As I was searching the other day, I came across two great sites chock full of information from teachers near and far. There are many different games, activities, resources, and technology that comes from the classroom in these two blogs.
The first is http://www.greatmathsteachingideas.com/ which are teaching ideas for the math classroom. It goes over certain concepts and different uses of technology in the classroom. There are new and different study cards for students to practice.
The second is http://mrbartonmaths.com/ gives teachers, students, and parents tips on software, resources, and reviews of math products. This is a great site.
Teach with your iPad
Please, teach with your iPad. Math applications can range from flash cards to graphing calculators. One day an iPad can be a textbook, next a calculator, then review sheets. Lately, there have been several reference apps that contain formulas and other reference material. Featured is a link to over 80+ iPad applications in math. With pictures from the applications and reviews on the positive side and how you can incorporate them into your classroom. If you have an iPad (or a classroom set) let your students learn in a fun and engaging way.
The link can be found here: http://teachwithyouripad.wikispaces.com/Math+Apps
Good luck and have fun teaching students with a great mobile device.
The link can be found here: http://teachwithyouripad.wikispaces.com/Math+Apps
Good luck and have fun teaching students with a great mobile device.
Mobile 2012
If you were as unfortunate as I, then you were not at the Mobile Learning conference in Phoenix, Arizona of the weeks April 11-13th. And if you were congratulations on all the fun things you learned. This is a great resource but attached below is the Mobile 2012, presenters wiki-spaces for you to browse. There is a lot of great material out there for all educators and math teachers.
Here is the link for the site: http://mobile2012.org/wiki/materials/
Mobile 2012 is a mobile learning experience, where educators can experience the latest in teaching, learning, and mobile computing. Mobile learning are the devices your students already know how to use such as: phones, iPads, tablets, laptops, iPods, and many others. Combine these gadgets with educational and productivity and you've got mobile learning.
Mobile learning can happen anywhere: in a classroom, at the dining room table, on a bus, in front of a science exhibit, at the zoo…anywhere! Portability is not as important as the ability of the learner to connect, communicate, collaborate, and create using tools that are readily at hand. With a variety of tools and resources always available, mobile learning provides increased options for the personalization of learning. Mobile learning in classrooms often has students working interdependently, in groups, or individually to solve problems, to work on projects, to meet individual needs, and to allow for student voice and choice. With access to so much content anytime and anywhere, there are plenty of opportunities for formal and informal learning, both inside and outside the classroom.
Here is the link for the site: http://mobile2012.org/wiki/materials/
Mobile 2012 is a mobile learning experience, where educators can experience the latest in teaching, learning, and mobile computing. Mobile learning are the devices your students already know how to use such as: phones, iPads, tablets, laptops, iPods, and many others. Combine these gadgets with educational and productivity and you've got mobile learning.
Mobile learning can happen anywhere: in a classroom, at the dining room table, on a bus, in front of a science exhibit, at the zoo…anywhere! Portability is not as important as the ability of the learner to connect, communicate, collaborate, and create using tools that are readily at hand. With a variety of tools and resources always available, mobile learning provides increased options for the personalization of learning. Mobile learning in classrooms often has students working interdependently, in groups, or individually to solve problems, to work on projects, to meet individual needs, and to allow for student voice and choice. With access to so much content anytime and anywhere, there are plenty of opportunities for formal and informal learning, both inside and outside the classroom.
Mathalicious (WPE)
Mathalicious is an educational site where students are given real world problems and it suppose to make students more engaged in the classroom, (which I agree with). Oh, I guess I should say this now (WPE means WORST PRODUCT EVER). As I was watching the main video on the homepage, they came out with this statistic that said 61% of students would rather take out the trash than do their math homework. OF COURSE... who wouldn't do a 30 second chore than sit down and do 30 minutes of math homework. I am just surprised that 39% of them would say that they would do their homework.
Going on the second thing he said about students hating math, I just don't see it, or he wasn't teaching right. But, that is not the point that I was wondering about, he said "I don't know what it means, and when I'll ever use it." referring to math. The question is when don't you use math (especially at the middle level) and secondly you need to reteach your students if they don't know what it means. Which leads me into my third point.
He said, "He was a middle school math teacher and struggled, teaching is hard." (Which it is.) And proceeds to say that what we are teaching is "dry, irrelevant, and boring to students." Well, dude, you must have been teaching wrong, we go over imaginary numbers, where do those play in the real-world almost no-where, but good teachers make it fun and exciting by going over the history, playing a fun game, or challenging the students to come up with their own problems. Teachers, and by teachers, I refer to good teachers. They work hard, harder than probably anybody in the school and they come up with fun and creative lessons that are personalized to their students. Not some random video about the NBA which 2 students like.
