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The life of an educator is fast-paced! Sometimes it feels like just being able to catch your breath is challenging. Yet, we know that general and special education collaboration is key to quality inclusive education for students with disabilities, including students with significant cognitive disabilities. Figuring out how to balance these competing pressures is essential in today's schools.

How much time do you have?
Selecting any of the 5, 15, or 45 buttons will take you to the tool to get started!
What if you only have 5 minutes to collaborate with a colleague? What can be accomplished to plan inclusive instruction? What if you have 15 minutes? 45 minutes? Quality planning that leads to meaningful change for student instruction is possible. The TIES Center's 5-15-45 Tool guides teams to use the time that is available to consider the content, instructional strategies, and barriers to learning for all students in the general education classroom, including students with significant cognitive disabilities. The tool applies whether you are meeting virtually or in-person. Check it out!

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The life of an educator is fast-paced! Sometimes it feels like just being able to catch your breath is challenging. Yet, we know that general and special education collaboration is key to quality inclusive education for students with disabilities, including students with significant cognitive disabilities.

# data[].attributes.attachment_link.readable_text
The life of an educator is fast-paced! Sometimes it feels like just being able to catch your breath is challenging. Yet, we know that general and special education collaboration is key to quality inclusive education for students with disabilities, including students with significant cognitive disabilities. Figuring out how to balance these competing pressures is essential in today's schools.

How much time do you have?
Selecting any of the 5, 15, or 45 buttons will take you to the tool to get started!
What if you only have 5 minutes to collaborate with a colleague? What can be accomplished to plan inclusive instruction? What if you have 15 minutes? 45 minutes? Quality planning that leads to meaningful change for student instruction is possible. The TIES Center's 5-15-45 Tool guides teams to use the time that is available to consider the content, instructional strategies, and barriers to learning for all students in the general education classroom, including students with significant cognitive disabilities. The tool applies whether you are meeting virtually or in-person. Check it out!

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The life of an educator is fast-paced! Sometimes it feels like just being able to catch your breath is challenging. Yet, we know that general and special education collaboration is key to quality inclusive education for students with disabilities, including students with significant cognitive disabilities.

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Email me if you have any questions or need anything--Debra dherbur@wested.org 

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Email me if you have any questions or need anything--Debra dherbur@wested.org 

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California Community Colleges Assessment and Placement

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Current regulation

Currently, community colleges are already prohibited from requiring students to take a prerequisite course unless they are highly unlikely to succeed in a higher-level course without it, pursuant to Section 55003 of Title 5 of the California Code of Regulations. However, this policy is often not followed in practice.

Colleges are required to use multiple measures in determining course placement, pursuant to Section 55522 of Title 5 of the California Code of Regulations, but Title 5 of the California Code of Regulations fails to provide sufficient guidance in the use of multiple measures to ensure that students are not excluded from courses in which they can be successful.

The intent of AB 705

AB 705 was written to clarify existing regulation and ensure that students are not placed into remedial courses that may delay or deter their educational progress unless evidence suggests they are highly unlikely to succeed in the college-level course. Assessment instruments and placement policies have serious implications for equity, as students of color are far more likely to be placed into remedial courses; students placed into remediation are much less likely to reach their educational goals.

Evidence suggests that community colleges are placing too many students into remediation and that significantly more students would complete transfer requirements in math and English if enrolled directly in transfer-level English and math courses. Research suggests that when used as the primary criterion for placement, assessment tests tend to under-place students; and a student's high school performance is a much stronger predictor of success in transfer-level courses rather than standardized placement tests.

What does my college need to do?

Every college is required to maximize the probability that a student will enter and complete transfer-level coursework in English and math within a one year timeframe and use, in the placement of students into English and math courses in order to achieve this goal, one or more of the following measures:

All community colleges are required to be in compliance with AB 705 no later than fall of 2019.

Memos

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About AB 705 - California Community Colleges Assessment and Placement

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Currently, community colleges are already prohibited from requiring students to take a prerequisite course unless they are highly unlikely to succeed in a higher-level course without it, pursuant to Section 55003 of Title 5 of the California Code of Regulations. However, this policy is often not followed in practice.

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In October 2017, Governor Brown signed AB 705 (Irwin) into law and fundamentally changed how assessment, placement, and basic skills instruction would happen in the California community colleges. At the time of the law's signing, no one really knew how it would be implemented and what the impacts would be on colleges. While many unanswered questions still remain, we now have a much better sense of what colleges are required to do and the different options that they have available as they implement the law locally.
Placement in Mathematics and English
AB 705 requires colleges to use high school performance data-overall GPA, courses taken, or course grades-to be the primary measure when placing students, if transcript data is available. If official transcript data is not available, colleges can use self-reported information that can be collected by CCCApply or as part of a guided self-placement process.

The California Community Colleges Chancellor's Office and the Academic Senate for California Community Colleges published a joint on July 10, 2018 that outlined default placement for transfer-level composition, statistics and liberal arts mathematics, and business and STEM mathematics courses. All of these default placement recommendations require colleges to place transfer-directed students with an 11 th grade high school GPA-no matter what that GPA may be-into transfer-level courses unless the college can demonstrate that placing the students into a pre-transfer level course gives them at least as good of a chance of passing a transfer-level course in one year.

For any student without transcript data, colleges can use guided self-placement to place students into courses. At its meeting on September 7, 2018, the ASCCC Executive Committee approved three documents for distribution related to guided self-placement and steps that colleges might consider including in their local processes. No statewide guidelines have been created for guided self-placement, so each college may develop a process that is designed to meet the needs of its own student population. The Executive Committee believes that several specific steps of guided self-placement would benefit all students. Those steps include career counseling, identifying a major or metamajor, clarifying the student's educational goals, and reviewing the coursework that the student has previously completed.
A Year and the Clock
AB 705 requires colleges to maximize the likelihood that students enter and complete a transfer-level course in mathematics and English in one year. For the purposes of AB 705, one year is defined as two semesters or three quarters. Therefore, colleges cannot place a transfer-directed student more than one level below transfer except in some limited circumstances.

