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K Epps

Animal Diversity Web - 0 views

animaldiversity.ummz.umich.edu/...index.html

animals science biology reference taxonomy zoology education biodiversity

shared by K Epps on 28 Dec 08 - Cached
  • K Epps on 28 Dec 08
     
    good site for demonstrating online Inquiry in a data base
  • K Epps on 28 Dec 08
     
    from the University of Michigan Museum of Zoology. Animal Diversity Web (ADW) is an online database of animal natural history, distribution, classification, and conservation biology at the University of Michigan Animal Diversity Web Has * Thousands of species accounts about individual animal species. These may include text, pictures of living animals, photographs and movies of specimens, and/or recordings of sounds. Students write the text of these accounts and we cannot guarantee their accuracy. * Descriptions of levels of organization above the species level, especially phyla, classes, and in some cases, orders and families. Hundreds of hyperlinked pages and images illustrate the traits and general biology of these groups. Professional biologists prepare this part. Animal Diversity Web Is An Online Encyclopedia. ADW is a large searchable encyclopedia of the natural history of animals. Every day, thousands of classroom students and informal visitors use it to answer animal questions. Other sites specialize in local, endangered, or particular kinds of animals. We aim to be as comprehensive as possible. A Science Learning Tool. ADW facilitates inquiry-driven learning, that is, teaching about science by leading students to use the methods of science. Our large database is structured, providing consistent information for all species to foster comparisons. An advanced search tool allows a user to call up species accounts fitting any combination of descriptors. Students can explore for patterns and relationships, learn how to frame and answer scientific questions and, with the help of a good teacher, experience the excitement and satisfaction of doing science. Our long-term goal is to create a database rich enough that students can discover for themselves basic concepts in ecology and conservation biology.
K Epps

Ask500 - Login - 0 views

www.ask500people.com

survey maps questions

shared by K Epps on 14 Dec 08 - Cached
  • K Epps on 14 Dec 08
     
    ask a question, and watch the results appear on the map
K Epps

WAIT - 0 views

www.waitarttool.com

art interactive reflection cross-curricular museum

shared by K Epps on 18 Dec 08 - Cached
  • K Epps on 18 Dec 08
     
    Fellow Educators, I am the deputy director of eduction at the Taubman Museum of Art located in Roanoke, VA (see http://taubmanmuseum.org). I have designed, and we have recently had created, a Web-based Art Interactive Tool (WAIT) that allows users to interact with works in our permanent collection in a unique manner. Using a scaffolding interpretive model that I also designed (REED-LO), users, through WAIT, formulate an interpretation of a work of art in our collection. WAIT provides the user with guiding questions and allows users to record their thoughts online - in the end, they publish their overall interpretation of the work of art online. Teachers can create, for free, "classrooms" through WAIT that includes all of their students. They can then assign a specific work of art to their students. The students then access the work using a unique username and password. After they publish their interpretations, the teacher can approve each interpretation which then allows the students to access what their peers wrote about the work of art as well as the "expert" essay related to the work. In essence WAIT allows users to formulate a personal meaning of a work of art before reading what others have written about the work. WAIT can be found both through the Taubman Museum of Art's website, under the "Learn" section, or by going to www.waitarttool.com - it is free to use. I was hoping some of you would check out WAIT and discuss your thoughts about the tool through this forum. Be aware, however, there are some minor bugs that we are working through - but for the most part it is working fine.
International School of Central Switzerland

Where Does Energy Come from? - 3 views

www.educapoles.org/...energy2_origin_en_080924.swf

energy flash interactive iwb

shared by International School of Central Switzerland on 16 Jan 10 - No Cached
  • International School of Central Switzerland on 16 Jan 10
     
    flash animation answers the question Where does energy come from? Appropriate for Primary School and up
International School of Central Switzerland

sumsub - 9 views

www.oswego.org/...sumsub.html

subtraction math game maths whiteboard IWB algebra Computation resources

shared by International School of Central Switzerland on 23 Jul 11 - Cached
  • International School of Central Switzerland on 23 Jul 11
     
    Drag and drop number cards to make "sum" sense. When you think the cards are in the correct places, press Next for another question-
K Epps

http://www.morguefile.com/archive - 0 views

www.morguefile.com/archive

design free graphics iwb photography photos resources stock

shared by K Epps on 03 Apr 09 - Cached
  • K Epps on 03 Apr 09
     
    he morguefile free photo reference archive provides the public and creative community with a repository of free raw photo materials. These images can be used in your commercial or private projects. If you have any questions, read the FAQs, if you can't find your answer or are having technical difficulties, submit a trouble ticket to the help desk Search or browse the archive below. If you would like to contribute photos, please register first. Please be sure to consult the terms and conditions of the site.
International School of Central Switzerland