So here is the link: http://www.mathalicious.com/ I insist that you watch the video and decide if it is worth paying money for and secondly if half the stats that this guys says are true.
Going on the second thing he said about students hating math, I just don't see it, or he wasn't teaching right. But, that is not the point that I was wondering about, he said "I don't know what it means, and when I'll ever use it." referring to math. The question is when don't you use math (especially at the middle level) and secondly you need to reteach your students if they don't know what it means. Which leads me into my third point.
He said, "He was a middle school math teacher and struggled, teaching is hard." (Which it is.) And proceeds to say that what we are teaching is "dry, irrelevant, and boring to students." Well, dude, you must have been teaching wrong, we go over imaginary numbers, where do those play in the real-world almost no-where, but good teachers make it fun and exciting by going over the history, playing a fun game, or challenging the students to come up with their own problems. Teachers, and by teachers, I refer to good teachers. They work hard, harder than probably anybody in the school and they come up with fun and creative lessons that are personalized to their students. Not some random video about the NBA which 2 students like.
So here is the link: http://www.mathalicious.com/ I insist that you watch the video and decide if it is worth paying money for and secondly if half the stats that this guys says are true.
Unit Circle
I was trying to figure out why Algebra III students did not care for sine and cosine, and I figured it had to do with scary looking sheet I gave them yesterday...... THE UNIT CIRCLE! (They weren't thrilled). But, as I was digging online I found some really cool interactives for the math classroom.
They are all found on this link: http://www.interactivemaths.net/?q=category/1/3
But the most important was the first link, Pi Clock Faces. There are two templates to turn your school clock, or your own personal clock into a unit circle. Card stock words the best and I found it a little difficult on how I was going to put it on. But, the link is here for the template: http://www.ccsdk12.org/mclemens/decor/clock.pdf
There are many other links out there for cosine, sine, tangent, and the other trig functions. If you have any that are specially fond to you go ahead and post them below.... and they just might find their way to the resources website at the top of the page.
They are all found on this link: http://www.interactivemaths.net/?q=category/1/3
But the most important was the first link, Pi Clock Faces. There are two templates to turn your school clock, or your own personal clock into a unit circle. Card stock words the best and I found it a little difficult on how I was going to put it on. But, the link is here for the template: http://www.ccsdk12.org/mclemens/decor/clock.pdf
There are many other links out there for cosine, sine, tangent, and the other trig functions. If you have any that are specially fond to you go ahead and post them below.... and they just might find their way to the resources website at the top of the page.
Spicynodes
When students' eyes glisten with excitement and their faces reflect the dawn of understanding, you know that true learning is taking place. With SpicyNodes, self-directed exploration and interactive learning fuel the curiosity and wonder that come so naturally to kids. SpicyNodes provides innovative means to add excitement to almost any area of study, including mathematics. As students become enamored with the presentation of their ideas, they increasingly focus on the quality of their work and develop the critical thinking skills necessary for the digital age. It is great for visual and experiential learners, and well as students with learning disabilities.
An example of SpicyNodes in the math classroom: http://www.spicynodes.org/teachers-negatives.html
Here is the link to SpicyNodes: http://www.spicynodes.org/
An example of SpicyNodes in the math classroom: http://www.spicynodes.org/teachers-negatives.html
Here is the link to SpicyNodes: http://www.spicynodes.org/
iPad Literature Circles
Literature circles inherently promote student ownership of learning. In this learning model, students take responsibility for choosing their own books, directing discussion groups, assigning role for student inquiry, and constructing meaningful interpretations of text as thoughtful community learners. A process will engage students in countless opportunities for critical thinking and collaboration.
Conducting Lit. circles with mobile devices such as the iPad, not only provides immediate access to a diverse selection of book, but also to reference materials, research tools, interactive maps, and a slew of creation and dynamic notebook apps. For more information you can use this link: http://www.ipadlitcircles.com/
You can include the iPad for literature circles in math with either fiction books or non-fiction books of your choice. There are many different selections of books in math and making them accessible for your students takes a great ownership of learning for your students.
Conducting Lit. circles with mobile devices such as the iPad, not only provides immediate access to a diverse selection of book, but also to reference materials, research tools, interactive maps, and a slew of creation and dynamic notebook apps. For more information you can use this link: http://www.ipadlitcircles.com/
You can include the iPad for literature circles in math with either fiction books or non-fiction books of your choice. There are many different selections of books in math and making them accessible for your students takes a great ownership of learning for your students.
