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Interesting article (and website) about helping students with childhood trauma.

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Interesting article (and website) about helping students with childhood trauma.

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Shared by John Shallenberger (school psychologist)

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Unfortunately, children are impacted by trauma in a myriad of ways and these experiences are significant risk factors for poor health, academic failure, and ultimately, a poor quality of life. Beginning in 1995, the Adverse Childhood Experience Study examined the prevalence of childhood trauma and its impact by tracking more than 17,000 children. This study has provided invaluable although discouraging insight into the prevalence of trauma in children's lives. The most common traumas experienced by children and their prevalence are: physical abuse (28%), reside in households with substance abuse (27%), emotional neglect (25%), parental separation or divorce (24%), sexual abuse (21%), family member with mental illness (20%), and witness of domestic violence (13%). At least two-thirds of participants in the Adverse Childhood Experience Study reported at least one of these experiences, and 20% reported three or more. The greater number and intensity of trauma experiences a child has, the more severe the associated impact on development. Schools have a unique opportunity and responsibility to help these children recover from trauma and develop the skills necessary to experience academic and social success. This begins with educating school personnel on trauma and effective interventions.

Trauma Risk Factors. Certain individual and contextual characteristics are associated with an increased likelihood of experiencing trauma, such as:

Proximity to a traumatic event

Past exposure to trauma

Current or past mental health problems or the presence of a disability

Parental substance abuse or mental illness

Limited social support or isolation

Family stress

Loss or fear of the loss of a loved one

Community characteristics

Developmental level

Poverty level

Children are particularly vulnerable to a traumatic event when:

They are not living with their families, have witnessed family violence, have a family history of mental illness, and/or have witnessed adults being severely distressed by the event

They possess a mental health problem prior to the traumatic event

They lack support from friends or family

They have been exposed to previous traumatic events

Warning Signs. If any of the following symptoms do not decrease over time, if they severely impact the child's ability to participate in normal activities, or if significant changes are noted, a referral to a mental health professional may be necessary.

Disruption or withdrawal from peer relationships

General lack of energy or lack of interest in previously enjoyed activities

Strained family relationships (increased misbehavior, lashing out against family members, refusal to participate in normal family routines)

Decline in school performance, school avoidance, or difficulty concentrating

Physical complaints with no apparent cause

Maladaptive coping (drug or alcohol use, severe aggression)

Threats of harm to self or others

Repeated nightmares and reporting strong fears of death and violence

Repetitive play reenacting the traumatic events

Sleeping (difficulty falling or staying asleep) and eating disturbances

Increased arousal (easily startling or quick to anger), agitation, irritability, aggressiveness

Regression in behavior (thumb-sucking, bedwetting, clinginess, fear of the dark)

Trauma's potential impact on education:

Delays in all domains of development

Higher drop-out rates

Lower academic achievement (reduced ability to organize, problem-solve and process information)

Higher suspension and expulsion rates

Higher rates of referral for special education

Emotional responses or symptoms of trauma can negatively impact concentration and memory

What to do: Adults can help reestablish security and stability for these children in a number of ways.

Recognize and be sensitive to the fact that problem behaviors can be the manifestation of trauma-related anxiety

Help children manage their feelings by teaching and modeling effective coping strategies

Answer children's questions related to the traumatic event(s) in honest, developmentally appropriate language and terms

Create clear and concrete safety plans with the child

Engage them in activities that stimulate the mind and body

Expand their "feelings" vocabulary so they can more easily express themselves

Promote family activities to bring them closer to the ones they love
* Maintain usual routines

Watch for changes in behaviors

Allow children to tell the story of the trauma they experienced, as they see it, so they can begin to release their emotions and make sense of what happened

Respond calmly and compassionately, but without displaying shock or judgment
* Reassure children that the adults in their life are working to keep them safe
* Set boundaries and limits with consistency and patience

Remind them repeatedly how much you care for them

Give them choices to regain a sense of control

Encourage and support them

Anticipate challenging times or situations that may be reminders of the event and provide additional support

Provide children who are acting out with opportunities to redirect their energy in a helpful way such as giving them additional responsibilities or leadership roles

What school-based professionals can do:

Follow your school's reporting procedures if there is suspected abuse

If the child is not eligible for special education, consider making individualized modifications to academic work until the trauma has been sufficiently addressed (might consider including these in a 504 plan). You could:

Modify or shorten assignments

Offer individual tutoring or support

Give extended time

Allow the child to leave class to go see a school-based mental health professional if the child is struggling emotionally

Assist the child with organizing and remembering assignments

Try to engage caretakers in providing academic support at home

Explore with the child if there is something that provides comfort such as a memento or item from a loved one that can be brought to school

Help the child identify effective soothing techniques such as drawing, deep breathing, exercising that can be utilized in school to manage emotions

The Role of School-based Professionals in Dealing with Trauma

Children spend a significant portion of their childhood in school under the care and guidance of school personnel. As such, schools have a responsibility to help children feel supported and safe. Effective trauma prevention and interventions need to be closely connected to supportive mental health services. The school climate needs to balance student behavioral expectations with compassionate and trustful student/adult relationships. It is critical for every school staff member to be aware of the warning signs of serious emotional trauma and to respond to these children with thoughtful responses guided by an understanding of how trauma impacts children. Because many communities have high levels of trauma, entire school systems should be knowledgeable about the potential impacts of trauma and ensure that school is an environment where students feel safe disclosing traumatic experiences.

Resiliency Factors

The presence of resiliency factors can decrease or eliminate the impact that trauma can have on children. These include:

The reliable presence of a positive, caring, and protective parent/caregiver who can help protect their children against adverse experiences

Children knowing that they are loved, supported, and cared for by multiple adults such as family members, teachers, and other adults

Professional support for the child/family

Peer support and positive social relationships

Effective coping skills

The ability to express themselves and seek support when needed

Problem-solving skills

High self-esteem and self-confidence

Connections with prosocial institutions

Internal locus of control

Involvement with a faith or belief system

Suggested Resources

The National Child Traumatic Stress Network, http://www.nctsn.org/

Helpguide.org, http://www.helpguide.org/articles/ptsd-trauma/emotional-and-psychological-trauma.htm

Adverse Childhood Experiences (ACE) Study, http://www.cdc.gov/violenceprevention/acestudy/

National Center for PTSD, http://www.ptsd.va.gov/

Kid's Mental Health Info.com, http://www.kidsmentalhealthinfo.com/child-trauma.php

Recommended Citation: NASP School Safety and Crisis Response Committee. (2015). Supporting Students Experiencing Childhood Trauma - Tips for Parents and Educators. Bethesda, MD: National Association of School Psychologists.

Contributors: Amanda Nickerson, PhD, NCSP; Shane R. Jimerson, PhD, NCSP

© 2015, National Association of School Psychologists, 4340 East West Highway, Suite 402, Bethesda, MD 20814; (301) 657-0270, Fax (301) 657-0275; www.nasponline.org

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Supporting Students Experiencing Childhood Trauma: Tips for Parents and Educators

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Unfortunately, children are impacted by trauma in a myriad of ways and these experiences are significant risk factors for poor health, academic failure, and ultimately, a poor quality of life. Beginning in 1995, the Adverse Childhood Experience Study examined the prevalence of childhood trauma and its impact by tracking more than 17,000 children.

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This website is great for RtI based interventions.  I have used many items from this website with my small groups.  The best part is that resources are FREE!

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This website is great for RtI based interventions.  I have used many items from this website with my small groups.  The best part is that resources are FREE!

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Shared by Laura Garcia (BRD)

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Intervention Central provides teachers, schools and districts with free resources to help struggling learners and implement Response to Intervention and attain the Common Core State Standards.

[24 April 2017] Class Pass: Escape Breaks. The Class Pass intervention reduces disruptive behavior by allowing the student to use a limited number of passes to take brief work breaks to engage in preferred activities. Find out more!

[7 Sept 2016] Wise Feedback. When offered constructive criticism, students can become defensive and shut down. Instead, teachers can use 'wise feedback' to .ensure that their well-intentioned feedback is accepted and acted upon.

[7 Sept 2016] School-Home Note. Managing classroom behaviors is not always easy. A simple strategy that enlists both school and home to improve motivation and behavior is the school-home note.

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Response to Intervention | RTI | RTI Resources | Intervention Central

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Intervention Central provides teachers, schools and districts with free resources to help struggling learners and implement Response to Intervention and attain the Common Core State Standards. [24 April 2017] Class Pass: Escape Breaks. The Class Pass intervention reduces disruptive behavior by allowing the student to use a limited number of passes to take brief work breaks to engage in preferred activities.

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PD in your PJs by Seesaw is my new favorite place to get ideas.  I sign up for all the PDs that may apply to me and after they occur I get them emailed to me, along with the presentation slides.

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PD in your PJs by Seesaw is my new favorite place to get ideas.  I sign up for all the PDs that may apply to me and after they occur I get them emailed to me, along with the presentation slides.

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Shared by Mindy Roosendahl

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Training and PD Schools and Districts Sign Up Free!

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I love the IRIS center for lots of things.  They have articles, learning modules, PD opportunities, videos, etc.  They really have a ton of information on a ton of different topics.

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I love the IRIS center for lots of things.  They have articles, learning modules, PD opportunities, videos, etc.  They really have a ton of information on a ton of different topics.

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Shared by Mindy Roosendahl

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"We initially chose IRIS because of the past experiences and their credible research-based, high-quality modules that align with specific areas of growth and need to support a state-directed corrective action plan in our region."

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"We initially chose IRIS because of the past experiences and their credible research-based, high-quality modules that align with specific areas of growth and need to support a state-directed corrective action plan in our region."

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Reading rockets is a wonderful website for both teachers and parents to find resources to help students with reading.

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Reading rockets is a wonderful website for both teachers and parents to find resources to help students with reading.

