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A Spiraling Curriculum Project on Factoring in Algebra I Aligned with the New York State Common Core State Standards

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A Spiraling Curriculum Project on Factoring in Algebra I Aligned with the New York State Common Core State Standards

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Common Core Problem Based Curriculum Maps | emergent math

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Common Core Problem Based Curriculum Maps | emergent math

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The following Problem Based Learning (PrBL) curriculum maps are based on the Math Common Core State Standards and the associated scope and sequences. The problems and tasks have been scoured from thoughtful math bloggers who have advanced our practice by posting their materials online.

The Scope and Sequences for Algebra 1, Geometry, Algebra 2, Math 9 (Integrated), Math 10 (Integrated), and Math 11 (Integrated) are from Pearson. Other Scope and Sequences were developed by me, modeling a similar visual style.
Grade 3 CCSS PrBL Curriculum Map Grade 4 CCSS PrBL Curriculum Map Grade 5 CCSS PrBL Curriculum Map Grade 6 CCSS PrBL Curriculum Map Grade 7 CCSS PrBL Curriculum Map Grade 8 CCSS PrBL Curriculum Map Math 9 (Integrated) CCSS PrBL Curriculum Map Math 10 (Integrated) CCSS PrBL Curriculum Map Math 11 (Integrated) CCSS PrBL Curriculum Map Algebra 1 CCSS PrBL Curriculum Map Geometry CCSS PrBL Curriculum Map Algebra 2 CCSS PrBL Curriculum Map
Be sure to check back often as these curriculum maps are bound to change when new cool activities are added on math blogs worldwide. I'll be adding more and more curriculum maps in due time. Also, if you have a favorite particular task that isn't here (or just comments in general), let me know in the comments!

For more on Problem Based learning, you can check out my previous posts on the topic.

- Geoff

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Common Core Problem Based Curriculum Maps

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The following Problem Based Learning (PrBL) curriculum maps are based on the Math Common Core State Standards and the associated scope and sequences. The problems and tasks have been scoured from thoughtful math bloggers who have advanced our practice by posting their materials online. The Scope and Sequences for Algebra 1, Geometry, Algebra 2, Math...

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Here are your Algebra 1 and Geometry Problem Based Learning curriculum maps. | New Tech Network

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Here are your Algebra 1 and Geometry Problem Based Learning curriculum maps. | New Tech Network

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New Tech Network schools consistently outperform national ...More

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Here are your Algebra 1 and Geometry Problem Based Learning curriculum maps. | New Tech Network

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Here are your Algebra 1 and Geometry Problem Based Learning curriculum maps. | New Tech Network

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New Tech Network schools consistently outperform national ...More

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Common Core Problem Based Curriculum Maps | emergent math

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Common Core Problem Based Curriculum Maps | emergent math

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The following Problem Based Learning (PrBL) curriculum maps are based on the Math Common Core State Standards and the associated scope and sequences. The problems and tasks have been scoured from thoughtful math bloggers who have advanced our practice by posting their materials online.

The Scope and Sequences for Algebra 1, Geometry, Algebra 2, Math 9 (Integrated), Math 10 (Integrated), and Math 11 (Integrated) are from Pearson. Other Scope and Sequences were developed by me, modeling a similar visual style.
Grade 3 CCSS PrBL Curriculum Map Grade 4 CCSS PrBL Curriculum Map Grade 5 CCSS PrBL Curriculum Map Grade 6 CCSS PrBL Curriculum Map Grade 7 CCSS PrBL Curriculum Map Grade 8 CCSS PrBL Curriculum Map Math 9 (Integrated) CCSS PrBL Curriculum Map Math 10 (Integrated) CCSS PrBL Curriculum Map Math 11 (Integrated) CCSS PrBL Curriculum Map Algebra 1 CCSS PrBL Curriculum Map Geometry CCSS PrBL Curriculum Map Algebra 2 CCSS PrBL Curriculum Map
Be sure to check back often as these curriculum maps are bound to change when new cool activities are added on math blogs worldwide. I'll be adding more and more curriculum maps in due time. Also, if you have a favorite particular task that isn't here (or just comments in general), let me know in the comments!

For more on Problem Based learning, you can check out my previous posts on the topic.

- Geoff

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Common Core Problem Based Curriculum Maps

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The following Problem Based Learning (PrBL) curriculum maps are based on the Math Common Core State Standards and the associated scope and sequences. The problems and tasks have been scoured from thoughtful math bloggers who have advanced our practice by posting their materials online. The Scope and Sequences for Algebra 1, Geometry, Algebra 2, Math...

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Common Core Problem Based Curriculum Maps | emergent math

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Common Core Problem Based Curriculum Maps | emergent math

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The following Problem Based Learning (PrBL) curriculum maps are based on the Math Common Core State Standards and the associated scope and sequences. The problems and tasks have been scoured from thoughtful math bloggers who have advanced our practice by posting their materials online.

The Scope and Sequences for Algebra 1, Geometry, Algebra 2, Math 9 (Integrated), Math 10 (Integrated), and Math 11 (Integrated) are from Pearson. Other Scope and Sequences were developed by me, modeling a similar visual style.
Grade 3 CCSS PrBL Curriculum Map Grade 4 CCSS PrBL Curriculum Map Grade 5 CCSS PrBL Curriculum Map Grade 6 CCSS PrBL Curriculum Map Grade 7 CCSS PrBL Curriculum Map Grade 8 CCSS PrBL Curriculum Map Math 9 (Integrated) CCSS PrBL Curriculum Map Math 10 (Integrated) CCSS PrBL Curriculum Map Math 11 (Integrated) CCSS PrBL Curriculum Map Algebra 1 CCSS PrBL Curriculum Map Geometry CCSS PrBL Curriculum Map Algebra 2 CCSS PrBL Curriculum Map
Be sure to check back often as these curriculum maps are bound to change when new cool activities are added on math blogs worldwide. I'll be adding more and more curriculum maps in due time. Also, if you have a favorite particular task that isn't here (or just comments in general), let me know in the comments!

For more on Problem Based learning, you can check out my previous posts on the topic.

- Geoff

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Common Core Problem Based Curriculum Maps

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The following Problem Based Learning (PrBL) curriculum maps are based on the Math Common Core State Standards and the associated scope and sequences. The problems and tasks have been scoured from thoughtful math bloggers who have advanced our practice by posting their materials online. The Scope and Sequences for Algebra 1, Geometry, Algebra 2, Math...

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Journeys in Numberland : nrich.maths.org

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Journeys in Numberland : nrich.maths.org

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Journeys in Numberland : nrich.maths.org

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Tom and Ben visited Numberland. Use the maps to work out the number of points each of their routes scores.

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Grade 3 CCSS PrBL Curriculum Map - Google Docs

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Grade 3 CCSS PrBL Curriculum Map - Google Docs

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Education World: Problem-Based Learning: Tips and Project Ideas

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Education World: Problem-Based Learning: Tips and Project Ideas

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EducationWorld is pleased to present this article contributed by Aimee Hosler, who specializes in education-related topics for a number of websites, including TeacherPortal.com. She holds a B.S. in Journalism from California Polytechnic State University, San Luis Obispo.

