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The infamous GeoGebra. For many its a familiar website but its a great tool especially when demonstrating visual representations of graphs. You are able to create your own content using GeoGebra. It will cater to student's who need the extra aid or if they need more practice, they are able to access it online for free.

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Interactive, free online graphing calculator from GeoGebra: graph functions, plot data, drag sliders, and much more!

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This online resource is great for any student, whether ELL, SpEd, or Gen Ed, this helps students to be interactive solving equations. It is different, than say, Mathway where the answer is given, but this website 'forces' students to interact with the numbers to see the logical steps.

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This is familiar to all in the program, but it is always handy to have this resource available to think through and develop lesson including SEL in every aspect.

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Foster knowledge, skills, and attitudes across five areas of social and emotional competence;

Establish equitable learning environments and coordinate practices across four key settings that support students' social, emotional, and academic development.

Download more information on the framework (available in and Spanish).

Use our reflection protocol to facilitate a discussion on implementation efforts in your school, district, or other setting.

Read more about the 2020 update to our framework, which highlighted the potential of SEL in promoting educational equity and excellence.

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Communities

Communities. Community partners often provide safe and developmentally rich settings for learning and development, have deep understanding of community needs and assets, are seen as trusted partners by families and students, and have connections to additional supports and services that school and families need. Community programs also offer opportunities for young people to practice their social and emotional skills in settings that are both personally relevant and can open opportunities for their future. To integrate SEL efforts across the school day and out-of-school time, school staff and community partners should align on common language and coordinate strategies and communication around SEL-related efforts and initiatives.
Learn more: CASEL Guide to Schoolwide SEL - Community Partnerships

Families & Caregivers

Families & Caregivers. When schools and families form authentic partnerships, they can build strong connections that reinforce students' social and emotional development. Families and caregivers are children's first teachers, and bring deep expertise about their development, experiences, culture, and learning needs. These insights and perspectives are critical to informing, supporting, and sustaining SEL efforts. Research suggests that evidence-based SEL programs are more effective when they extend into the home, and families are far more likely to form partnerships with schools when their schools' norms, values, and cultural representations reflect their own experiences. Schools need inclusive decision-making processes that ensure that families-particularly those from historically marginalized groups-are part of planning, implementing, and continuously improving SEL.

Schools can also create other avenues for family partnership that may include creating ongoing two-way communication with families, helping caregivers understand child development, helping teachers understand family backgrounds and cultures, providing opportunities for families to volunteer in schools, extending learning activities and discussions into homes, and coordinating family services with community partners. These efforts should engage families in understanding, experiencing, informing, and supporting the social and emotional development of their students.
Learn more: CASEL Guide to Schoolwide SEL - Family Partnerships

Schools

Schools. Effectively integrating SEL schoolwide involves ongoing planning, implementation, evaluation, and continuous improvement by all members of the school community. SEL efforts both contribute to and depend upon a school climate where all students and adults feel respected, supported, and engaged.

Because the school setting includes many contexts-classrooms, hallways, cafeteria, playground, bus-fostering a healthy school climate and culture requires active engagement from all adults and students. A strong school culture is rooted in students' sense of belonging, with evidence that suggests that it plays a crucial role in students' engagement. SEL also offers an opportunity to enhance existing systems of student support by integrating SEL goals and practices with universal, targeted, and intensive academic and behavioral supports. By coordinating and building upon SEL practices and programs, schools can create an environment that infuses SEL into every part of students' educational experience and promotes positive social, emotional, and academic outcomes for all students.
Learn more: CASEL Guide to Schoolwide SEL

Classrooms

Classrooms. Research has shown that social and emotional competence can be enhanced using a variety of classroom-based approaches such as: (a) explicit instruction through which social and emotional skills and attitudes are taught and practiced in developmentally, contextually, and culturally responsive ways; (b) teaching practices such as cooperative learning and project-based learning; and (c) integration of SEL and academic curriculum such as language arts, math, science, social studies, health, and performing arts. High-quality SEL instruction has four elements represented by the acronym SAFE: Sequenced - following a coordinated set of training approaches to foster the development of competencies; Active - emphasizing active forms of learning to help students practice and master new skills; Focused - implementing curriculum that intentionally emphasizes the development of SEL competencies; and Explicit - defining and targeting specific skills, attitudes, and knowledge.

