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Trading Card Creator--students create trading cards with information 

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Trading Card Creator--students create trading cards with information 

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The Trading Card tool gives students an alternative way to demonstrate their literacy knowledge and skill when writing about popular culture texts or real world examples. This interactive allows students to create their own trading card about a real or fictional person, place, object, event, or abstract concept.

These cards are can be used with any type of book students are reading or subjects that they are studying, and make for an excellent prewriting exercise for students who are writing narrative stories and need to consider characters, setting, and plot. Specific prompts guide student through the various types of cards, expanding students' thinking from the basic information and description of the topic to making personal connections to the subject.

The save capability gives students a way to work on a draft of their card and come back to it to rework and revise as necessary, and to save their finished product to share with friends and family. Images can be uploaded into the card to give the finished product a complete and polished look.

Cards can be bundled into a single, small collection (8 card maximum) so that students have a way of sort and grouping similar topics in one file. As an example, we have provided a collection of cards about Shakespeare. Feel free to download the .rwt file (right click the link and pick Save As) and upload it into the Trading Card interactive to see how collections can be used in your classroom!

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The Trading Card tool gives students an alternative way to demonstrate their literacy knowledge and skill when writing about popular culture texts or real world examples. This interactive allows students to create their own trading card about a real or fictional person, place, object, event, or abstract concept.

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Educreations--record your work from your smartboard

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Educreations--record your work from your smartboard

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Educreations is a community where anyone can teach what they know and learn what they don't. Our software turns any iPad or web browser into a recordable, interactive whiteboard, making it easy for teachers and experts to create engaging video lessons and share them on the web.

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Write About-Digital Tools with visual prompts to help students with writing 

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Write About-Digital Tools with visual prompts to help students with writing 

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Write About is a classroom writing community and publishing platform built by teachers.

TRY IT FOR FREE

Build
Better Writers!

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High interest curricular content

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Authentic and safe publishing

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Feedback and revision

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Engagement and growth data

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Help Your Students With

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Writing Skills

Digital practice and application for any genre or topic.

Digital Literacy

Purposefully choose an audience and curate content.

Digital Citizenship

Comment and receive feedback in a moderated social environment.

When Students Love Writing,
Everyone Wins!

"My students and I love Write About - I have seen students who hated writing become authors because they have topics that interest them!"

"Too many students do not experience daily writing. Write About provides them with an engaging and easy platform to change that and bring out the joy of writing."

"After using Write About I noticed I started to write more genres and my voice got bigger in my writing pieces lorem ipsum for check big content setttings."

Reluctant Writers Soar with Easy and Powerful Features

Ideas

Thousands of writing straters to choose from for visual inspiration

Groups

Teacher-moderated communities provide a built-in audience based on class, project or interest.

Posts

Multimedia publishing using a text toolbar, image embedding and audio recording.

Posts

Multimedia publishing using a text toolbar, image embedding and audio recording.

Over 37 million words inspired so far.
What will your students Write About?

Write Across the Curriculum

Looks interesting, but not sure where to start?

We're happy to walk you through getting Write About set up in your classroom.

Contact a teacher ambassador

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Classroom writing community and publishing platform built by teachers.

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design discussions
no-schedule meetings
professional development
collaborate with clients
sales and marketing

replace text-only discussions
interactive lectures
support UDL principles
no-schedule office hours
professional development

student presentations
conversational practice
professional development
rich assessment
safe and accountable

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Transforming media into collaborative spaces with video, voice, and text commenting.

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EdPuzzle--Make any video interactive with questions and tasks

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EdPuzzle--Make any video interactive with questions and tasks

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Easily create beautiful interactive video lessons for your students you can integrate right into your LMS. Track students' progress with hassle-free analytics as you flip your classroom!

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Safe and Simple Blog site

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How it Works:

We've invited the American Constitution Society and the Federalist Society to nominate scholars to discuss every clause of the Constitution, exploring areas of agreement and disagreement about the Constitution's text and history, how it's been interpreted over time, and what it means today. For each major clause and amendment, we've added nonpartisan educational resources from the National Constitution Center, including videos, podcasts, blog posts, and The Drafting Table, a tool that allows users to explore early drafts of the constitutional text.

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Interactive Constitution | The National Constitution Center

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We've invited the American Constitution Society and the Federalist Society to nominate scholars to discuss every clause of the Constitution, exploring areas of agreement and disagreement about the Constitution's text and history, how it's been interpreted over time, and what it means today.

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Lessons and resources for interactive civics lessons 

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Lessons and resources for interactive civics lessons 

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In this new Private i History Detectives unit, Elementary students analyze primary sources to discover how Constitutional Amendments attempted to address slavery's wrongs, how the courts challenged unfair laws, and how individuals and groups fought for civil rights.

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In this new Private i History Detectives unit, Elementary students analyze primary sources to discover how Constitutional Amendments attempted to address slavery's wrongs, how the courts challenged unfair laws, and how individuals and groups fought for civil rights.

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Interactive Map and Timelines students can create

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Personal, Business, Education | myHistro

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We do believe that every person has much more than just a one side to express and recall. We have always wanted myHistro to be a place where people can complete their "actual self" by showing different sides of one's personality: from hobbies & travels to general interests and real friends.

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Learning History

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Search online to find examples of pre-made think-tac-toes for different grade levels and subject areas!

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Students can create interactive infographic sites to demonstrate their knowledge

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Brown Bag Exams: A Creative Way to Assess Learning

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Brown Bag Exams use found objects and images to help students activate prior knowledge and create a framework for students to express what they've learned.

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Create videos that engage and impress. Animoto's drag-and-drop editing tools and visual effects make it easy. No training or experience necessary.

Create and share videos for free. Upgrade anytime for more customization.

As you get started making videos, we're here to help along the way! Join other businesses just like yours in the Animoto Social Video Marketing Community on Facebook. Our team of video experts is ready to help you grow with tips, ideas, inspiration, and feedback on your videos. You can also reach our dedicated Customer team directly at help@animoto.com .