Traditional rote learning is not working-at least not for all students. So is there a better way to engage kids? To encourage critical thinking, communication and socialization, all while reinforcing key lessons and concepts? Chances are no single model will work for every student or classroom, but some come pretty close. Problem-based learning is one of them.

What is problem-based learning?

In this type of instruction, students work together to solve real-world problems in their schools and communities. Successful problem-solving often requires students to draw on lessons from several disciplines and apply them in a very practical way. The promise of seeing a very real impact becomes the motivation for learning.

These real-world projects develop problem-solving, research and social skills, but that is just the beginning. Studies suggest these activities engage learners, enhance retention and help establish a model for lifelong learning. They also teach students valuable lessons in cooperation and communication that they can carry with them into the workforce.

Best practices for problem-based learning

Begin with a focus on very real, very local problems in the neighborhood or the school community. This way, students will see the fruits of their labor and develop a sense of accomplishment. You may take a walk through your school grounds or the surrounding neighborhood to identify suitable problems-say, a flower bed that is not living up to its potential or an ongoing litter problem. Even better, ask students to identify problems.

Either way, set a reasonable scope for the activity by considering students' age and prior experience with problem-based learning. Once you have selected a problem, gather your students to discuss project goals, deadlines and materials, and to brainstorm some action steps for the project. Make sure your assignment has no one right answer. Let your students drive the discussion and do the real, "messy" work-your job is to offer gentle direction and answer questions.

In addition, consider how students will present their solution to the problem. A final product could be anything from a persuasive letter or series of graphs to a multimedia presentation. Be careful, however, not to over-emphasize the "pizzaz" of the presentation, at the expense of the problem-solving portion of the project.

Ideas for problem-based learning opportunities

If no project ideas immediately occur to you and your students, try collaborating with other educators in your school building or community to share insights. You may also join online communities dedicated to problem-based learning. Another good source of inspiration is local business leaders-especially those who might be willing to serve as a resource for students.

Here are a few questions that can help jump-start brainstorming:

How can we limit food waste in the school cafeteria?

How might we better control the area deer population?

How could we improve access to healthy food in our community?

How could we track and protect local plant or animal species?

How could we improve school attendance?

How might we limit cold and flu transmission among students?

Is there a better way to manage school traffic during pick-up and drop-off times?

Potential barriers (and how to get around them)

It is inevitable that students will sometimes run into problems when trying to complete projects. Perhaps one of the most common barriers is a lack of community support. Sometimes students may need to contact local businesses or experts for support, but not all of them will be willing to contribute-or, at times, even take young people seriously. Another common barrier is a lack of resources, especially when problems require certain materials or off-site excursions. View these obstacles as opportunities for students to develop their communication skills and problem-solving savvy. Help them learn how to work within time and budget constraints. These skills-and others they are sure to develop-will serve them well as adults.

Related resources

Education World®
Copyright © 2013 Education World

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Problem-Based Learning: Tips and Project Ideas

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EducationWorld is pleased to present this article contributed by Aimee Hosler, who specializes in education-related topics for a number of websites, including TeacherPortal.com . She holds a B.S. in Journalism from California Polytechnic State University, San Luis Obispo. Traditional rote learning is not working-at least not for all students.

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Getting Started With Project-Based Learning (Hint: Don't Go Crazy) | Edutopia

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Getting Started With Project-Based Learning (Hint: Don't Go Crazy) | Edutopia

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Renovate a Project

Projects and project libraries are everywhere. Instead of planning a full project with all the learning targets, milestones, and products, teachers can save time by renovating an existing project.

As you search project libraries for ideas, remember to look at projects across all grade levels. Although you might want that very specific seventh-grade social studies project, you might find a relevant project in 11th grade that could be modified.

Be open to projects everywhere, find great ideas, and then modify.

Limited Scope

The longer the project, the more students should learn. Therefore, a four-week project will no doubt target many standards that must be taught and assessed, which can be quite daunting for a first project.

Try to focus on two or three priority standards for your first project. Concentrate the learning on one subject rather than multiple disciplines. And aim for a two- to three-week project, or approximately 10 to 15 contact hours.

In addition to limiting the time, you might consider narrowing choice. Instead of many product options, offer a short menu. Allow students to choose how they want to work, but choose the teams for the project yourself. There are many ways to build voice and choice into a project, but these aspects can be limited.

By narrowing the scope of a project, teachers and their students can have short-term success that builds stamina for more complex projects later.

Plan Early

One of the challenges of PBL, but also one of the joys, is the planning process. In PBL, you plan up front, and it does take a significant amount of time. You need to plan assessments and scaffolds and gather resources to support project learning.

While you might be able to do some of this during scheduled planning time, ask your leadership for creative structures to carve out time for planning. Perhaps staff meetings can be used for this time, or release days can be offered.

It's important to get ahead and feel prepared for and confident about a project. By using the backward design process, you can effectively map out a project that's ready to go in the classroom.

Once you plan, you're free to differentiate instruction and meet the needs of your students rather than being in permanent crisis mode trying to figure what will happen tomorrow.

Gather Feedback

When you have a great project planned, reach out to colleagues both digitally and in person to get feedback. This can be done through posting an idea on Twitter or having a gallery walk of ideas, where teachers walk your project gallery and leave feedback on Post-its. If you're able, have a 30-minute conversation with a teacher colleague or an instructional coach.

Main Course, not Dessert

It's easy in a short-term project to fall into the trap of a "dessert" project that isn't necessarily inquiry-based. With PBL, the project itself is the learning-it's the " main course." In fact, many teachers who think they're doing PBL are actually doing projects. In PBL you're teaching through the project-not teaching and then doing the project.

Use an effective PBL project checklist to ensure a high-quality experience while still keeping a narrow focus and timeline. It helps to make sure that you're focusing on aspects such as inquiry, voice and choice, and significant content.

Commit to Reflection

We're all learners, and when we start something new, we start small, limiting our focus to help us master the bigger thing step by step. A key aspect of this is that when you finish a project, you should carve out time to reflect on it.

Consider journaling, having a dialogue with an instructional coach, or following a structured reflection protocol with a team of teachers.

Through reflection, projects become better and may live on for many years, so that reflection time pays off with time saved on subsequent runs through the project.

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Getting Started With Project-Based Learning (Hint: Don't Go Crazy)

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Projects and project libraries are everywhere. Instead of planning a full project with all the learning targets, milestones, and products, teachers can save time by renovating an existing project. As you search project libraries for ideas, remember to look at projects across all grade levels.

