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For creating rubrics

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For people who come up with ideas about doing better things for kids.

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The Educhange Podcast is for the doers in schools, people who are coming up with ideas to make things better for kids.

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Skip to content

Writing and grammar curriculum designed for today's classrooms

NoRedInk simplifies the process of building strong writers and critical thinkers in Grades 3-12. Our writing platform facilitates effective instruction by helping teachers engage students through modeling, scaffolding, practice, and feedback.

New! NoRedInk now has ELA resources for Grades 3-5

Designed specifically for young learners, our new adaptive skills exercises, engaging writing activities, and standards-aligned diagnostics enable elementary teachers to:

Create more moments of genuine learning

Help students develop strong writing habits

Gather data-driven insights into student growth

Learn more

What do educators think about NoRedInk?

NoRedInk has completely transformed the way I teach grammar and writing in my class. Students start each concept at their own level and learn at their own pace, and because of this type of delivery, my students not only learn grammar, they master it.

Jo Rohde, Teacher, North Dallas High School

View Jo Rohde's testimonial View Kecia Waddell's testimonial View Travis Willard's testimonial View Keri Bell's testimonial

An end-to-end learning platform

Skill-building exercises let students restructure sentences, edit and mark up text, manipulate multi-paragraph passages, and more.

Take student writing to the next level with NoRedInk Premium

Premium gives schools full access to NoRedInk's writing curriculum and guided composition tools.

A wider variety of content

Exercises for 1,000+ skills, 100s of texts, prompts, and lessons, and guided practice for 10+ writing genres.

Deeper reporting insights

Standards- and assessment-based progress reports at the teacher, school, and district level.

Comprehensive support

Flexible professional development and seamless integrations with tools like Canvas, Clever, and Schoology.

NoRedInk in the news

Check out the latest insights from the NoRedInk blog

Copyright 2023 © NoRedInk Corp.

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Unlock Every Writer's Potential | NoRedInk

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NoRedInk offers authentic assessments, adaptive practice, personalized content, and actionable data to improve your students' writing and grammar skills!

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Who is Ted and why is he always talking?

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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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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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literacy tool - students can engage with others via discussion posts

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StudySync is a complete ELA curriculum designed to meet the rigorous academic needs of today’s classroom. In print or online, StudySync is designed to engage every student, because every student deserves the same opportunity and access in the classroom, regardless of his or her native language, lear…

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Awesome website demonstrating how to teach social justice education

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I believe that an inclusive, equitable public education is the first step towards a solution to narrowing the opportunity gap in our country. I believe that teaching our youth with a social justice focus and an anti-bias lens is not only possible, but imperative towards dismantling systemic racism and institutional discrimination.

Elementary teacher. Social justice advocate. Anti-bias educator. Curriculum designer.

TED Speaker. Professional development facilitator.

After attending a Teach & Transform workshop, it's clear to me that Liz is the right person, at the right time, with the right message. We dealt with complex issues. I didn't come away with all the answers, but now I have a better idea of the meaningful questions that I need to ask myself, and my students. This is staying with me and became a valuable tool to help me dig into painful things I haven't thought about since I was a child. Self-reflection around one's own experiences with social justice can be scary, particularly for a middle-aged white woman in a diverse thirty-something world. These workshops are designed to be simple and direct with clear objectives of authentic dialogue. Liz is so adept at creating a safe atmosphere that is perfectly conducive to listening, thinking deeply, and sharing openly. It felt comforting to be there and I wasn't quite expecting that. Thank you! I appreciate the new way I listen now. I'm less afraid to say the 'wrong' thing and fine with being confused sometimes! I definitely look forward to more professional development with Teach & Transform. It's helping me become myself.

Stay up to date and follow on Instagram @teachandtransform

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I believe that an inclusive, equitable public education is the first step towards a solution to narrowing the opportunity gap in our country. I believe that teaching our youth with a social justice focus and an anti-bias lens is not only possible, but imperative towards dismantling systemic racism and institutional discrimination.

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Connect to public library content online

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hoopla digital: audiobooks, ebooks, movies, tv and comics.

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Borrow and enjoy audiobooks, eBooks, comics, movies, TV, magazines, or music everywhere you have a screen-your computer, your phone, your car, even your TV. All you need is a library card. hoopla syncs across all your devices, so you can stream titles immediately or whenever you're in the mood.