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Free Video Maker | Create & Edit Your Videos Easily

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Create, edit, and share videos with our free video maker. Combine your photos, video clips, and music to make quality videos in minutes. Get started free!

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This website is for sale! threering.com is your first and best source for all of the information you're looking for. From general topics to more of what you would expect to find here, threering.com has it all. We hope you find what you are searching for!

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School & District -Subscriptions | Seesaw

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Seesaw is the best interactive learning platform for PreK-5. Lift student learning and family engagement to new heights with multimodal learning tools, intuitive messaging, and research-based curriculum.

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Rewordify.com | Understand what you read

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Rewordify.com helps you read more, understand better, learn new words, and teach more effectively.

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Science texts at multiple lexile levels 

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Science texts at multiple lexile levels 

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RocketLit ~ Standards Aligned Differentiated Science and History Articles

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RocketLit serves differentiated, standards-based science and history readings to students to save time lesson planning for teachers. Our leveled science and history articles allow all learners in a classroom to improve literacy by reading at their independent reading level, and learn core concepts at the same time.

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Bookshare Customer Support is experiencing very high call and email volume due to a particularly complex back-to-school season. We appreciate your patience as we address your questions as quickly as possible.

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Bookshare | An Accessible Online Library for people with print disabilities

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Bookshare Customer Support is experiencing very high call and email volume due to a particularly complex back-to-school season. We appreciate your patience as we address your questions as quickly as possible.

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It was, she remembered, the first standing ovation she ever received as a librarian.

Laura Fleming was working at an elementary school in River Edge, N.J., one of those tiny suburban school districts across the river from Manhattan. It was 2009, she'd been working in education for 12 years and she'd long been searching for books that would engage her students. But each fall, it seemed, they arrived less interested in the books she loved.

Fleming often felt like a stand-up comedian in a smoky nightclub. "You have that go-to joke that always gets the crowd going," she said with a laugh. But all of a sudden, her material wasn't working. The crowd was silent. The books fell flat.

So she began searching for something different. She found a series of young adult novels called Skeleton Creek that embedded Internet URLs into the plot - the links took readers to a series of jittery, handheld Blair Witch style videos, seemingly shot by the protagonists. The videos moved the story along nicely, but mostly they scared the bejeezus out of young readers.

Then Fleming found Inanimate Alice.

Created by British novelist Kate Pullinger and British-Canadian multimedia artist Chris Joseph, Alice blinks, buzzes, hums, sings, jitterbugs, plays games, and, on occasion, rains and snows. Using her laptop, Fleming projected the first Alice story onto a library whiteboard ... and her fifth graders went nuts. The story was immersive like little else, the first piece of fiction that helped them see life through a character's eyes. A few students approached her afterwards to thank her, tears glistening in their eyes.

Welcome to the Brave New World of reading, the clickable, interactive future of books. Just as digital technology is transforming our work, our social lives and our family ties, it's transforming the slow, solitary act of reading. Think beyond paper vs. pixels - this cuts to the very core of what it means to read a book.

What is a book anyway? If players of the brooding, atmospheric computer game Dear Esther can take in a full-blown ghost story simply by wandering over the landscape of a deserted island in Scotland's Hebrides, finding fragments of letters, music and clues as they walk, shouldn't we call that a book?
Related: Digital books could be the new frontier in getting more books into the hands of disadvantaged children
Critics can't seem to agree on a name for this new genre: multimedia online novels, e-books, touchable TV, paratext or technotext. Someone has even suggested "Franken-novel." Most often, though, "transmedia" has stuck. Wired magazine co-founder Kevin Kelly has called them "books we watch or television we read."

Fleming doesn't much care what anybody else calls Alice. "It's a book," she said. Her students read it. They like it. The lines between different media "are so blurred for them" that there's nothing to discuss. Alice's world, she said, "is the world the kids are growing up in."

"Children today deserve adults who are willing to take a close look at this technology, if for no other reason than because it has so much power."

Warren Buckleitner, editor of Children's Technology Review

With a few reservations, Warren Buckleitner might agree. The founder and editor of Children's Technology Review, he pointed out that this is by no means the first time technology has changed the medium. At the turn of the 20 th century, Beatrix Potter was "just another children's author," until she persuaded her publisher to invest in expensive four-color printing, and her books took off. "By using the latest technologies, Beatrix Potter became a rock star," he said.

Buckleitner has spent his career test-driving children's media and has seen it all - the good and the bad. He remains hopeful that e-books, or whatever we call them, can be done right.

"Quality illustration and quality narrative can live in any form, whether it's print or on a screen," he said, and if it's done well, "you can get some real magic."

Related: Are iPads or Chromebooks better for schools?
But magic isn't easy. It took children's author and illustrator Eric Carle six tries and three studios to get the iPad version of his Very Hungry Caterpillar right. My Very Hungry Caterpillar, which debuted last November, "is gorgeous stuff, but it engages children in a way that pulls them in rather than tries to push them," Buckleitner said. The app is wordless and the illustrations invite tiny touchscreen interactions that playfully move the story along.

"At the end of the day, children's books and the whole definition of what is an e-book, it's never been more interesting," he said. "There are more ways for an author to tell stories currently than at any other time."

But whether publishers are using digital tools to tell stories more effectively is open for debate, said Heather Schugar, a researcher at West Chester University. She and her husband, Jordan Schugar, also of West Chester, have studied e-books and found that "interactive" doesn't necessarily mean better. "Most of the features we're seeing are more on the distracting end," she said. "You're making things wiggle and talk, but they're not really supporting the text itself." The Schugars' research has found that students tend to spend more time reading enhanced books, but that they often comprehend less.

A few publishers are starting to get it right, they said. The duo recommend an app of the Judy Sierra/Marc Brown book Wild About Books, in which readers touch the word "stampede," for instance, and trigger a stampede of animals across the page.