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Project-Based Learning for Primary students | Edutopia

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Project-Based Learning for Primary students | Edutopia

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Project Based Learning (PBL) | Olander Elementary

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Project Based Learning (PBL) | Olander Elementary

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Project Based Learning (PBL) | Olander Elementary

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Authentic Student Learning - Kathy Schrock's Guide to Everything

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Authentic Student Learning - Kathy Schrock's Guide to Everything

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Whether it is called project based, problem based, challenge based, or inquiry learning, the process falls under the larger framework of authentic learning. Links and materials to support each type...

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Project-Based Learning in Elementary Mathematics - Part 1 of 2 - P21

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Project-Based Learning in Elementary Mathematics - Part 1 of 2 - P21

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Nancy D. McCaffrey: This two part description of a PBL in early math details how a teacher collaborated with peers to test out readiness of mathematics PBL for all by starting with the school's enriched learning students. Driving Question: Can students gain deeper learning of mathematics via PBL? Nancy just retired as the accelerated and enriched learning teacher in Glen Ellyn S.D. 41 (Illinois). She consults and coaches the integration of 21st Century Skills and CCSS aligned mathematics via Project-Based Learning much as she describes in this story.
No discipline seems to inspire more resistance to Project-Based Learning than mathematics. Yet, it is mathematics that may provide the strongest alignment to the Common Core Mathematics Standards in knowledge. This is even notably possible with the mathematics in practice thrust.

After I and my fifth grade colleagues at the Lincoln School in Glen Ellyn (Il.) completed the MindQuestPBL21 sm Summer Institute, we collaborated on the design and implementation of a Project-Based Learning unit for our accelerated students.
Background:
Because we also wanted to take on the challenge of teaching mathematics in the PBL mode, the teachers felt most comfortable starting PBL with these students. We hypothesized that what worked with these students could work for all students, but we needed the confidence to do so.

Our intent was to pilot the unit with the enriched learning students, evaluate how it worked, and then refine it for the other fifth graders. The consensus: if we can do PBL with mathematics for these students, we can do it with anything. Our only questions were "how well would we do?" and "how well would the kids do?"
Essential Question:
Fifth Grade Gifted Math students were working on advanced math concepts of area and perimeter of polygons, circles and irregular shapes. We selected the 6th grade Common Core Mathematics Standards as our guide for creating a mathematics project around the school's Olympic Day.

At Lincoln School, Olympic Day is very important to all students. I and the Lincoln PE teachers thought that these students would have some great ideas that could improve Olympic Day and support and extend the students' study of their unit called "Coverings and Surroundings." It would also fill the need to develop the 21st Century Skills of collaboration and conflict resolution.

To stay aligned with the standards, (an emphasis of the MindQuestPBL21 sm), I helped the students prepare the open-ended question, "How can we improve Olympic Day by adding a new geometric design for our school's Olympic Games?" After I reviewed with the students the mathematics topics they had been studying and the related mathematics standards (CCSS-Math. Content 6. G.A. 1-4: "Solve real-world and mathematical problems involving area, surface area, and volume", I guided the students in a brainstorm by presenting a dilemma: "How can we work together on an Olympic Day math project that would help us with these math concepts?" After they gave lots of ideas, I facilitated their discussion and the final vote on the refined essential question. We were all ready to begin the unit, working through the three phases that are the hallmark of the MindQuestPBL21 SM approach.

Phase I: Gathering Information:

Students looked at the Olympic Day documentation of the prior year in terms of events and placement of events on the playing fields. They divided into groups to discuss the issues. In groups, students selected their team roles and reviewed guidelines for cooperating together. Each group analyzed an event and made recommendation whether an event should be continued or dropped.

After voting on the recommendations, there was a list. In addition, they decided to add new events. Information was needed about old and new events. They spent time having students of different ages and abilities from the other grades' PE classes practice the events. They used measuring tools to check distances and playing field locations from the previous year's celebration.
Phrase III: Communicating:
Phase II: Making Sense of the Data.
Teacher Reflection.
Students learned to look at the collected data, discuss ideas with their groups and respectfully disagree. We ended with a giant matrix which showed our work.

Our math students realized they needed to practice and improve their speaking skills before presenting ideas to the PE teachers with theirpower point. When the math students made their presentation, they included the power point and also clarified the field map of events for both indoor and outdoor Olympic Events depending on the weather. The students had to defend their ideas with math facts and data they collected throughout the project. In their conclusions, students also shared their opinion of what event 5 th grade students and teachers should compete in for the final event of the day.
Coming Next Week. Nancy describes the math content and how it was integrated into the PBL unit.
This activity used all the important math concepts from our 6 th Grade Math Unit that covered area and perimeter of polygons and circles from the Common Core. The dedication that the students exhibited was fantastic. Olympic Day has always been important to Lincoln students. They used their math knowledge to help solve the problem of improving Olympic Day. All the teachers, including the PE Teachers, and the students felt that Olympic Day was improved due to the project and that they grew in their group collaboration, conflict resolution, creativity and problem solving. Students were easily able to defend their choice of events by using their data and their common sense.

Now that I have completed this PBL with the gifted students, I and the classroom teachers feel comfortable and ready to bring PBL to all of the fifth grade students. What I would do differently is use the fifth grade mathematics standards with the full array of classes. I would work through the entire list of fifth grade math standards in a series of mini-projects. Because the Olympic Day project was already completed, I have to think about repeating this PBL each year with a larger number of students by coming up with a different way to include the math and build their PBL skills. I would keep this PBL as a culminating event. I think it would be exciting and motivating for the kids to look forward to this "big" project. It certainly helps answer their perennial question about "why do we have to learn this?"

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Project-Based Learning in Elementary Mathematics - Part 1 of 2

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Nancy D. McCaffrey: This two part description of a PBL in early math details how a teacher collaborated with peers to test out readiness of mathematics PBL for all by starting with the school's enriched learning students. Driving Question: Can students gain deeper learning of mathematics via PBL?

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Project Based Learning in the Geometry Classroom - Getting Smart by Megan Mead - Curriki, geometry, mathchat, onlline learning, PBL, pblchat | Getting Smart

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Project Based Learning in the Geometry Classroom - Getting Smart by Megan Mead - Curriki, geometry, mathchat, onlline learning, PBL, pblchat | Getting Smart

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What's better than Project Based Learning (PBL) in a math classroom? PBL that is aligned to the Common Core State Standards (CCSS). Curriki Geometry is a great example of a course designed to make it easy for teachers to incorporate authentic projects into their class curriculum while demanding high expectations for students and addressing the goals of the common core.

With over 375,000 members and over 53,000 resources for teachers, Curriki's main website reaches an audience of educators across the globe - only 50% of members are from the United States. Since 2007, the website has offered teachers a global community to share materials and develop curriculum together. And now, as they continue to seek better ways to support the classroom teacher, Curriki has developed courses that weave these resources together into thoughtful, standards-based projects.

Created by teachers and PBL specialists, Curriki Geometry is a completely free course that provides teachers with the resources and support they need to incorporate PBL into their geometry classrooms.