MentorMob
MentorMob is like Gooru. This is a website where you can create a learning playlist of your own. This would work great for students with IEP's or students you know of that will have difficulty in a specific area. You can browse made lists or create your own. Check out the site at: http://www.mentormob.com/
GameSalad
GameSalad is an online community that empowers everyone to express and share their ideas through games. The company was founded on the belief that all people should have the tools to make popular games, limited only by the boundaries of their imaginations. GameSalad provides a platform used by creators to rapidly design, publish and distribute original games that have been played by millions of people worldwide.
http://gamesalad.com/
Letting your students to develop their own applications for iPhones and iPads is a way to engage learners in the classroom.
http://gamesalad.com/
Letting your students to develop their own applications for iPhones and iPads is a way to engage learners in the classroom.
Digital Writing
Why does writing matter? Why does digital writing matter? Digital writing is the future of writing in the work place and college. Writing production in math should use technology, including the internet, to produce publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
Students should be able to use technology to gather relevant information from multiple authoratative print and digital sources using advanced researches effectively. There are other reasons why digital writing matters especially for the math classroom. For a rubric that includes many grade levels including 8th and 12th grade. Students should be capable of these things before leaving for college or the work force to make them productive citizens in the 21st century. http://digitalkwriting.wikispaces.com/file/view/Why+Digital+Writing+Matters+%E2%80%93+According+to+the+Common+Core+ELA+Standards.pdf
Making technology apart of the math classroom makes students feel engaged and in charge of their own learning, by empowering students to go above and beyond.
Students should be able to use technology to gather relevant information from multiple authoratative print and digital sources using advanced researches effectively. There are other reasons why digital writing matters especially for the math classroom. For a rubric that includes many grade levels including 8th and 12th grade. Students should be capable of these things before leaving for college or the work force to make them productive citizens in the 21st century. http://digitalkwriting.wikispaces.com/file/view/Why+Digital+Writing+Matters+%E2%80%93+According+to+the+Common+Core+ELA+Standards.pdf
Making technology apart of the math classroom makes students feel engaged and in charge of their own learning, by empowering students to go above and beyond.
Avatars (3D Worlds)
Virtual worlds have invaded colleges and its only time before they reach high school, middle school, and even elementary levels. (Now some good teachers are employing this now, but I digress). There are many different websites for avatars and virtual worlds.
Here is a slideshow over best practices in education for 3D worlds: http://www.slideshare.net/davidwdeeds
Avatars are a great way to get students interested in school and engaged while they learn. It is also a great way for students to make new friends in an online world and a great way to show kids what they do outside of a classroom affects their lives.
Voki, Secondlife, OpenSimulator, and other educational worlds are great for students to know what the online community is capable of, especially learning.
You can also Simpsonize yourself for classroom avatars as well. http://www.simpsonsmovie.com/main.html
You can also Simpsonize yourself for classroom avatars as well. http://www.simpsonsmovie.com/main.html
Learning Rant
Things have changed over the past 5 years and I have been wondering in the general classroom what has changed, then I read a blog post http://www.learningwithoutfrontiers.com/2011/04/the-napsterfication-of-learning/ called the Napsterfication of Learning. It has a great image which is posted below along with another interesting video that was on the site.
What has changed in 71 years, compare and contrast these two pictures. Personally I see nothing, besides the further development of the camera (which isn't really clearer.) The analogy of Napster into education, was enabling technology for the disruption internet making it affordable, readily available computing that sent shock waves through the industry paving the way for legal platforms such as iTunes.
What has changed in 71 years, compare and contrast these two pictures. Personally I see nothing, besides the further development of the camera (which isn't really clearer.) The analogy of Napster into education, was enabling technology for the disruption internet making it affordable, readily available computing that sent shock waves through the industry paving the way for legal platforms such as iTunes.
Fun with problem-solving
Take advantage of problem solving ideas for your entire classroom- regardless of skill level. There are links below that are math challenges and problem solving techniques. There are different math and logic puzzles that students and classrooms can use to build problem solving techniques.
http://www.figurethis.org/index.html
http://www.mathsisfun.com/puzzles/index.html
http://www.teachingideas.co.uk/maths/contents_problemsolving.htm
http://projecteuler.net/about
Aren't we providing our students for the next level? Shouldn't we push our students to do the very best and push them to achieve more than just regular math. Every student deserves to get the best and yet they are not pushed to the limits of what they can achieve. Hopefully this can brighten a few students in your classes day.
http://www.figurethis.org/index.html
http://www.mathsisfun.com/puzzles/index.html
http://www.teachingideas.co.uk/maths/contents_problemsolving.htm
http://projecteuler.net/about
Aren't we providing our students for the next level? Shouldn't we push our students to do the very best and push them to achieve more than just regular math. Every student deserves to get the best and yet they are not pushed to the limits of what they can achieve. Hopefully this can brighten a few students in your classes day.