"For a child who is reading that book, 'stampede' may or may not be in their vocabulary," Heather Schugar said. "So it visually shows them - it helps them make that inference." Yet in the same book, touching an animal produces, for no good reason, its sound. "That's distracting," she said.

"Book publishers have told us, 'We're putting all of these things in because the more interactive it is, that's what the parents want to buy, that's what's selling,'" she said. "O.K., we get that. Let's think about the quality of what we're putting in. Instead of just having it make a noise, let's have it support what your text does."
Related: How compatible are Common Core and technology?
Most publishers have actually taken a conservative approach to enhanced versions of their books. Children's author William Joyce recalled that his publisher warned him he was "going over to the dark side" when he began experimenting with interactivity. He and Moonbot Studios partner Brandon Oldenburg, based in Shreveport, La., had already begun shooting a short film based on his illustrated book The Fantastic Flying Books of Mr. Morris Lessmore, and were using iPhone cameras to set up shots. Then the iPad appeared. They realized that its bigger screen was "exactly what we need," Oldenburg recalled. They decided to create an app that explored the "cool things the tablet could do" that the book couldn't, Joyce said.

"We didn't want to just regurgitate the same experience that you had with the film in a book form or a digital book form," Oldenburg said.

The film won an Academy Award, the book was a New York Times best-seller and the app has been downloaded more than 200,000 times. Moonbot has since created interactive versions of several Joyce titles, including an "augmented reality" app called Imag-n-o-tron that requires users to have the paper book handy. "That was sort of our response to the fear, love and hatred of what we were doing with digital picture books," Oldenburg said. In 2012, Imag-n-o-tron led School Library Journal's list of "Top 10 Apps."

Joyce said the best reason to turn a book into an app is to create "a compelling experience" that the book can't provide. "This is going to happen, so what we have to do is figure out how it can be cool and how it can be an extension of the idea of a book."

Buckleitner, the Children's Technology Review editor, agrees. "Children today deserve adults who are willing to take a close look at this technology," he said, "if for no other reason than because it has so much power."

During a telephone interview, I asked Joyce and Oldenburg about their ground rules for creating compelling experiences. Joyce said he was open to suggestions, which he would jot on a sheet of paper. He later snapped a photo of the paper and e-mailed it to me - during our 23-minute chat, he and Oldenburg came up with six rules, including: "Don't do anything crummy."

Greg Toppo is USA Today's national education and demographics writer. A former teacher, he is the author of the new book The Game Believes in You: How Digital Play Can Make Our Kids Smarter. This story was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education.

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Books that snap, crackle, buzz and sing - The Hechinger Report

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It was, she remembered, the first standing ovation she ever received as a librarian. Laura Fleming was working at an elementary school in River Edge, N.J., one of those tiny suburban school districts across the river from Manhattan. It was 2009, she'd been working in education for 12 years and she'd long been searching for ...

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Browse Our Human Read Audiobooks Collection | Learning Ally

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Audiobooks from Learning Ally help students with dyslexia, blindness, or visual impairments read better. Our audio books include textbooks, literature, and all book genres.

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PBS LearningMedia | Teaching Resources For Students And Teachers

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Inspire your students with thousands of free teaching resources including videos, lesson plans, and games aligned to state and national standards.

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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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Learning History

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Interactive Map and Timelines students can create

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Personal, Business, Education | myHistro

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We do believe that every person has much more than just a one side to express and recall. We have always wanted myHistro to be a place where people can complete their "actual self" by showing different sides of one's personality: from hobbies & travels to general interests and real friends.

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Skip to content

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Magazine that celebrates your right to tweak, hack, and bend any technology to your own will.

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SoCal Maker Convention, Pomona, California. 10K likes. The SoCal MakerCon is an event inspired by an emerging Maker movement. Learn about ideas & innovations that are changing the world!...

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customize web site fonts and colors for students with dyslexia

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customize web site fonts and colors for students with dyslexia

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Lessons and resources for interactive civics lessons 

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Lessons and resources for interactive civics lessons 

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In this new Private i History Detectives unit, Elementary students analyze primary sources to discover how Constitutional Amendments attempted to address slavery's wrongs, how the courts challenged unfair laws, and how individuals and groups fought for civil rights.

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In this new Private i History Detectives unit, Elementary students analyze primary sources to discover how Constitutional Amendments attempted to address slavery's wrongs, how the courts challenged unfair laws, and how individuals and groups fought for civil rights.

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Promoting critical thinking, education, and informed
citizenship by presenting controversial issues in a
straightforward, nonpartisan, primarily pro-con format.

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ProCon.org - Pros and Cons of 100+ Topics

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Explore both sides of debated issues. Presented in a non-partisan format with supporting background information, statistics, and resources.

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SERP | Word Generation * Academic Language Development

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To extend students' opportunities for developing academic language, discussion, and written argumentation skills using the same principles that inspired the original Word Generation program, we have developed science units around topics commonly taught to 6th, 7th, and 8th graders. These curricular materials can be used in place of the standard curriculum materials, or as a supplement.

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SERP | Word Generation * Academic Language Development

# data[].attributes.attachment_link.description
To extend students' opportunities for developing academic language, discussion, and written argumentation skills using the same principles that inspired the original Word Generation program, we have developed science units around topics commonly taught to 6th, 7th, and 8th graders. These curricular materials can be used in place of the standard curriculum materials, or as a supplement.

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Expository Texts in multiple lexile levels

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It's time to improve literacy skills during social studies instruction and ensure that readers of all abilities have what they need to access grade-level social studies concepts.

Join us on Thursday, December 7 for a look at scaffolded materials that provide extra literacy support while building key social studies concepts and skills.

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Newsela | Content and assessment platform

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Content Aligned To National & State Standard, Flexible To Support Relevant Curriculum. Find the Perfect Piece Of Content For Lessons. Go beyond the book.