The course follows a mixed model of PBL, which values the student work as well as the prescribed content. Curriki defines a mixed PBL model as including the following characteristics:

1. Student products are expected to be of high quality.

2. To ensure content, skills, and standards are taught, teachers are in control of the process.

3. Students have varying degrees of freedom within the prescribed project.

4. Students engage in peer review of projects, but evaluation is largely done by the teacher.

5. Focus is less on transferring knowledge and more about learning real-world skills.

Each project is based around a specific driving questions and takes students on a unique journey through the geometry standards. The projects are presented in a sequence that represents a traditional geometry course; however, they are created as independent units that do not need to follow a specific order. Equipped with tools such as rubrics and instructional videos, teachers are encouraged to customize the course to meet the needs of their unique classrooms.

Located on the website, you will find the following six CCSS aligned projects:

Within each of these you will have access to both a Teacher Guide and a Student Guide. The Teacher Guide includes an introduction, teacher and student rubrics, project overview, pacing guide, reflection tools and even an appendix full of all sorts of helpful gems from Learning Logs to Rules for High Performance Collaboration - everything you would need for a successful project launch (and probably even more). In addition, you can always offer feedback and can count on seeing consistent improvements. Chief Academic Officer and Director of Product Development, Janet Pinto describes the course as "living curriculum, it will always be changing and improving."

Curriki made the decision to initially focus on STEM coursework. Curriki Algebra was released first and Curriki Geometry launched on October 8th of this year. We look forward to hearing about what subject will be tackled next. "With the transition to the Common Core State Standards and its emphasis on Mathematical Practices and 21st Century Skills, schools are moving toward project-based teaching methods," said Kim Jones, Curriki CEO. "We are incredibly excited to bring PBL to the mathematics classroom. We would also like to thank our sponsor, AT&T, for funding this important work."

Megan Mead is an education advocate and blog contributor at Getting Smart. Follow her on Twitter @MegMarMe.

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Project Based Learning in the Geometry Classroom - Getting Smart by Megan Mead - math teacher resources, Online Learning, PBL

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What's better than Project Based Learning (PBL) in a math classroom? PBL that is aligned to the Common Core State Standards (CCSS). Curriki Geometry is a great example of a course designed to make it easy for teachers to incorporate authentic projects into their class curriculum while demanding high expectations for students and addressing the goals of the common core.

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22 Customizable STEM Project-Based Learning Activities

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22 Customizable STEM Project-Based Learning Activities

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When students are connected to themselves in every way-physically, mentally, and emotionally-magic happens. Your learners become clear-headed, confident, and eager to explore the unknown. They work better together, share stronger...

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Blog | Global Digital Citizen Foundation

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When students are connected to themselves in every way-physically, mentally, and emotionally-magic happens. Your learners become clear-headed, confident, and eager to explore the unknown. They work better together, share stronger...

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Complete Guide to Project-Based Learning | Student Guide

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Complete Guide to Project-Based Learning | Student Guide

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While Project-Based Learning and Problem-Based Learning share much in common, they are two distinct approaches to learning. In Project-Based Learning, students have a great deal of control of the project they will work on and what they will do in the project. The project may or may not address a specific problem.

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Collaboration with Project-Based Learning: Recipe for an Engaged Classroom

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Collaboration with Project-Based Learning: Recipe for an Engaged Classroom

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What Does Problem-Based Learning Look Like in Classrooms?

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What Does Problem-Based Learning Look Like in Classrooms?

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by Linda Torp and Sara Sage

To educate is to take seriously both the quest for life's meaning and the meaning of individual lives. . . . Through telling, writing, reading, and listening to life stories-one's own and others'-those engaged in this work [teaching] can penetrate cultural barriers, discover the power of the self and the integrity of the other, and deepen their understanding of their respective histories and possibilities.

-Witherell & Noddings (1991)

As we work with educators around the country, we have come to appreciate the power of story. Strong connections develop when we relate how teachers organize problem-based learning (PBL) experiences and how students respond to them. Our partners are enthusiastic and thoughtful PBL practitioners from whom we learn a great deal. We'll begin with their words-their stories.

At Elementary Schools

One important story is unfolding at Westgate Elementary School in Arlington Heights, Illinois. Educators there have used PBL for a number of years, examining how it works best with young students and adapting the process to a point where their school community-administrators, teachers, students, parents, and businesspeople-enthusiastically support the method.

In one problem, 1st through 5th grade students investigated difficulties their former principal was having maintaining a healthy flower garden at home. Students examined soil and plant samples from her garden, read about how to grow healthy plants, searched the Internet, contacted local experts, and conducted experiments on growing plants under different conditions.

Several students had difficulty with adults who wouldn't take them seriously when they tried to find information to help them investigate their problem. Michael, a 4th grader, called a local plant nursery for information about watering plants. The person answering the phone said, "Just don't give them too much water," and then hung up.

Students discussed his dilemma. Andy suggested that Michael should have called back and asked, "How much water is too much?" or kept the person on the phone by saying, "Wait a second," or something similar. Eventually the group located an individual who would answer questions to their satisfaction. Students learned something about perseverance and differences among adults.

Teachers at Westgate are excited about how students are learning, and students are excited about their learning. Here are their comments:

The way they're doing their experiments and thinking about their experiments before they just rush into doing them-they're reading them over and predicting and deciding whether they're going to be helpful or not-they've definitely surpassed my expectations at this point.

-Linda Zakarian, 1st/2nd grade teacher

I saw the kids learn a ton of information about plants, and they know that if they're going to have a garden, they need to really read directions, and they need to know some conditions of sunlight and water. They got out of it what I wanted them to get out of it. They're much more knowledgeable about plants, but I didn't have to do it from a textbook. . . . I've learned to constantly push the kids to keep thinking. If they come up with one answer, don't stop there, because the likelihood is there are at least five more answers.

-Melissa Rabin, 3rd/4th grade teacher

[Things have to work together] like the sun and the water. You have to know if it's going to rain or not, and you have to know where to plant your flowers so they get the right amount of sun or shade they need. I think it's weird that sometimes things don't need very much sun but they need a lot of water.

-Richard, 4th grade student

Both students and teachers enjoy the authenticity of PBL, as shown in these comments:

I like PBL because it's challenging and fun, because you're learning something new. Every problem's a little different 'cause you're going for different goals in the solutions.

-Cal, 4th grade student

Some kids question when you're teaching basic skills: "Why do we have to learn this? When are we ever going to do this?" [With PBL] you're showing them a reason-a specific, real-life situation. I'm teaching them basic skills, but I'm giving them a reason.

-Linda Zakarian, 1st/2nd grade teacher

Ruth, a student in Zakarian's class, said she liked the plant problem because she could help the former principal solve a real problem. Ruth's mother echoed her daughter's excitement:

Ruth talked a lot about the plant problem; we discussed it a lot. I was impressed with the sources they went to for information, phone calls they made; [they even went] as far as getting an analysis of the soil-that they would think about that. Also, I could see on her face that she was very thrilled that she was able to find out information that an adult was very interested in . . . but also that she just received this level of respect from an adult. It really boosted her confidence. . . . I think problem-based learning empowers children to be real active participants in the world around them when they get the opportunity.