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Shared by Mindy Roosendahl

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Explore reading basics as well as the key role of background knowledge and motivation in becoming a lifelong reader and learner. Watch our PBS Launching Young Readers series and try our self-paced Reading 101 course to deepen your understanding.

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I just got a new student. This article helped me transition her into our daily 5 routines. It's just a few reminders on how to make a new student more comfortable and keep it all going as smoothly as possible

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I just got a new student. This article helped me transition her into our daily 5 routines. It's just a few reminders on how to make a new student more comfortable and keep it all going as smoothly as possible

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Shared by Rebecca Briggs (HW)

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Instant Success for New Students - The Daily Cafe

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The Daily CAFE is a Professional Development website designed for teachers and literacy coaches using The Daily 5 and The Literacy CAFE Assessment System. It is loaded with professional video and downloads, all created for teachers like you!

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This is a great website for How to books in Kinder.

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This is a great website for How to books in Kinder.

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Shared by Norma Cortez (HW)

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A few post back I started I always forget that k's love writing How To Stories with my class during writing workshop.
How To Stories!! It seems almost easier for them than personal narratives. The template I used below is posted on my blog if you want to download it. Many of the students are writing How To Plant a Garden, so I decided to share Lois Ehlert's books that connect to that.

This year, I am trying to scan samples of students' books so I can use them for future mini-lessons.

How To Plant a Garden

{I love the illustrations}

First, Sun Shine Spot in backyard grass dirt

Then, plant the seeds you seed sun and water to make it grow. My mom will help.

Finally, they grow

How to Go Bowling

First, you need to put your bowling shoes on.

Next, you need to stand up.

Then, you need to pick up a bowling ball.

Finally, you have to throw the ball down the lane, and it hits the bowling pins.

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A few post back I started I always forget that k's love writing How To Stories with my class during writing workshop. How To Stories!! It seems almost easier for them than personal narratives. The template I used below is posted on my blog if you want to download it.

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National Geographic for Kids link! Great resource for all! 

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National Geographic for Kids link! Great resource for all! 

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Shared by Julianne Pena (HAX)

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This article explains the benefits of brain breaks throughout the day.

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This article explains the benefits of brain breaks throughout the day.

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Shared by Natasha Garcia (EOG)

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Students need periodic breaks to ease brain strain, and the perceived demand that they should always be on task is unrealistic.

© Shutterstock.com/VLADGRIN

I remember when I was first teaching and was getting ready for my first official observation and evaluation. I was very nervous. My principal had told me she would be looking for a classroom where students were on task. Heaven forbid that any students were off task. I thought that if my classroom even hinted that some students were off task, I would never be a successful teacher, and perhaps told to leave the teaching profession.

I now know that it is unreasonable to ensure complete on task behavior from every student at all times, but back then I wanted a good evaluation, and I wanted my students to be on task so that they would learn and I could support them. Before the observation, I was told by my colleagues to have students quietly work on an assignment after I gave some instruction. "Don't have them do group work. Don't have them present. It's too risky!" This advice seemed to be successful. When my principal came in, the students were quiet as I moved around to check in with them. After the observation, I was praised for my success in keeping students on task.

Many years later, I taught in a school with a focus on project-based learning. Learning was messy and conflicts emerged as students worked together to solve problems, but ultimately students succeeded. The meaning of "on task" was different there. Yes, there were times when students were off task and I needed to redirect them. Yet I struggled with the expectation of consistent on task behavior.

There seem to be forces in education that push us to make sure students are on task. Why do we attempt to meet that demand when we know it's unreasonable? Why do we demand on task behavior when it is not equivalent to student engagement? Isn't it OK for students to be off task from time to time? In fact, don't students need time to be off task? To take it to another level, what if off task is really on task?

What Does the Science of the Brain Tell Us?

Adults have built executive functions of the brain, and we receive a dopamine reward when we do the right thing. Our students have not yet built up those functions. In the teenage years, students receive that same dopamine reward for very different behavior, when they take risks and explore. When a student does something that is a risk in the classroom, something we might consider off task behavior, they are doing so because they receive a dopamine reward for doing so. Science tells us that students will not only be off task on occasion but might even have strong motivations to behave that way.

What Can We Do?

Instead of working against off task behavior, we should embrace it and try to reframe it as an on task moment that is necessary and useful to our students. Judy Willis calls such moments brain breaks in her book Research-Based Strategies to Ignite Student Learning. She wants us to understand that such breaks are needed and are useful to students. They prevent the brain from becoming overloaded and give time for information to be processed and retained effectively. On a related note, Eric Jensen explains that movement gives new spatial meaning to information being processed, and increases oxygenation of the brain as well (subscription required).

Be mindful of students' attention span and chunk activities and tasks appropriately.

Break up tasks with conversations and checks for understanding.

Admit personal challenges and failures related to staying on task.

Meet with students one on one to discuss off task behavior rather than shame them.

Smile and laugh more.

Balance louder and quieter activities.

Move more.

We should explore ways to incorporate brain breaks more into our classroom routines and norms. Some other practical strategies include:

Brain breaks are essential to classroom culture and student learning. These seemingly off task moments are truly on task because they provide a space for students to learn better, and take into account the fact that students are growing and maturing. Brain breaks are responsive to students and help us become allies of their behavior rather than punitive figures. In fact, brain breaks help us as educators to rethink the binary nature of on task and off task and to realize that all the work is on task and helpful to children as they learn and grow.

What brain breaks do you use in your classroom?

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Students need periodic breaks to ease brain strain, and the perceived demand that they should always be on task is unrealistic. © Shutterstock.com/VLADGRIN I remember when I was first teaching and was getting ready for my first official observation and evaluation. I was very nervous.

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This website has pre-made lessons for math teachers to use in the classroom. It is also very simple to create your own lessons. The good part about using Desmos is that it is the official CAASPP calculator and the lessons are very interactive and engaging

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This website has pre-made lessons for math teachers to use in the classroom. It is also very simple to create your own lessons. The good part about using Desmos is that it is the official CAASPP calculator and the lessons are very interactive and engaging

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Shared by Rebecca Pariso (BLK)

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This is a resource we learned about at training that has helped organize Wonders for us.

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This is a resource we learned about at training that has helped organize Wonders for us.

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Shared by Vickie Evans (HAX)

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wonders second grade unit one week five printouts

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wonders second grade unit one week five resources

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wonders second grade unit one week five spelling words printouts

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Wonders Second Grade Unit One Week Five Printouts

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Free printouts and resources for wonders unit one week five.

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Daily 5 and CAFE tips, strategies, parent letters, and videos.

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Daily 5 and CAFE tips, strategies, parent letters, and videos.

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Shared by Jeanne Licea (HW)

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The CAFE Literacy System gives a structure for ongoing assessment to monitor each student's progress and a plan to help shift instruction so that each student is successful. It provides a common language to talk about reading development and proficiency. Students feel ownership and accountability over their learning.

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This is a Facebook group for 3rd Grade TCRWP Units of Study (Lucy Calkins). This is one of my favorite resources because I get ideas from teachers across the US who use the Units of Study. 

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This is a Facebook group for 3rd Grade TCRWP Units of Study (Lucy Calkins). This is one of my favorite resources because I get ideas from teachers across the US who use the Units of Study. 

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Shared by Jeanne Licea (HW)

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This has videos, documents, and assessments that support the Lucy Calkins Units of Study. 

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This has videos, documents, and assessments that support the Lucy Calkins Units of Study. 

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Shared by Jeanne Licea (HW)

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Home | Teachers College Reading and Writing Project

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TCRWP offers a variety of professional development opportunities for teachers and school leaders. Learn from our staff developers in a variety of formats, virtually and in-person, addressing a range of topics. We offer single and multiple day events, as well as study groups that meet across the year…

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This article is about technology in schools. It talks about the administrator's role in technology integration. The article also illustrates most effective way school administrators can promote technology. Basically, we must model, model, and model!

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This article is about technology in schools. It talks about the administrator's role in technology integration. The article also illustrates most effective way school administrators can promote technology. Basically, we must model, model, and model!

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Shared by Irma Melgoza-Vasquez (BLK)

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Teachers often come under fire for their failure to fully integrate technology into their classrooms. Until recently, however, very little has been said about the role of school administrators in technology integration. This month, the Education World Tech Team discusses how they think principals and other administrators can optimize technology use in their schools.

"The most effective way school administrators can promote technology use is to themselves be knowledgeable and effective users of technology," says Betty Kistler, computer technology coordinator at Tuckahoe School in Southampton, New York.

"Principals play a big role in setting the climate of a building," agrees Cathy Chamberlain, a technology consultant in the Oswego (New York) City School District. "Teachers who are on the fence -- or think they don't have time to get involved with technology -- think twice when they sense a positive attitude on the part of the administration.

"I work in five elementary schools," Chamberlain explains. "In my experience, technology integration is highest in buildings in which the principal is involved and excited about technology and its possibilities and is lowest in buildings in which the principal doesn't demonstrate technology use while encouraging others to use it too. Modeling technology usage is key if administrators want teachers to play an active role in technology integration."

John Simeone, Webmaster at Beach Street Middle School in West Islip, New York, adds, "Staff members are more apt to use technology if administrators feel strongly about technology use for reasons that are based in fact -- not merely on the assumption that they need to 'keep up' with other schools or districts."

MODEL! MODEL! MODEL!

"Administrators need to model, model, model," stresses Marcia Reed, media center coordinator at St. Pius X School in Toledo, Ohio. "They can do that by using technology for administrative functions and by knowing how to use the hardware and software they expect teachers to use."

Mary Kreul, a technology specialist at Richards Elementary School in Whitefish Bay, Wisconsin, agrees. "Weekly memos to staff members, schedule changes, meeting minutes, and so on, can all be handled via e-mail. School news can be broadcast over the school cable system. Attendance records, grading, and reporting can be technology-based -- with a system that's intuitive, practical, and accessible. A school Web page can feature administrators providing brief descriptions of the school and its mission, school highlights, or upcoming events."