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As of Monday, October 24, content that was on TweenTribune.com will now be available here on our new educational resources page and on our learning pages. While much of the content that you enjoyed will still exist, educators will unfortunately no longer be able to assign content to students. Tween Tribune has been a valued educational brand of Smithsonian magazine, and we appreciate your continued support.

Though the Girl Scouts of the USA initially declared itself a space for all girls, the reality was different for girls of color

Erin Blakemore

Get Smithsonian Educational Resources

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As of Monday, October 24, content that was on TweenTribune.com will now be available here on our new educational resources page and on our learning pages. While much of the content that you enjoyed will still exist, educators will unfortunately no longer be able to assign content to students.

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News stories for younger students--highly engaging!

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Guy Raz is a radio broadcaster and the host and editorial director of NPR's TED Radio Hour

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LibriVox | free public domain audiobooks

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LibriVox is turning 18, and we've just got another year older better! In the last year, our volunteers have created over 1200 new audiobooks, so let's celebrate our anniversary with 10 of the latest gems from our catalog. The most exciting thing of last year was the addition of another language to our catalog: Indonesian.

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Freerice.com | Not Your Average Online Trivia Game

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Play online, learn online and feed the hungry | Freerice.com

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For every correct answer you choose, 10 grains of rice are raised to help end world hunger through the World Food Programme.

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Lessons worth sharing

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TED-Ed celebrates the ideas of teachers and students around the world. Discover hundreds of animated lessons, create customized lessons, and share your big ideas.

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Why Khan Academy works

Personalized learning

Students practice at their own pace, first filling in gaps in their understanding and then accelerating their learning.

Trusted content

Created by experts, Khan Academy's library of trusted, standards-aligned practice and lessons covers math K-12 through early college, grammar, science, history, AP®, SAT®, and more. It's all free for learners and teachers.

Tools to empower teachers

With Khan Academy, teachers can identify gaps in their students' understanding, tailor instruction, and meet the needs of every student.

DISTRICTS

Khan Academy boosts
student learning

In a recent study, students were over twice as likely to meet grade-level standards with Khan Academy. Districts across the country are partnering with us to ensure all their students succeed.

TEACHERS

"I'm finally able to truly differentiate my classroom. This has been priceless for my students' engagement."

DUSTIN FAUTH / 4th grade teacher / Falmouth, MA

We empower teachers to support their entire classroom. 90% of US teachers who have used Khan Academy have found us effective.

LEARNERS AND STUDENTS

You can learn anything.

Build a deep, rock-solid understanding in math, grammar, science, history, SAT®, AP®, and more.

"I come from a poor family. At home it's one room, just a room we live in. When I was a child, I used to fear mathematics. But now, I am in love with mathematics because of Khan Academy."

TOGETHER WE CAN MAKE A DIFFERENCE

Every child deserves the chance to learn.

Across the globe, 617 million children are missing basic math and reading skills. We're a nonprofit delivering the education they need, and we need your help. You can change the course of a child's life.

Key supporters

Supporters of our COVID-19 response

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Khan Academy | Free Online Courses, Lessons & Practice

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Learn for free about math, art, computer programming, economics, physics, chemistry, biology, medicine, finance, history, and more. Khan Academy is a nonprofit with the mission of providing a free, world-class education for anyone, anywhere.

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Do you like this page? Please share it!

Try creating a doodle on the Online Doodle Pad. You can select from various brush styles and colors. When you're all done with your masterpiece, click "save" to download it as a picture.

Doodle Pad Keyboard Shortcuts

Decrease brush size - Press the d key on your keyboard

Increase brush size - Press the f key on your keyboard

Free Online Drawing Board

Below is a description of each button in the drawing board menu above. Click/or tap to make a change to the colors and brush styles to achieve the artboard you are looking for.

A - Click the color square next to the pencil

B - Choose the color of the paintbrush

C - Choose a brush style

D - Change the canvas background color

D - Erase your current drawing

How do I save my drawing on my computer or phone?

Take a screenshot of your drawing to save it to your computer. Instructions for Windows and iPhone

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Online Sketch Pad - Free Doodle Pad & Drawing Board ✏️

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Try creating a doodle on the Online Doodle Pad. You can select from various brush styles and colors. Try the online drawing pad now. 👍

# data[].attributes.attachment_link.readable_text
Why Khan Academy works

Personalized learning

Students practice at their own pace, first filling in gaps in their understanding and then accelerating their learning.

Trusted content

Created by experts, Khan Academy's library of trusted, standards-aligned practice and lessons covers math K-12 through early college, grammar, science, history, AP®, SAT®, and more. It's all free for learners and teachers.

Tools to empower teachers

With Khan Academy, teachers can identify gaps in their students' understanding, tailor instruction, and meet the needs of every student.

DISTRICTS

Khan Academy boosts
student learning

In a recent study, students were over twice as likely to meet grade-level standards with Khan Academy. Districts across the country are partnering with us to ensure all their students succeed.

TEACHERS

"I'm finally able to truly differentiate my classroom. This has been priceless for my students' engagement."

DUSTIN FAUTH / 4th grade teacher / Falmouth, MA

We empower teachers to support their entire classroom. 90% of US teachers who have used Khan Academy have found us effective.

LEARNERS AND STUDENTS

You can learn anything.

Build a deep, rock-solid understanding in math, grammar, science, history, SAT®, AP®, and more.

"I come from a poor family. At home it's one room, just a room we live in. When I was a child, I used to fear mathematics. But now, I am in love with mathematics because of Khan Academy."

TOGETHER WE CAN MAKE A DIFFERENCE

Every child deserves the chance to learn.

Across the globe, 617 million children are missing basic math and reading skills. We're a nonprofit delivering the education they need, and we need your help. You can change the course of a child's life.

Key supporters

Supporters of our COVID-19 response

# data[].attributes.attachment_link.title
Khan Academy | Free Online Courses, Lessons & Practice

# data[].attributes.attachment_link.description
Learn for free about math, art, computer programming, economics, physics, chemistry, biology, medicine, finance, history, and more. Khan Academy is a nonprofit with the mission of providing a free, world-class education for anyone, anywhere.