Many questions have arisen about the clock and whether colleges will be penalized if a student does not pass a transfer-level course within one year. Colleges are required to develop placement systems and curricular sequences that align with legal requirements. If a student chooses to enroll in a basic skills course that prevents him or her from completing a transfer-level course in one year or if the student does not pass the transfer-level course within the one year window, the college will not be held responsible. The college cannot guarantee that student will pass, and colleges have limits as to how much they can control student behavior.
Concurrent Support
The default placement rules mention that concurrent support is recommended or strongly recommended for students with a GPA below 2.6 in English, 2.9 in statistics or liberal arts math, or 2.6 in STEM, as well as for STEM students whose high school math course was below the level of calculus. Concurrent support could include redesigning existing courses to increase the number of hours in the classroom and embedding the support, creating either credit or noncredit co-requisite support courses, or increasing access to learning centers, supplemental instruction, directed learning activities, and tutoring. Some of these options already exist at many campuses and will only need to be adjusted or expanded to support the new course placement structure. Other options will require the development of new curriculum, which means having those new and revised courses passed in time for the next college catalog.

Questions have also arisen regarding the use of co-requisites, and colleges will need to determine if such courses make sense for their students and how they will be implemented. Co-requisite support can be offered as credit or noncredit courses and, per the published in August, both versions can be required if the college can demonstrate that the co-requisite increases the likelihood that a student will pass the transfer-level course. Whether colleges require co-requisites, whether they choose to use credit, noncredit, or both, and how many units or hours each co-requisite course contains are all local decisions, and colleges must determine the best ways to serve their specific student populations. The majority of community college students are attending college part-time, and co-requisites could increase a 4-5 unit course to a 6-8 units. If a student takes 12 units and a math or English course makes up more than 50% of those units, the student could lose financial aid eligibility if he or she has to drop that course or does not pass it at the end of the semester. This possibility might lead colleges to consider noncredit co-requisites, and using those types of courses certainly has advantages, such as saving students money and not causing them to accumulate additional units, but a noncredit co-requisite still represents additional hours that a student must spend in the classroom and does not count toward the number of units a student must take to maintain financial aid eligibility. None of these potential challenges means that colleges should not implement the co-requisite model, which has been shown to be effective, but colleges should be aware that the model may not be the best choice for every student. Colleges will want to implement multiple types of concurrent support that will allow all students to be as successful as possible.
Elimination of Basic Skills
When the default placement rules were published, some colleges interpreted them to mandate that all basic skills courses should be removed from college catalogs. Even if a college is not able to place as many students into basic skills courses, some students may prefer to take a basic skills course and some students will need basic skills courses. Students might make this choice for many reasons. They might have been away from school for so long that they do not feel comfortable going straight into a transfer-level course. They might be unable to commit to the number of hours required for the transfer-level course with a required co-requisite, but they may feel comfortable taking the transfer-level course alone. Taking a basic skills course is not the only way to address issues like these, but colleges should consider keeping the option open to students who wish to choose it.

Coupled with the possible deletion of basic skills courses, questions have been asked about whether non-transferable prerequisites should be removed. This question is difficult to answer today, and the answer might change in another year. CSU Executive Order 1100 removed the explicit requirement that any course approved for CSU GE Breadth Area B4 must have a prerequisite that traced back to intermediate algebra, but some majors at the CSU are still looking at whether they want to create an intermediate algebra requirement. The IGETC standards allow for alternative prerequisites for statistics, but other quantitative reasoning courses do not appear to have this flexibility. Additionally, changes to prerequisites are considered a substantial change by many universities and may trigger a re-evaluation of course-to-course articulation agreements. Finally, the prerequisites on existing C-ID descriptors have not been removed, so colleges that delete such prerequisites could lose their C-ID designations, and approval of their Associate Degrees for Transfer could be impacted. As of today, too many unknowns remain for colleges to start deleting prerequisites, but this situation might change in the near future. Colleges are encouraged to wait for more definitive information stating that deleting pre-transfer prerequisites will not carry negative impacts.
Curricular Innovations
The July memo made clear that AB 705 is a call for colleges to develop innovative ways of serving the needs of students. Implementation of different types of concurrent support is one type of innovation, but many colleges have discussed other alternatives. These ideas include creating redesigned basic skills courses, creating stretch courses, integrating supplemental instruction, or embedding tutors in the classroom. Each of these options has advantages and disadvantages, but colleges might consider them as possibilities that would support the needs of some students. Faculty should have discussions about all of the options available and which ones they would like to try. No one knows exactly what will work for each student and each community, so colleges should be open to trying different options and be willing to make additional changes after fall 2019.
Summary
We certainly know more about what AB 705 means for our colleges than we did a year ago, but many questions still need to be answered. We hope that some of those questions will be answered before fall 2019, such as whether colleges will have access to transcript data for all current high school students, but others might take years to answer, such as whether all basic skills instruction should be removed from the community colleges. The Academic Senate will continue to work with the Chancellor's Office to ensure that colleges have the maximum amount of flexibility possible under the law, allowing them to develop new strategies to support the needs of all students.

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A Year Later: Where We Are with AB 705 for Mathematics and English

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In October 2017, Governor Brown signed AB 705 (Irwin) into law and fundamentally changed how assessment, placement, and basic skills instruction would happen in the California community colleges. At the time of the law's signing, no one really knew how it would be implemented and what the impacts would be on colleges.