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Race and Identity Podcasts

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Network and Sources for Social Science teachers.

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Network and Sources for Social Science teachers.

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National Council for the Social Studies is pleased to offer a limited number of registration scholarships to educators who have never been able to attend the NCSS Annual Conference in the past for lack of financial support. Teachers from across the United States and its territories are welcome to apply.

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Readings at various reading and Lexile levels as well as word counts.

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ReadWorks | Award-Winning, EdTech Nonprofit Organization

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

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https://www.thisamericanlife.org/

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Teacher Surveys

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Establishing open channels of communication between teachers and school and district leaders is critical to creating a healthy and nurturing school climate and culture. Schools at which teachers and staff feel the environment is collaborative, supportive, and professionally stimulating tend to have healthier climates, higher staff retention, and often produce better student educational outcomes.

Download this 360° Surveys Starter Pack to get started gathering feedback from teachers and staff in your district.

At Panorama, we believe that building and sustaining healthy staff-leadership relationships, and creating cultures that support faculty and staff professional learning and growth, can transform school climate and improve student outcomes. In this post, we'll explain why and how teacher surveys and staff surveys support your developing a healthier climate and culture.

Introduction to staff surveys at school

Creating a healthy climate and culture for teachers and staff at your school can feel like a complex endeavor, because there are a number of components to take into account. Generally, a few areas have been identified as critical for creating the cultures for teaching and learning that you and your staff deserve:

Resources and working conditions

Relationships between staff and leaders

Overall school climate

Professional learning and growth

Evaluation and feedback

While school and district administrators may have different interest areas, these topics have been identified by the National Center for Education Statistics and others as being critical to faculty and staff happiness and school success.

What the research about staff surveys says

The National Center for Education Statistics and other organizations have created questionnaires and surveys to collect perception feedback from teachers, principals, and school staff. For thirty years and more, teacher and staff surveys have been used to provide essential feedback to school and district leaders.

Getting actionable feedback with teacher surveys

Asking staff and teachers for their feedback on critical school-level topics, including relationships, professional learning, resource, and climate, can help school and district leaders strengthen and develop their practice.

We developed the Panorama Teacher Survey to help school and district leaders learn more about their staff and teachers' experiences in their school and with school leadership. The Panorama Teacher Survey gathers feedback in each of the areas listed above, plus many others, to provide school and district leaders with an holistic understanding of teacher and staff perceptions and experiences at school. The Panorama Teacher Survey was designed in line with the most cutting-edge thinking in survey design, and has been used in hundreds of schools around the US and world.

Choosing your teacher and staff survey questions

Based on the elements of building a healthy climate and culture for school staff outlined above, we've selected a number of questions from the Panorama Teacher Survey that can help school and district leaders connect with their faculty and staff in key areas.

Staff-Leadership Relationships
Perceptions of faculty and staff relationships with school leaders.

How much do your school leaders care about you as an individual?

How fairly does the school leadership treat the staff?

Professional Learning
Perceptions of the amount and quality of professional growth and learning opportunities available to faculty and staff.

At your school, how valuable are the available professional development opportunities?

How much input do you have into individualizing your own professional development opportunities?

Resources
Perceptions of the adequacy of the school's resources.

How often do your school's facilities need repairs?

How important is it for your school to hire more specialists to help students?

School Climate
Perceptions of the overall social and learning climate of the school.

How respectful are the relationships between staff and students?

To what extent are staff trusted to work in the way they think is best?

Evaluation
Perceptions of the system that is used to evaluate faculty and staff.

At your school, how objectively is your performance assessed?

How effective is your school's evaluation system at helping you improve?

Next steps: Resources for action

We've created a number of resources to support your getting feedback from your teachers and staff. Collecting this feedback can support establishing better communication between teachers and staff, as well as better environments for supporting professional development and growth.

Watch the webinar on " Using the Panorama Teacher Survey" to learn more about how to drive improvement with teacher surveys and staff surveys in your school or district. Questions? Contact us at info@panoramaed.com.

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Establishing open channels of communication between teachers and school and district leaders is critical to creating a healthy and nurturing school climate and culture. Schools at which teachers and staff feel the environment is collaborative, supportive, and professionally stimulating tend to have healthier climates, higher staff retention, and often produce better student educational outcomes.

