August 12, 2014
Whole-class-mathematics-discussions-Framework-checklist- click here to downloadWhole Class Mathematics Discussions: Improving In-Depth Mathematical Thinking and LearningFramework for Transforming Your Teaching & Implementing the Common Core Standards of Mathematical Practice

via WHOLE CLASS DISCUSSION FRAMEWORK – CHECKLIST | Whole Class Mathematics Discussions.

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August 12, 2014
This section contains Power Points related to the Common Core Standards. These resources are created by Students Pre-service and In-service at the University of Nevada, Reno. These Power points and other resources should not be used for commercial purposes. They were created by using existing web resources such as Learn a Zillion to make sense of the Common Core Standards. Scroll down below to find formative assessment checklists and misconceptions. Note: These documents are “works in progress and may need further refinement.”

via Common Core – Power Points & Formative Assessments | Whole Class Mathematics Discussions.

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August 12, 2014
Whole Class Mathematics DiscussionsSupporting Teachers to Implement Whole Class Discussions and the Common Core Standards of Mathematical Practices

via Teaching Math Using Technology | Whole Class Mathematics Discussions.

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February 25, 2014
As suggested above, the power of Prezi is that it can allow you to present a system or network of ideas, facts, images, etc., in a “spatial” format that highlights the relations among

https://uwaterloo.ca/centre-for-teaching-excellence/resources/educational-technologies/netsavvy/presentation-tools

technologyisforkids.com

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October 23, 2013
4E x 2 Instructional Model

The 4E x 2 Instructional Model was designed to unite three major learning constructs (inquiry instruction, formative assessment, and reflective practice) that have all been shown to improve learning. When well integrated these learning constructs help facilitate deeper teaching and more powerful learning experiences. All the lessons designed and available under the lesson plan tab use the 4E x 2 Model.

via 4E x 2 Instructional Model : Inquiry in Motion.

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October 22, 2013
How to ask a good inquiry question

Turning a regular essay or research project into an \”inquiry\” project makes it easier to locate information because you\’re looking for facts to help you figure out how to best answer the question you\’ve posed.

via Mr Street's Inquiry Project Chapters 1-4 – HISTORY – LibGuides at Petaluma High School Library.

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October 21, 2013
Many of our site users have requested research results to back up their argument that an Investigations-style approach is what is needed in their schools. \”Adding It Up\” is full of such research results. But who has time to read a 444-page report? With this in mind, I have collected 10 research findings from this report that support using the Investigations curriculum:

via Ten Research Findings from "Adding It Up" | Impact of the Curriculum | Investigations in Number, Data, and Space®.

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October 21, 2013
Adding It Up explores how students in pre-K through 8th grade learn mathematics and recommends how teaching, curricula, and teacher education should change to improve mathematics learning during these critical years.

The committee identifies five interdependent components of mathematical proficiency and describes how students develop this proficiency. With examples and illustrations, the book presents a portrait of mathematics learning:

via Adding It Up: Helping Children Learn Mathematics.

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October 21, 2013
The study was sponsored by the U.S. Department of Education and the National Science Foundation. The National Research Council is the principal operating agency of the National Academy of Sciences and the National Academy of Engineering. It is a private, nonprofit institution that provides science advice under a congressional charter. A committee roster follows.

via National-Academies.org | Newsroom.

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October 21, 2013
Adding It Up explores how students in pre-K through 8th grade learn mathematics and recommends how teaching, curricula, and teacher education should change to improve mathematics learning during these critical years.

via Adding It Up: Helping Children Learn Mathematics.

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October 21, 2013
Mathematical proficiency develops over time, building on a knowledge base that begins to take shape in infancy. The committee did not endorse any single approach to effective instruction, but recommended that teachers use students\’ informal understanding of mathematics as a steppingstone toward mastery of more challenging skills and concepts in the subject.

via National-Academies.org | Newsroom.

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October 21, 2013
ive intertwined and equally important strands comprise the committee\’s definition of mathematical proficiency. First, capable students should be able to understand and apply important concepts. They also should be able to compute with ease, formulate and solve problems, and explain their reasoning. Finally, they should have confidence in their abilities and view mathematics as a sensible and worthwhile subject. Each strand requires constant attention, the report says.

via National-Academies.org | Newsroom.

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October 21, 2013
Today at the 2013 National Council of Teachers of Mathematics (NCTM) Conference, Pearson announced Connected Mathematics Project 3 (CMP3), the next generation of its inquiry-based middle grades math program, built to the Common Core State Standards for Mathematics and the Eight Standards for Mathematical Practice. Originally funde

via Pearson's Inquiry-Based Middle School Math Program Offers New Common Core Coherent Online Learning Environment.