Guided Reading Groups
Over the past decade, Differentiated Instruction has taught us that students are most successful when they’re instructed at their point of need. This is especially true for beginning readers and writers. That’s why guided reading is such a powerful tool. It is differentiated instruction. And it does enable you to address the realities of today’s diverse classroom. But how can you meet the individual learning needs of your readers and still build the 21st century higher-order thinking skills that are so critical in today’s world? Skill-building and empowering to learn how you can differentiate your guided reading instruction, produce extraordinary results, and make a tremendous difference in the lives of your students.
http://www.nereads.org/conference/juliekozisek.pdf
http://teacher.scholastic.com/products/authors/pdfs/WW_GR_prof_paper.pdf
These guided reading groups are the future of classroom, it is hard for my students to stay engaged. And there are many different strategies in here for keeping the students engaged and building higher-ordered thinking skills.
Reading Comprehension
Read: To apprehend the meaning of a book, writing, etc. be perceiving the form and relation of the printed or written characters. Math is a language that people use to communicate, to solve problems, to engage in recreation, and to create works of art and mechanical tools. Not only does reading comprehension hinder mathematics learning, but the inability to decipher text code can be exacerbated in math with the addition of symbols and nonlinear presentation of information.
There are two types of problems in math--expressions and equations and word problems. Both pose their own issues from a reading comprehension viewpoint. With expressions and equations, students must understand the symbols used and the order in which to process the information. For example, the student needs to understand that an equal sign means "the same as" or "is," and that exponents must be completed prior to adding. Word problems tend to strike fear in the hearts of most math students because of the added layer of complexity. Words problems can be as simple as "Twenty-five is what percent of 50," to complex scenarios. Here not only do the problem solvers need to understand symbols and procedures, but now translation is required to put words into math sentences.
So how can we help mathematics students with reading comprehension difficulties? As math teachers, we need to be well versed in reading comprehensions strategies and modify them for mathematical comprehension purposes.
For more information on reading comprehension you can follow the links below:
http://www.cse.ucla.edu/products/reports/r681.pdf
http://wik.ed.uiuc.edu/index.php/Reading_Comprehension_in_Mathematics
http://www.readwritethink.org/classroom-resources/lesson-plans/giant-story-problems-reading-146.html
http://wibergmath.pbworks.com/f/word%2Bproblems%2Band%2Breading%2Bcomprehension%2Bresearch.pdf
There are two types of problems in math--expressions and equations and word problems. Both pose their own issues from a reading comprehension viewpoint. With expressions and equations, students must understand the symbols used and the order in which to process the information. For example, the student needs to understand that an equal sign means "the same as" or "is," and that exponents must be completed prior to adding. Word problems tend to strike fear in the hearts of most math students because of the added layer of complexity. Words problems can be as simple as "Twenty-five is what percent of 50," to complex scenarios. Here not only do the problem solvers need to understand symbols and procedures, but now translation is required to put words into math sentences.
So how can we help mathematics students with reading comprehension difficulties? As math teachers, we need to be well versed in reading comprehensions strategies and modify them for mathematical comprehension purposes.
For more information on reading comprehension you can follow the links below:
http://www.cse.ucla.edu/products/reports/r681.pdf
http://wik.ed.uiuc.edu/index.php/Reading_Comprehension_in_Mathematics
http://www.readwritethink.org/classroom-resources/lesson-plans/giant-story-problems-reading-146.html
http://wibergmath.pbworks.com/f/word%2Bproblems%2Band%2Breading%2Bcomprehension%2Bresearch.pdf
Effective Lesson Planning
Writing lesson plans can be a daunting task for even the most prepared teacher. Let’s face it, lesson plan writing for practicum experiences or teacher training programs is vastly different from writing lessons for the “real world.” Just as an architect wouldn’t begin a new building project without the blueprints, a teacher needs a solid lesson plan in order to be successful in the classroom.
The process outlined below describes the written lesson plan and does not detail how to effectively deliver the lesson. To help with this, there are a few points to keep in mind.
Point 1: Make real-world and cross-curricular connections to help students tap into prior knowledge and experiences, thus making learning easier and more relevant to the wider context.
Point 2: Integrate technology when possible. Using technology in the classroom is not only a great classroom management tool, but it also allows teachers to reach students with many different learning styles all in one tool. From interactive lessons to independent practice, this is how the current generation learns, and teachers must take advantage.