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https://www.teacherspayteachers.com/

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Modify lexile levels

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

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

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Newsela | Content and assessment platform

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

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World Geography Games Online - Let's play and learn Geography!

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Brain-engaging geography map games: learn countries of the world, capitals, flags, US States, continents, oceans, mountains, rivers, islands and much more.

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NY Times short and sweet daily podcast

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This is what the news should sound like. The biggest stories of our time, told by the best journalists in the world. Hosted by Michael Barbaro. Twenty minutes a day, five days a week, ready by 6 a.m.

This is what the news should sound like. The biggest stories of our time, told by the best journalists in the world. Hosted by Michael Barbaro. Twenty minutes a day, five days a week, ready by 6 a.m.

Good but biased

Look I love this podcast. It is accurate with little made up things and reliable reaports. I love Mike and enjoy the music. However while their stuff is true they are super democratic leaning so I stay away for things about trump but I live the podcast

This is not news

These are people with trump derangement syndrome. Honestly there are other things to report on. Terrible. One star because you can't give zero

Union

The skilled and even the unskilled workers, have been abused, especially since the Regan Republicans, me generation. While the so called Capitalism bought out Companies rob their retirement, I have heard Radio hosts call jobs in the fast food industry a starter job, while the companies are destroying the health of the people. As I have always said a Capitalistic glorifies that everyone has the same opportunity. Remember the promises Regan made to the Air Traffic Controlers.

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This is what the news should sound like. The biggest stories of our time, told by the best journalists in the world. Hosted by Michael Barbaro. Twenty minutes a day, five days a week, ready by 6 a.m. This is what the news should sound like.

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https://www.academia.edu/

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Use this AS A TEACHER to form history lessons surrounding primary source documents.

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I came across your site while researching to update and improve my U.S. History classes. I was amazed at the quality of the lessons present here and will use them frequently in my classes.

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https://www.mindmeister.com/?utm_source=google&utm_medium=cpc&utm_campaign=us_en_search&utm_content=mm&gclid=EAIaIQobChMIke_Jjtnj5QIVMCCtBh0W_gUEEAAYASAAEgJe2fD_BwE

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https://www.google.com/earth/

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Talks with Teachers brings you the stories and inspiration behind America's great English educators. Each episode features a master ELA/Literacy/English teacher sharing what worked, what didn't and the wisdom gained from their years of classroom experience. Intended to boost morale and help teachers find joy and purpose, Talks with Teachers is a great resource for K-12 English, Literacy, and ELA teachers

Talks with Teachers brings you the stories and inspiration behind America's great English educators. Each episode features a master ELA/Literacy/English teacher sharing what worked, what didn't and the wisdom gained from their years of classroom experience. Intended to boost morale and help teachers find joy and purpose, Talks with Teachers is a great resource for K-12 English, Literacy, and ELA teachers

Best Teaching Podcast!

Whenever I am feeling uninspired or unmotivated, I turn to Talks with Teachers. Brian and his guests never fail to make me feel excited to go to work and try something new. I enjoy listening on my way to work. I am so glad I discovered this podcast!

Inspirational

Please come back!

Two thumbs up

Thank you for connecting me to such an amazing network of ideas & people! Thank you for reinvigorating my enthusiasm for teaching & learning! Thank you for helping me reimagine my classroom. 👍🏻👍🏻

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‎Talks with Teachers brings you the stories and inspiration behind America's great English educators. Each episode features a master ELA/Literacy/English teacher sharing what worked, what didn't and the wisdom gained from their years of classroom experience. Intended to boost morale and help teachers...

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helps students understand shakespearean language

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The Merchant of Venice is the story of a Jewish moneylender who demands that an antisemitic Christian offer "a pound of flesh" as collateral against a loan. First performed in 1598, Shakespeare's study of religious difference remains controversial. Read The Merchant of Venice here, with side-by-side No Fear translations into modern English.

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The Merchant of Venice: No Fear Translation | SparkNotes

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Read William Shakespeare’s The Merchant of Venice, with side-by-side No Fear translations into modern English.

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A science podcast for kids.

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Brains On Universe is an independent media company for kids and curious adults. We make podcasts, books, videos and more. Our goal is to fill the world with stuff that is smart and funny, silly and serious, all at once -- just like the people in our audience.

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Help you and your students with grammar!