"Principals can encourage the use of technology in their schools in other ways as well," says Caroline Salerno, a fifth-grade teacher and Internet trainer at Bretton Woods Elementary School in Hauppauge, New York. "They can

support and encourage teachers who want to go to conferences and participate in staff development.

e-mail notices and agendas to staff, rather than printing and distributing them.

ask that lesson plans be submitted through e-mail or on disk.

foster technology growth by asking parents to write e-mail addresses on medical forms.

insist that all teachers create a class Web page.

attend technology conferences to see what other schools are doing, what other teachers are doing to integrate technology, and what principals are doing to encourage the use of technology in their schools and classrooms.

"District administrators need to do their jobs as well," Salerno adds, "by providing technology training for principals!"

ENCOURAGE AND SUPPORT!

School administrators, according to Fred Holmes, Webmaster at Osceola (Nebraska) Public Schools, can easily promote technology integration. They can encourage teachers' curiosity about what can be done using technology, provide incentives for teachers to attend workshops and conferences, persuade teachers who use technology in the classroom to model that use for others, set up a mentoring system so teachers have someone to go to for help and ideas, and provide time for teachers to experiment with technology. "Administrators can't give teachers computers a week before school starts and say, 'Here they are. Use them!'" Holmes says.

Providing opportunities for staff development is an important part of the administrator's role, agrees Patrick Greene, a professor of education at Florida Gulf Coast University in Fort Myers, Florida. "There's a two-step process to integrating technology into the curriculum," Greene explains. "First, teachers must learn the hardware and software; then they must learn to integrate it. Administrators should institute weekly training sessions for all teachers. The training should inculcate an understanding level for each piece of software in a teacher's virtual toolkit, including a word processor; spreadsheet, database, and presentation software; organization software; a Web editor; and Internet tools. The culminating activity should be the development of a comprehensive plan that each teacher writes for implementing technology-enhanced lessons in his or her own classroom. When the training is complete, then -- and only then -- should teachers be given computers for their classroom."

"There must be a strong focus on staff development, on helping teachers learn to use technology as a tool for teaching and learning," agrees Mary Kreul. "Technology courses should not simply provide hardware or software training, but should help teachers learn how to use technology in the classroom to support students and extend learning opportunities. A technology integrator should be available in each building to train and support teachers as they learn to use technology effectively in the classrooms."

In addition, Kreul notes, "administrators should make budget and personnel decisions that ensure that the school's technology is up-to-date and in good working condition. They should make sure that the focus of technology is to enhance student learning and that technology decisions are made by teachers who use technology, know the curriculum, and are cognizant of the needs of the students."

"Assuming hardware, software, networking, and training needs have been met," adds Art Lader, Webmaster at Aiken (South Carolina) High School, "principals can promote technology integration by providing time for planning, collaboration, and implementation of technology-based activities. In the end, it's often a lack of time that prevents good ideas from being realized as valuable activities," Lader notes.

SUMMING IT UP

Jennifer Wagner, technology coordinator at Crossroads Christian School in Corona, California, best summed up the comments of all the Tech Team members. In response to the question, "What do school administrators need to know, do, and provide to promote technology integration among their staff and students?" Wagner replies

What do they need to know?

How to use word processing.

How to use the Internet.

How to use e-mail.

The status of technology on their campus.

Which teachers are -- and are not -- using technology.

What they need to do?

Support the technology coordinator.

Reward teachers using technology.

Encourage teachers who are not using technology.

Visit classrooms to see computer use.

Take an active role in using technology.

What do they need to provide?

Opportunities for staff development.

Sufficient up-to-date, workable computer equipment.

Funds for computer improvements.

Time and resources for troubleshooting programs and future planning.

Internet access.

The Education World Tech Team includes 40 dedicated and knowledgeable educational-technology professionals who have volunteered to contribute to occasional articles that draw on their varied expertise and experience. Stay tuned in the months ahead as members of the Tech Team share their thoughts on a wide variety of topics.

Article by Linda Starr
Education World®
Copyright © 2009 Education World

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The Administrator's Role in Technology Integration

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Teachers often come under fire for their failure to fully integrate technology into their classrooms. Until recently, however, very little has been said about the role of school administrators in technology integration. This month, the Education World Tech Team discusses how they think principals and other administrators can optimize technology use in their schools.

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This video shows the integration of technology in the classroom through the use of buddies- i.e. 5th graders teaching 1st graders.

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This video shows the integration of technology in the classroom through the use of buddies- i.e. 5th graders teaching 1st graders.

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Shared by Laurel Davis (HAX)

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Tech Buddies: Building Technology Skills Through Peer Teaching | Edutopia

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See the learning on both sides when fifth graders teach computer skills to first graders.

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Great resources and tips about flexible seating.

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Great resources and tips about flexible seating.

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Shared by Cynthia Shows (SUN)

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Welcome to The Doghouse, where learning is something to "bark" about!

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I use GoNoodle, particularly this compassion meditation to help students build compassion and empathy which creates a postive, inclusive learning environment in our classroom and beyond.

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I use GoNoodle, particularly this compassion meditation to help students build compassion and empathy which creates a postive, inclusive learning environment in our classroom and beyond.

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Shared by Erynn Smith (EOG)

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Free activities kids love and teachers request.

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Brainpop is a wonderful tool to use when you would like rich content to go along with state standards. They have many different ways to help students learn about subjects like videos, games and written response.

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Brainpop is a wonderful tool to use when you would like rich content to go along with state standards. They have many different ways to help students learn about subjects like videos, games and written response.

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Shared by Ashley Lerner (EOG)

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BrainPOP - Animated Educational Site for Kids - Science, Social Studies, English, Math, Arts & Music, Health, and Technology

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TK California had some lesson samples as well as great information on frequently asked questiona. Go forth and explore!

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TK California had some lesson samples as well as great information on frequently asked questiona. Go forth and explore!

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Shared by Ana Hinojosa (BRD)

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What is transitional kindergarten? Learn everything you need to know about TK, its benefits and funding.

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The NSTA Blog is one of my favorite places to visit. It is packed full of new ideas and resources. I have always been big on incorporating technology into my curriculum. Often times technology changes faster than I can use it or even find out about. The NSTA Recommends: Technology Blog is a great way to find out about new technology for inside and outside the classroom. Some of my favorite interactive labs and websites have come from this Blog.

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The NSTA Blog is one of my favorite places to visit. It is packed full of new ideas and resources. I have always been big on incorporating technology into my curriculum. Often times technology changes faster than I can use it or even find out about. The NSTA Recommends: Technology Blog is a great way to find out about new technology for inside and outside the classroom. Some of my favorite interactive labs and websites have come from this Blog.

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Shared by Erica Johnson (BLK)

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Category Archives: NSTA Recommends: Technology

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Stem Sims: Dronopter Introduction STEM Sims provides over 100 simulations of laboratory experiments and engineering design products for application in the STEM classroom. One particular simulation found on this site, Dronopter, challenges students to build a drone in the form of a quadcopter (helicopter with four motors).

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The link provides lesson plan for teacher that are working in transitional kindergarten classrooms. You'll see a variety of lessons and ideas teacher can incorporate into the classroom

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The link provides lesson plan for teacher that are working in transitional kindergarten classrooms. You'll see a variety of lessons and ideas teacher can incorporate into the classroom

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Shared by Mariana Soto (SUN)

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Guide and templates for planning transitional kindergarten activities that target specific Foundations and Common Core Standards while integrating instruction

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Raz-kids is a wonderful resource for reading differentiation. It works wonders for Daily 5!

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Raz-kids is a wonderful resource for reading differentiation. It works wonders for Daily 5!

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Shared by Adriana Castillo (LSN)

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This is the blog post that convinced me to break up my math block into small groups and I have never looked back. I can answer every student's questions and get formative assessments on the spot - DAILY!

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This is the blog post that convinced me to break up my math block into small groups and I have never looked back. I can answer every student's questions and get formative assessments on the spot - DAILY!

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Shared by Mindy Roosendahl (PKV)

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I created my own version of math Rotations a few years ago when I just couldn't meet the needs of all of my students doing whole group instruction. I found that my high kids were bored and not listening, my middle of the road kids were mostly listening (I mean, I was teaching to them!!), and my low kids were staring off in space. Not good. That's when I did some research and decided to do Differentiated Math Rotations. Here is a quick overview of what I do. I am NOT claiming to be an expert at all!! This is just works for me (and my kiddos' state test scores)
I will also add that I DO NOT do rotations EVERY SINGLE DAY! I still find it incredibly valuable to have students participating in Math Talks, completing Performance Events, playing Games, and figuring out difficult problems with students who are not on their level. Their conversations are so important This blog post describes the majority of my time.

So.. how does it work you ask? I pre-assess my students at the beginning of each unit. Make it easy on yourself and just give them a five question multiple choice sheet that covers the topics of the unit. That way you can QUICKLY assess their strengths and weaknesses. I have to use our district Common Assessments, but it accomplishes the same thing.

Next, I group them according to the results. I use the Cardinal Directions as groups because it is a Compass Rose, shaped like a cross. There is not really a top or bottom because all four sides are important to find your way.

All 5 correct: West (advanced)

0-1 correct: North (low)

I usually play around a little bit with the East and South groups to even out the number of kiddos. I also assign each student a partner who is in their group to play at the game station.

Now remember, these groups are flexible. I am constantly monitoring my students to see if they need to change groups. I will usually get a few kids who can move up to West (advanced) and some kiddos who move up from North. I have had a student or two who has moved down to North for a few lessons. You are meeting your kids where they are. I also DON'T do stations EVERY Day. I do it MOST days!!

Notice that North group begins with the Teacher. This is so your low group is the first group of the day and they go directly to their desk to practice after meeting with you.