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California Community Colleges Assessment and Placement

# data[].attributes.attachment_link.readable_text
Current regulation

Currently, community colleges are already prohibited from requiring students to take a prerequisite course unless they are highly unlikely to succeed in a higher-level course without it, pursuant to Section 55003 of Title 5 of the California Code of Regulations. However, this policy is often not followed in practice.

Colleges are required to use multiple measures in determining course placement, pursuant to Section 55522 of Title 5 of the California Code of Regulations, but Title 5 of the California Code of Regulations fails to provide sufficient guidance in the use of multiple measures to ensure that students are not excluded from courses in which they can be successful.

The intent of AB 705

AB 705 was written to clarify existing regulation and ensure that students are not placed into remedial courses that may delay or deter their educational progress unless evidence suggests they are highly unlikely to succeed in the college-level course. Assessment instruments and placement policies have serious implications for equity, as students of color are far more likely to be placed into remedial courses; students placed into remediation are much less likely to reach their educational goals.

Evidence suggests that community colleges are placing too many students into remediation and that significantly more students would complete transfer requirements in math and English if enrolled directly in transfer-level English and math courses. Research suggests that when used as the primary criterion for placement, assessment tests tend to under-place students; and a student's high school performance is a much stronger predictor of success in transfer-level courses rather than standardized placement tests.

What does my college need to do?

Every college is required to maximize the probability that a student will enter and complete transfer-level coursework in English and math within a one year timeframe and use, in the placement of students into English and math courses in order to achieve this goal, one or more of the following measures:

All community colleges are required to be in compliance with AB 705 no later than fall of 2019.

Memos

# data[].attributes.attachment_link.title
About AB 705 - California Community Colleges Assessment and Placement

# data[].attributes.attachment_link.description
Currently, community colleges are already prohibited from requiring students to take a prerequisite course unless they are highly unlikely to succeed in a higher-level course without it, pursuant to Section 55003 of Title 5 of the California Code of Regulations. However, this policy is often not followed in practice.

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Grad Rates by disability category report 

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David Conley College and Career Articles

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David Conley College and Career Articles

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David Conley College and Career Articles

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Questions for Each Teacher to Ask as Part of Co

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 co-planning framework with teacher questions

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Considerations for Student Placement in Co

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ELA.RL.7.1

Common core State Standards

ELA: English Language Arts

RL: Reading Standards for Literature 6-\x80\x9312

7: 7th Grade

1:
Cite several pieces of textual evidence to support
analysis of what the text says explicitly as well as
inferences drawn from the text.

Download Common Core State Standards (PDF 1.2 MB)

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Discussion and Supporting Materials

Thought starters

1. How do Ms. DeBose and her co-teacher Ms. Aldebot use data to inform their planning?

2. How are stations effective in meeting the needs of diverse learners?

3. Ms. DeBose uses her co-teacher and paraprofessionals to lead the stations. How could you plan a lesson like this one if you don't have extra teachers in your classroom?

School Details

Bronx Studio School For Writers And Artists
928 SIMPSON ST
BRONX NY 10459

Data Provided By:

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Geneviève DeBose describes how she is experimenting with teacher-led small groups in order to provide students with tailored instruction. Before this lesson, she and her co-teacher surveyed students to discover their skill needs, and then formed stations from this data.

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Educational Technology and Mobile Learning

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Below is an excellent video explaining the SAMR model in 120 seconds. SAMR is a framework through which you can assess and evaluate the technology you use in your class. The goal is to help you make informed decision regarding the rationale and utility of the technology you integrate in your teaching. This SAMR poster walks you through the different components of the SAMR model.

Is technology providing an added value to your teaching or is it simply replacing the old and traditional ways of doing the same thing? If it is adding value, define this value awhat can of value? The SAMR model will help you answer these and these and several other questions regarding your pedagogical EdTech practices. Bottom line, from a pedagogical perspective, technology is more effective when it leads to transformative learning experiences.

For those of you new to the SAMR concept, the video below shared by Candace M provides a great introduction to this concept. It explains in simple ways what SAMR is all about and provides concrete examples of its usage. Here is how it explains SAMR's four levels:

In a substitution level, teachers or students are only using new technology tools to replace old ones, for instance, using Google Docs to replace Microsoft Word. the task ( writing) is the same but the tools are different.

Though it is a different level, but we are still in the substitution mentality but this time with added functionalities. Again using the example of Google docs, instead of only writing a document and having to manually save it and share it with others, Google Docs provides extra services like auto saving, auto syncing, and auto sharing in the cloud.

This is the level where technology is being used more effectively not to do the same task using different tools but to redesign new parts of the task and transform students learning. An example of this is using the commenting service in Google Docs, for instance, to collaborate and share feedback on a given task task.

If you are to place this level in Blooms revised taxonomy pyramid, it would probably correspond to synthesis and evaluation as being the highest order thinking skills. "Redefinition means that students use technology to create imperceptibly new tasks. As is shown in the video below an example of redefinition is "when students connect to a classroom across the world where they would each write a narrative of the same historical event using the chat and comment section to discuss the differences, and they use the voice comments to discuss the differences they noticed and then embed this in the class website".

Watch the video to learn more about SAMR

# data[].attributes.attachment_link.description
Below is an excellent video explaining the SAMR model in 120 seconds. SAMR is a framework through which you can assess and evaluate the technology you use in your class. The goal is to help you make informed decision regarding the rationale and utility of the technology you integrate in your teaching.

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Common Sense Education provides educators and students with the resources they need to harness the power of technology for learning and life. Find a free K-12 Digital Citizenship curriculum, reviews of popular EdTech apps, and resources for protecting student privacy.