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Compose bold, clear, mistake-free writing with Grammarly's AI-powered writing assistant.

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Allows teacher to share, collaborate, and gather educational resources

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With Amazon Education Publishing you can publish content in multiple media types while you maintain creative control, own your copyright, earn royalties, and distribute to students and learners globally. Use free services from Amazon and its affiliates for independent publishing and gain access to additional tools to easily publish:

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With Amazon Education Publishing you can publish content in multiple media types while you maintain creative control, own your copyright, earn royalties, and distribute to students and learners globally. Use free services from Amazon and its affiliates for independent publishing and gain access to additional tools to easily publish:

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For full functionality of this site it is necessary to enable JavaScript. Click here for instructions on how to enable JavaScript in your web browser.

CommonLit is a free collection of fiction and nonfiction for 3rd-12th grade classrooms. Search and filter our collection by lexile, grade, theme, genre, literary device, or common core standard.

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For full functionality of this site it is necessary to enable JavaScript. Click here for instructions on how to enable JavaScript in your web browser. CommonLit is a free collection of fiction and nonfiction for 3rd-12th grade classrooms. Search and filter our collection by lexile, grade, theme, genre, literary device, or common core standard.

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If you are teaching ocean or earth physical science this is helpful to see how tides work all over CA.

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1. SCCOOS Home

2. Data & Products

3. Automated Shore Stations

These pages show current ocean observations from moored sensors on piers throughout southern California. Data shown below include limited data quality checks and flags in live feed mode, and may not capture all sensor drift, biofouling or malfunctions. Post processed data with a full suite of data quality checks and validation samples will be available soon.

Automated shore stations consist of a suite of sensors that are attached to piers at several locations along the California coast. These automated sensors measure temperature, salinity, chlorophyll, and water level at frequent intervals in the nearshore coastal ocean. This data can provide local and regional information on mixing and upwelling, land run-off, and algal blooms.

Latest Data

Time Legend: older than 30 mins

Automated Shore Stations Program Profiles

Stearns Wharf

Operated and maintained by the Marine Institute at the University of California, Santa Barbara. The instrument package is mounted at a no minal depth of 2 meters Mean Lower Low Water (MLLW). Historical data has been collected continuously since August 16, 2005.

Santa Monica Pier

Operated by the Scripps Institution of Oceanography (SIO) in collaboration with City of Los Angeles, LA Sanitation, The Bay Foundation and The Los Angeles Waterkeeper. The instrument package is mounted at a nominal depth of 2 meters MLLW. Historical data has been collected from April 4, 2005 to January 1, 2016, and currently online since August 14, 2018.

Newport Pier

Operated by the Scripps Institution of Oceanography (SIO) in collaboration with Orange County Sanitation District. The instrument package is mounted at a nominal depth of 2 meters MLLW. Historical data has been collected continuously since February 10, 2005.

Scripps Pier

Operated by the Scripps Institution of Oceanography (SIO). The instrument package is mounted at a nominal depth of 5 meters MLLW. Historical data has been collected continuously since April 4, 2005.

Data Access is available in a number of formats and protocols

Copyright © 2019 Southern California Coastal Ocean Observing System

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SCCOOS Home Data & Products Automated Shore Stations These pages show current ocean observations from moored sensors on piers throughout southern California. Data shown below include limited data quality checks and flags in live feed mode, and may not capture all sensor drift, biofouling or malfunctions.

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Interactive notebooks, math, Blog, teaching, high school, interactive student notebooks, standards based grading

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​Want to be the hero on your next call? 🦸

Did you know Skype Bing mashup happened? Here are the results - a unique high-quality background images in your Skype calls! And that's not all, you can now kill time by searching up the image and exploring more about the beautiful scenery and places you see on your background!

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Skype | Stay connected with free video calls worldwide

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Keep in touch with free video chat, messaging & affordable international calls. Create instant online video calls with one click, no download required.

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A resource for teachers and students in the area of American history. Lots of free goodies to use in the classroom.

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Spring 2024 Registration Is Open

K-12 educators can earn their graduate degree in this affordable, online, accredited program. It's easy to apply and become an enrolled student.

Upcoming Spring Semester Dates

Applications End: Thursday, January 25, 2024

Courses Start: Thursday, February 8, 2024

Course Registration Ends: Wednesday, February 14, 2024

Begin the application process now to join us this spring!