West group on the other hand, meets with you last. The first thing that they do is practice. These kiddos can usually start an inquiry based activity alone and then meet with you later to discuss it. Or you can have them practice something from yesterday's lesson.

Since the groups are flexible, I use a sticky note to record the group members' names. I also use pencil so that I can erase. Your groups will not always be even. You may have to have two low groups for example.

I hot glue the other labels to a white board. I write the materials needed and assignments students will complete at each station.

Once I have all my little honey buns in groups, I teach them about the rotations they will be making each day. Each rotation is "supposed" to last for 10 mins . I have been "flexible" with my timing for each group, depending on their understanding of the lesson. There are four rotations: Teacher, Desk, Game, Fast Facts. While I don't do a whole group lesson at the beginning, we do come back for share time to talk about our new learning.

T his is when the kiddos come to me at the carpet or small group table for the actual lesson that is presented on their level.

Your middle groups are easy to plan. You just use your Math Program. North and West are more tricky. You have to plan specifically for them.

I do A LOT of hands-on activities with my North group. While I am teaching a modified version of the curriculum, I am still expecting to get them to be successful on the grade level assessment. This takes flexible planning on your part. I KNOW my end goal and how I need to get them there, but I have no idea if this group will "get" the lesson or if I will need to reteach in a different way. I am prepared either way.

West group needs a challenge. These are most likely your gifted learners. They do NOT need MORE work. They have already proven to you that they have met the grade level expectation. These kiddos can work on performance events and projects. You will still be teaching them, but something more advanced.

Where do I get my resources?

At practice kiddos work on the practice assignment at their desks after the lesson. This is usually a worksheet that students work on to continue the learning they just had. (West group starts here first since they are the advanced group. They get an assignment before the lesson.)

I have a game for each skill. I usually keep the same game for one week so that I only have to explain it once. Some games are differentiated and some games are not. We may play a game from the current unit or we may play a game from a previous unit to review skills.

I play around with a couple of different activities for Fast Facts and what you do will depend on the availability of technology in your building. If you have tech, keep reading, if not, scroll down.

For those with tech I HIGHLY, HIGHLY recommend Prodigy! It is AMAZING! My kids beg me to play it and they even go home, call each other, and play online! This is a computer program that allows you to choose the standards, assign quizzes , and it grades it for you. The kids love it because it lets them create a wizar d avatar and they go around a magical world battling and earning coins and pets! It's free unless parents want to pay for their kiddos to be able to "win" more things. Some have purchased it but most have not.

I have also had students use www.xtramath.org for math facts. I highly recommend this site. We use it for homework now instead.

Before Prodigy I would have recommended www.frontrowed.com This site is AMAZING! It gives pretests for all CCSS standards and builds a program for each student !

If you do not have technology, We create these Fact Folders. We create them at the beginning of the year and use them for Fast Finishers. Watch this ten second video. You can pause if you need to!

I really hope this helps give you some ideas for Math Rotations! If you want the already created board, check it out by clicking the pic below!

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Math Group Rotations Made Easy- Why I'll Never Teach Whole Group Math

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I created my own version of math Rotations a few years ago when I just couldn't meet the needs of all of my students doing whole group instruction. I found that my high kids were bored and not listening, my middle of the road kids were mostly listening (I mean, I was teaching to them!!), and my low kids were staring off in space.

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UDL lesson plans. Have not spent a lot of time exploring this yet, but went to a training that recommended it.  http://udlexchange.cast.org/home

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UDL lesson plans. Have not spent a lot of time exploring this yet, but went to a training that recommended it.  http://udlexchange.cast.org/home

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Shared by Lena Osman (HME)

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What is CAST UDL Exchange?

It is a place to browse and build resources, lessons and collections. You can use and share these materials to support instruction guided by the UDL principles.

UDL Exchange includes

UDL Resources

Materials such as websites, documents, images, presentations, audio, video, etc. that support implementation of UDL.

UDL Lessons

Lesson plans that address the variability of all learners through the application of UDL.

UDL Collections

Sets of resources/lessons organized around a theme to support UDL practices.

UDL Exchange Tools

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It is a place to browse and build resources, lessons and collections. You can use and share these materials to support instruction guided by the UDL principles. Materials such as websites, documents, images, presentations, audio, video, etc. that support implementation of UDL. Lesson plans that address the variability of all learners through the application of UDL.

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Here's a link on how to build a tower from paper that connects STEAM standards

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Here's a link on how to build a tower from paper that connects STEAM standards

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Shared by Tracy Lipsett (BCH)

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This post may contain affiliate links.

We love fun and easy STEM ( Science, Technology Engineering and Math) activities.

This engineering challenge activity can be done by young kids and older kids alike and uses what you already have on hand-no need to buy any supplies.

We are going to test the strength of paper, folded in differently shaped columns, by piling books on top. This is very similar to how columns are used to support buildings and other structures.

Triangle, square and circle. Which paper is the strongest?

Watch this video to see how we conducted our STEM challenge and what the results were.

{This post contains affiliate links. Your purchase helps with the costs of providing free activities on this blog. Thank you!}

The Science Behind It

The cylinder can support the most books because it's walls don't have any edges. The force of the books cannot become concentrated in a particular area. The load is distributed evenly. In other words, all parts of the cylinder are sharing the load of the books. All parts of the cylinder, therefore, contribute to it's overall strength until, finally, it collapses.

The square and triangle deform more easily. They shift the weight of the books to their edges and corners, which deforms their walls and leads to a quick collapse. They are unable to carry weight only at their edges.

Have you noticed columns in buildings and other structures, like parking garages? What shape are the columns? Are they on the inside of the building/structure to serve their practical purpose of supporting beams or arches? Or are they exterior columns which lend support but also beauty to the structure?

Early architects in several ancient civilizations used columns in architecture including the ancient Egyptians, Persians, Greeks and Romans.

We used this LEGO kit to demonstrate both interior and exterior columns in architecture.

Challenge Instructions

Use regular copy paper, not card stock for this challenge.

Fold each paper into the three shapes and secure with tape.

Slowly pile books on top of each shape.

How many books can you pile on top of each shape? We did this experiment three times and got three different results, although the cylinder always bore the weight of three to four times the amount of books as the square or triangle.

We were inspired to do this experiment by Janice VanCleave's 200 Gooey, Slippery, Slimy, Weird and Fun Experiments .

More fun STEM activities for kids:

Share this idea on Pinterest:

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STEM Activities for Kids: How strong is a piece of paper? | Creekside Learning

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This post may contain affiliate links. We love fun and easy STEM ( Science, Technology Engineering and Math) activities. This engineering challenge activity can be done by young kids and older kids alike and uses what you already have on hand-no need to buy any supplies.

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Shared by Rosanna Padilla (BLK)

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Shared by Graciela Bautista (BLK)

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Project Search | Project Based Learning | BIE

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The projects you will find here have been curated by BIE and were gathered from online project libraries. If any of the links don't work go directly to the organization's website. These projects are meant to inspire your own ideas or may be adapted to fit the needs of your classroom.

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Cool google site!  Updated continually to find google educator friendly productivity tools.

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Cool google site!  Updated continually to find google educator friendly productivity tools.

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Shared by Dave Satterberg (BRD)

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Terry Korte, Technology integration planning coordinator

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Google Workspace for Education Fundamentals - Google for Education

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Education Fundamentals is a suite tools that help improve class collaboration and productivity. Get started with Education Fundamentals.

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This website lists technology tools like apps and websites for teachers. They are arranged by subject, topics, or learning activity.

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This website lists technology tools like apps and websites for teachers. They are arranged by subject, topics, or learning activity.

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Shared by Cecilia Cornejo (SUN)

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Tools for Leading Learners - From Patrick Larkin on Edudemic

kate

November 12, 2013

12:53 pm

0 comments

This post first appeared on Edudemic.

As I look for entry points in working with school leaders just getting their feet wet with digital tools, I sometimes struggle to pinpoint the best place to start. I guess it is because there are so many useful tools out there that my colleagues could utilize to help them to change their workflows for the better. However, the important thing is not the tool at all. The important thing is that educational leaders are modeling the fact that they too are continuous learners who are striving to employ the most relevant resources that they can access to do their jobs.

In tackling this dilemma, I have decided to look at a few of the functions that school leaders perform and provide a couple of tools that can not only assist them but also help them model the integration of digital tools into their daily routines. Again, I am looking to stay away from a specific solution and instead list some of the options that are available for particular tasks. Choices are a good thing, so let's embrace the fact that we live in a day and age where we have them!

When first getting started with digital tools, the most important task for school leaders is communication. Whether it is with staff, students, or parents, school leaders need to be strong communicators and provide their stakeholders with the appropriate information at the appropriate time. There are also different levels of communication that we deal with here. Are we just putting out information on upcoming events or are we telling our story and providing people with asynchronous opportunities to share in events and presentations that they cannot get to in person due to their busy schedules?

In an era of transparency and connectedness, we have the ability to tell our story every day of the school year instead of waiting for media coverage of something going on in our school. Why wait for that negative news item that brings the media swarming to your school when you can inundate people with the positive things happening on a daily basis. When people Google your school or district what do they find? What is the first impression they get from a digital walkthrough?

These are the questions that you need to answer for yourself as you start to think about the tools that you want to choose to communicate and the information that you want to communicate. Here are some of the types of communication we do in our district and how we do them:

These are just a few of the countless ways that school leaders can communicate, collaborate, and engage with stakeholders in whatever the topic of the day is in their school community. It's not critical that educational leaders use all of these resources, but it is critical that they start to get comfortable with some of them.

Patrick will be addressing this topic at the upcoming iPad Summit in Boston in his session titled iLeadership.