Point 3: Differentiate instruction in order to accommodate all learners and learning styles. Educators must be able to adjust lessons and activities to meet the needs of all learners in the classroom, from those with special educational needs (SEN) to high-achieving students, and every learner in between.
Point 4: Check for learning frequently. Whether using a simple oral question–answer session or learner response devices (ActiVote or ActivExpression), the most effective teachers check for understanding often. Doing this allows for early intervention and review or acceleration of a concept.
Point 5: Use the resources available in the classroom or school. When preparing a lesson, talk with a teaching assistant, librarian or technology teacher about what the lesson covers and gain feedback on who can help, and how to create an effective lesson or activity.
For more information of effective lesson planning in the math classroom you can use the following links:
http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=11&ved=0CGYQFjAAOAo&url=http%3A%2F%2Fwww.cpam.teachersdg.org%2FNCTM%2520Seminar%2FVision%2C%2520lesson%2520plan%2520and%2520video%2520protocol.doc&ei=nTaCT4CcH5Se8gSolsnfBw&usg=AFQjCNF5UoGJaTzifbbRfc8nS0qrFWRdWg&sig2=BtkPgTwwXvqwgaTcfb_HWA
Self-Directed Learning
New democratic social media tools give new freedom, increased creativity and responsibility for the learners. Modern learners inhabit various spaces: Weblogs (Blogger, Wordpress), microblogging environments (Jaiku, Twitter), social repositories of new media objects (Flickr, Youtube), social bookmarking spaces (del.icio.us), community portals (Facebook, MySpace) etc. Innovative enterprises (eg. Siemens, BBC) have already started to use social media for various purposes, for example, for liberating the workforce from the constraints of legacy communication and productivity tools; making use of collective intelligence of many, transforming competitiveness in the form of increased innovation, productivity and agility.
Main changes at new Web 2.0 social spaces, compared with institutional learning management systems, are:
- Self-manageable tools;
- Learning at personal spaces;
- Continuous invasion to new spaces
- Distributing one’s personality between spaces;
- Community as an identity
- Publishing artifacts to define communities and ourselves
Self-direction refers to the increased freedom, independence, responsibility and autonomy of one’s activities. It means the capability to process information effectively, and be aware of one’s abilities and skills. In this paper we refer to the self-direction as a continuous learning process, an instructional method, where individuals take the initiative in order to diagnose their needs, set up their goals, choose the strategies and resources. Additionally, it presumes personal efficacy of self-analysis and self-reflection, the ability to be conscious of own needs, and experiences of positioning him/herself within the learning situations.
For more information on self-directed learning using web 2.0 tools are found here: http://beta.wikiversity.org/wiki/What_is_self-directed_learning_in_Web_2.0_spaces%3F
Math-phobic Children
You know the students in your classes who say I am just not a math person, or math doesn't come easy to me. Is it the parents fault for this being the way now? Sometimes I think this, but a new study reveals that brain function differs in math-phobic children.
Children who get anxious about doing math have brain function that differs from children who don't with math specific fear interfering with the parts of the brain involved in problem-solving according to MRI scans of 7-9 year-olds. What if this fear fosters for another 10 years and it doesn't change how can they focus enough or get enough out of problem solving in their jobs or even more importantly in college?
In children with high math anxiety, the scans showed heightened activity in the amygdala, and also in sections of the hippocampus associated with the formation of new memories. Children with math anxiety also had decreased activity in several brain regions associated with working memory and numerical reasoning. Analysis of brain connections showed that, in children with high math anxiety, the increased activity in the amygdala was driving the reduced function in the numerical information processing regions.
The two groups also performed differently on the math problems. Children with high math anxiety were less accurate and significantly slower at solving math problems than children with low math anxiety.
To read the full article you can click here: http://www.healthimaging.com/index.php?option=com_articles&view=article&id=32896:study-mri-reveals-brain-function-differs-in-math-phobic-children
Children who get anxious about doing math have brain function that differs from children who don't with math specific fear interfering with the parts of the brain involved in problem-solving according to MRI scans of 7-9 year-olds. What if this fear fosters for another 10 years and it doesn't change how can they focus enough or get enough out of problem solving in their jobs or even more importantly in college?
In children with high math anxiety, the scans showed heightened activity in the amygdala, and also in sections of the hippocampus associated with the formation of new memories. Children with math anxiety also had decreased activity in several brain regions associated with working memory and numerical reasoning. Analysis of brain connections showed that, in children with high math anxiety, the increased activity in the amygdala was driving the reduced function in the numerical information processing regions.
The two groups also performed differently on the math problems. Children with high math anxiety were less accurate and significantly slower at solving math problems than children with low math anxiety.