Your Age On Other Worlds - 0 views

www.exploratorium.edu/...index.html

shared by International School of Central Switzerland on 04 Sep 09 - Cached
  • International School of Central Switzerland on 04 Sep 09
     
    Your age on other planets..."Looking at the numbers above, you'll immediately notice that you are different ages on the different planets. This brings up the question of how we define the time intervals we measure. What is a day? What is a year?"
International School of Central Switzerland

Who wants to be a Mathionaire - 1 views

www.netrover.com/...mathionaire.htm

math iwb game KS2

shared by International School of Central Switzerland on 18 Jul 09 - Cached
  • International School of Central Switzerland on 18 Jul 09
     
    Math game: Who wants to be a Mathionaire? Key stage 2 maths questions
  • International School of Central Switzerland on 18 Jul 09
     
    Math game: Who wants to be a Mathionaire?
International School of Central Switzerland

GeoNet Game - 0 views

www.eduplace.com/geonet

geography socialstudies interactive maps iwb web2.0

shared by International School of Central Switzerland on 24 Jul 09 - Cached
Craig Nansen

Whiteboards: Learning From Great Britain | Scholastic.com - 6 views

www2.scholastic.com/...article.jsp

IWBs SMART_boards_why

shared by Craig Nansen on 24 Mar 10 - Cached
  • "The interactive whiteboard is very good at saving information, bringing it back up, and re-annotating it,"
  • Teachers have begun actively exchanging lessons, as well. St. Matthew teachers make active use of the online 21st Century Science site created by the local education authority in London. "People cherry-pick and share best practices," Cregan explains. "Basically, somebody else has written a lesson and they just tweak it and they're ready to go."
  • Barker has also seen growth in the use of devices such as digital cameras and interactive response systems, which allow students to click answers to questions and—with some whiteboards—text longer responses that can be kept private or projected publicly.
  • ...20 more annotations...
  • The most effective professional development, suggests researcher Judith Kleine Staarman, has focused on getting teachers to go beyond the basics. "IWBs only really make sense if you start thinking about the teaching and learning you want to do in the classroom."
  • you need to figure out how to use thinking time and conversation
  • "We also realized that we had to be subject-specific,"
  • Research conducted in England
  • found that IWBs were proving most effective in the primary grades, so much so that after two years of whiteboard use, student achievement in math, science, and English accelerated by as much as six months or more.
  • "Another difference between what England did and what we did was our ongoing professional development," Coleman says, adding that instructional technology facilitators meet one-on-one with classroom teachers to adapt lessons to the SMART Board, plan new lessons, and co-teach. "During the first year of using the IWB, each teacher receives 10 to 25 hours of differentiated professional development, determined by what kind of learner that teacher is."
  • the deployment took place in three phases, moving from early adopters to the most reluctant users. "By the time we got to the last group," Tarver explains, "they had seen so many good things going on around the campus that they weren't reluctant anymore."
  • Tarver also says that subject area coordinators have sought to embed the new whiteboards into classroom culture by including them in the district's curriculum framework, which identifies resources and timely opportunities for using the IWBs with particular lessons.
  • the kind of collaborative engagement promoted by IWBs fulfill state standards, and that one year after their implementation, average student scores on the state's Academic Performance Index rose from 800 to 827. Science teachers, meanwhile, have created a bank of 100 lessons using the SMART Board, and math teachers another 75.
  • Fishtrom says getting teachers to think pedagogically about IWBs is front and center in their professional development. He points to one recent history exercise in which students marked up a split screen of pre- and post-World War I maps of Europe, discussed what had changed, and saved the document for future review. "It's very rare that I walk by a classroom and the boards are not being used for a good reason."
  • encouraging results for regular use of the interactive whiteboard in the elementary grades.
  • 7.5: Months of additional progress for low-attaining boys in science
  • 5: Months of additional progress for high-attaining boys in math
  • 2.5: Months of additional progress for girls of average attainment in math
  • 2.5: Months of additional progress for low-attaining boys in writing
  • 2–3: The number of children working at an interactive whiteboard at one time in classrooms where all children made significant and measurable gains
  • 18: The number of months after installation of an IWB in which the majority of teachers had become highly competent users
  • 100%: Kids who are enthusiastic about interactive whiteboards
  • Whiteboards: Learning From Great Britain
  • The U.K. pioneered the importance of teacher buy-in, effective planning, and curriculum integration.
  • Craig Nansen on 24 Mar 10
     
    Spurred on by an ambitious government program and hundreds of millions of dollars in funding since 2003, more than three quarters of British schools have installed IWBs and amassed plenty of experience in how-and how not-to use them.
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