In order to use the "TeamUp" feature.
Image from www.cariboodesign.com. Challenge Based Learning. Workshop_guide3. TalkScience_Primer. Ohio Resource Center > Home. Home | The Inquiry Project. Strategies to Support Mathematical Thinking. Whenever I take a new teacher to observe a veteran teacher, I’m surprised at what they notice.
We could have observed the most impressive lesson ever, but without fail the new teachers notice the little things in the classroom: the way the chairs are set up, the routine the teacher has established for collecting work, the posters on the wall. They inherently know that seemingly small details can make or break teachers. Back in July, Teaching Channel released a video series produced with the American Federation of Teachers showing how the Common Core math practice standards progress across the grades. This series is one of my favorites; in each classroom we watch students collaborating, explaining their reasoning, testing their ideas, and enjoying the problem-solving process. If you’re like me, as you watch these videos, you will find yourself wondering how the teachers got their students to this point.
Organization, Organization, Organization 1. 2. Problem-Solving Tools 3. 4. 5. 6. Overcoming Ecological Misconceptions - Self Test. Teacher Education Materials Project (TE-MAT) : A Database for K-12 Professional Development Providers. Formative assessment. Teacher Tom. JCE Online: CQs and ChPs: CQs: Chemical Concepts Inventory. The Chemical Concepts Inventory* (CCI) is a multiple choice instrument that can be used to indicate the level of chemistry misconceptions held by students. The inventory is a multiple choice instrument composed of one- and two-tiered non-mathematical conceptual questions (22 questions total). The questions are based on common commonly-observed student misconceptions about topics generally covered in the first semester of a college chemistry course. The inventory was administered to over 1400 students in a general chemistry course for science and engineering majors (all of whom have had a high school chemistry course) during the first week of a fall semester and repeated during the first week of the following spring semester.
The average grade on the inventory was 45% (10 of 22) in the fall and 50% (11 of 22) the following spring. The inventory indicates that many of our general chemistry students are not fluent with a significant portion of the concepts in general chemistry. CL-1: Field-tested Learning Assessment Guide (FLAG): Tools. Bioliteracy Project Home Page. Publications and resources. Leadership Development and Training - Fierce, Inc. Blog | Cindy Huggett. A big ‘thank you’ to everyone who attended last week’s session: “3 Simple Steps to Convert Classroom Training to Online Training.” If you are looking for the white paper or any checklists that I mentioned, look under the “Resources” tab on the home page of my site. And if you are looking for more information about my current book, Virtual Training Basics, click here.
My new book, The Virtual Training Guidebook: How to Design, Deliver, and Implement Live Online Learning, will be available soon. Stay tuned to my website (www.cindyhuggett.com) for details! There were a few common questions that I didn’t have time to answer during the session. Here they are in more detail. Q: What do you mean by virtual training? A: There are many ways to define “virtual training.” Q: What’s the recommended length of time for a synchronous virtual training class? A: Virtual training classes tend to be shorter than their in-person classroom counterparts. A: This is a fantastic and very common question! Webinars. Sept. 25 - Vivian Elliott & Mark Wilding host "The Five Dimensions of Engaged Teaching" CHECK THE FULL SCHEDULE AND REGISTER NOW! Our fall webinars continue Sept. 25 with strategies for creating rich and academically rigorous classrooms. Webinars run Thursdays throughout the fall.
Presenters include authors Jane Kise, Steve Barkley, Lois Easton, Katherine Boles, Vivian Troen, and more. Webinars are free for all Learning Forward members. Nonmembers can attend individual webinars for $20, or attend three for $50. Members also have access to our complete webinar archive, as well as additional resources, follow-up discussion and more through Learning Exchange. Not a Learning Forward member? news.citrixonline.com/wp-content/uploads/2013/09/Leading-Geeks_Citrix_white-paper_4-Steps-to-Transforming-Dysfunctional-Teams.pdf. Convert Classroom Training to Virtual Training in Three Simple Steps.
www.cindyhuggett.com/wp-content/uploads/2012/10/Behind-the-Scenes-Handout.pdf. www.cindyhuggett.com/wp-content/uploads/2013/05/5-TECHNIQUES-to-DELIVER.pdf. www.cindyhuggett.com/wp-content/uploads/2013/05/5-TECHNIQUES-to-DELIVER.pdf. www.cindyhuggett.com/wp-content/uploads/2013/05/5-TECHNIQUES-to-DESIGN.pdf. www.cindyhuggett.com/wp-content/uploads/2012/04/VirtualActivitySelectionGrid_fromASTDInfoLine2.pdf. ZooTeach. Engage: Watch Shift Happens: 67 slides (8 min) * The lesson will begin by watching the “shift happens” slide show which will introduce information the students may not be aware of and should raise questions about what this globalization of information means to their lives. Discussion: “Our changing world” * The class will write down ideas and Questions that re brought up during the discussion.