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EdSurge - Education Journalism and Research

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A nonprofit newsroom reporting on the powerful forces, fascinating people and innovative practices shaping teaching and learning.

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Understood--resources to understand and support students with disabilities 

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Understood--resources to understand and support students with disabilities 

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Understood - For Learning and Thinking Differences

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Understood.org is the resource that helps the 70 million people with learning and thinking differences anticipate the challenges, barriers, or opportunities in life and confidently reach their potential.

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Math Tools Aligned to Common Core Standards | Common Sense Education

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Math Tools Aligned to Common Core Standards is a list of 52 apps, games, and websites curated by Common Sense Education editors.

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Math is the language of the universe. If one were to excel in science and know the secrets of the universe, he needs to have a concrete understanding of math. As teachers, we all want our kids to succeed in math. However, it is our duty to give them the material, help them apply skills, and build their concepts. It's imperative that we focus on making sure that our students understand the material rather than just memorizing it. In this article, I am going to highlight five tips that come in handy for students to understand math and grasp basic concepts.

Create a Perfect Class Opener
School is often boring for students. The reason for that is the approach of teachers when teaching their students. If the teacher sets a precedent that the aim of coming to class is to rote learning whatever is taught to the students, the ambiance will automatically become dull. The first five minutes of a class set the tone for the entire lecture, which is why teachers need to take a creative approach and opt for an effective class opener.

Solve the Problem in More than One Way
We have to understand that every student is not equal. Our brains are designed differently. If a certain student is able to grasp the concept taught in a certain way, it doesn't mean that every student might have understood that concept. The best way to approach this problem is by showing the students different ways they can solve a problem and letting them decide the best way that works for them.

Raise the Bar for Them
Meaningful math education goes far beyond the contents of the book. Teachers need to motivate their students and make them understand that they need to set higher goals for themselves and create room for improvement. With the internet becoming a powerhouse for learning, teachers can make use of some helpful courses like MathXL for students that contain digital information in the form of videos, animations, examples, and more.

Show the Application
Making students learn a concept is one thing; showing how it is implemented in real life is another. In a perfect world, teachers would be able to demonstrate how every concept is implemented, but they should be taking this approach whenever they can. When students see how math is implemented in the real world, it will become much easier for them to grasp confusing concepts.

Finish the Class on a High Note
Just like the class opener is an important way to set the tone for the rest of the class, you need to finish your class on a high note so that students feel motivated that they have learned something. The last five minutes of the class are critical when it comes to making sure that students have understood everything, and they have a clear idea about the homework. You can do a quick assessment to find out how much the students have learned from the class and discuss future tasks so that there is no confusion.

I propose here ideas teachers need to know and pay attention to when teaching mathematical proofs and how to prove.
A. What is a (mathematical) proof?
I define proof as a relational network of claims (propositions and conclusions), substantiation (established knowledge that makes the claim legitimate) and appropriate connectives so sequenced to justify why the conclusion is a logical consequence of the premises. Continue reading "Tips for Teaching Proofs and Proving"

Show and tell activity (aka lecture method) may work for some but never in a mathematics class. Getting students to explain and ask questions are nice but only when the explanation and the questions are mathematical. Reasoning and justifying are good habits of mind but they are only productive if they are based on mathematical principles. Explaining, asking questions, and substantiating one's conjecture or generalization make a productive class discussion but they are only productive for learning mathematics if the mathematics is kept in focus. Orchestrating a productive class discussion is by far the most challenging work of mathematics teaching. Stein, Engle, Smith, and Hughes* (https://doi.org/10.1080/10986060802229675) proposed five practices for moving beyond show and tell in teaching mathematics. I have always practiced them in my own teaching whether with students or with teachers and I find them effective especially when the lesson involve cognitively demanding tasks and with multiple solutions. Continue reading "How to orchestrate a mathematically productive class discussion"

It is a bunch of procedures. That's how people perceive algorithms are. And they are right. Algorithm has been defined as 1) "step-by-step procedures that are carried out routinely"; 2) "a precisely-defined sequence of rules telling how to produce specified output information from given input information in a finite number of steps". It is no wonder then that teaching algorithms is perceived by many as teaching for rote learning and produces not conceptual knowledge but procedural knowledge. Continue reading "Ideas and strategies for teaching math algorithms"

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Teaching mathematics Archives - Mathematics for Teaching

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Math is the language of the universe. If one were to excel in science and know the secrets of the universe, he needs to have a concrete understanding of math. As teachers, we all want our kids to succeed in math. However, it is our duty to give them the material, help them apply skills, and build their concepts.

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Keeping students engaged and excited about math class can be a tall order. However, with the many advances in technology, it is much easier to make math lessons fun. In addition, technology can also make the math teacher's job a lot easier by providing pre-made activities, options for differentiating and even helping with pre- and post- assessments (including grading!).

The following is a list of different resources to help both new and veteran teachers make math class a whole lot more fun for students. Best of all, most of these resources are free! You should find materials that can be printed, ideas for activities to use in your classroom and even blogs with tips from teachers around the country to help you build your perfect learning environment.

Materials

Here is a look at the many different items that you can use in your classroom to make math class more engaging for students and easier for you. These items range in cost, but there's something here for everyone (no matter your budget).

"Make personal student white boards just by laminating cardstock."

White Boards. For those of you on a budget, you can make personal student white boards just by laminating cardstock. A dry-erase marker and a piece of tissue is a great way to get students more involved in the classroom while also allowing teachers to assess student learning throughout the class period. There is no easier way of determining if your students are getting the main concepts from the lesson than being able to see their work on their own white boards. If you have a little more money in the budget, you can get a sturdier white board at your local home improvement store. Ask for "white panel board." Most home improvement centers will even cut larger sheets into smaller pieces for you. You will leave with a class set of white boards for less than $50.