SEL instruction is carried out most effectively in nurturing, safe environments characterized by positive, caring relationships among students and teachers. To facilitate age-appropriate and culturally responsive instruction, adults must understand and appreciate the unique strengths and needs of each student and support students' identities. When adults incorporate students' personal experiences and cultural backgrounds and seek their input, they create an inclusive classroom environment where students are partners in the educational process, elevating their own agency. Strong relationships between adults and students can facilitate co-learning, foster student and adult growth, and generate collaborative solutions to shared concerns.
Learn more: CASEL Guide to Effective SEL Programs

Self-Awareness

Self-awareness: The abilities to understand one's own emotions, thoughts, and values and how they influence behavior across contexts. This includes capacities to recognize one's strengths and limitations with a well-grounded sense of confidence and purpose.

Such as:

Integrating personal and social identities

Identifying personal, cultural, and linguistic assets

Identifying one's emotions

Demonstrating honesty and integrity

Linking feelings, values, and thoughts

Examining prejudices and biases

Experiencing self-efficacy

Having a growth mindset

Developing interests and a sense of purpose

Check out this video from PBS Learning Media for more information.

Self-Management

Self-management: The abilities to manage one's emotions, thoughts, and behaviors effectively in different situations and to achieve goals and aspirations. This includes the capacities to delay gratification, manage stress, and feel motivation and agency to accomplish personal and collective goals.

Such as:

Managing one's emotions

Identifying and using stress management strategies

Exhibiting self-discipline and self-motivation

Setting personal and collective goals

Using planning and organizational skills

Showing the courage to take initiative

Demonstrating personal and collective agency

Check out this video from PBS Learning Media for more information.

Social Awareness

Social awareness: The abilities to understand the perspectives of and empathize with others, including those from diverse backgrounds, cultures, and contexts. This includes the capacities to feel compassion for others, understand broader historical and social norms for behavior in different settings, and recognize family, school, and community resources and supports.

Such as:

Taking others' perspectives

Recognizing strengths in others

Demonstrating empathy and compassion

Showing concern for the feelings of others

Understanding and expressing gratitude

Identifying diverse social norms, including unjust ones

Recognizing situational demands and opportunities

Understanding the influences of organizations and systems on behavior

Check out this video from PBS Learning Media for more information.

Responsible Decision-Making

Responsible decision-making: The abilities to make caring and constructive choices about personal behavior and social interactions across diverse situations. This includes the capacities to consider ethical standards and safety concerns, and to evaluate the benefits and consequences of various actions for personal, social, and collective well-being.

Such as:

Demonstrating curiosity and open-mindedness

Learning how to make a reasoned judgment after analyzing information, data, and facts

Identifying solutions for personal and social problems

Anticipating and evaluating the consequences of one's actions

Recognizing how critical thinking skills are useful both inside and outside of school

Reflecting on one's role to promote personal, family, and community well-being

Evaluating personal, interpersonal, community, and institutional impacts

Check out this video from PBS Learning Media for more information.

Relationship Skills

Relationship skills: The abilities to establish and maintain healthy and supportive relationships and to effectively navigate settings with diverse individuals and groups. This includes the capacities to communicate clearly, listen actively, cooperate, work collaboratively to problem solve and negotiate conflict constructively, navigate settings with differing social and cultural demands and opportunities, provide leadership, and seek or offer help when needed.

Such as:

Communicating effectively

Developing positive relationships

Demonstrating cultural competency

Practicing teamwork and collaborative problem-solving

Resolving conflicts constructively

Resisting negative social pressure

Showing leadership in groups

Seeking or offering support and help when needed

Standing up for the rights of others

Check out this video from PBS Learning Media for more information.

Social & Emotional Learning

Social and emotional learning (SEL) is an integral part of education and human development. SEL is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions.

SEL advances educational equity and excellence through authentic school-family-community partnerships to establish learning environments and experiences that feature trusting and collaborative relationships, rigorous and meaningful curriculum and instruction, and ongoing evaluation. SEL can help address various forms of inequity and empower young people and adults to co-create thriving schools and contribute to safe, healthy, and just communities.

