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Free Technology for Teachers: MIT + K12 = Science Videos for K-12 Students

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Free Technology for Teachers: MIT + K12 = Science Videos for K-12 Students

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MIT + K12 is an MIT project that features MIT students explaining math and science concepts for K-12 students. The website isn't a collection of Khan Academy-style videos, it's a place where you will find videos featuring real MIT students explaining concepts while showing them as hands-on demonstrations or experiments. Watch one of the featured videos below.

Applications for Education
MIT + K12's library is fairly limited. It consists of a few dozen videos, but the concept of the MIT + K12 is promising. If you have an idea for a video, you can suggest it on the site.

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MIT + K12 = Science Videos for K-12 Students

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MIT + K12 is an MIT project that features MIT students explaining math and science concepts for K-12 students. The website isn't a collection of Khan Academy-style videos, it's a place where you will find videos featuring real MIT students explaining concepts while showing them as hands-on demonstrations or experiments.

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Bring abstract concepts to life with AR expeditions

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Bring abstract concepts to life with AR expeditions

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Over the last three years, Google Expeditions has helped students go on virtual field trips to far-off places like Machu Picchu, the International Space Station and the Galapagos Islands. The more you look around those places in virtual reality (VR), the more you notice all the amazing things that are there. And while we've seen first hand how powerful a tool VR is for going places, we think augmented reality (AR) is the best way to learn more about the things you find there. Imagine walking around a life-sized African elephant in your classroom or putting a museum's worth of ancient Greek statues on your table.

Last year at Google I/O we announced the Google Expeditions AR Pioneer Program, and over the last school year, one million students have used AR in their classrooms. With AR expeditions, teachers can bring digital 3D objects into their classrooms to help their students learn about everything from biology to Impressionist art.

Starting today, Expeditions AR tours are available to anyone via the Google Expeditions app on both Android and iOS. We've also updated the Expeditions app to help you discover new tours, find your saved tours, and more easily start a solo adventure. It's never been easier to start a tour on your own, at home with your family or in the classroom.

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Bring abstract concepts to life with AR expeditions

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Over the last three years, Google Expeditions has helped students go on virtual field trips to far-off places like Machu Picchu, the International Space Station and the Galapagos Islands. The more you look around those places in virtual reality (VR), the more you notice all the amazing things that are there.

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Google Apps for the Classroom on Flipboard

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Google Apps for the Classroom on Flipboard

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Google Apps for the Classroom on Flipboard

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By Patrick Donovan | Patrick Donovan created a magazine on Flipboard. "Google Apps for the Classroom on Flipboard" is available with thousands of other magazines and all the news you care about. Download Flipboard for free and search for "Patrick Donovan".

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Doing More With Your Google Sheets – Basic Equations | Donovanscience

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Doing More With Your Google Sheets – Basic Equations | Donovanscience

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This year at ITEC I presented about how to use some basic equations to do more with your data in a Google Sheet. There are about 10 equations that I use on a frequent basis when I am dealing with large amounts of data and I can easily move the data around to create the best spreadsheet I can in order to use the data.

First, if you are using data that is being put into a spreadsheet through a Google Form, make sure to watch the first video to see how you can use that sheet without messing with your form data. The videos after that go over each of the main equations I use and would suggest that most teachers learn if they want to use data more effectively.

I cover the following equations in this post (Working with Form data basics, Vlookup, ImportRange, Query, Sort, Filter, Unique, Concatenate, Split, and Countif) but will have another post going over more advanced stuff in the near future.

Working with Form data basics

Vlookup

ImportRange

Basic Query Function

Sort Function

Filter Function

Unique Function

Concatenate Function

Split Function

Countif Function

in Tech Tips. Tags: Google Apps

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Doing More With Your Google Sheets - Basic Equations

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This year at ITEC I presented about how to use some basic equations to do more with your data in a Google Sheet. There are about 10 equations that I use on a frequent basis when I am dealing with ...

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Technology in the Classroom: Using Google Earth for Science | TeachHUB

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Technology in the Classroom: Using Google Earth for Science | TeachHUB

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Seems like a no brainer right? Earth, science, they just go together. But Google Earth, a variant on technology in the classroom, is way more than a glorified stand alone Google Map. There are so many cool and easy things to explore.

In Google Earth there are layers. Each of these layers are interesting facts, locations or events plotted on the globe. There are some pretty standard ones; roads, buildings, terrain. But there are some interesting ones that can support what you are doing in the science classroom. Here are just a few:

Teach Weather with Google Earth

Yep, a weather layer. With a simple click of the mouse you can investigate cloud cover over Antarctica or Thunderstorms over China. Zoom in to your favorite location and you can see the local forecast for that area.

You can even download weather animations and load them in and watch how it changes all over the globe. There is also good information on how the weather is gathered and the sources they use.

Teach Marine Life with Cousteau Ocean World

These are points all over the globe that provide information about different marine life in their natural environment. Discover the manatees off the coast of Florida, an octopus off the coast of France, or swimming elephants in Malaysia. (Ok, those aren't marine animals but still pretty cool. Each location has a short video and links to read more about it).

Track Animal's Behavior & Habitats

I have to be honest. I had so much fun with these elements of technology in the classroom, I almost could not turn it off. A project called "Global Tagging Pelagic Tagging" has made available marine animal tracking data to the public so we all can learn about the patterns of animals.

In this layer you find a tagged animal. For me, it was the Northern Bluefin Tuna #5105032. Once I found him or her (the gender was unknown) I learned so much! There are some cool facts about the tuna and I can see where their habitat is on the globe. I can also learn about the tag that they use to record the data. But the best part...I can follow the tuna along in Google Earth to see where it has been. So cool! There are tons of other animals like the blue whale, humpback whale, and some sharks.

Teach Ocean Protection & Climate Change

This is a very cool layer that has lots of sub layers to examine. One of the important things science teachers have to stress is why need to protect our oceans. Within this layer you can get almost up to the minute ocean observations from buoys all over the world, monitor ocean surface temperature, look at dead zones in the ocean and tons more. This layer is a great way to get kids talking about ocean protection and global climate change.

Explore the Globe with Google Earth

There are tons of other layers to explore. You can even turn off all the layers and just explore the ocean floor and examine continental divides, climb to the top of Mt. Everest or look at the rain forests in Brazil. If you are feeling really adventurous, you can turn on the Flight Simulator and talk about the principals of flight. Oh and when you get really good, you can take the flight simulator underwater, across the ocean floor.

Google Earth is a great program with really endless possibility for any classroom. Check out these layers and tours. And be sure to head over to Richard Byrne's blog Free Tech 4 Teachers to pick up his awesome Google Earth Guide.
How have you used Google Earth in your classroom? Share in the comments section!

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Technology in the Classroom: Using Google Earth for Science

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Seems like a no brainer right? Earth, science, they just go together. But Google Earth, a variant on technology in the classroom , is way more than a glorified stand alone Google Map. There are so many cool and easy things to explore. In Google Earth there are layers.

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Start with Natural Treasures from BBC Earth, and journey to six habitats-from islands to mountains to jungles-and learn about the unique and thrilling wildlife in each. Then head to Gombe National Park in Tanzania and hear from Jane Goodall about her team's chimpanzee research and conservation efforts. And make a stop in Mexico with Lola, one of 12 little monsters featured in Sesame Street's Girl Muppets Around the World, and learn about modern Mayan cultures. With more than 50 immersive stories in Voyager, and more added weekly, there are lots of adventures to choose from.

Explore and learn about anywhere

Uncover hidden gems the world over with "I'm feeling lucky," a new feature that takes you somewhere unexpected with the click of a button. You might discover the lush green Pemba Island off the Swahili coast, the historic La Scala opera house in Milan, Italy or the Zao Hot Spring in Yamagata, Japan. We've curated 20,000 different places, so roll the dice and see where the world takes you.

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Today we're introducing a brand-new version of Google Earth-on the web and Android. Zoom in and see what adventures await.

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(1) This is the new Google Earth - YouTube

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(1) This is the new Google Earth - YouTube

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flippingmath | My flipped classroom journey!

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flippingmath | My flipped classroom journey!

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I will no longer be blogging at flippingmath.wordpress.com but after 3 years will be starting a new blog at tech4ward.wordpress.com. All the best. G Over the last couple of years I have been fortunate enough to connect with a large number of educators either at conferences or online.

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ISTE | Wanna flip? Math class is logical place to start

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ISTE | Wanna flip? Math class is logical place to start

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So you want to try flipped learning but don't know where to begin? One subject that lends itself well to the adjusted pace and additional practice time that flipping offers is math.

In fact, one expert calls flipping math "the world's biggest no-brainer."

"The math classroom is the best place to start flipping. It really, really works here," says Aaron Sams, who, along with Jon Bergmann, has co-authored a series of books for ISTE on flipped learning, including their latest, Flipped Learning for Math Instruction.

Many educators' first foray into flipped learning - where students watch the lecture on a video and do the practice in class - is, in fact, the elementary math classroom where time to cover all of the how to's and control of pace are crucial. "There's lots of one-on-one assistance from teacher to student," Sams says, "so there's time for kids to do math with more support."

After all, math is a subject that calls for sequential learning and lots of practice. If students can watch a video lesson at home, class time can be spent on practice problems with help from the teacher.

Sams says he's discovered a golden ratio for flipping math that can guide how classroom time is used. "The sweet spot is 70 percent math practice and 30 percent project-based learning or a creative option."

This ratio also addresses the concerns teachers express about not having enough time for such learning pursuits. "They (teachers) hear about labs or simulations in flipped science classrooms and they feel guilty that they aren't doing more projects or creative things." Flip math and lose the guilt, Sams advises.

Potential pitfalls

Despite the no-brainer nature of flipping the math classroom, there are pitfalls to avoid - the biggest being allowing your new-found approach to get stuck in a rut.