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Tools for Leading Learners - From Patrick Larkin on Edudemic - EdTechTeacher

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Tools for Leading Learners - From Patrick Larkin on Edudemic kate November 12, 2013 12:53 pm 0 comments This post first appeared on Edudemic. As I look for entry points in working with school leaders just getting their feet wet with digital tools, I sometimes struggle to pinpoint the best place to start.

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This is an interesting article about Executive Functioning. 

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This is an interesting article about Executive Functioning. 

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Shared by Cathy Womack (BCH)

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Affiliate and Referral links are used below to promote products I love and recommend. I receive a commission on any purchases made through these links. Please see my disclosure policy for more details.
Today I want to welcome Paige Hays of Paige Hays, Therapy Services to the blog. You are going to love the information she has to share with you today about what therapists need to know about executive function skills. Even if you aren't a therapist, this is helpful information, so keep reading!
What is "executive function"?

It is a set of skills that are part of higher-level cognitive processes that develop in the frontal
lobes from infancy through young adulthood. It is more abstract than other cognitive functions
(such as working memory or visual processing), so it is hard to define and assess. Therapist
usually notice children struggling with more complex skills during daily tasks, such as the
following:

Self-regulation (focusing attention, filtering distractions, controlling impulses, coping and
calming skills)

Problem-solving (goal setting, making a plan and considering possible scenarios, sequencing steps, and following directions, organization, recognizing errors and correcting them, evaluating self-performance, achieving a goal)

Multitasking (prioritizing, remembering and working with multiple pieces of information)

Flexible thinking (switching approach to a task, considering new ideas or strategies, making choices and decisions, maintaining social interaction)

Why should therapist care about executive function?

1. Studies are showing that executive functioning is a core deficit underlying most disorders of attention (for example ADHD), as well being a functional deficit in many other disabilities, including learning disabilities, behavior and mental health disorders, autism spectrum disorders, and other developmental disabilities.

2. Executive functioning is one of the strongest predictors of success for children long-term. Many studies have been done that show that executive functioning, specifically impulse control and emotional regulation skills, are predictive of positive outcomes.

3. Executive functioning can be a hard skill to work on for children due to how the brain processes this skill. Parents usually need additional insight and training to help their children achieve their potential for higher-level thinking skills.

How do executive function skills develop?

This is a really hard question to answer. Executive functioning is a newer area of research in cognitive psychology, and it is not fully understood. Most research is pointing to the idea that the frontal lobes are first used in self-regulation through the maternal-infant bonding cycle (an infant being able to calm with the care from an adult).

It then progresses through toddlerhood and the preschool years as a children learn to self-regulate their behavior (learning impulse control, body control, and emotion recognition). As childhood progresses, higher-level skill, emerge, such as problem-solving, multi-taking, self-correcting errors in work, and prioritizing and goal setting.

For a complete review and handout on how executive function and self-regulation develop, please visit a post by Paige Hays, Therapy Services on What Parents, Teachers, and Therapist Can Do to Help In Everyday Life.

How can therapists help children strengthen their executive functioning skills?

It really isn't about what you do, it is about how you do it. The basic principle of learning applies- "neurons that fire together, wire together." However, executive functioning skills are diverse and broad, requiring a child to use many neural pathways in a variety of activities and environments. (Compared to more concrete skills, such as learning to write a name, where you are practicing a specific skill to strengthen a specific neural pathway.)

This makes learning these skills challenging (and probably why so many children struggle with them). You can't just drill a specific skill, but instead, use teaching strategies that help to activate and utilize many neural pathways in the frontal lobes. The more often children use the "wires" to the frontal lobes, the stronger they become.
5 several specific strategies to promote executive functioning development during therapy tasks:
1. Slow down. Give a child more time to explore and problem-solve during therapy sessions. We are often so focused on getting through our tasks, that we forget that each little experience is a learning moment. Allow time for children to think and process, give then chances to make decisions and choices, and allow time for mistakes and encourage self-correction.

2. Give less structure and direction. As therapists, we know that providing high-level of structure (such as visual schedules and routines) and clear directions often help children be more compliant and participate more easily, but it doesn't often challenge them to use higher-level skills. Provide the structure children need to be successful, but remember to find the "just right challenge," as we often control too much in sessions and prevent the natural learning opportunities that could arise.

3. Allow mistakes and encourage self-correction. There is a huge learning benefit to making mistakes. It promotes self-regulation (staying calm when a mistake is made), problem-solving and flexible thinking (as well as attention to task and task persistence), and self-monitoring and correction ones' own work or behavior. Allow time for mistakes and give children more control over fixing mistakes.

4. Implement and use a program for self-regulation development. There are several well know programs available. I would recommend checking with your local school district to see if they use a specific program for consistency for your clients. In my local area, The Zones of Regulation by Leah Kuypers is widely used by OTs. I good program should teach emotion recognition, body awareness and control, and provide a variety of strategies for calming or alerting, such as sensory, behavioral, and cognitive strategies (because children need lots of options to try as they learn self-regulation and self-calming
skills).

5. Teach parents strategies to use at home. Because executive functioning uses a variety of neural pathways, it can't be taught and mastered in therapy sessions. Generalization is key. It needs to be part of all daily routines to really build strong skills, so parents need to be part of this process. I have outline parent-friendly ideas for a therapist to model and teach to parents to use at home, please visit a post by Paige Hays, Therapy Services on What Parents, Teachers, and Therapist Can Do to Help In Everyday Life.

Links to other posts by Paige Hays, Therapy Services, LLC related to executive functioning for children:
The 5 Best Answers to Your Child's Questions (that encourage executive functioning skills) Impulse Control: Home Activities and Games Resources:
Understanding Executive Functioning Issues from Understood

Center on the Developing Child at Harvard University. Enhancing and Practicing Executive Function Skills with Children from Infancy to Adolescence.

Center on the Developing Child at Harvard University. Building the Brain's "Air Traffic Control System: How Early Experiences Shape the Development of Executive Function
The Brown Model of ADD/ADHD
BIO: Paige Hays is the owner of Paige Hays, Therapy Services which provides in-home, pediatric occupational therapy services in the south metro area of the Twin Cities, MN. She is a mother of 2 girls, avid DIYer, and a highly skilled and experienced OT. She specializes in working in pediatrics, with diverse expertise ranging from cognition and sensory issues to working with children with neuromuscular disabilities or complex medical needs. You can also find her on Facebook.

Follow Heather | Growing Hands-On Kids's board Occupational Therapy Tips on Pinterest.
You May Also Like:

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What Therapists Need to Know About Executive Function Skills

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Today I want to welcome Paige Hays of Paige Hays, Therapy Services to the blog. You are going to love the information she has to share with you today about what therapists need to know about executive function skills. Even if you aren't a therapist, this is helpful information, so keep reading!

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This website allows students to practice math fact fluency.

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This website allows students to practice math fact fluency.

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Shared by Kathy Aguilar (WMS)

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XtraMath - 10 minutes a day for math fact fluency

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XtraMath is a free program that helps students master addition, subtraction, multiplication, and division facts.

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Shared by Nicole Frank (BLK)

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Welcome to the place for teachers to share bright ideas, creative lesson plans and activities! Join in or take a look behind the scenes and see who is running this thing.

Go Behind the Scenes

I'm Leslie - the teacher behind TeachJunkie.com. I'm excited that you're a reader and wanted to welcome you. Like you, I find tons of inspiration from what other teachers share and that's the whole reason Teach Junkie exists!

I wanted to welcome you by letting you know who it is behind this community of authors I feature.

I'm a kindergarten teacher at heart and I have extreme love for teachers who teach any other grade level. I'll admit that I love you because I think it'd make me cry if I had to teach your grade - honestly. Since kindergarten is my wheel house, I share those fun stories on KindergartenWorks.com.

Right now, I am a work from home mom taking a break after 10+ years in the classroom to raise my own pack of readers. My husband (who is my high school sweetheart) and I have a preschooler, toddler and a brand new little one.

So, when you hear from me it's most likely me trying to jam as much of my love for teaching into nap time!

What I like to share

One of my favorite things to do is collect lots of ideas in one place so that you save time looking for the best stuff online. These collections are some of my most popular posts! I can't wait to share them with you.

Another favorite thing of mine is to showcase the work of other teachers. I think you're all fantastically creative and wonderful. Really! So, if you browse the website you'll see posts that feature other teachers too and lead you to their blogs.

Oh yes, and free stuff. I focus on sharing free stuff. That's cool with you, I presume?

Teaching isn't an easy profession. It's my hope that I can be here to encourage, inspire and save you time collecting ideas so that we can all have a life outside of teaching...

Welcome to Teach Junkie - I am excited to have you join us!

Do you want to contribute?

I'd love to have you share with our grades k-5 audience. Get started with sharing your best free lesson, free activity, free teacher tip or free download anytime.

Want me to curate content for you - for free?

It occurred to me that perhaps you haven't had a chance to scope out the over 500 posts that are currently on this blog so allow me to dig through and share the best ones with you!

That's the benefit of getting my emails {wink} - just let me send you the good stuff and you can always hop onto Teach Junkie when you're looking for something specific. You'll find a wide range of topics that stick mainly to grade levels K-5.

Simply add your email address below and I'll set you up with my free weekly newsletter.

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Welcome to the place for teachers to share bright ideas, creative lesson plans and activities! Join in or take a look behind the scenes and see who is running this thing. I'm Leslie - the teacher behind TeachJunkie.com. I'm excited that you're a reader and wanted to welcome you.

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Next Generation Science Standards resources

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Next Generation Science Standards resources

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Shared by Erica Johnson (BLK)

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The NSTA Next Generation Science Standards Hub offers information, resources, news, professional learning opportunities, and expert advice in understanding and implementing the Next Generation Science Standards - NGSS

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Nearpod is a resource for teachers to use when they want to present information to their class. There is a bank of lessons already created by individuals and you can create your own lesson for the students to interact with.