Study with world-renowned scholars, connect with other teachers from across the United States, and reinvigorate your enthusiasm for teaching history! Whatever your budget and interests, the Gilder Lehrman Institute has a professional development opportunity for you next summer.

Online Options: 10 Teacher Seminars

In-person Options: 12 options in 7 locations across 5 states

Historical Holiday Resources

Explore the history of Thanksgiving, from its origins through its evolution into a recognized federal holiday with essays, videos, lesson plans, and more.

Warfare in Early America

Join Professor Timothy Shannon of Gettysburg College to explore the evolution of warfare in North America from the earliest contact between Native Americans and Europeans through the early nineteenth century.

Regular Price: $39.99

Affiliate Price: $29.99

Competition and Lottery Now Open

The Hamilton Education Program Online is a free program that helps students in grades 6-12 see the relevance of the founding era by using primary sources to create a performance piece following the model used by Lin-Manuel Miranda to create the musical Hamilton.

Students in the program will have the chance to submit their performance piece and be selected to see a performance of Hamilton in New York City.

Congratulations, Bruce Henderson

Bruce Henderson has been awarded the Gilder Lehrman Military History Prize for Bridge to the Sun: The Secret Role of the Japanese Americans Who Fought in the Pacific in World War II. An event celebrating the winner and the shortlisted authors will take place on Monday, December 4. Attend in person or via the livestream.

Issue No. 68: "The Role of Spain in the American Revolution" (Fall 2023)

Explore the often-neglected story of Spain's crucial role in the American Revolutionary War with six essays by historians and additional Gilder Lehrman resources.

Learn with the Gilder Lehrman Institute

MA in American History

Our master's degree program gives K-12 educators an affordable way to earn a graduate degree while working full time.

Self-Paced Courses

Explore American history from your own home, in your own time, and at your own pace! Educators can obtain professional development credit.

History U

These self-paced courses in American history are taught by the nation's top historians and are completely free for high school students.

Upcoming Events

NYC-area students and teachers: Join us at Trinity School for a special book talk on Frederick Douglass.

Join us to honor the winner of the 2022 Gilder Lehrman Military History Prize, Bruce Henderson.

Q&A session for prospective students to learn about the Gettysburg College-Gilder Lehrman master's degree program

Upcoming Deadlines

Affiliate Schools, libraries, and other sites can host this exhibition for free in January and February.

Enter your EduHam Online creative piece for a chance to win an all-expenses-paid trip to NYC to see a performance of Hamilton.

Publishers, agents, critics, and authors may submit or nominate books published in 2023.

Book Breaks

Every Sunday at 2:00 pm ET (11:00 am PT) on Zoom

Join us for our weekly interview series in which historians discuss their acclaimed books followed by a Q&A with the at-home audience. A Book Breaks subscription includes access to the weekly live programs and our ever-expanding archive, featuring 150+ episodes.

Book Breaks is completely free for all students, K-12 educators, and college professors. Others can purchase a one-year subscription for $25.

Log In Subscribe

Upcoming Episodes

Stacy Schiff

The Revolutionary: Samuel Adams

Theresa Runstedtler, American University

Black Ball: Kareem Abdul-Jabbar, Spencer Haywood, and the Generation that Saved the Soul of the NBA

Mark Whitaker

Saying It Loud: 1966-The Year Black Power Challenged the Civil Rights Movement

Our Historical Documents

In 1991, Richard Gilder and Lewis Lehrman embarked on a mission to create one of the most important repositories of historical American documents in the country. Today, the Gilder Lehrman Collection contains 85,000+ items documenting the political, social, and economic history of the United States.

History Now

The Online Journal of the Gilder Lehrman Institute

History Now features essays by the nation's leading historians and provides the latest in American history scholarship for teachers, students, and general readers.

History Now is completely free for all K-12 students and teachers. Others can purchase a one-year subscription for $25.

Log In Subscribe

"Their Full Measure"

Veterans Legacy Program: Online Exhibition

Gilder Lehrman is proud to announce the launch of this new online exhibition introducing viewers to nineteen men and women who served during six conflicts in American history.

News

Our News

Stay up to date with all the work that we do to combat historical illiteracy and invigorate the study of the past.
See Our News

Newsletter

Catch up on the highlights from our work with students, teachers, researchers, and the general public.
Read Newsletter

Press Releases

See all official press releases for our important events, significant programs, and special initiatives.
View Press Releases

NYC-area students and teachers: Join us at Trinity School for a special book talk on Frederick Douglass.