Your instinct might be to deliver the lecture on a video for students to watch at home and then have students complete worksheets during class time and then take an assessment. Beware the video, worksheet, test routine, Sams warns.

"Explore other pedagogical options and keep a balance," he suggests. This could include reinventing lessons, using class time for PBL or giving time back to students to work on math-related concepts they can research on their own.

Sams interviewed one teacher who offered students a genius hour on Fridays during which they learned things like coding and how to solder electronic components.

Impact on achievement

Flipping math class may seem natural, but does it advance student learning? Sams says teachers' experiences provide the proof.

Consider the work of a group of math teachers in Byron High School in Byron, Minnesota. They compared math classrooms where traditional, flipped learning and flipped learning plus peer instruction took place. The flipped classroom had a slight increase in exam scores and the classroom that took the flipped approach and added peer instruction saw significant gains.

And students and teachers in the two types of flipped classrooms said they were happier with the course overall.

Another benefit - students say they have less anxiety about math class because they have access to the support they need during class time and aren't sent home with work they are unable to complete.

Tips for getting started

If you're a teacher who's gotten up the gumption to flip math, Sams has three tips to get started:

Figure out your toolkit. There are lots of resources for those ready to flip and they generally fall into four categories: how to make a video, where to put it, how to build in interactivity and using a learning management system (LMS). Find out what tools you want to use and put them to work early on.

Figure out your workflow. Flipping requires a lot of up-front time creating videos and adjusting habits. Be sure to have strong lesson plans in place and leave time to create content (videos) and put them into your LMS.

Have a plan and stick to it. There may be pushback to the change. Prep students and parents for your adoption of flipped learning. Tell them how class will work, where the resources are and assure them that you are still teaching their child.

"And don't bail out when it gets hard. Once you're over the activation energy, every teacher I speak to says they could never go back because they can do things in their classrooms that were the reasons they got into teaching in the first place," Sams assures. "It reinvigorates teachers."

Learn more about how to infuse flipped learning and technology into the math classroom with Bergmann's and Sams' new guidebook, Flipped Learning for Math Instruction.

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Wanna flip? Math class is logical place to start

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So you want to try flipped learning but don't know where to begin? One subject that lends itself well to the adjusted pace and additional practice time that flipping offers is math. In fact, one expert calls flipping math "the world's biggest no-brainer." "The math classroom is the best place to start flipping.

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Jon Bergmann is considered a pioneer in the Flipped Class Movement. Jon is leading the global flipped learning movement by working with governments, schools, corporations, and schools. He has worked literally all over the world and is the author of seven books including the bestselling book: Flip Your Classroom which has been translated into 10 languages.

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5 Ways Students Can Use Google Docs in Math - Teacher Tech

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5 Ways Students Can Use Google Docs in Math - Teacher Tech

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I taught high school math for 14 years. My last years I went paperless. There are many digital tools that support teaching math and Google Docs is one of them. If your school has Google Apps for Education (GAfE) here are 5 ways to have students use Google Docs in math:

Teach students to use the equation editor in Google Docs. Under the insert menu in a Google text document is the option to insert an equation.

This brings up an additional row on the toolbar to insert equations. Anyone familiar with MathType will find this similar. (As an added bonus for my nerdy friends, you can type LaTex with the equation editor.) Click on "New equation" to insert an equation where your cursor is. The toolbar offers templates for radicals, fractions and other math symbols.

Click Here for hints on using the equation editor

The equations can be very small since they need to be inline with the regular text. The trick is to press the spacebar 3 times. Place your cursor in between the middle of the empty spaces and increase the font size. Insert the equation with this larger font. This causes the font size just for the equation and leaves the text to the left and right the normal size.

Notice in the example below that the equation was written in larger font.

Another Equation Editor Tip

To speed up the process of students doing their math with equation editor create a header in the document with generic formulas and symbols in larger font. These can be copied and pasted. When students need to insert math values they can copy and paste from the section at the top and simply edit the values.

When I had students doing their work on paper I wanted them to write out the work like they would if they were using a calculator or a spreadsheet. I asked them to do both "calculator math" and "pretty print" on their paper. This helped them when I was using tools that did not allow for LaTex or pretty math input. They were already use to seeing the equations in a linear format.

This has the benefit of teaching students how to input values into a spreadsheet or calculator and it makes it easier for them to type their math. It also forces them to think about parenthesis and grouping which I thought was really valuable. When demonstrating writing out math I would model using the "calculator math."

x=(-b pm sqrt(b^2-4ac))/(2a)

Students can draw and graph using insert drawing. Using the "Insert" menu choose "Drawing..."

This gives students a canvas to draw shapes, insert text boxes or insert images to annotate over.

Click Here for hints on using Drawings

If students need to use graph paper provide them with a Google Document as a template that already contains graph paper. Go to http://images.google.com and type in graph paper to find images. Save a graph paper image.

Insert a table in the Google Document and in the cell of the table insert a drawing. Drag the graph paper image onto the drawing canvas. Provide the template to students. Double clicking on the drawing image allows them to draw on the graph paper.

Being paperless does not mean the students would never use paper. I just do not collect the paper. Students can work out their math on paper and hold it up to the webcam. This inserts the picture into the Google Doc to allow them to show their work.

Using the "Insert" menu choose "Image." From the options along the top, choose "Take a snapshot" to turn on the webcam.

Students may be using a variety of web tools in conjunction with their math. I am a fan of "if the computer can grade it, it should." I use websites such as quia.com or Quizlet or any other number of websites that allow students to practice their rote skills. The benefits of using the computer to practice math is a low risk of failure, students can practice until they are successful without affecting their grade. The immediate feedback of success or failure is significantly more motivating to students. This also saves the teacher from having to grade basic practice, freeing the teacher up to give more meaningful feedback.

As students do work in other programs they can take screenshots of their work as they work on it. Students can drag the screenshot images into a Google Doc to document their work. They can also add notes explaining what they were doing and challenges they were having. I suggest using the Snagit Chrome extension so students can annotate the screenshots before dragging them into the Google Doc.

Students can click on the screenshots and right click to choose to insert a comment. Within the comment students can plus mention the teacher to alert them to their document to receive help. A plus mention is when you type a plus sign followed by the email address of the person you are trying to alert (no space). This sends an email notification to the person that is plus mentioned and gives them a direct link to the comment.

Click Here for my sample Google Document to see these examples.

Copyright secured by Digiprove © 2015

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5 Ways Students Can Use Google Docs in Math - Teacher Tech

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I taught high school math for 14 years. My last years I went paperless. There are many digital tools that support teaching math and Google Docs is one of them. If your school has Google Apps for Education (GAfE) here are 5 ways to have students use Google Docs in math: 1) Equation Editor Teach ...

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60 Ways Math Teachers Can Use Google Classroom - Teacher Tech

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60 Ways Math Teachers Can Use Google Classroom - Teacher Tech

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I have been asked by math teachers how they can use Google Classroom. Google Classroom is great for any subject area, especially math! Earlier I had posted on 5 ways Students Can Use Google Docs in Math. This builds on those ideas with a list of 60 ways Google Classroom can be used by Math teachers. Check out my book " Teaching Math with Google Apps" for more ideas and specific examples.

1. Create a blended classroom: Google Classroom is the perfect tool to transform a traditional class into a blended model.

2. Go paperless: There are many ways that Google Classroom can support a paperless classroom. Stop standing at the copy machine and use Google Classroom instead.

3. Distribute handouts: It is easy to attach files that are either in Google Drive or on the computer. Attach handouts to an announcement or assignment to allow students to easily access.

4. Collect homework: The homework collection process can take many instructional minutes. Eliminate this by having students submit their work in Google Classroom.

5. Return work: Passing student work back in Google Classroom is as simple as checking

6. Use equation editor: Attach Google text documents to assignments. Google Docs has an equation editor built in. Directions and questions can include equations made with the equation editor. Students can respond using the equation editor.

7. Digitally collect student work: If student complete their work on paper they can use the Google Classroom app to take a picture of the work and submit. Students can insert a snapshot of their paper work via the webcam into a Google Doc to submit to Google Classroom.

8. Post solutions: Students can check their work by locating solutions attached to the assignment in Google Classroom. Editing the assignment after it is due, documents can be attached to the assignment that allow students to view the solutions.

9. Post problem of the week: Google Classroom makes it easy for student to locate the problem of the week (POW). Attach to an optional assignment. Participating students can submit their work straight to Google Classroom.

10. Link to interactive simulations: Several websites have interactive math simulations that can help students have a better understanding of math concepts. Google Classroom gives the ability to link to websites as part of lesson sets. Rather than relying on students typing in the correct URL into their browser students can simply click on the link in Google Classroom.

11. Post corrections: After reviewing student work and noting common misconceptions an announcement can be posted to Google Classroom to make clarifications for students.

12. Highlight student exemplars: Work submitted to Google Classroom is saved to a folder in Google Drive. An announcement in Google Classroom can attach student exemplars from the assignment folder in Google Drive.

13. Distribute assignments: Rather than writing assignments on the board students can have access to the assignments 24/7 in Google Classroom.

14. Provide support materials: Sometimes students need a refresher on pre requisite skills such as how to find the common denominator. As part of the lesson set in Google Classroom provide links to videos, links to websites or attach documents on pre requisite skills.

15. Provide differentiation: Math students have different ability levels and interests. Use Google Classroom to provide different types of resources for student needs.

16. Stop lecturing: Google Classroom allows the teacher to

17. post videos, documentation or links to instructional websites. Google Classroom supports a flipped teaching model. A lecture is ephemeral, resources in Google Classroom allow students access to instructional resources anytime

18. Stop repeating yourself: Clearly posting announcements or important information to Google Classroom allows the teacher to not have to repeat themselves. Students can find the information easily by accessing the Google Classroom stream.

19. Provide directions: Verbal directions or directions written on the board can be missed by students who are absent or engaged in another task. Providing directions in Google Classroom ensures that students know what they are suppose to be doing.