# data[].attributes.body
News stories for younger students--highly engaging!

# data[].attributes.attachment_link.description
Guy Raz is a radio broadcaster and the host and editorial director of NPR's TED Radio Hour

# data[].attributes.attachment_link.title
LibriVox | free public domain audiobooks

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LibriVox is turning 18, and we've just got another year older better! In the last year, our volunteers have created over 1200 new audiobooks, so let's celebrate our anniversary with 10 of the latest gems from our catalog. The most exciting thing of last year was the addition of another language to our catalog: Indonesian.

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Freerice.com | Not Your Average Online Trivia Game

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Play online, learn online and feed the hungry | Freerice.com

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For every correct answer you choose, 10 grains of rice are raised to help end world hunger through the World Food Programme.

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Send Texts to Students and hides your personal phone number 

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Send Texts to Students and hides your personal phone number 

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Adoption and usage

Simple, effective, and surprisingly easy to use

With nearly 30 million users in 80% of US schools, the numbers speak for themselves: students, families, and educators love using Remind.

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Remind | Communication Platform for Education

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Remind is a communication platform that reaches students and families where they are and supports learning wherever it happens. Millions of educators, students, and parents use Remind to connect with the people and resources that help them teach and learn.

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The James Irvine Foundation: Linked Learning

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Linked Learning connects rigorous academics with real-world experience. It's relevant, and it's working. New interactive infographic shows why and how.

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Class MOJO videos to teach growth mindset

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Class MOJO videos to teach growth mindset

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(Video not working? Try this.)

Introduce your students to the idea of a Growth Mindset. The simple idea that your brain is like a muscle is proven to have profound impact on learning!

Watch the video with students - they'll love the story and identify with Mojo's struggle. The video ends with a question, leading right into a class discussion.

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(Video not working? Try this.) Introduce your students to the idea of a Growth Mindset. The simple idea that your brain is like a muscle is proven to have profound impact on learning! Watch the video with students - they'll love the story and identify with Mojo's struggle.

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creative classroom management tool

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ClassDojo helps teachers, parents, and students build amazing classroom communities.

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This cooperative learning strategy has been around for decades, but how well do you really know it?
Say "Jigsaw" in some teaching circles and no one will bat an eyelash. It's one of those techniques that has been with us so long, it is no longer seen as new. When considering methods to share in my collection of instructional strategies, I ignored it for a long time because I assumed most people already knew how to use it. Still, I figured it was worth including at some point.

When I finally sat down to review the steps of Jigsaw, I came across a few surprises.

Although Jigsaw is typically presented as just one in a number of cooperative learning strategies, its origin story has little to do with academics. The strategy was developed by social psychologist Elliot Aronson in 1971 in response to the racial turmoil caused by recent school desegregation in Austin, Texas. "Long-standing suspicion, fear, and distrust between groups produced an atmosphere of turmoil and hostility," Aronson recalls on his website, The Jigsaw Classroom. "Fist-fights erupted in corridors and schoolyards across the city. The school superintendent called me in to see if we could do anything to help students get along with one another."

Rather than take a crisis management approach to the situation, which they believed would only put a band-aid on the problem, Aronson and his colleagues wanted a solution that was more organic, something built into the structure of students' everyday learning. What they came up with was Jigsaw, an instructional approach that required students to learn from each other, rather than from the teacher. Because students in a Jigsaw classroom could not succeed without one another, they had to learn to get along. "Learning from each other gradually diminishes the need to try to out-perform each other because one student's learning enhances the performance of the other students instead of inhibiting it, as is usually the case in most competitive, teacher-oriented classrooms."

For a more thorough understanding of the strategy and its history, read the Jigsaw Classroom's Jigsaw Basics white paper.

Although cooperative learning in general has been proven to have a strong positive impact on learning (Marzano, Pickering, & Pollock, 2001), researchers have found that Jigsaw in particular improves students' social-emotional learning. In studies comparing Jigsaw with traditional direct instruction, students taught with the Jigsaw method demonstrated increased feelings of autonomy, competence, and intrinsic motivation (Hänze & Berger, 2007). Another study comparing Jigsaw with cooperative learning that didn't include interdependence (a hallmark of Jigsaw) found that the Jigsaw students demonstrated improved attitudes toward their peers and reduced indicators of racial prejudice (Walker & Crogan, 1998).

Many teachers are looking for ways to help students become more independent learners who also function well in groups. If done correctly, Jigsaw can fulfill all of those needs without ever losing academic rigor.

As a teacher, I never received any formal training in this strategy, and when I tried it, I found it didn't work quite as well as I'd hoped. After studying the steps again, I realized I was organizing my groups the wrong way. Plus, I never bothered to give the quiz at the end.

Anyway, here's a video overview of the steps. If you're new to the strategy, this will show you how to do it. If, like me, you've tried it without success, this may help you fine-tune:

Want these steps written down? Click here to download a free copy (will open in a new window).

I had no clue about this! Since the original Jigsaw strategy was developed, other educators have improved on it with their own variations (Coffey, n.d):

Jigsaw II has all students read all of the material, but then specialize in one area for their expert groups. Then, when quiz time comes, students' individual scores are averaged within each group to arrive at a group score, which is then compared with other groups. This encourages groups to work harder to ensure that all members learn.

Jigsaw III builds in a group review before the final quiz.

Jigsaw IV adds a few extra components to Jigsaw III: The teacher starts by introducing the material, quizzes are given to the expert groups, and a re-teaching period is built in to address material that wasn't taught well in cooperative groups.

I should mention that clear information on these three variations was very challenging to find; with that in mind, I believe there's a need for a well-written set of instructions to help teachers give each variation a try.

So how do you like them apples? Kind of makes you want to get Jiggy with it, no? (Sorry, I couldn't help it. It was sitting right there.) If you have experience with Jigsaw and have insights or tips to add, please comment below. If you have questions about implementation, let's hear those, too.