Join us to honor the winner of the 2022 Gilder Lehrman Military History Prize, Bruce Henderson.

Q&A session for prospective students to learn about the Gettysburg College-Gilder Lehrman master's degree program

Affiliate Schools, libraries, and other sites can host this exhibition for free in January and February.

Enter your EduHam Online creative piece for a chance to win an all-expenses-paid trip to NYC to see a performance of Hamilton.

Publishers, agents, critics, and authors may submit or nominate books published in 2023.

Stacy Schiff

The Revolutionary: Samuel Adams

Theresa Runstedtler, American University

Black Ball: Kareem Abdul-Jabbar, Spencer Haywood, and the Generation that Saved the Soul of the NBA

Mark Whitaker

Saying It Loud: 1966-The Year Black Power Challenged the Civil Rights Movement

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Gilder Lehrman Institute of American History |

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online grammar games that track focus

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It's simple to get started!

Simply send an email to sarah@mobymax.com, with the following information for each teacher that you would like to include in the school or district pilot:

Teacher full name

Teacher email address

School name

That's it! We'll do all the work to get your teachers started with MobyMax.

If you have any questions, please give us a call at 888-793-8331.

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Award-winning MobyMax helps struggling learners quickly catch up to grade level and closes learning gaps for all your students. Find and fix missing skills with personalized learning, pinpoint assessments, and motivating rewards.

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Many interactive games

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Play games with your PBS KIDS favorites like Curious George, Wild Kratts, Daniel Tiger and Peg + Cat!

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Free Storyboarding Software - Online Storyboard Creator | StoryboardThat

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Create storyboards with our free storyboard software! ✩ Filmmakers, teachers, students, & businesses all love using ❰Storyboard That❱ for storyboarding & comics online!

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monitors students' screens and what websites they are accessing

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Hapara provides better management, easier differentiation and greater visibility for educators teaching with G Suite. Hapara helps teachers access students' digital work, create collaborative assignments, and engage with students in real-time as they work online.

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While I've been busy not blogging the last couple of years, there have been quite a few changes in my classroom . . .

Integrated Math: Two years ago we stopped teaching the traditional progression of Algebra 1, Geometry, Algebra 2 and replaced it with Math 1, Math 2, and Math 3. I think this was one of the BEST decisions our math department has ever made. We saw a huge jump in our students' state assessment scores as well as their ability to retain concepts year to year (also due to some other things we're doing). Now I teach Math 2 & Math 3 (and continue to have one Calculus and one Physics class). I now teach some geometry for the first time in my career and I'm not mad about it.

1:1 Chromebooks: This year our school put a chromebook in the hands of every student. I have loved students having consistent access to google classroom where I share all of our class materials and information for absent students. I've loved that I don't have to track down a cart of devices every time I want to do a Desmos activity. I was less excited when my Principal said "think about how you can use these to eliminate the use of paper".

Less Paper: We started the school year trying to use a chromebook the same way we would use a worksheet. We converted our sheets of notes and practice problems to PDFs and taught students to use Kami to write on them. I won't detail all the issues, but it didn't go well. Students were frustrated. Parents called. We knew we needed a plan B.

Changing Up Daily Practice: After lots of conversations with my colleagues and trying a bunch of different things, I've mostly settled in to having students do the bulk of their daily practice on individual white boards. I either project the problems for all to see, or I will print a single page per 4-person group. Along the way (and also inspired by the book Make It Stick), I started learning that students don't need to do as many reps of a particular problem as I once thought. If they get a concept after five practice problems, then they don't need to do twenty. What they do need is to revisit that concept in the future to help them remember. Each day we spend part of the class period practicing something new, and the rest of the time on spiral review.

Spiral, Spiral, Spiral: Possibly the biggest change of the past two years has been my commitment to spiraling. Almost daily, my students practice something new as well something they learned yesterday, last week, last month, and/or last semester. Every assessment has 3(ish) "retention" problems where any topic from the year is fair game (I do make sure they've seen these as part of their spiral practice within the week of the assessment).