To read the full article you can click here: http://www.healthimaging.com/index.php?option=com_articles&view=article&id=32896:study-mri-reveals-brain-function-differs-in-math-phobic-children
Goodreads II
Do good with Goodreads. Help others experience the joy of curling up with a good book. Each month Goodreads highlights a different charitable foundation that promotes education and literacy.
Different charities like the African Library Project, Reading Partners which is featured below, World Book night which was a couple of weeks ago, and buildOn.
Reading Partners focuses on children from low-income communities, this nonprofit funnels struggling readers into free tutoring programs that offer one-on-one instruction. BuildOn uses volunteer teams that are made up of disadvantaged teens.
Starting your own reading program that focuses on non-fiction books that includes math, science, and history with students in your school is a great way to get students in your school focused on core areas and especially STEM areas that are great for young prospects.
http://www.goodreads.com/featured_lists/5-do-good-with-goodreads
Different charities like the African Library Project, Reading Partners which is featured below, World Book night which was a couple of weeks ago, and buildOn.
Reading Partners focuses on children from low-income communities, this nonprofit funnels struggling readers into free tutoring programs that offer one-on-one instruction. BuildOn uses volunteer teams that are made up of disadvantaged teens.
Starting your own reading program that focuses on non-fiction books that includes math, science, and history with students in your school is a great way to get students in your school focused on core areas and especially STEM areas that are great for young prospects.
http://www.goodreads.com/featured_lists/5-do-good-with-goodreads
Alan Lomax Project
I was watching Stephen Colbert one night (a re-run) and it presented a great free resource for the classroom. Alan was proudest of his driving — his thousands of miles and days down nameless roads seeking out the jewels of the human spirit. He is most famous for his work in the penitentiaries, plantations, and lonely farms of the Mississippi Delta, where he returned no less than seven times between 1933 and 1985 to listen, observe, fraternize, and record night after night, year after year; but he repeated this feat with astounding results in hundreds of obscure places in the U.S., the Caribbean, Europe, and North Africa. Jelly Roll Morton, Woody Guthrie, Lead Belly, Muddy Waters, and the Reverend Gary Davis were only a few of the many geniuses, famous and obscure, who were in reality telling us the true story of our country over Alan’s microphone. The sympathy, connoisseurship, and technical avant-gardism he poured into his work in every platform.
Featured below is a little more about Alan Lomax and his project, but I know you don't want to read about that you want the free resources for the classroom and I will give them to you now!
http://www.culturalequity.org/rc/ce_rc_teaching.php
This music and the cultures that created them are a valuable resource to courses in history, geography, language arts, social studies, visual arts, music and dance. Teachers are asked to help in how they use them in the classroom.
Featured below is a little more about Alan Lomax and his project, but I know you don't want to read about that you want the free resources for the classroom and I will give them to you now!
http://www.culturalequity.org/rc/ce_rc_teaching.php
This music and the cultures that created them are a valuable resource to courses in history, geography, language arts, social studies, visual arts, music and dance. Teachers are asked to help in how they use them in the classroom.
Google Developers (Zombies)
Google developers is the latest web, mobile, and social breakthroughs and you can meet developers who are turning them into tomorrow's educational tools. I do not know a lot about coding or how to make these things that can be my calculator, but other people are making these and I turn them in to educational tools in the classroom.
A latest blogpost by a google developer are 3D graphs you can use in calculus. http://googledevelopers.blogspot.com/2012/04/fridaygram-3d-graphs-battling-bacteria.html?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+GDBcode+%28Google+Developers+Blog%29
Another link is the share your story from google developers which I look at sometimes about what inspires these people to develop tools and sites. https://developers.google.com/go/stories
I saved the best for last which is the showcase of google tools, which are different sites and games you can use in your classroom. https://developers.google.com/showcase/
My personal favorite is at the bottom of the page where you can place yourself in google streetview and have zombies chase you up and down your street. Which is appropriately named zombie streetview apocalypse. The link is here: http://wonder-tonic.com/zombie/
Students love Zombies, especially learning about zombies. Here is a blog dedicated to teaching geography through zombie-based learning. You can read about it here: http://blog.zombiebased.com/
A latest blogpost by a google developer are 3D graphs you can use in calculus. http://googledevelopers.blogspot.com/2012/04/fridaygram-3d-graphs-battling-bacteria.html?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+GDBcode+%28Google+Developers+Blog%29
Another link is the share your story from google developers which I look at sometimes about what inspires these people to develop tools and sites. https://developers.google.com/go/stories
I saved the best for last which is the showcase of google tools, which are different sites and games you can use in your classroom. https://developers.google.com/showcase/
My personal favorite is at the bottom of the page where you can place yourself in google streetview and have zombies chase you up and down your street. Which is appropriately named zombie streetview apocalypse. The link is here: http://wonder-tonic.com/zombie/
Students love Zombies, especially learning about zombies. Here is a blog dedicated to teaching geography through zombie-based learning. You can read about it here: http://blog.zombiebased.com/
Math Journals
I believe math journals are the heart and soul for algebra and geometry students. Next year I am thinking of buying my students small journals for the students to write in and journal each day (if I have money). But, I have found many different math journals and different ideas for math journals from Pinterest.