Jiggy. ♥

References:

Coffey, H. (n.d.). Jigsaw (Educator's guides: North Carolina digital history). Retrieved from http://www.learnnc.org/lp/editions/nchist-eg/4584#noteref5

Hänze, M., & Berger, R. (2007). Cooperative learning, motivational effects, and student characteristics: An experimental study comparing cooperative learning and direct instruction in 12th grade physics classes. Learning and Instruction, 17(1), 29-41. Retrieved from http://www.sciencedirect.com/science/article/pii/S0959475206001174

Marzano, R. J., Pickering, D., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.

Silver, H. F., Strong, R. W., & Perini, M. J. (2007). The strategic teacher: Selecting the right research-based strategy for every lesson. Alexandria, VA: Association for Supervision and Curriculum Development.

Walker, I. (1998). Academic performance, prejudice, and the jigsaw classroom: New pieces to the puzzle. Journal of Community & Applied Social Psychology, 8(6), 381-393. Retrieved from http://uwf.edu/svodanov/AS/Jigsaw.pdf

Stick around.
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4 Things You Don't Know About the Jigsaw Method

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This cooperative learning strategy has been around for decades, but how well do you really know it?

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Social Emotional Color Wheel and Lessons 

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Social Emotional Color Wheel and Lessons 

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picture exchange communication system cards

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Do2Learn: Educational Resources for Special Needs

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picture communication cards, songs, games and learning activities for autism, fetal alcohol syndrome and disabilities

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Audio Books online

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Instantly access 25,000 high-quality books for kids

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Instant access to thousands of great kids books.

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3rd- HS Math

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Jonathan Winn, San Diego's 2011 High School Teacher of the Year, has developed a high voltage classroom atmosphere that inspires students to get excited about math and excel at AP calculus.

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Masterful Teacher: Jonathan Winn Makes Calculus Cool

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Jonathan Winn, San Diego's 2011 High School Teacher of the Year, has developed a high voltage classroom atmosphere that inspires students to get excited about math and excel at AP calculus.

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MS Reading/LA

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ES Math- 1st

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UDL math 2nd grade lesson - PS 110M - NY

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In this video you will see Ms. Bakian teach her 2nd grade class a math lesson incorporating the Universal Design for Learning (UDL) principles.

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Choice and Learning Menus

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Math.6.NS.A.1

Common core State Standards

Math: Math

6: Grade 6

NS: The Number System

A: Apply and extend previous understandings of multiplication and division to divide fractions by fractions

1:
Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?.

Download Common Core State Standards (PDF 1.2 MB)

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Discussion and Supporting Materials

Thought starters

1. How do learning menus enable Ms. Morey to provide differentiated instruction?

2. Why does Ms. Morey allow students to sometimes choose which tasks she assesses?

3. What resources does Ms. Morey use to design her menu tasks?

School Details

Enumclaw Middle School
550 Semanski St
Enumclaw WA 98022

Data Provided By:

Teachers

Math / Kindergarten 1 2 3 4 6 / Coach

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Learning Menus: Giving Options & Independence

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Crystal Morey uses learning menus to provide students with independent exploration of concepts in her sixth grade math class. Each of her menus has options for an appetizer, main course and dessert task. While students work on their menu tasks, Crystal is able to pull aside a small group to work with on targeted math skills.

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Transforming Inclusive Education

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Shelley Moore: Transforming Inclusive Education

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Sharing Standards Language with Students

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Discussion and Supporting Materials

Thought starters

1. How does talking explicitly about the Common Core affect students?

2. What could you do to adapt Ms. Novak's strategies for your grade level?

3. How could sharing the Common Core with your students enhance your own understanding of the standards?

School Details

Col Moses Parker School
75 Graniteville Road
Chelmsford MA 01824

Data Provided By:

Teachers

Pre-K Kindergarten 1 2 3 4 5 6 7 8 9 10 11 12 / Administrator

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Sharing Common Core Language with Students

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Eighth grade ELA teacher Katie Novak uses the Common Core State Standards to communicate her expectations to students. Katie gives each student a copy of the CCSS and refers back to them as she teaches. Katie explicitly uses the language of the Common Core with her students, sharing the importance of teaching students the "how", "what," and "why" of her expectations.

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Choice Directions

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UDL at a Glance

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Elementary School Speaking and Listening

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ELA.SL.5.1a

Common core State Standards

ELA: English Language Arts

SL: Speaking and Listening Standards K-5

5: 5th Grade

1a:
Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 5 topics and
texts, building on others' ideas and expressing
their own clearly.

a. Come to discussions prepared, having read
or studied required material; explicitly draw
on that preparation and other information
known about the topic to explore ideas under
discussion.

b. Follow agreed-upon rules for discussions and
carry out assigned roles.

c. Pose and respond to specific questions by
making comments that contribute to the
discussion and elaborate on the remarks of
others.

d. Review the key ideas expressed and draw
conclusions in light of information and
knowledge gained from the discussions.

Download Common Core State Standards (PDF 1.2 MB)

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Discussion and Supporting Materials

Thought starters

1. How does this strategy enrich discussion?

2. What is the difference between the Post-it strategy and traditional note-taking?

3. How could you use this strategy to encourage reluctant students to participate?

School Details

Stevenson Elementary School
14220 Ne 8th St
Bellevue WA 98007

Data Provided By:

Teachers

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Post-its: Little Notes for Big Discussions

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Fifth grade teacher Stacy Brewer has her students use Post-its to take notes on a text in preparation for class discussion. Stacy explains how this strategy helps students remember what stood out to them when reading. After taking notes with Post-its, students come together to discuss the text.

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ES Math

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UDL math 2nd grade lesson - PS 110M - NY

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In this video you will see Ms. Bakian teach her 2nd grade class a math lesson incorporating the Universal Design for Learning (UDL) principles.

