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A veteran teacher turned coach shadows 2 students for 2 days – a sobering lesson learned

A veteran teacher turned coach shadows 2 students for 2 days – a sobering lesson learned
The following account comes from a veteran HS teacher who just became a Coach in her building. Because her experience is so vivid and sobering I have kept her identity anonymous. But nothing she describes is any different than my own experience in sitting in HS classes for long periods of time. And this report of course accords fully with the results of our student surveys. I have made a terrible mistake. I waited fourteen years to do something that I should have done my first year of teaching: shadow a student for a day. This is the first year I am working in a school but not teaching my own classes; I am the High School Learning Coach, a new position for the school this year. As part of getting my feet wet, my principal suggested I “be” a student for two days: I was to shadow and complete all the work of a 10th grade student on one day and to do the same for a 12th grade student on another day. The schedule that day for the 10th grade student: 7:45 – 9:15: Geometry 10:55 – 11:40: Lunch Related:  21st century teaching and learningMath Education

“18th-c studies” meets “digital humanities” | The Long Eighteenth This post by George Williams. The CFP for ASECS 2010 is out, and I can’t help but notice that several of the panel proposals (including one being organized by Lisa Maruca and me) deal explicitly with digital humanities topics. Details regarding these panels are available after the jump, but before you make that jump, dear reader, please indulge me for a few sentences. Does it seem to you that the various academic disciplines concerned with the humanities are at a turning point with regard to integrating digital tools into their research and teaching methodologies? It certainly seems that way to me: And yet, does it perhaps also feel to you that the benefits of these developments have not yet filtered down to our day-to-day academic lives? This is not meant to be a list of complaints, mind you. Is this new phase a good thing? ASECS 2010 and the Digital Humanities Below are the CFPs for ASECS 2010 panels that explicitly deal with the digital humanities. George H. Like this: Like Loading...

Scientists Discover 15th Convex Pentagon Able To Tile A Plane Consider the ceramic on the floor beneath you. Those squares or rectangles tile the plane. That's a mathematical term, and finding a new shape that covers a flat surface using only exact copies of that one shape without overlapping or leaving any gaps is a mathematical challenge. All triangles can tile the plane, all quadrangles, too. But only 14 pentagons - five-sided shapes - could do it. Or so we thought, to the extent that we thought about this at all. Welcome back to the program. JULIE REHMEYER: It's my pleasure, Robert, happy to talk to you. SIEGEL: How big a deal this is? REHMEYER: It's exciting. SIEGEL: Who found this new pentagon? REHMEYER: Three mathematicians at the University of Washington - Casey Mann, Jennifer McLoud and David Von Derau. SIEGEL: And there have been many searches for these geometric shapes over the decades? REHMEYER: There have. REHMEYER: That's a great description. REHMEYER: That's right. SIEGEL: I'm thinking ahead to hexagons. REHMEYER: That's right.

Enhance your #Google Drive with new Google Add-Ons In this video, we will show you how to enhance your Google Drive experience by adding new Google Drive Add-Ons. Simply click on the red NEW button and click the MORE button to unlock hundreds of Google Add-Ons. Video recorded by Jeff Bradbury: @TeacherCast For more information about having TeacherCast broadcast at your event, please visit and follow @TeacherCast Please subscribe to our YouTube Channel today! About the author Jeffrey Bradbury, the creator of and TeacherCast University is a highly respected educational consultant. ShareYourEdustory Reflection makes us stronger, wiser, and more precise. In our journey to understand ourselves as educators, we should continually reflect about what we believe in, what has worked well, and also what has failed miserably in our classrooms. Blogging is a great platform for reflection. Show your work. I have been blogging for the past two years and I struggle with feeling like I need to blog more, share more, and show more of my struggle. Here is how it works: One blog post a weekTweet a link to your blog post using the #YourEdustory hashtag on TwitterConnect and comment on others’ blog postsEach week a topic will be provided (if you need it)Be able to add topic ideas in honor of Edcamp styleJoin a calendar that will send you blogging reminders To join Share #YourEdustory 2015 Challenge fill out this form. To join Share #YourEdustory 2015 Challenge calendar. Share #YourEdustory participant list. Share #YourEdustory 2015 Challenge Google spreadsheet of topics.

Background to the 4E's — Digisim - A Flipped Academic A highly experienced mentor once told me that there are 3 main groups of staff with regards to influencing change around technology use. These are the evangelists, those who will naturally be inquisitive and try new technology; the resistors, those to whom the change model applies (there is a sliding scale for resistors as some will resist for longer than others) and finally the naysayers, those who just don't want to change and are excessive complainers. (This final group I have renamed as C.A.V.E.s - Colleagues Against Virtually Everything.) My mentor also suggested that it's a waste of time and effort to focus attention on the "naysayers" as they very rarely change their minds. So what's all this got to do with the 4E Framework? I began to realise that as part of the change process staff had to take ownership for the rationale behind the use of technology.

Research shows how children can enjoy and succeed in math, Stanford expert says Stanford Report, December 17, 2015 Stanford Professor Jo Boaler says that research findings show how all students can learn to enjoy math and achieve at high levels without suffering from fear or failure. By Clifton B. Aaron Kehoe Education Professor Jo Boaler (center) observes the work of her students in the Stanford Teacher Education Program. For many students, math class is the subject of nightmares. "All children are different in their mathematical thinking, strengths and interests," said Jo Boaler, a professor of mathematics education at Stanford Graduate School of Education. Boaler has studied how students learn math, to identify why so many students end up hating or fearing math, and, too often, underachieve. In her new book, Mathematical Mindsets, Boaler describes how society has traditionally valued one type of math learner – one who can memorize well and calculate fast – as opposed to others who have the same potential but may be deeper, slower and more creative.

Google Unleashes their new #Google Slides app on iOS !!! Learn how to use it in your classroom here! #GoogleEdu Google Brings Slides and Presentations to the iPhone and iPad! On Monday August 25, the day after the TechEducator Podcast produced an amazing Google Slides Smackdown (see video above) Google heard our cries and released an amazing addition to the iPad lineup. Google Slides is a free downloadable app that integrates seamlessly with your personal Google account or your Google Apps for Education suite. When you first start up slides you will be prompted to sign in to your Google Account or add a new account. From this point, Google Slides will provide you access to all of your created Google Presentations. Menu options allow the user to see their slides, organize them by “starring” them, download them onto your iPad or switch over to the new Google Drive app. Creating your First Google Slide Presentation on your iPad One of the added features that is very nice in this app is the ability to create Speaker notes that are shown on the bottom of your iPad screen. Should We use this app?

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