As we interviewed students, we found they identified other skills they had worked on during PBL experiences. They described how they helped each other locate and understand information in the plant problem:

[I use a highlighter pen] if there's a picture there with a whole bunch of things. . . . You can highlight [some parts] so you won't need to keep reading it; it tells you what you're reading.

-Jennifer, 1st grade student

Some of the people [in my group] looked at pictures and got a little information; then if I read and found something, I would think: Would that make sense? Is it important or not? Sometimes it would be important for this but not important for this . . . like all the stuff I read in this book about seeds-I found that animals help scatter seeds; that is important. But the picture was showing a bird taking a cherry, so I wasn't sure [if that was important] because [the principal] might not have any of those kinds of trees.

-Kristen, 2nd grade student

Students completed a pre-test and a post-test in which they were asked to develop instructions on how to grow plants successfully. For her pre-test, Andrea, a 3rd grader, drew four pictures, with little accompanying information (mentioning seeds, sun, and rain). On a post-test in May, however, seven months after completing the plant problem, Andrea wrote instructions that included 10 necessary components for healthy plant growth: "soil, seeds, water, fertilizer, sun, rain, carbon dioxide, respiration/breathe, chlorophyll/food, and space to grow" (all spelled correctly). Andrea, by the way, is a special education student.

Many members of the learning community at Westgate report that they can spot by their behavior students who have had several experiences with PBL. These students are better at dealing with conflicts in the lunchroom or on the playground. They also approach learning differently in the classroom, asking more questions and refusing to let go of issues until they are satisfied they understand the issues thoroughly, even to the extent of assigning themselves homework. Christine Ortlund, another experienced PBL teacher at Westgate, mentions that many students now don't just ask to learn by solving problems, they actually demand it.

At Middle Schools

An essential part of the middle school story is to find engaging, authentic problems where students are placed in roles and situations that hook them-at this age, they are typically interested in everything but academics. Middle school researchers stress the importance of relating middle school curriculum to issues of student concern and interest (for example, Beane [1993]). One former team of middle school teachers-Karoline Krynock and Louise Robb-realized the power of incorporating student interest through problem-based learning:

If you give them [8th grade students] a role of power, then they really buy into this. We've done two problems where kids have been put in the position of making recommendations . . . about school district policy to school board members, a superintendent, and a principal. And [the students] walked away from that saying, "We could say something. We had something to say and adults listened to us. . . . We may have actually done something for our school-something that's really going to directly affect us."

-Karoline Krynock, Mason, OH; former science teacher, Barrington Middle School, Prairie Campus, Barrington, IL

Sage, Krynock, and Robb (2000) detail one problem the latter two researchers designed involving prairie restoration on their school campus. About this problem, students said:

It's not just something for school-it went farther than that. It was, like, for the town.

-Sherry, 8th grade student

I like this more than a regular English class-more than just going in and getting reading stories and doing grammar.

-Mike, 8th grade student

It [PBL] got more interesting. We just started working with a solution, and it was less boring than sitting in a classroom listening to a speaker.

-Roger, 8th grade student

Another problem required students to design a mass transit system from Chicago to Northwest Indiana "over, under, or through 57 miles of Lake Michigan" (Krynock & Robb, 1999). These open-ended problems not only pique student interest but also teach the curriculum. The two teachers (Krynock & Robb, 1996) conducted classroom research showing that their PBL students learned as much or more content in a problem designed around the issue of possible genetic causes for aggressive behavior than did students in a more traditional genetics unit. Krynock says that her students learn more "real science" in PBL than in any other teaching method she has used.

Dealing with authentic problems helps students think about ethical aspects of issues they might not have otherwise considered. At the end of a PBL experience dealing with HIV/AIDS, Krynock reported that her class felt a strong obligation to educate others to reduce fear surrounding the disease. She was surprised and impressed by their maturity and empathy in considering how an HIV-positive student might feel and their subsequent desire to be proactive in providing education to their peers:

Even if we had read a hundred short stories and memorized a million AIDS pamphlets, I don't know that they would have learned the valuable lessons they learned from the short [time] we spent examining this problem.

-Karoline Krynock, Mason, OH; former science teacher, Barrington Middle School, Prairie Campus, Barrington, IL

Lisa Nicholson, a special education teacher at Burr Ridge Middle School in Burr Ridge, Illinois, has found that PBL is an effective strategy to use with a wide range of students. Nicholson coteaches several problems-one is on deer overpopulation in their area, and another is HIV-positive middle school students. She says that although all students benefit from the real-life problems the teachers have presented in PBL, special education students are particularly well suited to the approach, because they often don't want to learn or they have difficulty learning unless they see a reason behind the lesson. PBL also allows students to use the learning style that is best for them. Furthermore, they can demonstrate their knowledge through many different assessment formats, such as oral presentations, debates, and posters.

At High Schools

Consider this problem designed as a precursor to reading To Kill a Mockingbird:

Students are members of the Alabama Historical Society, which has been contracted to research a family's background during the time period of the novel To Kill a Mockingbird. What was going on in the family during the time period of the novel? How reliable is the information the historical society uncovers? If controversial information about family members arises, who needs to know-or not?

-Yolanda Willis, language arts teacher, East Aurora High School, Aurora, IL

Even though her students normally enjoyed this book, Willis reports that PBL enhanced this American literature unit:

I think the kids were more into what they were doing; it seemed more relevant to them, especially with the social studies teacher [an expert on the 1930s] coming in and talking with them. . . . What really grabbed them . . . was when I brought the guy in who said that the original person the students were researching had lynched his grandfather. So then it became more of an ethical problem-the kids had to go back to their problem statement and decide: "Maybe we shouldn't even be doing this." Before that, it was: "Okay, we'll do this; we'll do all the research and make all the pictures." But when [that ethical dimension] came in, they were like, "Wow!" It really blew them away.

Teachers can design PBL problems around interdisciplinary issues as well. Another teacher relates this story of student empowerment:

There's a metamorphosis that you cannot even begin to contemplate. I listened to one girl who was being interviewed by the [Chicago Tribune] on the phone. Crissy said, "I never knew I could do all this; I didn't know I was such a good thinker; I didn't used to be able to get up in front of people and speak. . . ." I love to see the depth of their thinking and hear realizations that they're operating on a different level. . . . I like to see the metamorphosis in staff that is the audience for their exhibitions. Administrators are seeing kids differently. Other teachers are saying, "Yes, kids can do." I've always believed kids can do anything, but it's so exciting to see that happen.