Interactive White Boards. Some of you might know these interactive white boards as "promethean boards" or "smart boards." These are the next step up from the old-school overhead projectors. Best of all, you will no longer need transparencies! You can connect the white board to a computer and share documents, websites and even play games. With a large touch screen, students will be excited to come up to the white board to help complete notes, do examples or take part in one of the many interactive games and demonstrations that can be used.

Tablets. A tablet can act as a personalized interactive white board. Instead of one large white board on the wall for the whole class to use, each student can have a touch screen right in the palm of his or her hands. The best feature of tablets is that they allow for customized learning. Ever wondered how you could possibly differentiate your lessons for all the different types of learners in your class? Tablets are the way to go. Students can work at a pace that suits them, and still be learning.

Clickers. Clickers allow every student to feel like he or she is on a game show. Clickers, when used wisely, can keep students engaged during a lesson, help promote discussion and also give the teacher instant feedback on student comprehension.

Graphing Calculators. The graphing calculator has come a long way. Some calculators can now be connected to the teacher's calculator, the interactive white board, the computer or other technology. The graphing calculator can give students an amazing tool for seeing math come to life. Many models can also work as clickers.

Printable Stuff. A teacher's time is a precious commodity, and saving time on the little things is critical when teaching. The Cornerstone offers many free items that can be printed directly from the website, including customizable flash cards, awards and even specialized forms for just about any school occasion. You will not have to recreate the wheel; instead, just print what you need.

Practice Drills. Sometimes students need practice to become fluent in their math skills. Practice drills, or "mad minutes," can be a quick and easy way to provide students with the practice they need. You can design your own practice drills, or if you'd like to save time, simply print some of these pre-made items.

You can find tons of drills already made at Math-Drills.com.

Donna Young also has pre-made practice sheets on her website as well.

Manipulatives

Manipulatives make learning mathematical concepts fun and engaging for students. However, buying supplies for the classroom can get expensive, and you can't always expect to be reimbursed. Therefore, you may want to create some of the manipulatives yourself. Instead of spending time trying to get everything formatted correctly, you can visit one of the many free websites offering pre-made math goodies and have them ready to print for your use!

Black Line Masters offers a wide-range of printable tools and resources geared towards students in pre-K through ninth grade. Check it out, and see what you can use in your classroom. Bookmark it for later so you can go back and print more as your needs change.

SEN Teacher has a page of printable items mostly geared towards the elementary level, including clocks, polygons and even coins. These items look even better when printed in color. Be sure to print on card stock and laminate the items so that they last longer.

IAmHomeschooling.com also offers plenty of ready-made manipulatives and other tools. From pre-K to high school, there are items for students at every level. You can print algebra tiles, Cuisenaire style rods or fraction circles. These are also colorful and can be used over and over if printed on thick card stock and laminated

Craig Loewen of Lethbridge University has a small batch of excellent resources for students in higher level classes, including tangrams and geoboards. These tools have tons of possible uses to enhance your math lessons!

Lessons and Videos

Maybe you already have amazing technology in your classroom. All you need now is some great content to use with that technology to enhance classroom learning. There are many great resources to be found on the web, and many of them are free. Here is a breakdown of some of the sites offering the best lesson plans, videos or even entire courses.

Khan Academy is completely free and offers an excellent library of videos presenting complex math topics in a way that is easy to comprehend. There are also practice questions that can be used in conjunction with the videos.

Saylor University is branching out with brand new, fully-loaded courses for grades K-12. Many courses included assessments, lessons, videos and discussion questions. New courses aligned to the Common Core standards will also be added. For those students looking for a challenge, there is a whole line of open college courses, too.

Want to make your own online textbook for free? Need a lesson plan? Then CK-12 Foundation has what you need! From single lessons to entire courses, CK-12 has it all. Many of the lessons are connected to the Common Core standards as well.

Discovery Education offers a wide-range of new and interesting pre-made lesson plans for you to use. Be sure to check back as new materials are updated. To quick access to materials for the level you are teaching, simply click on K-5, 6-8, or 9-12.

The National Council of Teachers of Mathematics believes math lessons should be more than just "drill and kill!" They've put together an excellent compilation of lesson plans and activities. These are free and geared towards many different levels. Be sure to click on your grade level to maximize your search results.

PBS Learning Media offers an eclectic library of activities and is a great place to find videos or ideas to spice up your lessons. There is a section specifically for K-8, and a section for each of the high school topics. This resource is free, but you may be asked to set up an account.

Cynthia Lanius from Rice University has created this site featuring a broad collection of math lessons that are sure to be "fun, fun, fun!" The lessons are scattered about the page, but you can click on any of the links to get to the actual details. Many involve real-life scenarios and ideas to really get students thinking. These lessons are suitable for upper elementary and middle school students.

K-5 Teaching Resources is an especially great website, and could really be placed under every category in this article. Not only are there lessons, practice tasks, math vocabulary practice ideas and math projects, but you'll also find games and printable items and just about anything else you could need for teaching grades K through 5. By clicking on the links to the different grade levels within the site, you will even be given lists of books that you can use to incorporate literature and language arts into your math lessons.

Learn Zillion is a great place to visit if you're looking to boost classroom discussions with videos and lessons that explain math topics in an easy-to-understand and engaging way. The site offers fun and educational content appropriate for all levels of students. You can use the videos to start a lesson and introduce new ideas, or you can use them to help students draw conclusions and bring it all together.

Who says math can't be fun? With Mathalicious, spicing up middle school and high school math lessons just got a whole lot easier. These amazing collections of lessons will not only get your students thinking and problem solving, but they will have fun while doing it! The lessons are typically geared towards using math in real-life applications, which really helps students see the importance of learning and understating math.