No More Homework: A completely unintended result of all these above things is realizing that, if my students could get a good 48 minutes of working on math each day, they really didn't need to practice something 20 more times at home. I've assigned almost no homework all year in Math 2 or Math 3. My Calculus and Physics classes still have homework, although it has decreased there too.

Less Talking: The only way to make more time for in-class practice is to spend less time telling students what to do and more time just letting them do it. I introduce a new topic with just enough information to get students started. When questions or obstacles come up, we figure them out as we go. It is really a pretty big philosophical change that doesn't happen overnight. I've had this "less talking" goal for years, but it has taken time and pressure from these other factors to get there. It turns out my students do just fine (better even) with fewer of my words!

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While I've been busy not blogging the last couple of years, there have been quite a few changes in my classroom . . . Integrated Math: Two years ago we stopped teaching the traditional progression of Algebra 1, Geometry, Algebra 2 and replaced it with Math 1, Math 2, and Math 3.

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Legends of Learning

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Easy accessible video app

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Google Duo is now Google Meet.

Learn more

Google Meet is one service for secure, high-quality video meetings and calls available for everyone, on any device.

Meet safely

Meet uses the same protections that Google uses to secure your information and safeguard your privacy. Meet video conferences are encrypted in transit, and our array of safety measures are continuously updated for added protection.

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Guests can join from their computer using any modern web browser-no software to install. On mobile devices, they can join from the Google Meet app. Guests can even join meetings and calls from Google Nest Hub Max.

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Google Meet adjusts to your network speed, ensuring high quality video calls wherever you are. New AI enhancements keep your calls clear even when your surroundings aren't.

Meet with everyone

With live captions powered by Google's speech recognition technology, Google Meet makes meetings more accessible. For non-native speakers, hearing impaired participants, or just noisy coffee shops, live captions make it easy for everyone to follow along (available in English only).

Top questions

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Hangouts Meet and Hangouts Chat were rebranded to Google Meet and Google Chat in April 2020. We announced in 2019 that we would be migrating all classic Hangouts users to the new Meet and Chat products. In order to provide enterprise-grade online video conferencing to everyone, we announced a no-cost version of Google Meet in May 2020.

Absolutely. For the no-cost version of Google Meet, all participants will need to be signed into a Google Account to join. You can create a Google Account with a work or personal email address.

For Google Workspace customers, once you've created a meeting, you can invite anyone to join even if they don't have a Google Account. Just share the link or meeting ID with all meeting participants.

Anyone with a Google Account can create a video meeting, invite up to 100 participants, and meet for up to 60 minutes per meeting at no cost.

For additional features such as international dial-in numbers, meeting recording, live streaming, and administrative controls, see plans and pricing for organizations.

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Google Meet - Online Video Meetings and Calls (powered by Duo)

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Google Duo is now Google Meet. Learn more Google Meet is one service for secure, high-quality video meetings and calls available for everyone, on any device. Meet uses the same protections that Google uses to secure your information and safeguard your privacy.

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Allows students to create comics, posters, storyboards, etc. Also, you can use it to make lesson plans!! :)

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Free Storyboarding Software - Online Storyboard Creator | StoryboardThat

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Create storyboards with our free storyboard software! ✩ Filmmakers, teachers, students, & businesses all love using ❰Storyboard That❱ for storyboarding & comics online!

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Find Definitions & Meanings of Words | Britannica Dictionary

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Clear and simple definitions in American English from Britannica's language experts. More usage examples than any other dictionary.

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What ACEs do you have?

There are 10 types of childhood trauma measured in the CDC-Kaiser Permanente Adverse Childhood Experiences Study. (There are many others...see below.) Five are personal - physical abuse, verbal abuse, sexual abuse, physical neglect, and emotional neglect. Five are related to other family members: a parent who's an alcoholic, a mother who's a victim of domestic violence, a family member in jail, a family member diagnosed with a mental illness, and experiencing divorce of parents. Each type of trauma counts as one. So a person who's been physically abused, with one alcoholic parent, and a mother who was beaten up has an ACE score of three.
There are, of course, many other types of childhood trauma - racism, bullying, watching a sibling being abused, losing a caregiver (grandmother, mother, grandfather, etc.), homelessness, surviving and recovering from a severe accident, witnessing a father being abused by a mother, witnessing a grandmother abusing a father, involvement with the foster care system, involvement with the juvenile justice system, etc. The ACE Study included only those 10 childhood traumas because those were mentioned as most common by a group of about 300 Kaiser members; those traumas were also well studied individually in the research literature. The most important thing to remember is that the ACE score is meant as a guideline: If you experienced other types of toxic stress over months or years, then those would likely increase your risk of health consequences, depending on the positive childhood experiences you had (see below).