-Ellen Jo Ljung, language arts teacher, Glenbard West High School, Glen Ellyn, IL

Real-life problems can become PBL problems, as shown in these examples:

Bernard Hollister, a former social science teacher, co-taught a PBL course, Science, Society, and the Future (SSF), for seniors at the Illinois Mathematics and Science Academy (IMSA). One year, SSF students started with a problem Hollister designed around lunchroom waste in U.S. schools. As he put it, students began "stripping away the layers of the onion" when they discovered that lunchroom waste was only the tip of this problem. The real problem seemed to be flawed methodology and strong political motivations in the congressional study they were using.

Also at IMSA, science/physics teacher David Workman has used PBL for a number of years. One problem unit in his integrated science course revolved around finding the best possible design for retention/detention ponds in the immediate school vicinity. Severe flooding had occurred in the community in the previous year. In this course, students investigate "problem platforms," which expose physical and biological problematic contexts-such as pond life or habitation on Mars. Such exposure allows student involvement in several different PBL experiences.

John Thompson, an IMSA science/biology teacher, uses PBL in several science classes. For a predator unit in his ecology class, Thompson focuses on the central issue of wolf reintroduction into natural habitats. Each year he updates this core problem to reflect a current real-world scenario.

A science/chemistry instructor, Richard Dods, has developed a biochemistry course around realistic problem scenarios, such as learning about isoenzymes by diagnosing, as cardiologists, the source of chest pain in the character Miles Silverberg from television's "Murphy Brown."

High school students participating in PBL clearly enjoy the strategy and find PBL beneficial in preparing them for their future:
I like Comm-Tech [a communications technology course] because it's a class where you take all the material you've learned and you use it. . . . Other classes teach you what to learn; this class teaches you how to learn. I think I'll actually use this class when I move on into computer science and electrical engineering; it teaches you how to solve problems on the job.

-Don, student in Ellen Ljung's class, Glenbard West High School, Glen Ellyn, IL

[PBL] is a different approach to education. Instead of: "Here's a sheet of vocabulary words, memorize them," you could say, "Well, this happens, you know-why? Now go find out. See what you can find out about the why or the how of something. . . ." There's usually not one right answer. There can be more than one answer, or there isn't one; you form a new question and go from there.

-Cindy, student in John Thompson's ecology class, Illinois Mathematics and Science Academy, Aurora, IL

The skills I learned in [John Thompson's] ecology class have been helpful both in terms of the research and studying that I've done for my college courses and also the research that I've done for my own research career. . . . That series of thought processes that takes you from complete ignorance to a knowledge that's focused and can answer a specific question is a very useful thing to know, and it's a very difficult skill to learn, I think, in most school settings.

-Elizabeth Pine, former IMSA student, 1993 Westinghouse Science Talent Search Competition award winner

At Universities

PBL is a fast-growing strategy in both undergraduate and graduate education. In working with undergraduates, we are finding a variety of courses and disciplines that apply PBL. As two examples, the University of Delaware and Samford University in Birmingham, Alabama, have committed to using PBL across disciplines and levels.

Several professors at Samford University are using PBL in teacher education. Becky Atkinson and Martha Ralls of Samford teach a middle school course with Joy Brown, a local middle school principal. They begin their course for prospective middle school teachers with the problem "Our Unique Students," in which the preservice teachers create profiles for a typical class of 25 middle school students (Atkinson, Brown, & Ralls, 2000). Using fictitious but realistic student profiles, the education students then move on to such problems as "Team Goals and Mission" (creating and communicating yearlong goals to students and parents), "Different Strokes" (considering the special needs of a diverse student population), and "Active Learning" (selecting, implementing, and evaluating active teaching strategies in an actual middle school classroom with experienced classroom teachers as mentors). PBL benefited not only the students but also the instructors. Here are instructor comments:

I was amazed at watching PBL in action; watching them process the problems-whether we were trying to facilitate their processing or not, it was just remarkable. It's so powerful. I was a little envious that my own teachers haven't been through this training. . . . In the end they [Samford students] learned what middle school was like. The goals of the course are to have them appreciate and differentiate middle school from elementary and high school; the course goals were accomplished. They learned it heart and mind.

-Joy Brown, principal, Robert F. Bumpus Middle School, Birmingham, AL

I didn't feel like I had to know all the answers, but I felt as though I needed to at least have stumbled across the same questions the students had. So I found myself thinking, OK, what if I'm a 20-year-old, and I've never had a child? I was remembering how I was when I was first teaching. . . . So I learned that I don't always have to have the right answer as long as I have fully explored what the questions could be.

-Becky Atkinson, adjunct instructor of education, Samford University

[The best thing I saw about this PBL experience was] interest. They were engaged; their eyes lit up. They were on a search for the answer; they wanted to know. This was real life-it was interesting; it challenged them. I had been through this class many times before; this level of interest was unusual.

-Martha Ralls, professor of education, Samford University

Carol Dean, assistant professor of education at Samford University, teaches a foundations course to preservice teachers in which she uses current education problems in the news as the basis for PBL in her class. The problems focus on issues like teaching as a profession, tenure for K-12 teachers, vouchers, and school funding. In one recent problem ("No Lottery! Now What?"), Dean (2000) asked students to consider the school funding situation in Alabama, where a state lottery proposal had just failed. Students, in small groups, responded to a real call for letters in the local paper by crafting a plan to improve equitable funding to schools.

Also at Samford University, George Keller teaches a section of a problem-based course, Scientific Methods, required for all nonscience majors. His students work on "hot topic" problems like the science behind low-carbohydrate diets, genetically altered foods, the necessity of various vaccines, strategies for reducing the rate of HIV/AIDS in intravenous drug users, and so forth. Keller sees PBL as a way to offer students a new approach to science:

I think the biggest thing is that [PBL] is a new way to present science that isn't fact, fact, explanation, fact, fact, fact-they see that science is a process. . . . It's a different way of thinking about science, of appreciating both the power and the limitations of it.

-George Keller, associate professor of biology, Samford University, Birmingham, AL

At the University of Delaware, Deborah Allen, Linda Dion, and Hal White (2000) work with a peer facilitator program to assist in large undergraduate PBL classes in the basic and applied sciences, humanities, and the social sciences. Peer facilitators-students who have already taken and done well in the various courses-work with one or several small groups to facilitate discussion, problem solving, and group communication. In White's Introduction to Biochemistry course, peer facilitators report a statistically significant increase in their library research, writing, communication, and problem-solving skills from the tutoring experience (Allen, Dion, & White, 2000).

Several colleges and universities are applying problem-based approaches in undergraduate mathematics courses. At Indiana University South Bend, Morteza Shafii-Mousavi, associate professor of mathematics, and Paul Kochanowski, professor of economics, have cotaught the freshman level course Math in Action: Social and Industrial Problems for several years (Shafii-Mousavi & Kochanowski, 1999). Students, in small groups, work with various community organizations and businesses each spring to help solve a real problem. Recent issues included examining the efficiency of food preparation and distribution in an area school district, analyzing the survey results of a gifted program in another district, maximizing the usage of a property surrounding a mall, and determining the optimal mix of fund-raising activities for a local nonprofit organization.