Have you ever heard of the Three Act Math Task? Dan Meyer's has put together some ingenious ideas for changing the way we teach middle and high school math. What's even better, these great ideas are available in a Google spreadsheet, which means anyone can apply them in the classroom. Some of the lessons include videos and data that can be a great starting point for enhancing your lesson, even if you don't follow the three acts.

Shodor is a great resource for students to see math in action. This interactive website has already designed a plethora of fantastic math activities to help students see math at work. The geometry and probability sections are especially helpful!

Online Games

Kids love games! Learning becomes easy with a game that is not only fun, but also meaningful. The next section outlines several resources for the best online math games available.

Mr. Nussbaum is geared towards students in grades pre-K-5. The games are free, entertaining and engaging. Many of the games can be played on iPads and iPhones as well.

Math is Fun is a free website offering mini explanations of math topics from all levels, including elementary to high school. It also features tons of games and puzzles to explore.

Sheppard Software is a great resource for teachers looking for new ways to differentiate. The games offered on this site have many levels, so no matter what stage your student is at, he or she can still practice and have fun! The games are geared towards elementary and middle school students.

Soft Schools has it all, from counting to AP statistics. There are tons of games, worksheets and even online quizzes to help students stay engaged in math.

Cool Math offers a broad collection of free games for a range of age levels. There's also a special section for 3- to 5-year-old students, and you will even find a special section for pre-calculus. Be sure to check out the lessons and activities, too.

Math Playground features games for students that are used to playing video games on consoles, such as Xbox, PlayStation or Nintendo DS. The graphics are great for math games, and most are made for elementary and early middle school students. You will also find a link to great iPad apps that give your brain a workout, and many math manipulatives that would be great for use with an interactive white board.

Math Blaster contains a selection of free games with an option to purchase a membership for access to lessons, additional games and other features. There is also a special section for teachers. Games specifically focus on skills for grades pre-K-6.

Math Activities

Some students just need to be able to learn while doing. Gone are the days of the math "drill and kill" lessons, where students silently solved hundreds of problems. Many students benefit from moving around and discussing with other students. The following list includes interesting activities already made or created to help get teachers thinking beyond the worksheet or textbook.

"Gone are the days of the math "drill and kill" lessons..."

Hands on Math Activities was put together by Wendy Sawatzky. Activities are divided up into categories, and each category includes a basic summary of the activities included and an explanation of any extra materials you might need to carry them out.

Education.com has an interesting selection of activities that will keep students motivated about learning. There's a ton of fun and educational activities that will help keep students engaged in the learning process, including projects like using math skills to make toothpaste or making collages of cityscapes using geometric shapes.

Activity Village has an assortment of games using dice! Students will enjoy this site because they will feel like they are playing a game, but they're also learning math, too! Dice are usually available at dollar or discount stores and can be an inexpensive way to spice up the classroom.

Crewton Ramone's House of Math shares some interesting ways of changing up card games in order to help promote math skills. There are so many ways to change up the games so that differentiation becomes a little easier while still allowing everyone a chance to play.

Teach Mama has three absolutely wonderful ideas for games that are easy to make, easy to play and a fun way to learn or practice math skills. These activities are most appropriate for elementary level students.

Homeschooling Hearts and Minds shares a simple way to help students practice place value and other math concepts through the use of an abacus. When students ask why they can't use a calculator in your class, you can tell them to use their abacus!

Education.com has yet another gem. They have put together a nice group of activities specifically for middle school students. The activities are fun and are a perfect way to spice up lessons.

Hands on Math is a blog with a lot of great ideas to make math more engaging and fun. You may have to sift through some of the other posts, but in between are excellent ideas for teaching math and getting students thinking. There is even talk of using playdough to help students learn. Who doesn't love playdough?

Cut the Knot features almost 1500 different activities to make learning math more exciting. Activities are organized into categories to help you quickly find what you are looking to teach. Many of the activities would be suitable to the high school crowd.

Science Buddies has a list of projects suitable for science fairs, but they also include ideas for math. The projects are organized into three difficulty levels. You can use these ideas to create class projects.

Many games can be switched around to fit the topic you are teaching. The difficult part is coming up with enough inventive ways to keep children excited to play. Multiplication.com has a comprehensive list of math games that are easy to play. There's also a guide for each game that explains how to use the games and how easy or difficult they may be for students.

David Gardner has put together 17 pages worth of games designed for primary school students. Again, some of these games can be adapted for use in lessons other than the ones mentioned on the site. In addition, many of the games require little-to-no cost or preparation.

Common Core

Making sense of the rigorous Common Core standards can be tough. However, there are tons of resources out there to help you create the best lessons in accordance with the new standards. The following compilation of resources includes activities, lessons, unit plans and even practice assessment questions to help you best prepare your students for success.

Learning Math at Home

Getting support from families really helps build a relationship between home and school; it also helps students learn and retain information. It is important to keep families informed about the happenings in your classroom. Moreover, parents are often interested in knowing what their children are learning in school. The followings websites include tips and tools that you can share with parents to help them get involved in their child's math education.

The National Council of Teachers of Mathematics has a special section geared towards families. They offer tips for helping with math homework and problems for families to solve together.

The US Department of Education has put together many activities to help build mathematics into everyday life. Helping students and families see the importance of math and how it can be used everywhere is an important step in getting everyone on board for learning! These activities also make math seem fun and interesting when done together as a family.

Here are some ideas on how families can help with math homework from Great Schools. This is another link that you might want to post to your teacher website or email to parents at the beginning of the year. There are also tips to help parents know where to start when trying to work through a difficult homework assignment.

For the elementary levels, Everyday Mathematics has some helpful guidance for parents to help their child(ren) build number sense and become better prepared for higher level math.