20. Offer choices: Students have different interests. Offering assignment choices in Google Classroom gives students a feeling of locus of control and greater buy in.

21. Link to playsheets: Playsheets are digital worksheets with game elements. Playsheets provide students with immediate feedback which provides motivation for students and helps them to know they are on the right track. Rote math practice is best done with a playsheet.

22. Model mathematics with Google Draw: Create virtual manipulatives, such as Algebra Tiles, in a Google Drawing. Distributing the drawing as each student receives a copy allows students to model their mathematics.

23. Provide hyperdocs: Hyperdocs are a Google Document that structures student exploration and learning of a topic. Thank you to Lisa Highfill for her work with Hyperdocs.

24. Give quiet students a voice: Students may feel shy about raising their hand in class. Using the comment features in Google Classroom students can post their question to the class stream.

25. Provide faster feedback: Using Google Classroom to collect work gives the teacher quicker access to student work. Feedback can be provided while students are working on their assignment or immediately after submitting. Students receive feedback via email as soon as feedback is provided.

26. Target struggling students: Google Classroom counts how many students have submitted an assignment. Clicking on the number of students who have not submitted provides the teacher with a list of students who may need additional help.

27. Post videos: Videos that introduce concepts, hook students into the lesson or provide support resources can be added to lesson sets to help students better understand concepts.

28. Have student critique the reasoning of others: Common Core standards call for students to critique the reasoning of others. Using the commenting features in Google Documents students can critique the reasoning of peer explanations of math concepts. Share the documents in the Google Classroom folder with classmates to allow for commenting or create a collaborative document in Google Classroom for students to reason mathematical and respond to the reasoning of others.

29. Use spreadsheets: Spreadsheets are a necessary life skill. Almost every manager uses spreadsheets to organize information. Household budgets can be created and tracked through spreadsheets. Google Classroom allows teachers to assign Google Sheets spreadsheet activities that help students strengthen their spreadsheet skills and to apply their algebraic reasoning through formulas.

30. Provide class feedback: After reviewing student work different themes or issues may become evident. Returning work to students allows the teacher to provide a global feedback comment that can help clarify common misconceptions.

31. Provide meaningful feedback: Inserting comments into a students Google Doc can allow the teacher to give very specific feedback in response to student work.

32. Collect videos: Students can create videos through a screencast, using a mobile device or other video creation methods. Having students create videos can allow them to be more creative and demonstrate their understanding of concepts. Students are able to link to YouTube videos they created or attach video files in Google Classroom.

33. Use Google Slides for real world applications: Students can create and attach a presentation in Google Classroom. The presentation can include images, videos and explanations of how a math concept is modeled in the real world.

34. Have students conduct research: Mathematics is in almost everything. Having students research topics and explain the math involved with an issue is a great activity for students. Google Classroom allows students to turn in multiple documents to the same assignment. Students can collect and organize their research in a Google spreadsheet or document. They can calculate mathematically in a spreadsheet and display charts and graphs. They can explain and present their findings in a Google document or presentation. Additionally they can attach a document of their bibliography.

35. Allow students to ask questions: Rather than waiting for class to ask questions students can post their questions while they are working on their homework. Other students can respond providing the potential for students to receive a quick answer.

36. Collect data: Google Forms and Google Sheets allow for data collection. Students can conduct or answer surveys and use the information to make mathematical calculations. A collaborative spreadsheet allows students to insert their data.

37. Play games: Games are motivating and fun. Playing math games allows students to practice while having fun. Game based learning experiences can also be created within Google Classroom. Provide the rules and ongoing game elements through announcements in the stream.

38. Have students explain their thought process: There are many websites and apps that will show students step by step how to complete a math problem. Asking students to show their work is no longer sufficient. Having students use a Google document to explain their thought process helps to see that students truly understand the concepts rather than simply memorizing an algorithm.

39. Collaborative reasoning: Prior to providing students the algorithm for solving a problem, students can use a collaborative Google Document or Slides presentation to reason out possible solutions to a problem. Attach a document in Google Classroom as "Students can edit file."

40. Persevere in problem solving: Google Classroom allows for ongoing interaction with a student on a problem. Start students with a problem in a Google Document and have them submit the first part. The teacher can return the document to the students through Google Classroom. After receiving feedback students can build on their previous answer and resubmit. This process can be repeated to allow students to work on multi-step problems.

41. Annotate images: Using Google Draw or Google Slides students can identify math within an image. Using the drawing tools students can label and create shapes over an image. Drawings and Slides with an image can be attached to an assignment in Google Classroom as "Make a copy for each student."

42. Reason abstractly: Students can use a Google Document and equation editor to express an idea abstractly as well as to explain how they derived the equation.

43. Use appropriate tools strategically: When providing students a math question they can determine which tools they need to use to approach and solve the problem. Students can "Create" a Google spreadsheet or other Google Document straight from Google Classroom. Students can use tools such as Desmos, Geogebra, Daum Equation Editor from Google Drive and integrate into their Google documents they submit to Google Classroom. Templates of rulers and other mathematical tools can be created in Google Slides or Drawings to help students use virtual tools.

44. Look for patterns or structures: Teachers can attach documents in Google Classroom that contain a pattern for students to identify and explain. Students can share documents with each other to collaborate on identifying the patterns and structures. Teachers have access to the documents through Google Classroom as the students work on them. Teachers can guide students in their reasoning.

45. Have students model geometric concepts: Using Google Drawings, Google Slides or inserting a drawing into a Google Document allows students to draw geometric figures. Locating an image to represent the geometric figures, students can draw the shape on top of the image.

46. Connect with experts: Using Google Hangout a class can ask questions of an expert in the field. Providing the link to the hangout in Google Classroom gives students access to participate in the questioning, watch the interview, and to access the archive of the interview later.

47. Collaborate with other teachers: Google Classroom classes are not restricted to a teachers roster. Students can participate in activities that other teachers in the department are doing. Different teachers can provide different resources and activities to divide up the teaching load.

48. Response to intervention: Different Google Classrooms can be created for students to join based on student needs. Students needing additional support or students needing additional challenges can join a Google Classroom class around intervention of a particular topic. Teachers in the math department can work together to support one of the intervention classrooms.

49. Provide peer tutoring: Students in upper grades can tutor and support students in lower grades through the creation of a Google Classroom class for this purpose.

50. Remind students: Posting announcements in Google Classroom can remind students of upcoming tests or project due dates.

51. Celebrate success: Success builds success. Google Classroom allows the teacher to encourage students through comments in the assignment feedback or publicly in the stream.

52. Collect evidence: Students working on digital resources outside of Google documents can take screenshots to document evidence of their participation. Google Classroom allows students to attach the screenshots to an assignment.

53. Create projects: Google Classroom allows the teacher to build a lesson set with multiple elements. Posting project directions and resources to Google Classroom clearly communicates the project to the students, allows them to easily access resources, and provides students with a digital easy to submit the project.

54. Crowdsource information: Create a collaborative Google spreadsheet in Google Classroom that allows students to find and contribute information around a topic. Students can use the crowdsourced information for their assignment or project.

55. Have students find examples in real life: The Google Classroom app allows students to submit a picture they take on their mobile device. Students can find examples in their everyday life of mathematical application. Students can identify these applications and take a picture to submit to Google Classroom.

56. Give digital quizzes: Google Classroom makes it easy to link to digital quizzes.

57. Share presentations: Teachers can attach their Google Slides presentations or PowerPoint presentations to the stream. Students can follow along or access the slides later.

58. Provide templates: Create spreadsheet templates or other Google documents to get students started on an activity. Use Google Classroom to provide the template as "Make a copy for each student."

59. View work in a folder: Grading is easier when student work for an assignment is contained in a single folder in Google Drive. Use the preview function to view each student assignment in the Google Classroom folder.

60. Use spreadsheets for inquiry: Google Sheets can be structured to guide students through mathematical concepts.

61. Teach programming: Using programs such as Scratch or Google Apps Script can allow students to demonstrate their understanding of mathematical concepts. Google Classroom makes it easy to post tutorials and directions for using Scratch or other programming tools as well as a venue to submit programming projects.

See all my Google Classroom posts at alicekeeler.com/google-classroom

Teaching Math with Google Apps
Teaching Math with Google Apps is available on Amazon.

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60 Ways Math Teachers Can Use Google Classroom

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I have been asked by math teachers how they can use Google Classroom. Google Classroom is great for any subject area, especially math! Earlier I had posted on 5 ways Students Can Use Google Docs in Math. This builds on those ideas with a list of 60 ways Google Classroom can be used by Math teachers.

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60 Ways Math Teachers Can Use Google Classroom - Teacher Tech

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60 Ways Math Teachers Can Use Google Classroom - Teacher Tech

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I have been asked by math teachers how they can use Google Classroom. Google Classroom is great for any subject area, especially math! Earlier I had posted on 5 ways Students Can Use Google Docs in Math. This builds on those ideas with a list of 60 ways Google Classroom can be used by Math teachers. Check out my book " Teaching Math with Google Apps" for more ideas and specific examples.

1. Create a blended classroom: Google Classroom is the perfect tool to transform a traditional class into a blended model.

2. Go paperless: There are many ways that Google Classroom can support a paperless classroom. Stop standing at the copy machine and use Google Classroom instead.

3. Distribute handouts: It is easy to attach files that are either in Google Drive or on the computer. Attach handouts to an announcement or assignment to allow students to easily access.

4. Collect homework: The homework collection process can take many instructional minutes. Eliminate this by having students submit their work in Google Classroom.

5. Return work: Passing student work back in Google Classroom is as simple as checking

6. Use equation editor: Attach Google text documents to assignments. Google Docs has an equation editor built in. Directions and questions can include equations made with the equation editor. Students can respond using the equation editor.