Students in this course report some of the following benefits (Kochanowski, Sage, & Shafii-Mousavi, 2000):

Seeing how math problems apply directly to life problems.

Learning computer skills with math.

Learning about graphs and how data fit into them.

Using their creative sides and other skills besides math.

Putting a project together from material learned in class.

Applying math tools to real-life problems.

Being able to demonstrate knowledge instead of taking a test.

Directly applying knowledge for someone, which made the procedures "stick."

In a similar mathematics course taught at the University of South Carolina Spartanburg, a longitudinal study comparing 68 sections (problem-based and traditional sections) showed the median success rate (considered the number passing as a percent of initial enrollment) was 75 percent for problem-based sections and 56 percent for traditional sections (Ulmer, 1999).
* * *

Stories from teachers, students, parents, principals, and researchers are powerful. But what is this thing called problem-based learning? What do we know about PBL? What do teachers and students do in PBL? How can you design problems for your class? How can you write your own PBL story? You'll find these questions and others addressed as you investigate PBL in this book.

Endnote

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What Does Problem-Based Learning Look Like in Classrooms?

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by Linda Torp and Sara Sage To educate is to take seriously both the quest for life's meaning and the meaning of individual lives. . . . Through telling, writing, reading, and listening to life stories-one's own and others'-those engaged in this work [teaching] can penetrate cultural barriers, discover the power of the self and the integrity of the other, and deepen their understanding of their respective histories and possibilities.

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Authentic Student Learning - Kathy Schrock's Guide to Everything

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Authentic Student Learning - Kathy Schrock's Guide to Everything

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Whether it is called project based, problem based, challenge based, or inquiry learning, the process falls under the larger framework of authentic learning. Links and materials to support each type...

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Five very helpful suggestions

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Raising our voice to get students' attention is not the best approach, and the stress it causes and the vibe it puts in the room just isn't worth it. The students will mirror your voice level, so avoid using that semi-shouting voice. If we want kids to talk at a normal, pleasant volume, we must do the same.

You want to also differentiate your tone. If you are asking students to put away their notebooks and get into their groups, be sure to use a declarative, matter-of-fact tone. If you are asking a question about a character in a short story, or about contributions made by the Roman Empire, use an inviting, conversational tone.
#2 Speak only when students are quiet and ready
This golden nugget was given to me by a 20-year veteran my first year. She told me that I should just wait and then wait some more until all students were quiet.

So I tried it; I fought the temptation to talk. Sometimes I'd wait much longer than I thought I could hold out for. Slowly but surely, the students would cue each other: "sshh, she's trying to tell us something," "come on, stop talking," and "hey guys, be quiet." (They did all the work for me!)

My patience paid off. Yours will too. And you'll get to keep your voice.
#3 Use hand signals and other non-verbal communication
Holding one hand in the air, and making eye contact with students is a great way to quiet the class and get their attention on you. It takes awhile for students to get used to this as a routine, but it works wonderfully. Have them raise their hand along with you until all are up. Then lower yours and talk.

Flicking the lights off and on once to get the attention is an oldie but goodie. It could also be something you do routinely to let them know they have three minutes to finish an assignment or clean up, etc.

With younger students, try clapping your hands three times and teaching the children to quickly clap back twice. This is a fun and active way to get their attention and all eyes on you.
#4 Address behavior issues quickly and wisely
Be sure to address an issue between you and a student or between two students as quickly as possible. Bad feelings -- on your part or the students -- can so quickly grow from molehills into mountains.

Now, for handling those conflicts wisely, you and the student should step away from the other students, just in the doorway of the classroom perhaps. Wait until after instruction if possible, avoiding interruption of the lesson. Ask naive questions such as, "How might I help you?" Don't accuse the child of anything. Act as if you do care, even if you have the opposite feeling at that moment. The student will usually become disarmed because she might be expecting you to be angry and confrontational.

And, if you must address bad behavior during your instruction, always take a positive approach. Say, "It looks like you have a question" rather than, "Why are you off task and talking?"

When students have conflicts with each other, arrange for the students to meet with you at lunch, after or before school. Use neutral language as you act as a mediator, helping them resolve the problem peacefully, or at least reach an agreeable truce.
#5 Always have a well-designed, engaging lesson
This tip is most important of all. Perhaps you've heard the saying, if you don't have a plan for them, they'll have one for you. Always overplan. It's better to run out of time than to run short on a lesson.

From my own first-hand experience and after many classrooms observations, something that I know for sure: Bored students equal trouble! If the lesson is poorly planned, there is often way too much talking and telling from the teacher and not enough hands-on learning and discovery by the students. We all know engaging lessons take both serious mind and time to plan. And they are certainly worth it -- for many reasons.
Share with us your classroom management experiences: What specific challenges are you having? What strategies have worked well for you and your students? Please share in the comment section below.

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5 Quick Classroom-Management Tips for Novice Teachers

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When it comes to managing a classroom, most of what we learn as new teachers is trial by fire. It's also smart to heed the advice of those who have walked -- and stumbled -- before you. If you are struggling with discipline, here are five tips that you can start using right away.

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The K-12 Game-a-thon Challenge gives students the opportunity to design and build their own math game, film a video of it, and submit it online for everyone to see.

At a fundamental level, the challenge is accessible and easy to implement as it is entirely self-directed by the students themselves. Teachers, parents and guardians can play roles as mentors and facilitators to varying degrees of involvement, and the materials are inexpensive - students can make digital games with free tools like MIT's Scratch and Adventure Maker , or physical games with recycled materials like cardboard, wood, plastics and more. While the challenge is open-ended, mentors can facilitate deep mathematical learning by incorporating it into existing summer learning.

Families worked hard at designing and building math games at MIND's traveling Math Fair. These two girls built a game that utilized mathematics to ascend a tower to save a damsel in distress.

At its core, the Game-a-thon follows a project-based learning model in which students are given a meaningful and open-ended challenge: design and build a math game. The flexible nature of the challenge lends itself well to student engagement and ownership of the project, where they can learn both hard and soft skills.

This adaptability lends itself well to learning within a structure such as a school or summer program, or outside of the classroom. Here are five reasons to design a game with your students this summer:
1. ALIGNS WITH RELEVANT MATH CONCEPTS
Schools, programs and parents can incorporate the Game-a-thon directly into their summer curriculum as a new project, aligning it with math concepts currently in the syllabus. Students can then design a game around the concepts they are currently learning.

At one Game-a-thon participant's school, her math class was already assigned to make a board game, so she designed her entry, " Candy Thief," for both her class AND the Game-a-thon.

Another approach is to give students the choice to pick from a range of math concepts they have already learned throughout the year or their school career. You can also make a game of it by having students randomly pick flashcards with math concepts on them.