These lists will remain posted in the room through the duration of the lesson. Explore: Introduce Citizen Science- Discuss the fact that scientists now are obtaining enormous data sets that are too large to be analyzed by individual scientists. Therefore computer programs have been developed to allow average everyday citizens who are interested to assist in the organization of this data. Discuss the potential impact that one individual could have (i.e. Explain: Discussion: Students will talk in small groups about their experience will Galaxy Zoo and draw two group conclusions to share with the class. Science K-2. Can You Make Light Change Direction? In groups of two, you will explore and investigate the materials available to find ways to make light change direction. First, place the target at least 3 feet away. Then, use your flashlight to shine light into the mirrors to see if you can change the direction of the light so that it reaches your target.
The light cannot travel directly to the target. It must hit at least 2 mirrors first. Grade Level Big Ideas and Unifying Concepts Cause - Effect Physical Science Concepts Properties of Matter Transfer and Transformation of Energy Design Technology Concept Use of Tools Time Required for Task Approximately one 45-minute session Context This task was developed as a means to provide the teacher with ongoing assessment information about how well the students draw and write about their observations and how well they explain what they are learning. What the Task Accomplishes This task is used mainly for ongoing assessment purposes. How the Student Will Investigate. Science, K-8 | Inquiry Based Science Lesson Plans. Exemplars inquiry-based investigations provide teachers and administrators with a way of teaching and assessing science-process and communication skills.
Our performance tasks are classroom tested and can be used for assessment, instruction and/or professional development. Investigations have been reviewed and approved by NSTA Recommends. Science material features: Truly, open-ended performance tasks that encourage students to communicate their thinkingStandards-based rubrics that focus on science processes and communicationAnnotated anchor papers that accompany each investigationTeaching notes to guide instruction and assessmentAlignments to NGSS, state, national (STEM, AAAS and NRC) and provincial standards, as well as leading science kits and literature links The most powerful form of professional development occurs when teachers work together to assess student performance and discuss student work.
Current Materials Best of Science Exemplars CD-ROM, K-5 The CDs feature: A Common Core “Must Read” Paper. NH Field Investigation Models. Using Field Investigations to Model Scientific Inquiry State and national science standards emphasize the importance of inquiry and problem-solving for today’s students. Field investigations offer rich opportunities for students to practice inquiry in engaging and authentic ways. Key steps in field investigations mirror the inquiry process.
They are posing research questions, planning and conducting investigations, using evidence to describe findings, communicating research findings to target audiences, and asking new research questions based on findings. Beyond Data Collection Just as New Hampshire is gifted with abundant natural resources, so too do we benefit from plentiful scientific field investigations.
Several ongoing investigations are offered as models to guide teachers and their students through an authentic scientific inquiry process. Maximum and minimum air temperature data collected at Hubbard Brook Experimental Forest. Field Investigation Model HB Max Min Air Temp.pdf. Online Stopwatch. World Games - Running Timer. Rocket Timer - Online Stowpatch. World Games - Swimming Timer. Dropout Indicators Found for 1st Graders. The_Productivity_Handbook.pdf. The Voice of Fish & Wildlife Agencies: North American Conservation Education Toolkit. The Voice of Fish & Wildlife Agencies Focus Areas The North American Conservation Education Strategy: A Tool Kit for Achieving Excellence The Conservation Education Strategy Tool Kit contains resources developed by the Association of Fish and Wildlife Agencies (AFWA) to support conservation educators who offer fish and wildlife based programs.
It includes resources developed as part of AFWA’s Conservation Education Strategy: Conservation Educations Foundations & Poster of Top 11 Core Conservation ConceptsWhat environmentally literate citizens should be expected to know, feel and do related to fish and wildlife conservation. Field Investigations: Using Outdoor Environments to Foster Student Learning of Scientific ProcessesHelps students become systems thinkers, learn the skills of scientific inquiry and understand that science doesn’t only happen in a laboratory or classroom.
NEW! NEW! NEW! NEW! NEW! NEW! The toolkit is not a conservation education curriculum. Why a toolkit? Related Info. ConEd-Field-Investigations-Guide.pdf. Articles. K12 Online Conference. Exploring Oceans. Classes should do hands-on exercises before reading and video, Stanford researchers say | Stanford News Release. July 16, 2013 A study from the Stanford Graduate School of Education of how students best learned a neuroscience lesson showed a distinct benefit to starting out by working with an interactive 3D model of the brain. By David Plotnikoff The researchers drew on data gathered from students using the BrainExplorer, a tabletop tool that simulates how the human brain processes visual images.
(Photo: Transformative Learning Technologies Lab/Stanford GSE) A new study from the Stanford Graduate School of Education flips upside down the notion that students learn best by first independently reading texts or watching online videos before coming to class to engage in hands-on projects. Studying a particular lesson, the Stanford researchers showed that when the order was reversed, students' performances improved substantially. The findings were featured in the April-June issue of IEEE Transactions on Learning Technologies.