EngageNY has put together resources to help families as the Common Core standards are implemented. This is an excellent resource to share with parents of the school where you teach is using the modules created for Common Core.

Ideas for Over the Summer

Creating something meaningful for students to do to keep their math skills in tip-top shape can be time consuming. Instead, here are some premade activities that you can share with your students so that they return in the fall ready to learn.

For grades 1 through 5, there are summer themed math worksheets at Kid Zone . You can share the links with families or print them out and make a packet for students to work on over the summer break.

Family Education has some excellent ideas for activities that students can do over the summer that involve math.

Here are a few others:

Math Contests and Competitions

Sometimes students need an extra challenge. A math contest or competition could be a perfect push to get students motivated. In addition, you could help your students win money towards college, or you could win money for supplies and other classroom necessities.

Moody's Mega Math Challenge offers $20,000 to the winning team each year. Three to five students in 11th or 12th grade work with one teacher to solve a "mega problem." The problems may not seem like math problems at first, but the math is an important part of the solution.

Mathcounts has a Math Video Challenge. Students make a video showing a math problem and its real life applications. Students get a chance to mix their math skills with the technology. In the end, teachers have an archive of videos that answer the age old question, "When are we going to use this?"

The Mathematical Association of America offers the AMC 10/12 test for high school students. It is a multiple choice test with questions ranging from really easy to truly challenging! There is also an AMC 8 for students at the middle school level. If a student happens to do well on the AMC 10/12 he or she could be invited to take part in the United States of America Mathematical Olympiad. Yes, it is basically the Olympics for Mathematics!

If organizing a group of students to travel for a competition seems impractical or too difficult, you can also take part in the National Internet Math Olympiad. The contests are monthly and seasonal, so be sure to check the website often. There is also a Junior Online Math Olympiad) for lower level students to check out.

The Mathematical Association holds the Primary Math Challenge, a competition specifically designed for elementary students. The competition takes place in November, and students that do really well will be asked to take part in a bonus round in February.

The University of Alabama offers a Math by Mail contest. There is no traveling required, and there are cash prizes to be won! The entire contest is done through the mail.

Here is yet another contest for elementary students. Over at Noetic Learning, students can take part in a contest where they will have 45 minutes to answer 20 questions. The top students will earn a medal, and the top 50% will have their names placed on the Noetic Learning website.

The Art of Problem Solving has a great list of competitions categorized by state so that you can find even more way to challenge your students. There are other national competitions listed above as well.

Blogs

Teachers need a place to discuss and grow. Some of the greatest minds out there are blogging away while thinking about teaching and trying to find ways of reaching students and building math understanding. The following list includes some great blogs that you may want check out to gain perspective and build an online support system when you need help.

For the Love of Teaching Math is not only cute, but it's also home to some really great ideas. Sometimes you just need to see how other teachers are doing it, and this blog provides a chance to see a bit of what goes on in another math teacher's brain.

Reflections of a High School Math Teacher offers a great discussion of mathematics in real-world application. Each post is a true mathematical look at real life, and the applications tend to differ from what you find elsewhere.

Dividing by Zero is great for middle school math teachers looking for a blog that is focused on math and the classroom. This savvy blogger shares the triumphs and struggles of teaching middle school math and describes the different activities she has tried while teaching.

Mr. Andrew Stadel writes at Divisible by 3. This blog features a mix of all different types of posts. Many teachers, old and new, will find the discussions worth reading. Mr. Stadel offers a look at different activities he is working on for the 3 Act lessons, and he even discusses assessments. professional development and trainings.

I Speak Math has put together a master list of the many great middle school math blogs currently out there.

Walking in Mathland is a great place to go to find out what other teachers think about an activity they have tried before you try it yourself.

Over at dy/dan, Dan Meyer writes about math education, what is wrong with it and how it can be made better. He writes about the three act lessons that he has put together, professional development opportunities he has taken part in and even other proposed learning models. He thinks deeply about each topic and has a fun way with words that make his articles enjoyable to read.

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Useful Classroom Resources for Math Teachers

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Keeping students engaged and excited about math class can be a tall order. However, with the many advances in technology, it is much easier to make math lessons fun. In addition, technology can also make the math teacher's job a lot easier by providing pre-made activities, options for differentiating and even helping with pre- and [...]

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National Library of Virtual Manipulatives 

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National Library of Virtual Manipulatives 

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National Library of Virtual Manipulatives

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A digital library containing Java applets and activities for K-12 mathematics

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Math Mistakes Explanations for teaching 

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Math Mistakes Explanations for teaching 

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Article--What is a specific math disability 

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Article--What is a specific math disability 

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What Is a Specific Mathematics Disability? | Math Learning Disabilities

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What is a specific mathematics disability? Learn about math difficulties and learning disorders in children, such as dyscalculia, from Sheldon H. Horowitz.

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SERP Math Stuff--check out the Poster problems

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SERP Math Stuff--check out the Poster problems

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MIND is a nonprofit social benefit organization dedicated to ensuring that all students are equipped to solve the world's most challenging problems.

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GoNoodle--hundreds of videos for the classroom 

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GoNoodle--hundreds of videos for the classroom 

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Meet Freerice

Freerice is an educational trivia game that helps you get smarter while making a difference for people around the world. Every question you answer correctly raises 10 grains of rice for the World Food Programme (WFP) to support its work saving and changing lives around the world.

Across the globe, up to 783 million people do not have enough food to eat. From reducing our food waste to ensuring access to nutritious food for everyone, we have a lot of work to do. At WFP, we believe that food is a human right and that everyone deserves to live in a #ZeroHunger world. Let's work together to fill everyone's plate.