7. Digitally collect student work: If student complete their work on paper they can use the Google Classroom app to take a picture of the work and submit. Students can insert a snapshot of their paper work via the webcam into a Google Doc to submit to Google Classroom.

8. Post solutions: Students can check their work by locating solutions attached to the assignment in Google Classroom. Editing the assignment after it is due, documents can be attached to the assignment that allow students to view the solutions.

9. Post problem of the week: Google Classroom makes it easy for student to locate the problem of the week (POW). Attach to an optional assignment. Participating students can submit their work straight to Google Classroom.

10. Link to interactive simulations: Several websites have interactive math simulations that can help students have a better understanding of math concepts. Google Classroom gives the ability to link to websites as part of lesson sets. Rather than relying on students typing in the correct URL into their browser students can simply click on the link in Google Classroom.

11. Post corrections: After reviewing student work and noting common misconceptions an announcement can be posted to Google Classroom to make clarifications for students.

12. Highlight student exemplars: Work submitted to Google Classroom is saved to a folder in Google Drive. An announcement in Google Classroom can attach student exemplars from the assignment folder in Google Drive.

13. Distribute assignments: Rather than writing assignments on the board students can have access to the assignments 24/7 in Google Classroom.

14. Provide support materials: Sometimes students need a refresher on pre requisite skills such as how to find the common denominator. As part of the lesson set in Google Classroom provide links to videos, links to websites or attach documents on pre requisite skills.

15. Provide differentiation: Math students have different ability levels and interests. Use Google Classroom to provide different types of resources for student needs.

16. Stop lecturing: Google Classroom allows the teacher to

17. post videos, documentation or links to instructional websites. Google Classroom supports a flipped teaching model. A lecture is ephemeral, resources in Google Classroom allow students access to instructional resources anytime

18. Stop repeating yourself: Clearly posting announcements or important information to Google Classroom allows the teacher to not have to repeat themselves. Students can find the information easily by accessing the Google Classroom stream.

19. Provide directions: Verbal directions or directions written on the board can be missed by students who are absent or engaged in another task. Providing directions in Google Classroom ensures that students know what they are suppose to be doing.

20. Offer choices: Students have different interests. Offering assignment choices in Google Classroom gives students a feeling of locus of control and greater buy in.

21. Link to playsheets: Playsheets are digital worksheets with game elements. Playsheets provide students with immediate feedback which provides motivation for students and helps them to know they are on the right track. Rote math practice is best done with a playsheet.

22. Model mathematics with Google Draw: Create virtual manipulatives, such as Algebra Tiles, in a Google Drawing. Distributing the drawing as each student receives a copy allows students to model their mathematics.

23. Provide hyperdocs: Hyperdocs are a Google Document that structures student exploration and learning of a topic. Thank you to Lisa Highfill for her work with Hyperdocs.

24. Give quiet students a voice: Students may feel shy about raising their hand in class. Using the comment features in Google Classroom students can post their question to the class stream.

25. Provide faster feedback: Using Google Classroom to collect work gives the teacher quicker access to student work. Feedback can be provided while students are working on their assignment or immediately after submitting. Students receive feedback via email as soon as feedback is provided.

26. Target struggling students: Google Classroom counts how many students have submitted an assignment. Clicking on the number of students who have not submitted provides the teacher with a list of students who may need additional help.

27. Post videos: Videos that introduce concepts, hook students into the lesson or provide support resources can be added to lesson sets to help students better understand concepts.

28. Have student critique the reasoning of others: Common Core standards call for students to critique the reasoning of others. Using the commenting features in Google Documents students can critique the reasoning of peer explanations of math concepts. Share the documents in the Google Classroom folder with classmates to allow for commenting or create a collaborative document in Google Classroom for students to reason mathematical and respond to the reasoning of others.

29. Use spreadsheets: Spreadsheets are a necessary life skill. Almost every manager uses spreadsheets to organize information. Household budgets can be created and tracked through spreadsheets. Google Classroom allows teachers to assign Google Sheets spreadsheet activities that help students strengthen their spreadsheet skills and to apply their algebraic reasoning through formulas.

30. Provide class feedback: After reviewing student work different themes or issues may become evident. Returning work to students allows the teacher to provide a global feedback comment that can help clarify common misconceptions.

31. Provide meaningful feedback: Inserting comments into a students Google Doc can allow the teacher to give very specific feedback in response to student work.

32. Collect videos: Students can create videos through a screencast, using a mobile device or other video creation methods. Having students create videos can allow them to be more creative and demonstrate their understanding of concepts. Students are able to link to YouTube videos they created or attach video files in Google Classroom.

33. Use Google Slides for real world applications: Students can create and attach a presentation in Google Classroom. The presentation can include images, videos and explanations of how a math concept is modeled in the real world.

34. Have students conduct research: Mathematics is in almost everything. Having students research topics and explain the math involved with an issue is a great activity for students. Google Classroom allows students to turn in multiple documents to the same assignment. Students can collect and organize their research in a Google spreadsheet or document. They can calculate mathematically in a spreadsheet and display charts and graphs. They can explain and present their findings in a Google document or presentation. Additionally they can attach a document of their bibliography.

35. Allow students to ask questions: Rather than waiting for class to ask questions students can post their questions while they are working on their homework. Other students can respond providing the potential for students to receive a quick answer.

36. Collect data: Google Forms and Google Sheets allow for data collection. Students can conduct or answer surveys and use the information to make mathematical calculations. A collaborative spreadsheet allows students to insert their data.

37. Play games: Games are motivating and fun. Playing math games allows students to practice while having fun. Game based learning experiences can also be created within Google Classroom. Provide the rules and ongoing game elements through announcements in the stream.

38. Have students explain their thought process: There are many websites and apps that will show students step by step how to complete a math problem. Asking students to show their work is no longer sufficient. Having students use a Google document to explain their thought process helps to see that students truly understand the concepts rather than simply memorizing an algorithm.

39. Collaborative reasoning: Prior to providing students the algorithm for solving a problem, students can use a collaborative Google Document or Slides presentation to reason out possible solutions to a problem. Attach a document in Google Classroom as "Students can edit file."

40. Persevere in problem solving: Google Classroom allows for ongoing interaction with a student on a problem. Start students with a problem in a Google Document and have them submit the first part. The teacher can return the document to the students through Google Classroom. After receiving feedback students can build on their previous answer and resubmit. This process can be repeated to allow students to work on multi-step problems.

41. Annotate images: Using Google Draw or Google Slides students can identify math within an image. Using the drawing tools students can label and create shapes over an image. Drawings and Slides with an image can be attached to an assignment in Google Classroom as "Make a copy for each student."

42. Reason abstractly: Students can use a Google Document and equation editor to express an idea abstractly as well as to explain how they derived the equation.

43. Use appropriate tools strategically: When providing students a math question they can determine which tools they need to use to approach and solve the problem. Students can "Create" a Google spreadsheet or other Google Document straight from Google Classroom. Students can use tools such as Desmos, Geogebra, Daum Equation Editor from Google Drive and integrate into their Google documents they submit to Google Classroom. Templates of rulers and other mathematical tools can be created in Google Slides or Drawings to help students use virtual tools.

44. Look for patterns or structures: Teachers can attach documents in Google Classroom that contain a pattern for students to identify and explain. Students can share documents with each other to collaborate on identifying the patterns and structures. Teachers have access to the documents through Google Classroom as the students work on them. Teachers can guide students in their reasoning.

45. Have students model geometric concepts: Using Google Drawings, Google Slides or inserting a drawing into a Google Document allows students to draw geometric figures. Locating an image to represent the geometric figures, students can draw the shape on top of the image.

46. Connect with experts: Using Google Hangout a class can ask questions of an expert in the field. Providing the link to the hangout in Google Classroom gives students access to participate in the questioning, watch the interview, and to access the archive of the interview later.

47. Collaborate with other teachers: Google Classroom classes are not restricted to a teachers roster. Students can participate in activities that other teachers in the department are doing. Different teachers can provide different resources and activities to divide up the teaching load.

48. Response to intervention: Different Google Classrooms can be created for students to join based on student needs. Students needing additional support or students needing additional challenges can join a Google Classroom class around intervention of a particular topic. Teachers in the math department can work together to support one of the intervention classrooms.

49. Provide peer tutoring: Students in upper grades can tutor and support students in lower grades through the creation of a Google Classroom class for this purpose.

50. Remind students: Posting announcements in Google Classroom can remind students of upcoming tests or project due dates.

51. Celebrate success: Success builds success. Google Classroom allows the teacher to encourage students through comments in the assignment feedback or publicly in the stream.

52. Collect evidence: Students working on digital resources outside of Google documents can take screenshots to document evidence of their participation. Google Classroom allows students to attach the screenshots to an assignment.

53. Create projects: Google Classroom allows the teacher to build a lesson set with multiple elements. Posting project directions and resources to Google Classroom clearly communicates the project to the students, allows them to easily access resources, and provides students with a digital easy to submit the project.

54. Crowdsource information: Create a collaborative Google spreadsheet in Google Classroom that allows students to find and contribute information around a topic. Students can use the crowdsourced information for their assignment or project.

55. Have students find examples in real life: The Google Classroom app allows students to submit a picture they take on their mobile device. Students can find examples in their everyday life of mathematical application. Students can identify these applications and take a picture to submit to Google Classroom.

56. Give digital quizzes: Google Classroom makes it easy to link to digital quizzes.

57. Share presentations: Teachers can attach their Google Slides presentations or PowerPoint presentations to the stream. Students can follow along or access the slides later.

58. Provide templates: Create spreadsheet templates or other Google documents to get students started on an activity. Use Google Classroom to provide the template as "Make a copy for each student."

59. View work in a folder: Grading is easier when student work for an assignment is contained in a single folder in Google Drive. Use the preview function to view each student assignment in the Google Classroom folder.

