English Language Learners, students who do not have English as their native language, provide a specific set of challenges for teachers across the content areas. Depending on their lack of knowledge of English, they may be shy or lack confidence, overly reliant on visuals, or resistant to talking in small groups. However, as they learn the language, their confidence increases, as does their achievement. Let’s look at three specific strategies that help ELLs learn.
Trade stocks in Real-time using your virtual portfolio. Talk strategies with others in the discussion groups for your game. Create a customized public or private game for others to play. Choose a custom list of symbols to trade in your game
PhET provides fun, free, interactive, research-based science and mathematics simulations. We extensively test and evaluate each simulation to ensure educational effectiveness. These tests include student interviews and observation of simulation use in classrooms. The simulations are written in Java, Flash or HTML5, and can be run online or downloaded to your computer. All simulations are open source (see our source code). Multiple sponsors support the PhET project, enabling these resources to be free to all students and teachers.
Pedometers are excellent tools for enhancing cross-curricular learning concepts. There are many ways to integrate the information learned from the Walk Smart, Virginia! program into cross-curricular lessons. Physical educators can build strong collegial support by reinforcing core academic concepts through physical education. Classroom teachers and administrators become allies when they see physical education teachers as part of the total "learning team."
The Instructional Coaching Scale is designed to help instructional coaches and professional developers measure the impact of their coaching on the teachers with whom they interact. It is not intended to measure teacher implementation, but rather the effects that an instructional coach or some other person working in a close 1:1 capacity with teachers whose job it is to facilitate change in instructional practice.
As teaching has become a more public practice, teachers who traditionally worked in relative isolation find their doors opening to principals, other instructional leaders, and peers. Walk-throughs provide a model for adult-to-adult discourse that involves professional conversation about practice (Downey, Steffy, English, Frase, & Boston, 2004).
Cool tool that the USGS has created is called USGS Historical Topographic Map Explorer.
Basically, you do a map search with a Google Maps-like interface, click on a specific place on the resulting map, and the Historical Topographic Map Explorer will provide a timeline with topo maps from the past.
You can then select maps from Read more of this post
How do you introduce new projects to your students? What is your hook? Great project-based learning begins with an engaging launch that grabs students' interest and pulls them in. Every project needs a hook.
Did you know you can see all your copy/paste history in Chrome in a click? Bookmark all your browser tabs at once? Create choose your own adventures in Google Slides?
It didn’t take long for Michael Godsey, an English teacher at Morro Bay High School in California, to realize that his decision to use a public radio podcast in the classroom was a wise one. It wasn’t any old podcast he was introducing to his classes. It was “Serial,” the murder-mystery phenomenon produced by reporter Sarah Koenig of “This American Life,” which already was transfixing a wide swath of the adult population.
This story was written for the series, “Being 12: The Year Everything Changes,” from member station WNYC. If adolescence has a poster child, it’s a teenager. In a car. Smoking, drinking, and driving badly while also, somehow, having sex in the back seat. But changes in the brain that lead to the famously bad choices of adolescence don’t start at 16 or 17 years old. They start around 11 or 12 and the beginning of puberty. This is the dirty little secret of adolescence: The cloudy judgment and risky behavior may not last a year or two. Try a decade.
The way I see it, “personal learning,” or “PL,” is a much better aspirational term or phrase to use. We know that “learning” puts the work in the hands of those directly involved (as opposed to “development,” which often happens whether we want it to or not), and we can only truly learn when we have a personal stake in what is being explored.
You’ll notice that text complexity is an important part of the Common Core State Standards (CCSS). (You can read more about this in this my previous post.) The “staircase of text complexity” will give students more opportunities to learn from complex texts, and the hope is that by setting a benchmark for students to read grade level complex texts “independently and proficiently” by high school graduation, students will be ready to read college and career level texts.<br /><br />
Ever want your students to slow down and notice details when they read — whether they’re perusing a book, a poem, a map or a political cartoon? Young people often want to hurry up and make meaning via a quick skim or a cursory glance when a text can demand patience and focus.