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Nearpod is a resource for teachers to use when they want to present information to their class. There is a bank of lessons already created by individuals and you can create your own lesson for the students to interact with.

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Shared by Brandon Grange (BLK)

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Nearpod: Foster a love of learning in every student

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Create active learning experiences students can’t wait to be a part of.

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Use technology to bring science and math ideas alive. It is NGSS aligned, free activities and it's research based.

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Use technology to bring science and math ideas alive. It is NGSS aligned, free activities and it's research based.

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Shared by Veronica Mojica-Smith (BLK)

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Hundreds of Simulations

Explore physics, chemistry, biology,
biotechnology, and nanotechnology.

Embedded Assessments

Real-time reports provide a complete view of student learning progression.

Create and Customize

Customize any model or create one from scratch with powerful modeling tools.

Three Views of MW

Senior Scientist and Molecular Workbench Developer Charles Xie, Researcher and Manager Amy Pallant, and Technology and Curriculum Developer Dan Damelin describe the history of Molecular Workbench and our vision for the future.
Watch the Video
Selected Curriculum Modules

Transistor

STM

Semiconductor

Plasma

Molecular Rover

Chemical Bonding

Chemical Resp.

Diffusion

Heat & Temperature

Electrostatics

Phase Change

DNA to Protein

Mission: Immunity

Lipids & Carbs

Tree of Life

Proteins & DNA

Harvest Light

Quantum Mechanics

Crystallography

ELISA

STM

Transistor

Plasma

Semiconductor

Create Your Own Simulations

MW is not just a collection of simulations -do not be deceived by first glance. While it presents many existing simulations that are ready to use in the classroom, it is, however, also a modeling tool for teachers and students to create their own simulations and share them with collaborators. There are very sophisticated modeling capacities hidden behind its simple user interface that empower you to create new simulations and even explore the unknowns. (Because of the experimental and computational nature of this kind of simulations, we prefer to call them computational experiments.)

Create Your Own Curriculum Modules

A simulation without instructional support is difficult for students to use. An optimal way of using simulations is to embed them into curriculum materials. MW has an authoring system for teachers and curriculum developers to create or customize their own online lessons that use models and simulations. A typical MW module is a comprehensive learning package consisting of a series of scaffolded pages that contain text, simulations, tools, controls, graphs, navigation links, and embedded assessments. The user interfaces of simulations in MW can be customized for students of different levels (grades 6-16). This unique feature enables it to support a wide range of instructional strategies such as inquiry-based, discovery-based, and problem-based learning.

Fun Stuff

Electrostatic Maze

3D Maze

Roving Nanogear

Block Feeder

Probability Machine

Dainty Walker

Water Wheels

Pump Jack

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Molecular Workbench provides visual, interactive computational experiments for teaching and learning science.

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This video gives a good brief overview of all the important storyline elements of realistic fiction that need to be present in a completed story including plot, setting, characters, details.

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This video gives a good brief overview of all the important storyline elements of realistic fiction that need to be present in a completed story including plot, setting, characters, details.

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shared by Dave Satterberg (BRD)

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An introduction to realistic fiction for upper elementary school age children. - created at http://goanimate.com/

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Teacher tipster is a fabulous resource with videos, printables, and more to help with classroom lessons and activities.

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Teacher tipster is a fabulous resource with videos, printables, and more to help with classroom lessons and activities.

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Shared by Kristy Montag (HW)

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Donors Choose is a great site to get additional resources for your classroom.  You write a request using their template, then anyone can access the site to donate any amount of money.  Sometimes corporate matching makes funding happen quicker than you would expect!  

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Donors Choose is a great site to get additional resources for your classroom.  You write a request using their template, then anyone can access the site to donate any amount of money.  Sometimes corporate matching makes funding happen quicker than you would expect!  

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Shared by Sam Savala (HAX)
(Liz's note:  please don't request anything that would require tech support, like printers or tablets)

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The majority of our students' parents work in the agriculture field. When I meet with the parents and their child, they always encourage their child to do good in school so that they do not have to work in the jobs they have to.

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This is an excellent website with information on how to create a college going culture at the elementary school level. 

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This is an excellent website with information on how to create a college going culture at the elementary school level. 

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Shared by Vanessa Perez (SUN)

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COLLEGE DAY: The day when EVERY STUDENT learns about college at EVERY SCHOOL in Santa Clara County. It's a bonanza of info & resources for EVERY GRADE LEVEL!

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 I like to try websites such as this where kinder teachers blog about their craft.

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 I like to try websites such as this where kinder teachers blog about their craft.

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Shared by Margaret Sofer (HME)

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If you are looking for hands-on, engaging kindergarten activities, you came to the right place! I'm here to save you time by sharing tried and true kindergarten resources, and hopefully spark some ideas for your own kindergarten lesson plans!

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Learn more than you ever wanted to know about GAFEs and Sheets by visiting Alice Keeler's webpage: 

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Learn more than you ever wanted to know about GAFEs and Sheets by visiting Alice Keeler's webpage: 

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Shared by Amanda Glover (BCH)

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Google

How to use COUNTA in Google Sheets. This helpful formula works differently than COUNT. I will explain how.

Recent Blogs

Finally! Schedule to Multiple Classes in Google Classroom. Set the time and date for each section to appear in your Google Classroom as you post assignments.

"Thank you for all of the help you have given me so far this year! The Google classrooms workshop has made my teaching more effective and my job more enjoyable. Kids are learning so much and are enjoying their learning! You rock!"

Lindsey Hagen

"These workshops really make me experiment new ways of teaching and especially new ways of thinking about teaching!!!"

SUZY PICHÉ

I went from only knowing how to use gmail to feeling like I can actually teach online effectively with all the tools in Google. I am loving slides. You have taught me more in 3 weeks than I have learned about technology in years, so a huge THANK YOU!!! You are funny, engaging, and practical. All the qualities a great teacher needs.

Paula Parker

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Google How to use COUNTA in Google Sheets. This helpful formula works differently than COUNT. I will explain how. Recent Blogs Finally! Schedule to Multiple Classes in Google Classroom. Set the time and date for each section to appear in your Google Classroom as you post assignments.

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Art for Kids You Tube Channel--- videos to show how to draw all types of things. Find one to match your curruculum!

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Art for Kids You Tube Channel--- videos to show how to draw all types of things. Find one to match your curruculum!

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Shared by Sam Savala (HAX)

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"art for kids" "art projects for kids" "art ideas for kids" "art tips" "how to draw" "art for kids hub" lessons

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Hey, art friends! Welcome to Art For Kids Hub! 🎨✏️ Here, you'll discover all sorts of awesome art lessons, from drawing to painting, and even some super cool origami. Whether you're a beginner or a budding artist, there's something fun for everyone!

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Shared by Kristin Aguilar (HAX

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Art with Jenny K - art-infused resources for every classroom

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art-infused resources for every classroom

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This is a link to "ixl math", which is a great teacher resource for extra math practice. 

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This is a link to "ixl math", which is a great teacher resource for extra math practice. 

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Shared by Stacy Hunter (HME)

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Discover thousands of math skills covering pre-K to 12th grade, from counting to calculus, with infinite questions that adapt to each student’s level.

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This is a link to a padlet page with ideas for Failure Friday. This padlet page was created to share ideas of activities one can do during Failure Friday and/or get an idea of what is Failure Friday.

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This is a link to a padlet page with ideas for Failure Friday. This padlet page was created to share ideas of activities one can do during Failure Friday and/or get an idea of what is Failure Friday.

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Shared by Rosy Barnes (HAX)

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This is a wonderful math resource. I've used it mainly for week of iMath at the beginning of the school year. iMath is a great way to set the stage for collaborative work and growth mindset.

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This is a wonderful math resource. I've used it mainly for week of iMath at the beginning of the school year. iMath is a great way to set the stage for collaborative work and growth mindset.

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Shared by Valerie Carey (EOG)

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At youcubed, we inspire, educate and empower teachers of mathematics, transforming the latest research on mathematics learning into accessible and practical forms.

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Shared by Cyndi Delgado (SUN)

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This is the website that I used to learn how to operate the Swivl correctly and to save my videos.

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This is the website that I used to learn how to operate the Swivl correctly and to save my videos.

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Shared by Rosa Granado (SUN)
Also, did you know every site has a swivl camera to record lessons and presentations? Ask your admin or your reading intervention teacher!  -Liz

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Getting Started with Swivl

*Update your Swivl robot firmware to connect with the latest version of the Swivl app:

1. Go to the settings page in the Swivl app (v7.0 or newer)

2. Connect the lightning cable

3. Tap "Swivl Firmware" then tap "Update".

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Update your Swivl robot firmware to connect with the latest version of the Swivl app: 1. Go to the settings page in the Swivl app (v7.0 or newer) 2. Connect the lightning cable 3. Tap "Swivl Firmware" then tap "Update".

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Shared by Deidre Hensley (SUN)

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Fifth- and sixth-grade students love Scholastic News magazine because it's filled with topics that interest them! Teachers love it because it builds knowledge and nonfiction reading skills.

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I subscribe to many of The Mailbox's online resource pages. They send me emails with tips and tricks for best practices and lesson ideas. 

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I subscribe to many of The Mailbox's online resource pages. They send me emails with tips and tricks for best practices and lesson ideas. 

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Shared by Stacy Hunter (HME)

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The Scholastic site has all kind of project ideas including plays, arts and crafts, and news articles. It is a one-stop shop! 

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The Scholastic site has all kind of project ideas including plays, arts and crafts, and news articles. It is a one-stop shop! 

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Shared by Stacy Hunter (HME)

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Teacher Resources, Children's Books, Student Activities for Teachers | Scholastic.com | Scholastic

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Teaching resources, children's and teacher books, lesson plans, book lists, classroom resources, educational products from Scholastic for PreK to 12 teachers.