60. Use spreadsheets for inquiry: Google Sheets can be structured to guide students through mathematical concepts.

61. Teach programming: Using programs such as Scratch or Google Apps Script can allow students to demonstrate their understanding of mathematical concepts. Google Classroom makes it easy to post tutorials and directions for using Scratch or other programming tools as well as a venue to submit programming projects.

See all my Google Classroom posts at alicekeeler.com/google-classroom

Teaching Math with Google Apps
Teaching Math with Google Apps is available on Amazon.

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60 Ways Math Teachers Can Use Google Classroom

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I have been asked by math teachers how they can use Google Classroom. Google Classroom is great for any subject area, especially math! Earlier I had posted on 5 ways Students Can Use Google Docs in Math. This builds on those ideas with a list of 60 ways Google Classroom can be used by Math teachers.

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Chrome Web Apps & Extensions for Science Teachers - Google Docs

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Chrome Web Apps & Extensions for Science Teachers - Google Docs

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Chrome Web Apps & Extensions for Science Teachers

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Google Apps with YouCubed.org Math Activities - Google Slides

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Google Apps with YouCubed.org Math Activities - Google Slides

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Google Apps with YouCubed.org Math Activities

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Today's ISTE Presentation | Teacher Prep Tech

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Today's ISTE Presentation | Teacher Prep Tech

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My son Braeden and I are at ISTE today for his first conference presentation. We had a packed room of 60 plus teachers, mostly teachers of mathematics who wanted to know our approach to math instruction using technology tools.

Technology is no panacea to good math instruction. At the root of good math instruction is the teacher with content matter expertise. Web-tools support the teacher to scaffold and individualize instruction, build a classroom community and assess student understanding in both formal and informal ways. These tools are best used with open-ended tasks that lend itself to multiple representations and solution paths. No matter what tech tool you use nothing can supplant the personal connections teachers make with students in the classroom. Open-ended tasks are best rooted in the lives of the students you teach. My students might be into legos but your kids might enjoy Mindcraft even more.

Be sure you are always providing your students with multiple representations and means of expressing their knowledge. Students are engaged with using technology but they also need hands-on learning experiences that allow them to make real-world connections. I strongly suggest starting with the concrete and moving to the abstract.

The classroom is transformed with technology when students are allowed to share their work with others in the class. There is always more than one teacher in the classroom and as Braeden proved today in our ISTE presentation sometimes our students can become our best teacher!

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My son Braeden and I are at ISTE today for his first conference presentation. We had a packed room of 60 plus teachers, mostly teachers of mathematics who wanted to know our approach to math instruction using technology tools. Technology is no panacea to good math instruction.

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Google Apps for Education | The Scientific Teacher

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Google Apps for Education | The Scientific Teacher

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This school year was my second year going paperless with my science classes and using digital notebooks. Since starting out I've learned quite a lot: how to make digital notebooks easier to use (for students and teachers!) and how to make them more effective tools for learning. Over the past two years I've also received a lot of queries from other teachers out there who are trying to do the same thing, so I wanted to share my updated version of a digital science notebook, as well as some tricks of the trade from a paperless "veteran".

First off, here is the link to my digital notebook template. Feel free to try it out for your own class, modify it however you want to suit your needs, but please share your experiences for others to benefit from! Digital notebooking is very new terrain in education, despite the fact that technology has become such a pervasive part of our lives. Only by teachers sharing our experiences and ideas with each other will education ever catch up and start realizing the potential that technology has for learning. For more details on how to set up your own digital notebook, check out the tutorial videos on my digital notebook page.

Now for some advice about digital notebooks for those of you interested in giving it a go. I'd like to share four digital notebook secrets I've learned from my experience, but before I do that, please keep in mind that my Middle School has a 1 to 1 laptop program, and most of my students are already fairly computer savvy. The digital notebooks we use are based on Google Apps, specifically a Google Site that each student creates from a template that acts as their notebook, and the documents inside there notebook are mostly Google Docs and Google Sheets. I'm not sure how well my ideas would translate to other devices (like tablets/iPads) or other platforms (like Evernote/Notability), but if you have ideas about this I'd love to hear it! In my opinion though, digital notebooks work best when students have their own laptops and when you just embrace the amazingness that is Google Apps. But on the tricks of the trade...
Read Full Post "
One of the most successful things I've ever done as a teacher (digitally or otherwise) is creating a way for my students to track and reflect on their learning progress. It's one of those things that seems so obvious once you do it, but it took me 11 years of teaching to finally try it out this past year. The feedback from my students was so overwhelmingly enthusiastic that I can say unequivocally: whether you're a "high tech" or "low tech" teacher, you NEED to try this out with your students!

Learning Logs are not a completely new idea of course, in essence they are simply a progress chart, but I was reminded by reading Marzano's classic book The Art and Science of Teaching thatthey can be so much more than that- especially in our new standards-based era of grading and assessment. By design, standards-based grading gives students more information, instead of an overall numerical grade they receive more specific feedback about each of their learning goals. But more information is not necessarily better. What I've discovered is that often students become so inundated with standards-based marks that they lose the bigger picture of what they are learning well and what they are not. And don't even get me started about the so-called "standards-based" reporting systems (cough! cough! -PowerSchool- cough! cough!)...

The purpose of a Learning Log is two-fold: first, it is a tool that students use to keep track of the many standards-based grades they receive, in an organized way that makes it easy for them to see their progress. Secondly, the act of keeping a Learning Log gives students the opportunity to reflect on this progress, which encourages students to be proactive when there's something they haven't mastered yet. Learning Logs also become habit-forming; every time my student received feedback on their learning, whether it was an assessment or homework I graded, or even a quick formative assessment in class that could be peer or self-assessed, they would add it to their Log. After a couple of weeks my students were so into their Logs that they were reminding me about filling them out!
Read Full Post "
Over the past couple of weeks I've been connecting with a bunch of teachers out there who are also experimenting with going paperless and starting digital notebooks. It's exciting to see the growing number of educators who are trailblazing a new path for education in our digital world, so I started a new page for collecting my ideas on digital notebooks, and I also decided to go "open source" with my digital notebook resources this year.

For those of you who are curious what a digital notebook in action looks like, I've created an example notebook that will mirror my actual students notebooks and be updated throughout the year. You'll be able to see how we digitize classwork, homework, and assessments, and also how we use the digital notebooks to track progress with learning logs. Hopefully this example notebook will inspire those of you starting up digital notebooks in your own classrooms and encourage those of you who are thinking of giving it a try. I'd love to hear from you if you have questions or your own experiences to share!
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This school year was my second year going paperless with my science classes and using digital notebooks. Since starting out I've learned quite a lot: how to make digital notebooks easier to use (for students and teachers!) and how to make them more effective tools for learning.

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Platt Middle School Digital Science Notebook

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Platt Middle School Digital Science Notebook

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Platt Middle School Digital Science Notebook

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This template is used by all students in the middle school to track their thinking about crosscutting concepts, nature of science concepts and core disciplinary ideas throughout their three years in middle school.

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This site shows conference and registration information for the first ever NY/NJ Google Apps Summit to be held on March 22 and 23, 2012.

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Setting up digital science notebooks | The Scientific Teacher

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Setting up digital science notebooks | The Scientific Teacher

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Setting up digital science notebooks

August 14, 2013 by Nick Mitchell
Update: This post is my original instructions for setting up digital notebooks. For the updated version (and tutorial videos!) check out my Digital Notebook page.
After much fiddling around and way too much time spent trying to make it look "cool", I've figured out the basics of how I'm doing digital science notebooks with my students this year. Several teachers out there have also expressed interest, so here's the nitty gritty below of how I'm setting it up. One caveat though: my Middle School has a one-to-one laptop program, so my students basically always have their laptop with them and are already pretty well-versed in the technologies I'm using for this. So what works for me at my school might not be the best fit for you.
Step 1: Goodbye paper, hello GoogleDocs
All of the traditional papers that I would photocopy and hand out to my students in the past will instead be shared through GoogleDocs. GoogleDocs is a great way to digitally manage documents so that the teacher can decide whether students are editing documents individually or in groups as appropriate. Anytime the teacher (or another student for that matter) leaves a comment for a student on their document they get notified by email. In addition, whenever students makes a change to their document, GoogleDocs automatically saves it and keeps a record of when all changes were made (good for accountability). Last year I already used GoogleDocs for almost all my students' homework assignments ( here's an example), and it worked well. Now I'll be taking it one step further and turning everything digital: notes sheets, lab reports, handouts, homework... which means no more collecting, lugging around, and passing out papers. Yay.
Step 2: Manage GoogleDocs without making a mess
A lot of people who "don't like GoogleDocs" complain because if it's left untended, your Google Drive page starts looking like the email inbox from hell. Since all of the documents that you create and edit will show up there, you need to set up some organizational system to make it easier to access the documents you actually want. Last year my students and I created shared folders for our GoogleDocs to simplify things. Everything I dumped into my shared folder was automatically shared with my students, then they would make a copies of those master documents and put them in their own GoogleDoc folder that was shared with me. Decent solution, but Middle Schoolers being Middle Schoolers, there was always a handful that would forget to share their copy with me, leading to a recurring digital paper chase.

This year my school is paying for Hapara which creates software that handles all this organization for me. With a few clicks documents are automatically shared with the right students and accessible by me. Hapara also gives teachers a handy "teacher dashboard" that will show you at a glance all your students GoogleDoc documents- whether or not they have remembered to share them with you:

Don't have Hapara? It's certainly not a deal-breaker, since you can manage GoogleDocs yourself with a little pre-planning like I did last year, but there's also a free option out there: Doctopus. Created by an awesome educator who's work I just discovered on YouPD.org, this GoogleDocs script also lets you automate the generating and sharing of digital documents.
Step 3: Putting the "notebook" in a digital notebook
As great as GoogleDocs is as an education tool, without a way of organizing documents in the same way you would within a traditional 3-ring binder or notebook, all these digital documents float electronically around in students' files the same way their paper counterparts do in the messy backpacks teachers abhor. In my switch from paper to electronic documents, my first two goals were to find a way to make digital notebooks better at organization and presentation than traditional notebooks. So the last step is to figure out how to tie all these digital documents together, easily and elegantly.