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Our SEL framework, known to many as the "CASEL wheel," helps cultivate skills and environments that advance students' learning and development.

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Not necessary a website to use with students because it can be taught and embedded in the lesson, but this is a great way to organize factorizations especially for students who may see the "FOIL" method a little confusing or not neat enough for their liking. This method can foster all type of students and teaches students organize their work so that they are able to go back and trace whether complete accurately or if the students needs to go back to find and fix a mistake.

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The five step grid method for factorising quadratics

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Author: Ashton Coward This type of activity is known as Practice. Please read the guidance notes here, where you will find useful information for running these types of activities with your student…

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This website was shown to me by my mentor and it can help a lot of math teachers look up lesson plans or assignments to help reaffirm any lesson that needs to be taught. The approach they take is "Experience First, Formalize Later" which is not an approach often considered to do. This website, however, will guide you with lessons that are understandable and clear than your typical black and white lessons.

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Free Lessons. By Math Teachers, For Math Teachers. Designed and tested with real students at East Kentwood High School, the most diverse public high school in Michigan.

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Colorin Colorado Mathematics for English Learners

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Colorin Colorado Mathematics for English Learners

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It is a struggle for some teachers with students where English is not their first language thus, it is important to be sensitive towards their own prior knowledge. This resources helps teachers navigate and adjust lessons for ELL students to be enriched and not feel misplaced or lost during lessons. Prior knowledge is essential and it is also more essential to build those bridges to connect them for students.

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Math Instruction for ELLs: Resource Collection

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The following resources feature several ideas for teaching math to English language learners (ELLs). Feel free to share these resources with your colleagues!

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It is always important to have vocabulary situated around the classroom in strategic areas for students to confer to. This will help all students gain fluency in academic vocabulary but it is a reminder that math is not just about numbers, but there definitions and concepts that are used to describe certain important basic mathematical fluency. The above is just one example of many.

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Since math can be daunting at first, one way to state a question can confusing for some students. I've always been a firm believer to approach a question by first analyzing the needs of the student. Here is a basic example:

If a student is asked to solve the following question:

-7 + 2

They may instinctively will say -9.

There are various ways I can explain this:

(-)(-)(-)(-)(-)(-)(-)

(+)(+)

Two negatives and two positives will cancel so they are left -5

Or

The use of a number line will help

Or

Relating it to something they familiar with thus, I usually use money debt/owing (-) and having (+).

Thus, it is always important to assess what and where a student may be confused and usually rewording a problem can help fill in that gap.

Or techniques is usually scaffolding, or I go back to a similar previous examples. I make sure to reaffirm that the student was able to answer the previous problem successfully and this new challenging problem is the same with either different numbers or a new element but the logic is the same.

I wish to hear from others on this one!

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This is a useful resources for students needed extra help if my explanations were not enough. Some of my SES colleague use this when they are stuck. It is easily accessible at home for student to use any time.

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This caters more towards teachers.

Here are a few websites I've used in the past, mainly during my university years.

https://www.wolframalpha.com/

https://math.stackexchange.com/

Particularly in my Calculus courses, I've used wolframalpha not only to get the answer (cough) but also to make sure my work was correct before clicking the submit button at 11:52pm (due 11:59pm). Wolfram has come a long way from when I used it, but it is helpful to obtain graphs and see step-by-step work if you are teaching 'higher' mathematics and you want to 'double check' your answers. Too bad you have to subscribe now..."back in my day, it way free."

Math Stack Exchange is more for the nerdy. If you want to read threads of questions given by struggling students, most likely you'll encounter what they struggle with and see some mathematical genius break down the problem, guiding this poor soul. This might be helpful aiding teachers to see what pitfalls or areas in which students may struggle in their homework. I've used this a number of times in particular while working on Abstract Algebra and Number Theory courses.

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Uh oh! Wolfram|Alpha doesn't run without JavaScript.

Please enable JavaScript. If you don't know how, you can find instructions . Once you've done that, refresh this page to start using Wolfram|Alpha.

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Wolfram|Alpha: Making the world's knowledge computable

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Compute answers using Wolfram's breakthrough technology & knowledgebase, relied on by millions of students & professionals. For math, science, nutrition, history, geography, engineering, mathematics, linguistics, sports, finance, music...