2. A CHANCE TO EXPLORE PERSONAL INTERESTS

In both the classroom and at home, students can get creative by combining their personal interests with designing a math game. For example, last year, a team of sisters submitted their game " The Math Odyssey, " which combined mathematics with their love of mythology.
3. DEVELOP CROSS-DISCIPLINE CONNECTIONS
The benefit of project-based learning is making cross-discipline connections that simultaneously cover understanding in multiple subjects. Common complementary pairings in PBL are English and history, and mathematics and science. This group's Game-a-thon entry " Geometry Plants " was an exciting mix of mathematics and biology .

Another Game-a-thon group combined mathematics with physical education in their game " Math Track," in which players run a relay race and hand off a "baton" of math problems to be solved before moving on.
4. AN OPPORTUNITY TO LEARN GAME DESIGN PRINCIPLES
The Game-a-thon approaches problem solving through the use of game design principles. An optional Game-a-thon Starter Kit ( download here ) breaks these game design principles down to individual steps, such as defining learning goals, game mechanics, target audience and more. Students can spend time focusing on each one, strengthening their understanding of each.

The Starter Kit also includes a Feedback Form to help students learn how to critique others' games. Cut-out templates can inspire students to start with their games. Templates include cards, dice, spinners, grids, shapes and more.
5. INCREASE CORE LEARNING OUTCOMES
While the Game-a-thon is about students designing math games, they also gain experience in a variety of universal learning outcomes including:

Collaboration - students have the opportunity to work collectively towards a shared objective and benefit from peer interactions

Critical Thinking & Problem Solving - students challenge themselves to view math from the perspective of a game designer and determine best approaches to evoke meaningful play

Creativity & Innovation - students push the boundaries of game design by taking risks and thinking outside the box to find creative solutions

Design Thinking - students learn design processes including ideating, prototyping, testing, iterating and giving feedback, all in tandem with core game design principles

Communication - students communicate their ideas and thoughts to others through a summative video presentation of their game

Math Literacy - students engage meaningfully with math concepts in new ways to build deeper understanding

Digital Literacy - students have the opportunity to learn and utilize digital tools like video editing and game creation software.

The Game-a-thon is a fantastic opportunity for students to learn skills that apply not just across subjects in the classroom but also prepare students for personal and professional lives. The game design experience provides students the opportunity to discover connections between mathematics and the creative outlets that they like. It also builds connections with other students and the community of participants who share their games in-person and virtually.

Don't hesitate! Expand the Game-a-thon community by bringing the Game-a-thon Challenge to your kids today:

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5 Reasons to Design a Math Game with Your Kids this Summer

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The K-12 Game-a-thon Challenge gives students the opportunity to design and build their own math game, film a video of it, and submit it online for everyone to see. At a fundamental level, the challenge is accessible and easy to implement as it is entirely self-directed by the students themselves.

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2016 Aug 6. Here is video of this task structure implemented with elementary students. 2013 May 14. Here's a brief series on how to teach with three-act math tasks. It includes video. 2013 Ap...

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Candidates for manipulatives used to teach fractions are single objects or groups of the same object that can be divided equally. There are a number of commercially available "toys" that are designed just for this purpose, but these are not necessary for a resourceful teacher.

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Under the Goodies tab at Whole Brain Teaching:

A WBT classroom is a constantly rewarding, no failure environment. Rewards without threats of failure are good for brains!

When Timmy doesn't know the answer to a question, or answers incorrectly, quickly say, "Tell Timmy 'it's cool!" Your class says, "it's cool!" Tim isn't embarrassed; you quickly supply the right answer. Perhaps best of all, when you make a mistake, your class will give you a merry, and forgiving, "it's cool!"

No. No. Really? Seriously?

Mrs. Quiggle: Timmy, where on the number line is four-fifths?

Timmy: Ummm. Between four and five?

Entire Fucking Class: It's cool!

T: Yeah? It's cool? I got it right?

Mrs. Q: Oh, four-fifths is right here. Right about here. If you can just imagine this space spliced up... Yes, that's right, it'd be sitting right here, Timmy.

T: So I did not get it right.

EFC: It's cool that you said four-fifths is between four and five, Timmy. We wanted you to be merry.

T: Who's Mary?

Mrs. Q: They meant merry, dear, like Merry Christmas! Oh, oops, I shouldn't have said the word Christmas. I'm so sorry.

T: So the class wanted me to be merry-as-in-Merry-Christmas because I said the wrong answer?

EFC: We wanted to be forgiving too, Timmy.

T: Forgiving? Like I committed a goddamn sin? And what's so cool about my giving a wrong answer? This is so goddamn embarrassing!

Mrs. Q: Oh, watch your language, dear. But you shouldn't be embarrassed, dear! I mean you shouldn't be because I quickly supplied you with the right answer!

EFC: Remember, Timmy, we're in a WBT class where your farts don't stink and your wrong answers are cool.

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Under the Goodies tab at Whole Brain Teaching: A WBT classroom is a constantly rewarding, no failure environment. Rewards without threats of failure are good for brains! When Timmy doesn't know the answer to a question, or answers incorrectly, quickly say, "Tell Timmy 'it's cool!" Your class says, "it's cool!"

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Dan Meyer asked: How many boxes of girl scout cookies will fit into that trunk?? What is the first question that comes to your mind?

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Global SchoolNet combines education and technology to strengthen communities and benefit humanity. We support brain-friendly learning and improve academic performance through content-driven collaboration. We engage youth and educators, worldwide, in learning projects that develop science, math, literacy and communication skills, foster teamwork, civic responsibility and collaboration, encourage workforce preparedness, and create multi-cultural understanding. We strive to prepare youth for full participation as productive and compassionate citizens in an increasingly global economy. Founded in 1984 by teachers, GSN is a 501(c)3 non-profit education organization.

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Global SchoolNet's mission is to support 21st century learning and improve academic performance through content driven collaboration. We engage educators and students in meaningful e-learning projects worldwide to develop science, math, literacy and communication skills, foster teamwork, civic responsibility and collaboration, encourage workforce preparedness and create multi-cultural understanding.

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8th Grade Math Home > Teacher Resources > Activities > Spaghetti Bridges: Teacher Notes

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If you have only 40 metres of fencing available, what is the maximum area of land you can fence off?

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A website dedicated to the fascinating world of mathematics and programming

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file:///C:/Users/chopson/Downloads/FractionsQuiltBingo.pdf

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http://ed.ted.com/lessons?category=mathematics

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http://technorookie.blogspot.ca/2013/11/rythms-with-drums-patterning-with-rythm.html

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http://ed.ted.com/lessons/can-you-solve-einstein-s-riddle-dan-van-der-vieren#digdeeper

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https://plus.google.com/communities/105127936409761280514/s/math

# data[].attributes.body
http://www.edutopia.org/blog/10-ready-borrow-project-ideas-suzie-boss?utm_source=pinterest&utm_medium=link&utm_campaign=blog-10-ready-borrow-project-ideas-link&crlt_pid=camp.1pgpc19sBkEU

# data[].attributes.body
http://www.edutopia.org/blog/a-world-of-project-ideas-to-steal-suzie-boss

# data[].attributes.body
https://www.sedl.org/scimath/compass/v04n02/