There are several different options I considered ( Blogger, LiveBinders, EverNote) but in the end I decided on using GoogleSites to create the notebook. Most of my students already have experience making websites on GoogleSites, so that played a part in the decision, but the main reasons were the flexbility offered by a website and the synergy between GoogleSites and GoogleDocs.

The flexibility of a website allowed me to go retro and design a digital notebook that looked like a classic composition notebook:

By clicking on the "stickers" on the notebook cover, students can navigate to the different units we study, and then within each unit there's a section for Class Stuff, Lab Stuff, and Homework Stuff which look like Post-its in an actual notebook:

You can actually insert entire folders of your GoogleDocs onto a GoogleSite, which means my students won't have to individually add documents to their digital notebooks- they will be added automatically whenever I create a new document and put it into one of their shared folders (no wasted class time!).

Using GoogleSites also makes it easy for students to incorporate anything created with GoogleDocs in their digital notebook: data tables or graphs made in Google Spreadsheets, scientific sketches made with Google Drawings, Google presentation projects, Picasa photo slideshows, the list goes on and on. I want their notebook to be able to easily highlight their best work so it doubles as a portfolio, and GoogleSites will allow student to do this easily without jumping through a lot of technical hoops. I'm also working on the possibility of creating a " learning dashboard " for each student that will display their progress on the learning goals for each unit and guide them to helpful resources when they fall short of meeting expectations (more on this later!).

You can go ahead and check out the template notebook site here (or go here for my updated template). When it's completely finished I plan on saving it as a GoogleSite template so others can use it as they see fit.

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Update: This post is my original instructions for setting up digital notebooks. For the updated version (and tutorial videos!) check out my Digital Notebook page. After much fiddling around and way too much time spent trying to make it look "cool", I've figured out the basics of how I'm doing digital science notebooks with my students...

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Digital Notebooks 2.0 | The Scientific Teacher

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Digital Notebooks 2.0 | The Scientific Teacher

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This school year was my second year going paperless with my science classes and using digital notebooks. Since starting out I've learned quite a lot: how to make digital notebooks easier to use (for students and teachers!) and how to make them more effective tools for learning. Over the past two years I've also received a lot of queries from other teachers out there who are trying to do the same thing, so I wanted to share my updated version of a digital science notebook, as well as some tricks of the trade from a paperless "veteran".

First off, here is the link to my digital notebook template. Feel free to try it out for your own class, modify it however you want to suit your needs, but please share your experiences for others to benefit from! Digital notebooking is very new terrain in education, despite the fact that technology has become such a pervasive part of our lives. Only by teachers sharing our experiences and ideas with each other will education ever catch up and start realizing the potential that technology has for learning. For more details on how to set up your own digital notebook, check out the tutorial videos on my digital notebook page.

Now for some advice about digital notebooks for those of you interested in giving it a go. I'd like to share four digital notebook secrets I've learned from my experience, but before I do that, please keep in mind that my Middle School has a 1 to 1 laptop program, and most of my students are already fairly computer savvy. The digital notebooks we use are based on Google Apps, specifically a Google Site that each student creates from a template that acts as their notebook, and the documents inside there notebook are mostly Google Docs and Google Sheets. I'm not sure how well my ideas would translate to other devices (like tablets/iPads) or other platforms (like Evernote/Notability), but if you have ideas about this I'd love to hear it! In my opinion though, digital notebooks work best when students have their own laptops and when you just embrace the amazingness that is Google Apps. But on the tricks of the trade...

#1: Scaffolded Notes

In much the same way you would model good note-taking with a paper notebook, the best digital notes are also scaffolded. Each of the notes documents that I share with my students is similar in a lot of ways to good old worksheets. Except that rather than working independently and quietly, the digital notes I use are designed to drive animated class discussion and collaboration between students.

What do digital notes look like? I use Google Docs to create a document for each lesson, and then share that with my students the day of class (more on sharing later). Right off the bat this digital document has advantages over paper: at the top of the document there's a section stating the standard this lesson relates to, with a link a Study Guide I create with learning resources about that standard (more on Study Guides later too!). So if a student needs to review something, or they are absent and miss a lesson, they can use that link right on the lesson's document to guide their learning.

The rest of the document is a series of instructions and questions that look like this one from my Rocks Introduction notes (click here to see the whole notes document):

I scaffold note-taking for my 6th graders by using questions or sentence-starters followed by 1-celled tables. The 1-celled tables act like a blank on a worksheet, guiding students where to take notes. In the example above there's a key question for the lesson, followed by a 1-celled table with a scaffolded response: bullet points for each of the main points that a student will describe during the lesson.

So far, this is about the same as the worksheets of yesteryear, but it doesn't stop there! Because digital notes are an online document, you can easily insert elements that are impossible or difficult to do on paper: full color images, animations (gifs), editable drawings. Here's a couple of examples from the same Rocks Introduction notes as above:

As you can see, the first 3 Types of Rocks example is a diagram for students to label. This is easily created by inserting a Google Drawing inside the notes document. To edit the diagram and label it, all students have to do is double-click on it. In addition to typing in text in the text boxes I created, they can also easily add their own colors, arrows, and images from the web. For example, in each of the boxes above, students could type an explanation they learned in class and add an image of an example from they find on the web. In the second example, which is from a lab activity in the same lesson, students complete a data table by inserting their own pictures of the rocks they classify (which can be snapped directly with their laptop cameras by inserting an image within the notes document), and then also write a list of properties using a bulleted list I started. Finally, I also provide a challenge activity by including a link of a website with a great dichotomous rock key that students can use to attempt to identify the particular types of rocks they are observing.

Oh, and don't forget the collaborative element! Because this is a digital document, it can be shared and edited however you like. So I will routinely have lab teams work collaboratively on a common digital document or have students peer-edit or peer-assess each other's work simple by sharing documents and inserting comments. At any moment in time during class I can put any of my students' work up on the projector to share a teachable moment, or even browse through their work as they do it. It makes everyone's learning and thinking more public, which I find a great asset to building a learning environment.

Overall, the results with digital scaffolded notes are just pretty cool. The scaffolding provides clear direction about the learning goals, and also guides students how to use technology to improve their understanding (bulleted lists, highlighting, diagraming, etc.). What's more, digital notes are far more interactive and flexible than paper. Being able to insert relevant links and multimedia and take advantage of the excellent learning resources out there get the students more engaged because their classroom better reflects the technological world they live in- not just the world their teachers were taught in.

#2: Study Guides

I already mentioned how digital notes enable teachers to take advantage of the many online learning resources that are available, but it doesn't end there. In the olden days, when students were told to "study", that usually meant going back and re-reading the textbook or reviewing notes from class. The assumption is that learning takes place in the classroom, and studying is merely an act of remembering. Today we know that deep learning means more than that (for more detail on what I mean by "deep learning", check out this article by renowned educator Jay McTighe). Deep learning goes way beyond simple recall to regurgitate on a test, it is about consolidating knowledge, understanding, and skills within your mind so that you can apply it successfully to new situations.

Deep learning doesn't occur by simply revisiting the same stimuli (be they textbooks or notes) again and again. Deep learning requires as Jay McTighe puts it "multiple and varied representations of concepts and tasks". How can you provide a variety of learning experiences when time in the classroom is so short? Simple: provide students the opportunity to learn anywhere, anytime. I do this with my students by creating interactive Study Guides.

A Study Guide traditionally means something that tells you everything you need to know, but an interactive Study Guide goes a step further by providing resources to help you learn those things. These Study Guides that I create are Google Docs that I include in every student's digital notebook as a "view-only" file. As we go through a science unit, for every standard and learning goal in my science class, I provide a variety of learning resources in the interactive Study Guide that go beyond what we did in class to give students the opportunity review concepts from multiple sources and in multiple forms. Here's an example from the Study Guide of the same Geology unit (click here for the whole document) you saw previously:

The example above guides students to readings, raps, simulations, videos, websites, animations and songs that all explore the same topic of plate boundaries in plate tectonics. I am careful to select resources that closely match the learning goals for my class, but there is such a plethora of stuff out there that it isn't time-consuming at all. I have even started including work made by my students as a way of highlighting and promoting outstanding learning.

Do students look at these Study Guides often? Heck no- but when they need to consolidate their learning (i.e. before a test, or when completing a homework assignment on a topic they're struggling with) I see lots of students on the document. I've polled my students as well, and they always cite the Study Guides as one of the most helpful resources for their learning.

#3: Long Live the Notebook

I actually started going paperless with my classes a year before I started using digital notebooks- and I immediately noticed the problem. As I shared more and more Google Docs with my students, they started to pile up in messy Google Drive folders that made them difficult to access and find again unless the students were diligent about organization. Since I teach Middle Schoolers, diligent was not going to happen. A digital notebook provides what the classic composition notebook or 3-ring binder always did so well: a familiar place to keep all that knowledge more or less organized. The advantage with the digital version is that this comforting organization is (almost) automatic.

In my updated digital notebook template (click here to check it out), the Google Site begins with a home page that looks like the cover of a composition notebook (I couldn't resist!), with clickable stickers for each of our units of study. This cover page allows for a lot of personalization: I have my students add their own photo (of themselves in a "scientific pose"), and also includes a slideshow of my science photos and a slideshow of their own that they can add their own science pictures too.

Within each unit there are three sub-sections: Class Stuff, Learning Logs, and Homework Stuff.