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October 21, 2013
Pearson\’s Inquiry-Based Middle School Math Program Offers New Common Core Coherent Online Learning Environment

Today at the 2013 National Council of Teachers of Mathematics (NCTM) Conference, Pearson announced Connected Mathematics Project 3 (CMP3), the next generation of its inquiry-based middle grades math program, built to the Common Core State Standards for Mathematics and the Eight Standards for Mathematical Practice.

via pearsonschool.com: Connected Mathematics Project 3 (CMP3), Grades 6-8.

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October 21, 2013
The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education. The first of these are the National Council of Teachers of Mathematics (NCTM) process standards of problem solving, reasoning and proof, communication, representation, and connections. The second are the strands of mathematical proficiency specified in the National Research Council’s report Adding It Up: adaptive reasoning, strategic competence, conceptual understanding (comprehension of mathematical concepts, operations and relations), procedural fluency (skill in carrying out procedures flexibly, accurately, efficiently and appropriately), and productive disposition (habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one’s own efficacy).

via New York State P-12 Common Core Learning Standards for Mathematics | EngageNY.

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October 21, 2013
About EngageNY.org

EngageNY.org is developed and maintained by the New York State Education Department (NYSED) to support the implementation of key aspects of the New York State Board of Regents Reform Agenda. This is the official web site for current materials and resources related to the Regents Reform Agenda. The agenda includes the implementation of the New York State P-12 Common Core Learning Standards (CCLS), Teacher and Leader Effectiveness (TLE), and Data-Driven Instruction (DDI). EngageNY.org is dedicated to providing educators across New York State with real-time, professional learning tools and resources to support educators in reaching the State’s vision for a college- and career-ready education for all students.

via About | EngageNY.

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Posted by Gregory Reese online at www.TechnologyIsForKids.com

October 21, 2013
The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education. The first of these are the National Council of Teachers of Mathematics (NCTM) process standards of problem solving, reasoning and proof, communication, representation, and connections. The second are the strands of mathematical proficiency specified in the National Research Council’s report Adding It Up: adaptive reasoning, strategic competence, conceptual understanding (comprehension of mathematical concepts, operations and relations), procedural fluency (skill in carrying out procedures flexibly, accurately, efficiently and appropriately), and productive disposition (habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one’s own efficacy).

via New York State P-12 Common Core Learning Standards for Mathematics | EngageNY.

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October 13, 2013
\”More importantly, simply bringing students to a university campus and presenting college as a realistic opportunity for all kids can be a real game-changer — especially for those kids without college-educated parents,\” continued Klose. \”We are grateful to SSU for helping our district create a college-going culture for all students.\”

via News Center – Sonoma State University.

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October 1, 2013
In this module students analyze and explain precisely the process of solving an equation. Through repeated reasoning, students develop fluency in writing, interpreting, and translating between various forms of linear equations and inequalities and make conjectures about the form that a linear equation might take in a solution to a problem.

via Algebra I Module 1 | EngageNY.

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October 1, 2013
Please consider adding this portfolio letter to your opt out/refusal letter this year. We are finding that report card grades for the 2013-2014 school year are increasingly based on corporate test scores. Student work is counting for less when determining …

via United Opt Out National.

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September 30, 2013
Pearson’s Inquiry-Based Middle School Math Program Offers New Common Core Coherent Online Learning Environment

via Pearson’s Inquiry-Based Middle School Math Program Offers New Common Core Coherent Online Learning Environment.

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September 30, 2013
lessons are not scripts and rather they should be viewed as vignettes so that the reader can imagine how the class could look.

via Common Core Curriculum | EngageNY.

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September 29, 2013
While implementation of specific academic content standards is a local decision and not mandated by EC, California strongly recommends their local use. Additionally, statewide assessments which are mandated by EC are based upon California’s adopted academic content standards. California is supporting local implementation of the CCSS through many resources available to all LEAs many of which are noted in the Common Core State Standards Systems Implementation Plan for California.

via Common Core State Standards – Common Core State Standards (CA Dept of Education).

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August 11, 2013
Samsung Chromebook

The Samsung Chromebook is an ultraportable, sleek laptop for everyday adventures in school and beyond. At just over 2.4 pounds, 0.7 inches thin, and with over 6.5 hours of battery life, students can take it wherever they want to go.

Starting at $279

via Chromebooks: Samsung Chromebook for education.

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August 11, 2013
Chromebooks for Education

Chromebooks for Education give students, teachers, and administrators a simple solution for fast, intuitive, and easy-to-manage computing.

via Google Apps for Education.

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December 2, 2012
No page numbers

APA ordinarily requires page numbers for quotations, summaries, and paraphrases. When an electronic source lacks stable numbered pages, include paragraph numbers or headings to help readers locate the particular passage being cited.

If the source has numbered paragraphs, use the paragraph number preceded by the abbreviation “para.”: (Hall, 2008, para. 5). If the source contains headings, cite the appropriate heading in parentheses; you may also indicate the paragraph under the heading that you are referring to, even if the paragraphs are not numbered.

via The Social Sciences | Research and Documentation Online 5th Edition.

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