The first is a math journal from Cheri Summers and the second is my pin board.
http://pinterest.com/cherisum/math-journals/
http://pinterest.com/treverreeh/pins/
These different ideas help teachers become good teachers and help students learn in different ways. Visually it helps students see what they are doing and why they are doing it, (which is a big thing).
The first is a math journal from Cheri Summers and the second is my pin board.
http://pinterest.com/cherisum/math-journals/
http://pinterest.com/treverreeh/pins/
These different ideas help teachers become good teachers and help students learn in different ways. Visually it helps students see what they are doing and why they are doing it, (which is a big thing).
Minds of Modern Mathematics
Math nerds and historians, it’s time to get excited. Minds of Modern Mathematics, a new iPad app released Thursday by IBM, presents an interactive timeline of the history of mathematics and its impact on society from 1000 to 1960.
The app is based on an original, 50-foot-long “Men of Modern Mathematics” installation created in 1964 by Charles and Ray Eames. Minds of Modern Mathematics users can view a digitized version of the original infographic as well as browse through an interactive timeline with more than 500 biographies, math milestones and images of relevant artifacts.
IBM hopes that classes and students will use the app, provoking more people to pursue math, science or technology-related educations and jobs.
“Careers of the future will rely heavily on creativity, critical thinking, problem solving and collaboration — all themes that were core to the ‘Minds of Modern Mathematics’ movement and remain equally relevant today,” Chid Apte, IBM Director of analytics Research and Mathematical Sciences said in a press release. “What better way than a mobile app to reintroduce this timeless classic to inspire a new generation of learners?”
Kung Fu Math
Kung Fu math is a practical math activity for reinforcing mathematical vocabulary. It can be carried out in a classroom or outside, standing up or sitting down. This is a type of whole brain learning technique that involves kinestical learning, it involves the four symbols of multiplication, division, addition, and subtraction.
It involves four actions:
Arms crossed, one horizontally and the other vertical represents addition
One arm placed horizontally represents subtraction
Arms crossed diagonally are for multiplication.
Finally, one arm placed horizontally and then the other arm 'punching' once above and once below shows division.
I use this in the classroom and have the students act out the symbols slowly like someone who is practicing karate would.
http://primary-ideas.blogspot.com/2011/11/kung-fu-maths.html
It involves four actions:
Arms crossed, one horizontally and the other vertical represents addition
One arm placed horizontally represents subtraction
Arms crossed diagonally are for multiplication.
Finally, one arm placed horizontally and then the other arm 'punching' once above and once below shows division.
I use this in the classroom and have the students act out the symbols slowly like someone who is practicing karate would.
http://primary-ideas.blogspot.com/2011/11/kung-fu-maths.html
Studying in Strange Places
Students have been found studying! (shocker) Students when asked where there could be more time studying it would be in the strangest places. Thanks to today's increasingly mobile culture, the empowered student can now study anywhere and the places they found they studied the most were on the way to class, the restroom, and at parties.
Now with digital textbooks and pretty much every phone having the internet you can download digital textbook platforms. Students can now easily study, take notes and highlight all from their mobile device, anywhere, anytime.
There are two new emerging trends in how students are studying, going mobile and search hundreds of buttons on a tiny screen, and applications. The link to the entire article is featured here: http://www.pwrnewmedia.com/2012/follett/survey/
Misunderstood
Math disabilities can arise at nearly any stage of a child's scholastic development. While very little is known about the neurobiological or environmental causes of these problems, many experts attribute them to deficits in one or more of five different skill types. These deficits can exist independently of one another or can occur in combination. All can impact a child's ability to progress in mathematics.
Moments of frustration as well as pride are common for children with math problems and for the adults who work with them. Some children give up and see themselves as failures; others exhibit behavior complications that relate to their difficulties with math.
Help children find their strengths. Use concrete examples, but avoid false praise. You might tell a child who seems to make friends quickly, "You're a real people person." Value children's interests. To a child who enjoys drawing, you might say, "Try drawing pictures of math problems as you solve them." Identify books, videos, Web sites, or places in the community that can help children build on their strengths and interests.