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This website is useful for finding reading passages that include comprehension and discussion questions. They help provide the balance of non-fiction and fiction Common Core requires.

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This website is useful for finding reading passages that include comprehension and discussion questions. They help provide the balance of non-fiction and fiction Common Core requires.

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Shared by Stacy Hunter (HME)

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ReadWorks | Award-Winning, EdTech Nonprofit Organization

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ReadWorks is an edtech nonprofit organization that is committed to helping to solve America's reading comprehension crisis.

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Shared by Tonya Leal (BLK)

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Shared by Bonnie Maxwell (EOG)

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At youcubed, we inspire, educate and empower teachers of mathematics, transforming the latest research on mathematics learning into accessible and practical forms.

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Digital Citizenship video (song) for primary students

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Digital Citizenship video (song) for primary students

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Shared by Margaret Sofer (HME)

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Pause & Think Online (2013 - OLD VERSION)

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Shared by Norma Garibay (SUN)

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Why Parents Don't Understand How To Help
by Terry Heick

Jargon is a necessary evil. Simply put, jargon helps us be more specific.

Pilots in planes don't 'go up,' they 'gain altitude.'

Forwards in basketball don't simply "score," but rather face up the defender to jab step, finishing with an up-and-under move for an 'and-one.' They don't 'turn towards the basket, they 'drop step.'

Teachers don't 'give tests,' they 'assess.'

They don't 'go over it again,' they 'review,' then 'remediate.'

A challenge, though, comes after generations of this kind of jargon casually but persistently accruing in and around classrooms and schools. Teachers end up (ideally) designing diverse assessment forms in pursuit of personalized learning by using adaptive learning technology-just as they are asked to do by peers and edu-media everywhere. Which of course makes no sense to anyone but other teachers.

And as education continues to change, this is a chasm that's only going to deepen.

Criticism of jargon abounds, usually beneath the implication that someone is overstating something or sounding haughty, calling a classroom a 'learning environment,' or content-to-be-learned a 'learning target.' But there's a difference between a classroom and a learning environment, and a different in content-to-be-learned and a learning target, and using less specific language doesn't seem like the best we can do.

But what we can do is know our audience.

This doesn't mean 'dumb down' what we're saying. In fact, that's been part of the problem, resulting in lost capacity to understanding teaching and learning. Families and, in net, communities only recognize the bits and pieces of education they've seen before-letter grades, essays, book reports, and report cards.

What would happen if, when speaking to a parent, we slowed down and clarified not just "when the next test is," but what they're being tested on and why, and what kind of 'assessment' you're asking students to use and why? And more critically, do the same with students. The long-term result here should be, if nothing else, a generation of students and parents that have heard all the buzzwords not from the news or second-hand, but from the teachers themselves.

You can also say what you mean and mean what you say. If you mean 'personalized learning,' you shouldn't say "differentiate." If you mean 're-assess,' don't say 'review the material.'

Then, offer examples and definitions of all of the above through teacher blogs, open and closed social media pages, newsletters, and other methods of communication with parents. When your colleagues look at you funny when you talk about 'fluency' and 'digital literacy,' provided you're saying what you mean and meaning what you say and know what you're talking about, well, just keep talking. They'll either figure it out or they won't. You can't modify your thinking to accommodate people unwilling to think themselves.

One problem of a very deep but narrow field of knowledge is the relative inability of that expert to communicate with other fields: the scientist with the naturalist, or the IT department with the humanities folks. This is often referred to as the 'silo effect.' This is a challenge not new to education, but because of the unique position of educators as both experts and conduits between formal education and local communities, the burden falls to teachers to not simply paraphrase and translate, but build and transfer capacity from the inside-out.

You can't be a 'good teacher' if the people that depend on you and your skill don't understand or trust you. Think for a moment of how you feel taking your car to an automotive mechanic, or speaking to a personal trainer or nutritionist. You get a strong sense that they understand things way, way better than you do, and you're completely at their mercy.

More than anything you feel vulnerable, and it takes a strong personality to force them to communicate to you on more equal ground, with phrasing and metaphors and analogies and depth of thinking that makes sense to you. Most people don't want to feel stupid, so they don't.

Think of it as a doctor's 'bedside manner,' but for teachers, and you're getting close. Here are three questions to begin this kind of thinking:

1. What kind of language, tone, and communication patterns serve the people that are listening, rather than my own professional interests or sense of 'teacher identity'?

2. Now, let's have a look at how we run our classrooms and design learning experiences. How can we do so in a way that promotes community understanding, interest, and organic involvement?

3. Now, the school and district. How can we move beyond 'free chili night' and design an institution that is centered on people and families? What do we stand to lose by doing so, and what might gain?

image attribution flickr user usdepartmentofeducation

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Why Parents Don't Understand How To Help -

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Why Parents Don't Understand How To Help by Terry Heick Jargon is a necessary evil. Simply put, jargon helps us be more specific. Pilots in planes don't 'go up,' they 'gain altitude.' Forwards in basketball don't simply "score," but rather face up the defender to jab step, finishing with an up-and-under move for an 'and-one.'

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a variety of articles for teachers that are very informative and entertaining 

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a variety of articles for teachers that are very informative and entertaining 

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Shared by Tonya Leal (BLK)

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a great resource for professional development 

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a great resource for professional development 

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Shared by Tonya Leal (BLK)

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Education Week Teacher Professional Development Sourcebook

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Features professional development courses and materials encompassing reading and writing teaching techniques, assessment ideas, interactions with interpreters, and more.

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Shared by Tonya Leal (BLK)

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Regardless of their life circumstances, AVID students overcome obstacles and achieve success. They graduate and attend college at higher rates, but more importantly, they can think critically, collaborate, and set high expectations to confidently conquer the challenges that await them.

In 47 states across the U.S., K-16 educators are driving student success through engaging, rigorous, and student-centered learning environments.

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AVID® / Closing the Opportunity Gap in Education

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AVID's mission is to close the opportunity gap by preparing all students for college readiness and success in a global society.

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This website provides free resources for educators, specifically STEM projects.

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This website provides free resources for educators, specifically STEM projects.

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Shared by Cesar Lopez (EOG)

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stem
education
stem resources
stem education

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What is STEM Education? | Discovery Education

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Discovery Education STEM resources are designed to fuel a cultural shift around STEM teaching and learning. Learn more!

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This is examples of snowflakes using geoboards. I am excited to use this idea Friday during our very short day!

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This is examples of snowflakes using geoboards. I am excited to use this idea Friday during our very short day!

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Shared by Alyssa Young (WMS)

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We have been using geoboards and leftover Rainbow Loom bands to create these beautiful snowflakes. It's a great way to explore shapes and symmetry.

We had some small geoboards that were cracked, so I decided to order some new ones. I found these Learning Resources Two-Sided Geoboards (affiliate link), and they are awesome and a great value. They are a generous 10 inches wide and have two sides - one with 11 pins by 11 pins in straight lines and one with a pattern block design. You can see both sides in the photos below. The pattern block side allows kids to make hexagons and equilateral triangles.

The geoboards came with rubber bands, but we decided to use leftover white Rainbow Loom bands. They were perfect!

This activity works well for a wide range of ages. My 6, 9, and 12 year old's all enjoyed designing snowflakes, and I did too! My 4 year old has had a great time building snowflakes, but he doesn't really get how to create a symmetrical snowflake yet. Still a fabulous activity for fine motor skills and to encourage creativity!

I can't decide which one is my favorite!

I made the one above, and my oldest son made the one below. It's fun to see how everyone approaches this differently!

We have had the geoboards out for a few days, and it's fun to just work on a snowflake when you have a few minutes! We have been re-using the loom bands.

Have fun creating!

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Geoboard Snowflakes STEM Activity for Kids

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Math meets art in this simple winter snowflake STEM activity for kids! We have been using geoboards and leftover Rainbow Loom bands to create these beautiful snowflakes. It's a great way to explore shapes and symmetry. We had some small geoboards that were cracked, so I decided to order some new ones.

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This blog has resources for individual, small group, and whole class lessons on a variety of topics. There are useful book and game suggestions as well.

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This blog has resources for individual, small group, and whole class lessons on a variety of topics. There are useful book and game suggestions as well.

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Shared by Stacy Hixon (BCH)

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Shared by Sara Valladolid (SUN)

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The latest news and resources in education since 2007

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Last week we watched this video during breakfast every day. We have been learning about sight words or "popper" words and this video was a perfect way for them to practice some of them. On the last day of showing this, every student was reading the words and feeling successful!

Shared by Katelyn Budroe (HAX)

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The Sight Word Song  High frequency word song rap for kids

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I love this teacher's blog. I am hoping to start guided math in January and this is one of the most helpful resources that I have found.

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I love this teacher's blog. I am hoping to start guided math in January and this is one of the most helpful resources that I have found.

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Shared by Katelyn Budroe (HAX)

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Using a Guided Math format there is still time for whole-group, but you invest your efforts and resources into meeting with small-groups of students each day. Teaching 1st grade for the first time, I was using whole-group math with a single math center at the end of our math block. Then over Winter Break, our team felt like something wasn't working. While our students were growing in math, it was definitely not at the same rate of their reading growth. So, we started to compare the 2 blocks. For reading, we use a Daily 5 model, so 80% of my instruction was in small groups during guided reading. Rather, in math, 80% of my instruction was whole group with enough time for a math center 3-4 times a week.

With small-group math, our math block does take a little longer (around 75-90 minutes), but it is completely worth it! Our math routine looks like this - Number Talks (5-7 minutes), 3 Rotations of Small Groups/Technology/Centers (17-20 minutes/each), Reflection (5 minutes).