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ES Math

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UDL math 2nd grade lesson - PS 110M - NY

# data[].attributes.attachment_link.description
In this video you will see Ms. Bakian teach her 2nd grade class a math lesson incorporating the Universal Design for Learning (UDL) principles.

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ES Math

# data[].attributes.attachment_link.title
UDL math 2nd grade lesson - PS 110M - NY

# data[].attributes.attachment_link.description
In this video you will see Ms. Bakian teach her 2nd grade class a math lesson incorporating the Universal Design for Learning (UDL) principles.

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Questions to Ask - UDL Lesson/Unit Plan

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Questions to Ask-UDL Lesson - Unit Planv2

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Let's go bowling!

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Shelley Moore: Transforming Inclusive Education

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UDL Theory and Practice book

UDL Myths and Facts

Visual Concept Map

UDL Exchange

National Center on UDL

BookBuilder

CAST free learning tools

BCSC Tech Tools

UDL Strategies from Goalbook

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https://padlet.com/carey/UDLclassroom

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Math

Calculus and Drumming

Coding in the Algebra Classroom

ELA

Author's Choices: Collaborating in Close Reading

Making Learning Personalized & Customized

Science

Energy & Matter Across Science Disciplines

Literacy in Physics: Reading a Primary Source

Social Studies

Infographics for Change

Encouraging Students to Take Action

Classroom Culture

Student-Centered Learning: Building Agency and Engagement

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Math

Learning Menus: Giving Options and Independence (Grade 6)

Concept First, Notation Last (Grade 7)

ELA

Exploring Imagery Through Beowulf (Grade 7)

Taking a Leap Into Blogging (Grade 6)

Meeting the Needs of Diverse Learners (Grade 7)

Writing Higher Order Questions (Grade 7)

Science

Exploring Real World Energy Transformations (Grade 6)

Using Science Games to Deepen Learning (Grade 8)

Thinking Big about Engagement (Middle School)

Social Studies

Performance as a Culminating Activity (Grade 6)

Differentiating with Learning Menus (Grade 7)

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Math

Three-Act Tasks: Modeling Subtraction (Grade 2)

Math as a Social Activity (Grades 3–5)

English Language Arts

Targeting Learning with Success Criteria (K)

Praising the Process (Grade 1)

Academic Choice: Comprehending and Retelling (Grade 1)

Informational Texts: Reading for Inquiry (Grade 2)

Oracy in the Classroom: Strategies for Effective Talk (Grade 3)

Science

Making Claims from Evidence (Grade 2)

Studying Balance in Art and Science (Grade 5)

Social Studies

Our Selves, Our Classroom, Our Families (Grade 1)

Organize Your Thinking to Critically Analyze Text (Grade 5)

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Curriculum Adoption Rubric

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UDL & PBIS: UDL Matrix with PBIS reflective questions

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UDL & PBIS: UDL Matrix with PBIS reflective questions

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Copy of Updated Learning Enviornment Design PBIS.docx

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Link to technology tools to help with the implementation of UDL

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Tale of 4 Districts: http://goo.gl/pKby3d

Implementation Video: http://goo.gl/kSUSzf

UDL in Revere: http://www.udlinrevere.com/

Looking for UDL Protocol:

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Applying UDL to Disability Service Provision

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Applying UDL to Disability Service Provision

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Will my students be prepared for standardized assessments?

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How do I have time to incorporate UDL into my lesson planning or class time

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How does UDL differ from personalized learning or differentiated instruction?

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How can I implement UDL with little or no technology?

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UDL just sounds like good teaching. How is this different from what I already do?

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Is UDL primarily used to support students with disabilities?

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Does UDL have research supporting it?

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Resources by Principles, Guidelines, and Checkpoints

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Resources by Principles, Guidelines, and Checkpoints

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(download as a PDF)

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https://padlet.com/CASTUDL/LookingForUDL

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I really struggle when someone asks me, "What does UDL look like?" It is not because I don't know the answer. It's because I don't know what it looks like for YOU. As the brilliant Dr. Liz Berquist explains in UDL: Moving from Exploration to Integration ,

"Because the implementation of UDL is variable and unique - in this sense it is a model of UDL itself. UDL looks different in every learning environment, just as it looks different in every school, district, and state. Although there are patterns to be found in this variability, there is no right way to implement the UDL framework."

Universal Design for Learning (UDL) is not just a framework for curriculum design. It is a belief that all students are capable of learning and that instructional methods, when implemented intentionally, can help all students succeed.

So, maybe the better question to ask is, "What are the patterns of UDL?"

To put it simply, when teachers implement UDL, students have choices. And those choices allow all students to access rigorous, standards-based curriculum. What kind of choices? There are four interrelated components of a UDL curriculum and when implemented well, students have choice in all four areas. First, let's unpack those four areas.

Four Components of a UDL Curriculum

Goals

As CAST notes, "within the UDL framework, goals themselves are articulated in a way that acknowledges learner variability and differentiates goals from means." Oftentimes, teachers create goals that include embedded methods. For example, "All students will learn how to write arguments by giving a persuasive speech about which new club belongs in our school." When teachers can step back and see the goal, "Write arguments," they could provide numerous choices for students to achieve that goal that doesn't require all students to stand up in class and read a speech about a club. Ask yourself this: Is the standard actually requiring that students all do the exact same thing in the same way? (The answer is always no!)

Methods

Methods are the instructional decisions, approaches, procedures, or routines that expert teachers use to accelerate or enhance learning. Oftentimes, however, all students are expected to follow the same procedures in how they learn or express their knowledge (read a short blog on UDL and the Death of Lecturing ).

Materials

Materials are usually seen as the media used to present learning content and what the learner uses to demonstrate knowledge, but oftentimes, the same materials are provided to all students. I call this "packet syndrome." CAST calls it, "one-size-fits-all," teaching and learning.