For more information, or the most information you could ever want on misunderstood students and mathematics, you can use this link here: http://www.pbs.org/wgbh/misunderstoodminds/math.html
Moments of frustration as well as pride are common for children with math problems and for the adults who work with them. Some children give up and see themselves as failures; others exhibit behavior complications that relate to their difficulties with math.
Help children find their strengths. Use concrete examples, but avoid false praise. You might tell a child who seems to make friends quickly, "You're a real people person." Value children's interests. To a child who enjoys drawing, you might say, "Try drawing pictures of math problems as you solve them." Identify books, videos, Web sites, or places in the community that can help children build on their strengths and interests.
For more information, or the most information you could ever want on misunderstood students and mathematics, you can use this link here: http://www.pbs.org/wgbh/misunderstoodminds/math.html
Desirable Difficulties
I ran across this article that was mentioning desirable difficulties, desirable difficulties are adjustments to teaching that slow down learning in the short term, but improve long-term retention. In other words, making learning harder can actually make it more effective. Two of the biggest difficulties are spacing and interleaving.
The article is placed below and it features evidence for benefits of spacing and interleaving math problems and implementing desirable difficulties into math curricula. It gives a great research based lesson and assessment for students.
http://www.psychologyinaction.org/2011/02/14/desirable-difficulties-in-math-teaching/
The article is placed below and it features evidence for benefits of spacing and interleaving math problems and implementing desirable difficulties into math curricula. It gives a great research based lesson and assessment for students.
http://www.psychologyinaction.org/2011/02/14/desirable-difficulties-in-math-teaching/
Chrome Experiments
Chrome Experiments is a new part of Google that uses WebGL a new form that uses 3D modeling and this would be great to use in all sorts of different mathematics. There are different chrome experiments and there are ones called Spiral Tip, Turing Patterns, Pendulum Waves, Spheres, Origami, and a Graph Drawer.
http://www.chromeexperiments.com/
Using Chrome Experiments in your classroom is a great way to get students interested in math by using not only visual aids, but 3D visual aids. These experiments help students see and visualize mathematics they might not be able to yet. Sometimes it doesn't run on older machines, but it works on Mac machines and runs well and fluidly.
http://www.chromeexperiments.com/
Using Chrome Experiments in your classroom is a great way to get students interested in math by using not only visual aids, but 3D visual aids. These experiments help students see and visualize mathematics they might not be able to yet. Sometimes it doesn't run on older machines, but it works on Mac machines and runs well and fluidly.
Writing Mathematics
Contrary to popular belief, mathematicians must write and must write well. Statisticians write coherent reports; math educators express themselves in the discipline; and pure mathematicians communicate complex, yet precise ideas. Writing is a valuable assessment tool. It can be used for student reflections on their own work, such as in the creation of a portfolio.
Examples of mathematical preps you can have in the classroom:
Write a letter to a classmate who could not attend class today.
Reflect on your participation in class today...
I learned that I...
I was surprised that I...
I discovered that I...
Now I understand....
Here is the link to more writing in the math classroom: http://wac.colostate.edu/journal/vol9/russek.pdf
http://www2.ups.edu/community/tofu/lev2/journaling/writemath.htm
Examples of mathematical preps you can have in the classroom:
Write a letter to a classmate who could not attend class today.
Reflect on your participation in class today...
I learned that I...
I was surprised that I...
I discovered that I...
Now I understand....
Here is the link to more writing in the math classroom: http://wac.colostate.edu/journal/vol9/russek.pdf
http://www2.ups.edu/community/tofu/lev2/journaling/writemath.htm
Math Posters
http://www.sparkyteaching.com/ has great math posters that are free to download.
The link to the free posters can be found here: http://www.sparkyteaching.com/resources/ministryofmaths/TheMFiles_Posters.pdf
At sparky teaching they want to help teachers create classrooms where ordinary are thought about in less than ordinary ways. Our goal is to ignite creative thought in teachers and pupils by providing creative teaching resources. There are particular curricular areas of interest to me are literacy, investigation maths, art, design technology, and music. They cover these ideas and help students develop thinking skills and giving children the skills to think in deeper ways.
The link to the free posters can be found here: http://www.sparkyteaching.com/resources/ministryofmaths/TheMFiles_Posters.pdf
At sparky teaching they want to help teachers create classrooms where ordinary are thought about in less than ordinary ways. Our goal is to ignite creative thought in teachers and pupils by providing creative teaching resources. There are particular curricular areas of interest to me are literacy, investigation maths, art, design technology, and music. They cover these ideas and help students develop thinking skills and giving children the skills to think in deeper ways.
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