Based on our District's Common Assessments, I group students into three math groups - green (struggling), yellow (on grade level), blue (above grade level). This is the system our 1st grade team uses for reading and math and it's fabulous! ( Read more here) I always start meeting with my green group first to ensure that they are never skipped - regardless of surprise fire alarms, change in schedule, or assemblies. Additionally, I try to add 4-5 minutes of instructional time onto this group. (Grab a free editable version of this rotation board here). Every unit, these group changes change and I don't always have one of each group. By the end of last year, I actually had 2 blue groups and 1 yellow group, which was REALLY exciting!

When planning and organizing for small-group math, I use color-coded library bins - one for each of my math groups. Often the manipulatives travel from bin-to-bin, but the assessments and mini-lesson materials are group-dependent. I love having my materials at an arm's reach, and it's easy to restock them at the end of the day.

Typically each of my groups are working on the same skill or content standard, but each group is working with the material in different, just-right ways. As math teachers, we intentionally move students using the CSA model of instruction (concrete, semi-concrete, and abstract). My highest group (blue) spends a lot more time working with the abstract; whereas my green group needs many more concrete experiences with the content.

Within my small-groups we are working on targeted, hands-on skills. We are trying to build concrete learning experiences that eventually branch into semi-concrete and abstract understanding. From composing and decomposing numbers on rekenreks to balancing equations on a number scale to master part-part-whole with rods, we are using manipulatives every.single.day.

I'll be honest, it's definitely messy. My teacher table routinely looks like this - piles of place value rods, ten frames, and number lines strewn about...but that's okay! We accomplish so much in our 17-20 minutes together, and I am loving teaching targeted skills to my small groups. For my classroom and my group of kids, guided-math is the answer!

To launch each Guided Math block, we start by talking numbers using our Math Prompts. These are short (10ish minutes), daily exercises aimed at building number sense. While we are talking numbers, students are thinking, asking their peers questions, and explaining their own thinking all while the teacher records the thinking. You can read more about our Number Talks here and snag a year's worth of Number Talks here.

After our number talks, we stay on our classroom carpet to say our learning target for the day. Then, I lead a quick 7-8 minute mini-lesson. During these mini-lessons, I focus our small-group time, share important vocabulary, model math thinking, and introduce foundation knowledge (things that ALL students need to know, regardless of math group). Some of my favorite mini-lessons include photograph hooks and online math manipuatives. We also routinely pull out some of our favorite math read alouds! All three are great for modeling math thinking for students!

When students come to my teacher table, I don't want them worrying about bringing supplies. I did when I first started small-group math, and it killed a TON of time. With such a short time for mini-lesson, I now keep all our materials (pencils, highlighters, expo markers) in a tri-container I found at Ikea. All students need to bring is their Blue Math folder.

I'll be honest, small-group math is definitely messy. My teacher table routinely looks like this - piles of rods, ten frames, and number lines strewn about...but that's okay! We accomplish so much in our 17-20 minutes together.This time is hands-on and engaging. Students are building a conceptual understanding of numbers and that is critical!

Our time spent at teacher table is typically broken into a quick fluency/skill game (a 2-3 warm-up), a mini-lesson (5-6 minutes), guided practice (4-5 minutes), independent practice (4-5 minutes), and a quick assessment (2-3 minutes). Below is an example of our Making 10 to Add independent practice -which is almost always based out of manipulatives and concrete learning!

While I am working with a group of students (6-8 students at a time), my other friends are working at the other parts of the Daily 3 - math by myself and math with a friend. I do substitute Math By Myself for DreamBox (a District Math program - technology based) as my friends are expected to log time on this program each day. HERE you can watch a FREE video about how I organize and run math centers in my classroom.

During math with a friend, I offer students 5 centers a week. Students choose which center to visit each day but they need to visit all five by the end of the week. One center is always math notebook, one center is always Versatiles or Solve the Room. I am only introducing 3 new centers each week (although we have practiced these activities in small groups at some point, so they're not completely new). Typically, 2 of the centers are spiral review and the 3rd center relates to our current learning.

I store our math centers in large Sterilite containers (I buy them in sets of 6) with all the materials students might need.

To make guided math work, I know I have to maximize my teacher table time. So if students at centers are asking me questions or interrupting, my friends at teacher-table are losing out on their core math time. Therefore, it is essential that students know where to find resources in the classroom and they know how to use them. Our manipulatives are stored to the left of the math tubs for easy access. Students know they can grab whatever math tool they need to do their work. (Labels can be found here.)

Additionally, our number lines are hung in the front of the room from a Command Hook. This keeps the number lines organized and easily accessible to my small friends.

To help build independence, I also include visual directions on each of our math bins. These visual directions include an I Can statement, as well as, the center in action. This visual directions help students know how to set-up their materials, as well as, what materials they will need. (You can snag the 1st grade visual directions here and 2nd grade here.)

These Making Numbers and 120's Chart Puzzles will be 2 of our first 5 math centers for the year. we'll practice these activities with partners (whole group) before we start centers, and then, when we're ready to start rotating, students will practice with a partner.

Students are trained to get the materials they need out of the bins and then, turn the bins on their sides. The large Sterilite containers will stand on their own and it makes a perfect focus for students. Below students are working with the Fact Family Triangles (from Amazon) and differentiated dice based on their math group.

How do you differentiate your math centers?

Another component of independence during The Daily 5 and The Daily 3 is making sure that students are actively engaged in valuable work that is challenging to them. Differeniation is a key part to this independence. When they visit the individual centers/pick a tub, they know to grab their colored folder. Each bin contains the same activity, just a different set of numbers or a different pack of dice. (Green = approaching grade-level, yellow = on-grade level, blue = above-grade level)

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Guided Math in 1st Grade - The Brown Bag Teacher

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The Daily 3 and Guided Math are a small-group approach to learning mathematics, just like we meet with students daily during Guided Reading, we meet with students as mathematicians. It is a deviation from whole-group math instruction. As a team, we decided to take the Guided Math jump - modeling our math block after our...

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Kids Health Digestive System video to introduce the digestive system to students. 

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Kids Health Digestive System video to introduce the digestive system to students. 

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Shared by Cecilia Cornejo (SUN)

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Shared by Mary Porter (SUN)

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Free Lesson Plans For Teachers, By Teachers | LessonPlansPage.com

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4,000+ free lesson plans in math, social studies, art, language arts, music, PE, reading, writing, and more!

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This website feature a cognates section where lists of cognates can be found and printed. A great resource for ELD.

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This website feature a cognates section where lists of cognates can be found and printed. A great resource for ELD.

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Shared by Emelia Martinez (HAX)

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Cognates are words in two languages that share a similar meaning, spelling, and pronunciation, such as 'information' in English and 'información' in Spanish. While English may share very few cognates with languages that use a different written system, 30-40% of all words in English have a related word in Spanish. For Spanish-speaking ELLs, cognates are an obvious bridge to the English language and are particularly common in content areas such as math, science, and social studies. These resources offer ideas on how to use cognates in the classroom and provide examples of English / Spanish cognates.

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Cognates are words in two languages that share a similar meaning, spelling, and pronunciation, such as 'information' in English and 'información' in Spanish. While English may share very few cognates with languages that use a different written system, 30-40% of all words in English have a related word in Spanish.

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Shared by Lisa Ruelas (SUN)

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Smart Classroom Management is a a blog by educator Michael Linsin. His blog entries and books are short and very helpful.

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Smart Classroom Management is a a blog by educator Michael Linsin. His blog entries and books are short and very helpful.

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Shared by Conrad Saturnino (HW)

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There is a simple thing you can do right now to ensure better classroom management next school year. It only takes a few minutes. The way it works is to list the five most disruptive, annoying, and stressful misbehaviors you witnessed last school year. ... Read more

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There is a simple thing you can do right now to ensure better classroom management next school year. It only takes a few minutes. The way it works is to list the five most disruptive, annoying, and stressful misbehaviors you witnessed last school year. ... Read more

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Provides resources for NGSS Standards and to link learning to a theme. 

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Provides resources for NGSS Standards and to link learning to a theme. 

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Shared by Erica Johnson (BLK)

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This site is a curated collection of science phenomena for the NGSS, along with phenomenon based learning resources and help for how to use phenomenon to drive student questions in the classroom centered around 3 dimensional teaching and learning.

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Implementing NGSS and shifting learning from teacher centered to student centered with new standards has been a challenge. NSTA has many different resources and lessons plans to help a teacher create new curriculum for the classroom. 

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Implementing NGSS and shifting learning from teacher centered to student centered with new standards has been a challenge. NSTA has many different resources and lessons plans to help a teacher create new curriculum for the classroom. 

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Shared by Erica Johnson (BLK)

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Congratulations to the National Winners!

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Depression Strikes Today's Teen Girls Especially Hard

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Depression Strikes Today's Teen Girls Especially Hard

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Shared by Clemente Bravo (HW

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Trying to find hands on activities to implement in the classroom to support NGSS Engineering Practices that are not overwhelming has been difficult. DocFizzix has some great ideas!

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Trying to find hands on activities to implement in the classroom to support NGSS Engineering Practices that are not overwhelming has been difficult. DocFizzix has some great ideas!

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Shared by Erica Johnson (BLK)
Disregard the UPS image-- padlet grabbed the first on on the page.  Link is awesome!  -Liz

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Fun science activities | Lesson plans | Doc Fizzix

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Earth shattering secrets for building winning mousetrap powered cars, boats, racers, and other mouse trap powered vehicles.

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Created by the 2 Sisters. The Daily CAFE website offers lesson ideas, articles, and videos that fall under the CAFE reading strategies. It also gives access to the Interactive CAFE menu.

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Created by the 2 Sisters. The Daily CAFE website offers lesson ideas, articles, and videos that fall under the CAFE reading strategies. It also gives access to the Interactive CAFE menu.

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Shared by Jeannie Licea (HW)

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The CAFE Literacy System gives a structure for ongoing assessment to monitor each student's progress and a plan to help shift instruction so that each student is successful. It provides a common language to talk about reading development and proficiency. Students feel ownership and accountability over their learning.