Our Impact

Playing Freerice sends an important message: community matters, and only by coming together can we help solve global problems like food insecurity and poverty. By using your knowledge to do good, you're advocating for positive change and supporting our mission to achieve a world of Zero Hunger. Whether you are playing Freerice at school or learning about the UN Sustainable Development Goals, you are paving the path for brighter futures ahead through nutritious.

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Across the globe, up to 783 million people do not have enough food to eat. From reducing our food waste to ensuring access to nutritious food for everyone, we have a lot of work to do. At WFP, we believe that food is a human right and that everyone deserves to live in a #ZeroHunger world.

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Above the Noise--weekly videos exploring controversial topics for teens 

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Above the Noise--weekly videos exploring controversial topics for teens 

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Above the Noise , a YouTube series for teens, cuts through the hype and dives deep into the research behind the issues affecting their daily lives. The series investigates controversial subject matter to help young viewers draw their own informed conclusions while inspiring media literacy and civic engagement. FOR EDUCATORS: Join us on PBS Learning Media where you'll find standards-aligned free lesson plans, viewing guides, transcripts, and more for each episode. Learn more about ourpartnerships and funders.

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Above the Noise , a YouTube series for teens, cuts through the hype and dives deep into the research behind the issues affecting their daily lives. The series investigates controversial subject matter to help young viewers draw their own informed conclusions while inspiring media literacy and civic engagement.

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KQED Education--Lessons, videos, and connections to current events 

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KQED Education--Lessons, videos, and connections to current events 

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Free media literacy hub for educators and students. Find professional development courses, classroom resources and unique tools that allow students to practice critical thinking, media making and civil discourse. Provided by the nonprofit, public media station KQED.

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Collaborative for Academic, Social and Emotional Learning 

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Collaborative for Academic, Social and Emotional Learning 

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The Collaborative for Academic, Social, and Emotional Learning is helping make evidence-based social and emotional learning an integral part of education from preschool through high school.

Learn about the Fundamentals of SEL Learn more about SEL

Getting started with systemic implementation

Our platform is made possible by:

This site uses cookies to improve your experience and help CASEL understand how our site is being used. By continuing to use our site, you consent to the use of cookies. Review our Privacy Policy for more information.

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Advancing Social and Emotional Learning - CASEL

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The Collaborative for Academic, Social, and Emotional Learning is helping make evidence-based social and emotional learning an integral part of education from preschool through high school. Learn about the Fundamentals of SEL Learn more about SEL Getting started with systemic implementation Our platform is made possible by: This site uses cookies to improve your experience and help CASEL understand how our site is being used.

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The Emotion Color Wheel can help visually group feelings. The circle is divided into colors to show some basic emotions. Read about a study using the EMOTIONS COLOR WHEEL to improve emotion recognition deficits and social functioning levels in inpatients with paranoid schizophrenia.
CLICK HERE TO VIEW THE EMOTIONS COLOR WHEEL

Within each basic emotion there are levels of that emotion which range from less intense on the outside to more intense in the center. For example, levels of angry are shown as:

Visually, it might help to think of basic emotions as levels of color that become more intense as they pull inward towards the circle center. Brighter, bolder colors are associated with more intense emotions. The most intense emotions are demonstrated by people less often and are contained within a smaller visual space near the dark center. Less intense emotions are on the outside.

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picture exchange communication system cards

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Do2Learn: Educational Resources for Special Needs

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

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TED Talks for American Lit --Connections for teachers 

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TED Talks for American Lit --Connections for teachers 

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

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Epic Guide to Student Engagement--A.J. Juliani 

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Epic Guide to Student Engagement--A.J. Juliani 

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Get a daily email featuring the latest talk, plus a quick mix of trending content.

By subscribing, you understand and agree that we will store, process and manage your personal information according to our Privacy Policy

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Studies show that sketching and doodling improve our comprehension -- and our creative thinking. So why do we still feel embarrassed when we're caught doodling in a meeting? Sunni Brown says: Doodlers, unite! She makes the case for unlocking your brain via pad and pen.

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Do you like this page? Please share it!

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

Doodle Pad Keyboard Shortcuts

Decrease brush size - Press the d key on your keyboard

Increase brush size - Press the f key on your keyboard

Free Online Drawing Board

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

A - Click the color square next to the pencil

B - Choose the color of the paintbrush

C - Choose a brush style

D - Change the canvas background color

D - Erase your current drawing

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

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

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Online Sketch Pad - Free Doodle Pad & Drawing Board ✏️

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

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NEAVE:  Online doodling and visual fidget activities 

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NEAVE:  Online doodling and visual fidget activities 

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Apps from Neave Interactive, including Zoom Earth, Webcam Toy, Strobe Illusion, Bouncy Balls and more.

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Bouncy Balls--visual representation of noise levels 

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Bouncy Balls--visual representation of noise levels 

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Bouncy Balls – Manage classroom noise with bouncing balls!

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A free classroom noise level meter, monitor and management tool. Perfect if your school kids are too noisy! Bouncing balls react to sounds from the microphone.

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REMIND! Send texts to students or parents 

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REMIND! Send texts to students or parents 

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Adoption and usage

Simple, effective, and surprisingly easy to use

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

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Remind | Communication Platform for Education

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

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Voki--students create an avatar who can speak for them 

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Voki--students create an avatar who can speak for them 

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Voki | Speaking Characters For Education

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Classcraft--engaging class management for older students

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Classcraft--engaging class management for older students

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HMH Classcraft pairs ELA and math content with research-based lesson plans resulting in reduced educator planning time and increased student engagement.

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Teaching Growth Mindset via short videos from Class Dojo--lessons 

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Teaching Growth Mindset via short videos from Class Dojo--lessons 

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(Video not working? Try this.)

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

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

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