below (Part 1 and Part 2). Not much more than a year ago MLC school began our journey and were very unsure of how virtual worlds would work.  Since that time we have had many meetings, many trial activities, many failures and successes.  What Chris' videos say to me is that we have learnt plenty.  I invite you to watch both parts and enjoy.  Whilst it is only explaining one event within Skoolaborate I believe it clearly shows how our understanding on 'how to work with Education in Virtual worlds' has grown.

Point Counter Point: How to Use (and Avoid Misusing) PowerPoint Great for classes at OCDE. How to use powerpoint correctly. Can be taken back to the classroom.

Everyone wants Bart. Or SpongeBob. Or one of those Aqua Teen Hunger Force dudes. Each year, student yearbook editors from across the country call the Student Press Law Center to ask how they can get an image of Bart Simpson (of the FOX-TV animated show, "The Simpsons") - or whoever the cartoon character de jour happens to be - into their yearbook or other publication without running afoul of copyright law. They usually receive both some good news and some bad news. The bad news is that they may not be able to use Bart in precisely the way they had hoped. Bart is a copyrighted image and federal copyright law restricts its use. The good news, however, is that with a little extra work, planning and creativity, it should be possible to legally include Bart in some way.

"How can a company implement a "20% time" program like Google's?"

"NEW HOW-TO-DO-IT MANUAL HELPS SCHOOLS AND DISTRICTS AVOID COPYRIGHT PROBLEMS Tuesday, Mar 10 2009 General Announcements Laura 3:47 am Provides essential guidelines for creating, enforcing and maintaining copyright compliance in the 21st century "

How Not to Select an Online Course (and How Best to Select a Course) » By Brian Bridges on Mar 27, 2012 in CLRN, eLearning | 0 Comments 2 During the past 18 months, after I've delivered conference presentations about online learning, I've enjoyed the pleasure of answering questions from attendees as well as the opportunity to ask teachers and administrators about their online learning programs.

I keep getting questions on how to create EPUB from InDesign, so am pointing out some resources on Adobe.com on how to create EPUB eBooks using Adobe InDesign. There are quite a few resources on Adobe.com, and you can use to bring yourself quickly up-to-date, and start publishing EPUBs. I'm adding links to a few videos and PDFs here:

"How To Rapidly Create Effective Elearning Ignite 4 makes it easy for you to create rapid e-Learning courses for delivery over the web, CD and even from your organization's SCORM Learning Management System! You can easily narrate your slides with your voice, add music, and even combine them with videos, webcam video and screenshots!"

"Daphne Koller is enticing top universities to put their most intriguing courses online for free -- not just as a service, but as a way to research how people learn. Each keystroke, comprehension quiz, peer-to-peer forum discussion and self-graded assignment builds an unprecedented pool of data on how knowledge is processed and, most importantly, absorbed. "

We often read that there are 4 C's in a true 21st century education: critical thinking and problem solving, communication, collaboration, and creativity and innovation. The iPad is a success at engaging individual students in critical thinking and creativity, but how about collaboration? After all, tablets are consumer products, designed to be used by one person at a time, not by teams of students. It's up to teachers and instructional technologists to figure out how best to deploy them in the classroom in a way that supports project-based learning and fosters teamwork. We asked several teachers involved in iPad initiatives which apps they've had the most success with on the collaboration front. Here is what they told us.

"Plagiarist!" It is an accusation that strikes fear in the hearts of students, academics, journalists, authors and presidential candidates alike. The fear is certainly that of being caught: punished by those in authority, professionally censured by one's peers, publicly humiliated. Often too, however, it is a fear of the unknown. From the day a third grade student, armed with cut-and-paste commands, is assigned a report on Thomas Jefferson and turns to Wikipedia, he confronts the same questions faced by the best-selling historian who dares consult secondary sources: how do I use this information without "overusing" it. How much use is too much? What needs to be attributed and what doesn't? Is substantially rewording or paraphrasing a passage sufficient to make it my own? What constitutes "substantially?" And on and on. Even when one makes every conscious effort to avoid the P-word, the nagging thought can remain: what if it wasn't enough?

"What is an open badging system and how to implement it"

"TEN TAKEAWAY TIPS FOR TEACHING CRITICAL THINKING Ten Takeaway Tips for Teaching Critical ThinkingSuggestions from educators at KIPP King Collegiate High School on how to help develop and assess critical-thinking skills in your students. Ideally, teaching kids how to think critically becomes an integral part of your approach, no matter what subject you teach."

Cell phones have the capability to become the "Swiss army knife" for student research and organization. First, we explore using cell phones as data collection tools: audio recorders, digital cameras, and digital camcorders. Additionally, we consider how classroom projects can be developed for cell phones: creating ring tones, text messaging, mobile WebPages, and mobile surveys. Finally, we contemplate the future features of cell phones and how those features play a role in learning.

Perhaps you have a special skill, talent, or knowledge-base that you want to share with others, and maybe you've heard that teaching online courses can make you a little extra money. The resources below will help you discover how to combine both what you have to offer and what you wish to gain by guiding you through creating and establishing an online course. No matter what age of student, subject you want to teach, or size of the class, you will find resources and information to bring your class online.

"We know how important it is to protect and educate young people on using the Internet and want to provide all of our users with a safe experience. When it comes to family safety, we aim to: * Provide parents and teachers with tools to help them choose what content their children see online * Offer tips and advice to families about how to stay safe online * Work closely with organizations such as charities, others in our industry and government bodies dedicated to protecting young people "