The Class Stuff tab is where all of the students class notes are housed (the interactive scaffolded notes I was describing earlier). To do this students simply insert their Science folder in Google Drive directly into their notebook, so that when I share a new document with them, it automatically appears there. There's a catch though- to share a copy of your documents directly with your students in an automatic way like that, you'll need to use another app to do it. I use Hapara for these kind of class documents, which my school pays for, but there are free options out there like Doctopus and Google Classroom. If you don't use one of these, you can opt for the "old-fashioned" way of sharing your documents view-only with your students, having them make their own copy, and then drag it into the correct Google Drive folder... but I found this takes up to much valuable time and leaves too much opportunity for human error. So I highly recommend going with an automatic sharing option!

The Homework Stuff tab of my digital notebooks is simply a link to my class Google Classroom page, which if you haven't heard, is an exiting new tool for teachers to use to share documents and collaborate with their students. It has only been out for a year, and has some frustrating limitations, but for dealing with digital assignments like homework I think it's the best thing out there. The interface is smooth, with a Facebook-like stream that adds new assignments from the teacher at the top, and it easily allows teachers to share individual copies of assignments with students. The best feature though is the "Turn in" button, which students can use to virtually turn in their work when it is complete. Clicking this shifts editing rights from the student to the teacher, so the student can no longer make changes and the teacher can see instantly that it's been turned in (no more collecting homework papers!). What's more, you can virtually "return" the assignment back to the student which shifts the editing rights back to them, and they can make changes in "re-submit" the assignment to turn it back in again. I find this feature particularly useful on projects when students need to go back and make corrections.

#4: Learning Logs

The final trick of the trade that I've learned about digital notebooks is how to use them in conjunction with Learning Logs to help students track and reflect on their progress. I already blogged about Learning Logs in detail here, so I'm not going to repeat myself, but these are the final piece of my latest digital notebook version, and they have been a huge success with my students.

And there you have it- my latest and greatest advice on digital notebooking. For more technical details on how to create your own digital notebooks for your students, please check out the tutorial videos I created here on the Digital Notebooks page. If you do create your own version of a digital notebook, please share your experiences! From the increasing number emails and comments I've been receiving lately, I know there is a growing interest in teachers harnessing the power of digital notebooks for learning, and I'm excited to see the possibilities.

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This school year was my second year going paperless with my science classes and using digital notebooks. Since starting out I've learned quite a lot: how to make digital notebooks easier to use (for students and teachers!) and how to make them more effective tools for learning.

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Interactive Notebooks using Google Slides by Jessica List on Prezi

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Interactive Notebooks using Google Slides by Jessica List on Prezi

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Interactive Notebooks using Google Slides

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Interactive Notebooks using Google Slides More work in the beginning but worth it in the end!

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Interactive Notebooks: Google Style | Infos, Notebooks and Style

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Interactive Notebooks: Google Style | Infos, Notebooks and Style

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Go digital when using interactive notebooks. Digital notebooks encourage students to be more creative, independent thinkers.

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Using a Science Notebook - Google Slides

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Using a Science Notebook - Google Slides

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Interactive Science Notebooks - Google Slides

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Interactive Science Notebooks - Google Slides

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Interactive Notebooks - Google Apps Advanced

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Interactive Notebooks - Google Apps Advanced

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Interactive Notebooks - Google Apps Advanced

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Google Math: Join Me In My Thinking - Teacher Tech

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Google Math: Join Me In My Thinking - Teacher Tech

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I love using Google Slides for math. As Diana Herrington says, it causes you to slow down and think. Duplicating slides allows me to build upon my thinking rather than simply layering all steps on top of each other. Inserting a text box on each slide provides me the opportunity to explain my thinking rather than just showing my steps.

Especially when a math problem goes beyond DOK 1 where I really need to think and strategize, I will often have wrong approaches before arriving at one of the correct approaches. Using Google Slides I can include my whole journey to demonstrate how I'm thinking through the problem. Jo Boaler emphasizes the importance of making mistakes as part of the math process. Sometimes those mistakes leads us to deeper understanding as we are thinking about how to find a solution. Sometimes people mistakenly think there is one approach to solving math problems; this is untrue. By sharing the journey of discovering the solution, we help those around us realize there are multiple approaches possible.

Google Slides App

A math problem was shared out on Twitter. I saved the image to my phone. Using the Google Slides app on my phone I created a blank Slides presentation and added the image to a slide.

@classroomchef @alicekeeler PLEASE help me solve this. A friend's kid's HW and even though I have the TE, I am stumped. Find Area of shaded. pic.twitter.com/cPh9lhEESc

- Chelsea McClellan (@marvelousmcc) January 20, 2017

I duplicated the slide and started to logic through how I would tackle this problem. Rather than a pretty and final presentation of the step by step solution, the slides show how I got from A to B.

Link to Slides

@classroomchef #MTBoS 0.25π(4)^2 - π(2)^2=0 but removed leaf around IA.
1/4circ - tri.=1/2 leaf so + 2(0.25π(2)^2 - 0.5(2)^2) back = 2π-4 pic.twitter.com/BTCxBUp50l

- Fred G. Harwood (@HarMath) January 20, 2017

Sharing Where I'm At NOW

I shared the Slides on Twitter. There have been times I've tweeted out a question and received multiple replies back (thank you!) even after the answer was discovered. Why? The tweet reader is looking at an old tweet. They do not have the current information or status on what I know. Not true with Google Slides. Google Slides is always the correct version. A person on Twitter who reviews the slides at any time would see any updates to the math problem. I knew my math problem had a flaw in my logic. I shared the Slides with the error. Sharing Google Slides allows others to critique my reasoning at the point where I'm at at that time, not a point in the past.

The same is true when we ask students to do a math problem on Google Slides. As teachers, we are able to help students develop their thinking through the process. We can insert comments from our phones or use the shortcut Control Alt M from a computer to ask questions to further the thinking of students... While they are working on it.

If a student sends me an email about a math problem they may have figured it out or progressed the problem by the time I respond. Limitation of the technology. Using Google Slides, I am looking at the current thinking and progress of the student no matter when I am able to respond.

Don't Edit, Continue

When I realized the error I made in calculating the solution I did not go back and correct the slides. Instead, I added a new slide to explain what I was thinking and to write out in words the logic of where I needed to go next. I duplicated the slide that I needed to backtrack to and then moved forward with my explanation of the solution.

Not the Wrong Answer, An Opportunity to Develop Critical Thinking

Math students can oftentimes be afraid of getting the answer wrong. This makes them risk averse and sometimes averse to trying at all. When we "go over the homework" this is usually done by giving the answers and answering questions. This gives the impression that the value is in the answer, not in the critical thinking.

If we want to develop critical thinkers we need to allow students to think, receive feedback, and for the student to think some more. Repeat. The process isn't due the next day at the start of class. It's due when the student understands the material. This requires a feedback cycle.

One of the 8 mathematical principals is for students to critique the reasoning of others. Google Slides makes this possible because students do not have to give up their work to receive feedback. Students share the Google Slides with a peer by clicking the blue share button. Students should be in the habit of reviewing the THINKING and LOGIC of other students, not just checking the answer and looking for typos. Critiquing the reasoning of others is win win. Seeing how other students approached the problem in different ways helps students to appreciate that math is creative and visual and not just procedural steps. Seeing different approaches helps to expand possibilities and understanding for the reviewer. Providing high-quality feedback, which we have to teach students how to give, helps the reviewer to have a deeper understanding of the concepts as well.

We are a community of learners and we help each other get better.

More Sharing

Since students are creating their work in Google Slides, it is wicked easy to present or share the work. Students can easily embed into a digital portfolio. Slides can instantly be projected in class, even if the student is still working on the problem.

Want to make a student feel proud? Ask to share their creative approach to solving the problem with others outside the class. "Can I tweet this/Facebook/send to other math teachers/include in newsletter/highlight on class webpage, etc...." Even if the student or parent declines, they still know you thought this was worth sharing with others. This has more value than points, a "good job" pat on the back, stickers, or candy.

Copyright secured by Digiprove © 2017

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Google Math: Join Me In My Thinking - Teacher Tech

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I love using Google Slides for math. As Diana Herrington says, it causes you to slow down and think. Duplicating slides allows me to build upon my thinking rather than simply layering all steps on top of each other. Inserting a text box on each slide provides me the opportunity to explain my thinking rather than just showing my steps.

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EquatIO - Voice Type Your Math - Teacher Tech

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EquatIO - Voice Type Your Math - Teacher Tech

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The Add-on g(math) has received a facelift and has been upgraded to the Chrome extension EquatIO. EquatIO makes it easier to add math symbols to your Google Docs and Forms (Slides and other web applications is coming soon.)

Install the Chrome extension EquatIO and start a Google Doc (or Form). Click on the EquatIO extension icon to activate it. Click on it again to hide it.

A toolbar will appear at the bottom of the screen. Press the record icon (Start speech recognition) and say not only your math but ask for symbols such as "angle" or common formulas such as "quadratic formula." Pause the speech recognition and press enter in the speech box to convert to math symbols. Insert the math into the Google Doc with the press of a button.

Find out more about EquatIO by following the hashtag #EquatIO on Twitter.

Copyright secured by Digiprove © 2017

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EquatIO - Voice Type Your Math - Teacher Tech

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The Add-on g(math) has received a facelift and has been upgraded to the Chrome extension EquatIO. EquatIO makes it easier to add math symbols to your Google Docs and Forms (Slides and other web applications is coming soon.) Voice Type with EquatIO Install the Chrome extension EquatIO and start a Google Doc (or Form).

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Here's a quick video tutorial on using integrals in the Desmos Graphing Calculator (https://www.desmos.com/calculator). You can find more how-to videos, as well as our collection of interactive tours, at http://learn.desmos.com. To explore the graph created in the video (including the "visuals" folder), click here: https://www.desmos.com/calculator/rcylfketev

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Welcome to the Curriculum Guide! Here, you will find information about the structure of Desmos Math 6-A1 and the resources available, as well as wisdom from teachers about how they make the most of the curriculum in their classrooms.

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Welcome to the Curriculum Guide! Here, you will find information about the structure of Desmos Math 6-A1 and the resources available, as well as wisdom from teachers about how they make the most of the curriculum in their classrooms.