The study was funded with support from the National Science Foundation. Leadership 3.0. Innovative PD Resources. Org · National Geographic Great Nature Project. 4 Ways to Make a Good Impression in Online Classes. Charles Belote, an online bachelor's student from Amarillo, Texas, says he sees his fair share of bad behavior on the online discussion boards he is required to use for class. In one online course he took at Colorado State University—Global Campus, he saw students use a class discussion board to gang up on a student from Mexico who struggled with English. In others, his classmates used bad grammar and poor spelling during their required online debates. Decades ago, the only way students could express themselves in class was to raise a hand and join the discussion. These days, online students such as Belote can communicate with their virtual classmates through blogs, discussion boards and other online forums.
"Most of the time discussion boards were great," says Belote, 53. "But every now and then you would read a sentence and not understand a word they said in it. [Learn the basics of an online course.] 1. "Punctuation is important," Mattes says. [Explore mistakes made by online students.] Scientific i.c.e. | I.C.E. = Investigating, Creating, Exploring. AAAS on Education. INTRODUCTION—In this special issue of Science, we have invited experts to tell us what they think are the most important challenges facing science education.
Through a mixture of News, Reviews, Perspectives, Education Forums, and an Editorial, we explore the obstacles to progress, be they within the classroom, across the school system, or in the larger social arena. We also offer substantive suggestions on how to proceed. For example, distance education, online simulations as educational aids, and social networking tools are already part of science education. Many university faculty members are working to upgrade centuries-old approaches to instruction. And, with a new emphasis on the practice of science, promising assessment tools are being developed to improve learning. [Read the full introduction] All of the articles in this special section are FREE with registration. From Science Editorial Prioritizing Science Education B. Perspective A Business View on U.S. R. From Science Signaling J. NGSS Designed for Wide Range of Learners.
Harvard STEM Teaching Videos. Posted on May 28th, 2013 by Mary Lord Looking for a way to make probability come to life in your multicultural math class and assess which students “got it?” How about a fun activity that gives high-school students a hands-on feel for fundamental calculus concepts and also meets state content standards? The Harvard-Smithsonian Center for for Astrophysics has compiled a digital video library full of curriculum-enhancing lessons, assessment tools, and case studies - all developed and used by teachers in their classrooms. These “Videos to Enhance Understanding and Teaching of K-12 Learning Goals,” as the project is called, feature: • Clinical Interviews of Student Ideas • Demonstrations of Phenomena • Case Studies of Instruction or Research • Interviews with Experts • Correlations to state and national curriculum standards Clips can be searched for in a variety of ways.
They can be sorted according to national or state math and science standards and by grade level. Metryx | Global STEMx Education Conference. Conference 2.0 - Web 2.0 Labs. Assessment Instrument Information Page. Assessment Instrument Information Page Please do not allow students to keep copies of any of these tests.
It takes years of development effort to create and validate a reliable assessment instrument. If it is released to the public domain, students will locate it and all that work will be for naught. In fact, you might not want to use the formal name of the test on the versions you have students take. If you have any questions, please contact phone 919-515-7226 or e-mail Robert J. Graphing, Measurement TUG-K Beichner's Test of Understanding Graphs in Kinematics is available in English, Spanish, French, German, Finnish, and Portugese by sending e-mail to firstname.lastname@example.org .
For graphing also see the FMCE, below. Deardorff & Beichner's Test of Measurement Uncertainty Concepts can be requested from email@example.com . Force, Mechanics FCI The Force Concept Inventory (1995 revision -- I. MBT The Mechanics Baseline Test (MBT; Hestenes & Wells) is available (as .pdf). Energy Thermodynamics Waves. Operation Physics: Children's science misconceptions. How To Make Sure Professional Development Is Not An Oxymoron.
I have always contended that the term “Professional Development” is an oxymoron for most educators. Let’s face it, most people do not look forward to Professional Development (PD) Days in their school district due to the fact that most of these are created with someone else deciding what is most important for the learners. While there are certainly exceptions to this approach of deciding what professionals need to learn about, the fact of the matter is that most educators do not have enough of a voice when it comes to their own learning. It is interesting to me that we focus a lot of time looking at differentiation, learning styles, and relevance when it comes to student learning but then toss these factors out the window when it comes to the learning opportunities for the adults in our schools. Maybe it is the time crunch or the ever-increasing number of mandates that we need to implement? Timely Support Learning With Others Collaborate Across Networks.
Make PD More Effective. Growth Hurts: Create Positive Discomfort. 4 Steps for Supporting Professionals. Powerful Designs for Team Learning. Get Hesitant Teachers to Use Technology. Convincing Reluctant Teachers. 5 Ways To Support Teachers Skeptical Of Technology. iTeach Blog. USCAnnenberg.