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e-Learning Software - Easygenerator System Dynamics Society Alice Leung | learning and leading | Page 3 In New South Wales, Australia, the 2014 school year is just about to start so I thought I’d share with you my 4 professional goals for 2014. Goal #1 – Keeping science real 2013 was the year where I started the journey of connecting my students with current, practising Australian scientists. 2014 will also be the year where I want to utilise social media and technology to connect students with scientists, not just in Australia but from around the world. Goal #2 – Embed science communication into my teaching I was very privileged to be involved in the UTS Summer School this year where I worked with Christy, a former Questacon presenter (a science communicator who does science shows for children). One of the ideas I have this year is to have a science communication project where students work in small groups and become science communicators themselves where they design and perform an act that explains a scientific concept. Goal #3 – Making learning, thinking and understanding visible

Fastest Way to Create Comic Strips and Cartoons - Toondoo Screenbird System Dynamics Learning & Teaching Introduction to System Dynamics The CLE has created a packet of key articles that touch on the important concepts of system dynamics, How to implement SD in K-12 Education, and How to explain systems thinking in 25 words or less. Simulations A variety of simulations allowing students to explore the consequences of actions. more material here... Road Maps is a self-study guide to learning system dynamics. Each chapter contains a number of individual papers - use the links below to navigate to each chapter. To learn more about Road Maps, please see the introduction (D-4500-10). The Road Maps Appendix contains a collection of short papers that are designed to help the reader during the process of going through Road Maps. There are several books required to help you complete Road Maps.

SOLO Hexagon Generator This HookED app populates a SOLO Hexagon Template. Brainstorm content ideas and enter them in the fields below. Click “Generate Document” to populate the template. Print the template and cut out the hexagons. Ask students to arrange the hexagons in sequences and clusters, justifying and annotating any connections made. Unistructural learning outcome-student identifies one hexagonMultistructural learning outcome-student identifies several hexagonsRelational learning outcome-student connects hexagons and explains the connections with annotations.Extended abstract learning outcome– student tessellates (clusters) hexagons adding annotations to make generalisations about a vertex (intersection point).

+1500 Free PowerPoint Templates & Backgrounds for Presentations Create Animated Presentations Online Flip your classroom, inspire, engage and delight your students Have fun presenting your assignments with a Wow! Finally, a presentation tool that incorporates an intuitive user interface, super cool comic graphics, is 200% less frustrating than Prezi, and offers a zillion more options than the free version of GoAnimate. I know we just met, PowToon, but I think I am in love. - Amy Gibson HS Teacher - Most of my classes responded with clapping and a “That was awesome!”. - Elizabeth Frank, Teacher -

School Leadership 2.0 Infusing Career Orientation in the Middle-School Curriculum In this American Educational Research Journal article, Michael Woolley (University of Maryland) and Roderick Rose, Dennis Orthner, Patrick Akos, and Hinckley Jones-Sanpei (University of North Carolina/Chapel Hill) report on their study of CareerStart, a program aimed at helping middle-school teachers make course content more career-relevant for their students. The program was implemented in seven of 14 middle schools in a diverse district of 3,295 students and followed over three years. Lessons in core curriculum areas are available online for grades 6-8 at this website: (for grades 7 and 8, substitute those numbers for the last number in this URL). The result: CareerStart brought about significant gains in students’ math performance but had no effect on reading performance. From the Marshall Memo #514

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