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Control Alt Achieve: Equatio: Yes You Can Type Math and Science in Google Docs and Forms!

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Control Alt Achieve: Equatio: Yes You Can Type Math and Science in Google Docs and Forms!

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As a previous math teacher, I have a soft spot for the pains teachers and students can feel when trying to use math symbols and expressions in technology. The same thing can be said in science when typing chemical formulas. Technology seems to play best with normal letters and numbers, rather than exponents, subscripts, fractions, and such.

Although there are many tools to help address these issues, one I have often recommended has been g(Math). This is an add-on for Google Docs, Sheets, and Forms, that provides a variety of ways to enter and insert mathematical expressions into these files.

Recently I found out that g(Math) is getting an upgrade with a new name, new features, and new format! The new version is called Equatio and it makes it easier than ever to write with math and science symbols in Google Docs and Forms. Rather than being an add-on, this version of the tool is actually a Chrome extension, meaning eventually it will be able to work in many apps beyond just Docs and Forms.

Update: This new version launched April 4, 2017, and you can see below for an overview of this new tool complete with detailed directions, screenshots, and animations.

What is Equatio?

Equatio is a Chrome web extension that makes it easier to create and insert mathematical symbols and expressions, as well as scientific formulas when using Google Docs and Google Forms. Because it is a Chrome web extension, you need to be using the Chrome browser on a PC, Mac, or Chromebook to use Equatio.

Update: Equatio is available for installation from the Chrome Web Store now at: Equatio Chrome Web Store link

Note: The free version of Equatio works in Google Docs, while there is a premium upgrade option that also works in Google Forms. See the Texthelp website for full details on the free versus premium versions.

Once you have Equatio installed, you can launch it in either Google Docs or Google Forms.

When in Google Docs, simply click on the Equatio extension in the top right corner of Chrome.

When in Google Forms, click the Equatio icon next to any question or answer in the Form.

This will open the Equatio toolbar at the bottom of your screen.

With the Equatio toolbar open, You can adjust a few settings.

Click the Equatio menu on the left side of the toolbar.

Choose "Options" from the pop-up menu.

In the "Prediction" section you can turn on prediction for Math, Chemistry, and Formulas, depending on what subject(s) you teach or take as a student.

Using Equatio

With Equatio you can enter math and science writing in five ways:

Equation Editor

LaTeX Editor

Handwriting Recognition

Speech Input

Symbol Galleries

Each of these options is explained below.

Option #1 - Using the Equation Editor

The Equation Editor allows you to enter math and science content with natural language and predictions.

Begin by typing in letters and numbers as normal.

If you type in part of any math terminology, Equatio will pop up matching predictions to choose from, and will then insert that symbol. For example you could begin to type square root, pi, exponent, quadratic formula, integral, or such.

If you type in part of any chemical formula, Equatio will pop up matching predictions for those as well.

When done creating your math or science text, click the " Insert Math" button to add it to your Google Doc or Form.

Option #2 - Using the LaTeX Editor

If you are familiar with the LaTeX syntax, you can also use that for entering your math by using the " LaTeX Editor" option.

Option #3 - Handwriting Recognition

Equatio also allows you to draw your mathematical expressions, and it will try to convert that over to the typed symbols. You can use your mouse to do this, or your finger or stylus if you have a touch screen laptop.

Click on the "Handwriting Recognition" button in the Equatio toolbar.

Draw in the "Handwriting" area on the left.

If you need more room, drag the top of the panel to make it larger.

In the "Math" section on the right, Equatio will try to convert your handwriting to symbols.

You can use the "Undo" button to remove something that was not recognized to try again.

When done creating your math or science text, click the " Insert Math" button to add it to your Google Doc or Form.

Another way to enter math or science text is to speak to Equatio. Using voice recognition, the extension will try to translate your spoken words into symbols.

Click the "Speech Input" button on the Equatio toolbar.

Click the red record button in the "Speech" area on the left side.

Begin speaking and Equatio will translate in the "Math" area on the right side.

When done creating your math or science text, click the " Insert Math" button to add it to your Google Doc or Form.

Option #5 - Symbol Galleries

While using any of the previous four input methods, you may also take advantage of Equatio's " Symbol Galleries" on the far right side of the Equatio toolbar. Sometimes it may be easier to pick a needed symbol or formula from the pop-up menus to insert into your Doc or Form.

The symbol galleries include the following:

Using Equatio in Google Docs

When you use Equatio to insert math expressions or science formulas into a Google Doc, the text is inserted as an image. Just like any image you can modify it in several ways:

Click and drag the corners to make the image larger or smaller.

Click the "Wrap text" option to drag the image to different parts of the page.

Click and drag the circle on the top of the image to rotate it.

Using Equatio in Google Forms

Equatio can be used both when creating a Google Form and when filling out a Google Form. This is a great way for teachers to create quizzes with math and science symbols, but can also make it easier for students to submit math expressions and science formulas as answers.

To use Equatio when creating a Form, do the following:

Click the Equatio icon next to any question to create an image to go along with the question.

Click the Equatio icon next to any answer choice to create an image to go along with that choice.

Create a math or science expression as normal using the Equatio tools.

When you click "Insert Math" the images will be added to the Form.

To use Equatio when filling out a Form (such as taking a quiz) do the following:

When completing a "Short Answer" or "Paragraph Text" question, you will see an Equatio icon in the answer box.

Click the Equatio icon to open the toolbar and create your math expression as normal.

When you click "Insert Math" the image will be added to the answer.

If you need to remove the answer to insert something else, you can click the "X" icon to start over.

The answers you submit will show up properly as images on the "Responses" tab in the Form.

Note: Because these answers are actually images, Google Forms is not able to auto-grade those specific questions with the built-in quiz feature. You would need to enter the score for these questions by hand on the "Individual" tab of the "Response" section.

Conclusion

With Equatio students and teachers now have several more options when creating math expressions and science formulas in Google Docs and Forms, including natural text, handwriting, and even speech input. Over time Texthelp plans to continue adding many more features to Equatio, and to extend its functionality to other programs.

For those that are familiar with g(Math), you can continue to use that tool as well, although all new development and features will be going into Equatio moving forward.

Post by Eric Curts. Bring me to your school, organization, or conference with over 50 PD sessions to choose from. Connect with me on Twitter at twitter.com/ericcurts and on Google+ at plus.google.com/+EricCurts1

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Equatio: Yes You Can Type Math and Science in Google Docs and Forms!

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As a previous math teacher, I have a soft spot for the pains teachers and students can feel when trying to use math symbols and expressions in technology. The same thing can be said in science when typing chemical formulas. Technology seems to play best with normal letters and numbers, rather than exponents, subscripts, fractions, and such.

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Free Technology for Teachers: 10 Math Tutorial YouTube Channels Not Named Khan Academy

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Free Technology for Teachers: 10 Math Tutorial YouTube Channels Not Named Khan Academy

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One of the most popular posts of all time on this blog featured math tutorial YouTube channels for high school and college students. That post was originally created as a response to an email from a reader who was seeking suggestions for math videos that were not on Khan Academy. This evening I took some time to update my list of math tutorial channels on YouTube that are not Khan Academy. Here's the new list.

Yay Math! features an excited teacher teaching mathematics lessons to his students. The videos capture just the teacher and his whiteboard with some feedback from students. The videos cover topics in Algebra and Geometry. You can check out the Yay Math! companion website to learn more about Robert Ahdoot, the teacher featured in the videos.

WowMath.org is developed by high school mathematics teacher Bradley Robb. His YouTube channel has more than six hundred videos covering topics in Algebra and Calculus. You can access the videos on a mobile version of WowMath too.

Patrick JMT offers of hundreds of videos covering topics in Algebra, Trigonometry, and Calculus. The channel also includes tips for answering math questions on the SAT and on the GED.

Numberphile is a neat YouTube channel about fun number facts. There are currently thirty-three videos in the Numberphile collection. The videos cover things like 998,001 and its Mysterious Recurring Decimals, Pi and Bouncing Balls, and 1 and Prime Numbers.

Bright Storm is an online tutoring service. On their YouTube channel Bright Storm provides hundreds of videos for Algebra I, Algebra II, Trigonometry, Precalculus, and Calculus. Bright Storm also offers some SAT and ACT prep videos.

Ten Marks is another online tutoring service that offers mathematics tutorial videos on their site as well as on their YouTube channel. Some of the lessons in their playlists include lessons on units of measurement, decimals, fractions, probability, area and perimeter, and factoring.

Math Class With Mr. V features seven playlists made by a mathematics teacher teaching lessons on basic mathematics, geometry, and algebra. In all there are more than 300 video lessons. Like most mathematics tutorials on YouTube, Math Class With Mr. V uses a whiteboard to demonstrate how to solve problems.

The Open University is one of my go-to YouTube channel for all things academic. A quick search on The Open University reveals seven playlists that include lessons in mathematics. The lessons that you will find in these playlists are more theoretical than they are "how to" lessons.

The New Boston is primarily a channel for computer science lessons, but it also has some good playlists of geometry, algebra, and basic mathematics lessons.

Math Doctor Bob's YouTube channel offers nearly 700 video lessons on statistics, algebra I and II, calculus, geometry, and much more. The lessons feature Doctor Bob giving the lesson in front of a whiteboard so you see him and don't just hear his lessons.

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10 Math Tutorial YouTube Channels Not Named Khan Academy

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One of the most popular posts of all time on this blog featured math tutorial YouTube channels for high school and college students. That post was originally created as a response to an email from a reader who was seeking suggestions for math videos that were not on Khan Academy.

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(1) EquatIO - How to use in Google Docs - YouTube

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(1) EquatIO - How to use in Google Docs - YouTube

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This video demonstrates how to use EquatIO in Google Docs to create digital, accessible math through typing, handwriting, dictation and more!