Assessments

Assessments are an expression of student learning. When designing assessments, it's critical that teachers consider exactly what students need to know and do and then strip away any specific methods that have been tied to the goal. Essentially, when reviewing your standards, you will ask yourself, "How will students provide evidence that they met the goal? Can they have choices?"

Translating the UDL Principles into Choice

Now that you have a better sense of the types of choices you're looking for, you may still be wondering how each of the principles of UDL translates into choices for students. The following may be helpful.

Engagement

Students are engaged in authentic, relevant learning opportunities.

What does this look like?

There is a clear culture that values creativity, risk-taking, growth mindset and the fact that there are many ways to arrive at the same destination but that the journey is different for everyone.

A daily agenda or checklist is provided to help students monitor their progress.

Classroom arrangement is set up for minimal distractions.

Students are allowed to work collaboratively. Teachers may facilitate Paideia seminars, Socratic circles, etc...

Engaging choices for assignments: simulations, mock interviews, poetry slams, blogs, debates, etc... are offered regularly if not daily.

Students have an opportunity to personalize their goals. For example, if students are writing arguments, they are all writing about topics of interest to them, exploring the resources that work for them, and express what they know with an authentic product.

Rich, mastery-oriented feedback is provided from teachers and peers consistently - including feedback from students to teachers so they can become an integral part of the design and delivery of their own instruction.

There are many opportunities for students to self-assess their progress, make changes if necessary, and get feedback on how to continue to work toward their goals so they can make better decisions about methods and materials in the future.

Teachers are monitoring the classroom to keep students on task, helping them stay organized and prevent frustration, but students also collaborate to push each other to continue to apply effort and persistence.

Representation

Content and skills are presented in multiple ways and students have a choice about which methods and materials to use to reach the goal.

What does this look like?

Learning objectives or standards are posted and visible to students so they know what the ultimate goal is. Teacher explains the standard to students and its rationale. All students could tell an observer the goal of the lesson.

More than one presentation method is apparent and students are accessing different experiences: lecture, reading text, audio, video, reciprocal teaching. If there is one predominant presentation method, there are additional representations embedded (i.e, teachers read directions while projecting them with a document camera, or students watch a video with closed captioning.)

Teachers pre-teach vocabulary and activate prior knowledge. May use Frayer models, vocabulary tables, images etc...

Teachers provide opportunities or stations where students can learn information on their own (i.e, read a text, view a video, listen to audio, work in a collaborative group, etc...)

Teachers use Powerpoint, Prezi, Glogster, the online textbook, Youtube, or other presentation software to present content. This integrates visuals, audio, and text.

Teacher uses diagrams, charts, and images throughout the lesson. Does not only rely on text.

Allows students to access technology (IPads, Nooks, etc...) so they can customize the display of information.

As students read or do research, teachers remind them to highlight patterns, critical features, and/or big ideas. Not just reading text without scaffolds.

Model note-taking while presenting information (i.e, Cornell notes or slotted notes).

Teachers use some sort of a system like Google Classroom or a Learning Management System (LMS) like Canvas to display and deliver classroom content and activities so that it is available both in class and out of class so that students are able to access the information whenever they need or want it. This access will be available to parents as well.

Expression

Students are provided with choice and/or scaffolding when expressing their knowledge in formative and summative assessments.

What does this look like?

Not all students are completing the same assessments in the same way (but it's because they made the decision - not just the teacher). For example, if all students are asked to solve an equation, students may have the choice of using math reference sheets, manipulatives, calculators, scratch paper, in small groups, with a partner, etc....If students are working toward a written task, they may have the choice of writing on paper, using a device, accessing a graphic organizer, exemplar, rubric, etc...

When teaching specific methods, such as solving an algebraic equation or writing an essay, teacher provides the following: work exemplars, rubrics, frequent mastery-oriented feedback, and all necessary resources and materials necessary to complete assignment (i.e, textbooks, pencils, paper.) but not all students have to use the same methods or materials. It's up to them to self-reflect and create strategies that will allow them to meet the goal.

Teachers may offer engaging choices for assessments, so students can express their knowledge or skills in many different ways: simulations, mock interviews, poetry slams, blogs, debates, essays, multimedia presentations, etc...

Teachers use think-pair-share, private think time, partner tasks, exit tickets or other dipsticking methods so all students are assessed daily.

Teachers have multiple methods of assessing student knowledge when working toward content standards. May be a combination of the following: debates, Socratic circles, essays, objective tests, projects, skits, lab reports, journals, etc...

UDL in Action

Check out the following videos and consider how these teachers provide students with choices by using the UDL Guidelines. Remember, you don't have to do what these teachers do to implement UDL, but you will see that there are patterns between them.

In UDL-topia, students have choices in goals, methods, materials and assessments, and these choices are both engaging and accessible. But early UDL implementation may be only focused on providing choices in one or more areas, so when you're looking for the UDL principles in action, you may see glimpses in a class that is not yet universally designed for all learners to be able to personalize their learning experience in meaningful ways. So, how do you move from point A to point B? As with all things UDL, you need to personalize that process for you and your students, and that starts with asking them for their feedback.

In UDL, student voice is optimized. Strong UDL practice starts with collaborating with students to ask students what they need to be successful. David Rose once said,
"Teaching, at its core, is emotional work."
I truly believe that students know what they need to be successful and that everything that they need to follow their passion and achieve their dreams is inside of them. We as educators have a tremendous opportunity to learn more about our teaching from our students if we are open and ask the right questions and listen to their answers.

So, here is my official answer, if all students are working toward the same rigorous standards but making choices that allow them to honor their strengths, challenge themselves and follow their passions, then that's what UDL looks like.

Dive deeper into UDL. Explore our range of online courses, all universally designed.
Editor's Note: This post has been updated from its original publication.

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Million Dollar Question: What Does UDL Look Like?

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What is UDL and What does it look like in a classroom? An overview of examples and real-life applications of Universal Design for Learning in the classroom

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https://padlet.com/jeff_marks/THEUDL