Prior to your 18th birthday:

1. Was your mother or stepmother:
Often or very often pushed, grabbed, slapped, or had something thrown at her? or Sometimes, often, or very often kicked, bitten, hit with a fist, or hit with something hard? or Ever repeatedly hit over at least a few minutes or threatened with a gun or knife?
No___If Yes, enter 1 _ _

2. Was a household member depressed or mentally ill, or did a household member attempt suicide? No___If Yes, enter 1 _ _

Now add up your "Yes" answers: _ This is your ACE Score

__________________________

Now that you know your ACEs, what does it mean?

First....a tiny bit of background to help you figure this out.....(if you want the back story about the fascinating origins of the ACE Study, read The Adverse Childhood Experiences Study - the largest, most important public health study you never heard of - began in an obesity clinic.)

The CDC's Adverse Childhood Experiences Study ( ACE Study) uncovered a stunning link between childhood trauma and the chronic diseases people develop as adults, as well as social and emotional problems. This includes heart disease, lung cancer, diabetes and many autoimmune diseases, as well as depression, violence, being a victim of violence, and suicide.

The first research results were published in 1998, followed by more than 70 other publications through 2015. They showed that:

childhood trauma was very common, even in employed white middle-class, college-educated people with great health insurance;

there was a direct link between childhood trauma and adult onset of chronic disease, as well as depression, suicide, being violent and a victim of violence;

more types of trauma increased the risk of health, social and emotional problems.

people usually experience more than one type of trauma - rarely is it only sex abuse or only verbal abuse.

A whopping two thirds of the 17,000 people in the ACE Study had an ACE score of at least one - 87 percent of those had more than one. Thirty-six states and the District of Columbia have done their own ACE surveys; their results are similar to the CDC's ACE Study.

The study's researchers came up with an ACE score to explain a person's risk for chronic disease. Think of it as a cholesterol score for childhood toxic stress. You get one point for each type of trauma. The higher your ACE score, the higher your risk of health and social problems. (Of course, other types of trauma exist that could contribute to an ACE score, so it is conceivable that people could have ACE scores higher than 10; however, the ACE Study measured only 10 types.)

As your ACE score increases, so does the risk of disease, social and emotional problems. With an ACE score of 4 or more, things start getting serious. The likelihood of chronic pulmonary lung disease increases 390 percent; hepatitis, 240 percent; depression 460 percent; attempted suicide, 1,220 percent.

(By the way, lest you think that the ACE Study was yet another involving inner-city poor people of color, take note: The study's participants were 17,000 mostly white, middle and upper-middle class college-educated San Diegans with good jobs and great health care - they all belonged to the Kaiser Permanente health maintenance organization. Prior to the ACE Study, most research about effects of abuse, neglect, etc., involved poor people of color who live in the inner city. And so the notion was that it was inner-city people of color who experienced abuse, neglect, etc., not white middle-class or white upper-class people....that somehow white people of means were immune from the kinds of problems affecting people who were poor. That's not only ridiculous, but it was just another way to perpetrate racism and classism. The ACE Study quashed that notion. So, it's not that I'm saying that the ACE Study is credible because it was done on white people, I'm saying that the ACE Study opened the door to an understanding that ACEs are at the root of nearly all problems of physical, mental, economic and social health in humans, no matter where in the world those humans live. The ACE Study and the other research that makes up ACEs science provided an opening to a better understanding of the constructs that make up our notion of why people suffer ill health - physical, mental, economic, social - and that includes systemic racism. )

Here are some specific graphic examples of how increasing ACE scores increase the risk of some diseases, social and emotional problems. All of these graphs come from "The relationship of adverse childhood experiences to adult health, well being, social function and health care", a book chapter by Drs. Vincent Felitti and Robert Anda, co-founders of the ACE Study, in "The Hidden Epidemic: The Impact of Early Life Trauma on Health and Disease."

What causes this?

At the same time that the ACE Study was being done, parallel research on kids' brains found that toxic stress damages the structure and function of a child's developing brain. This was determined by a group of neuroscientists and pediatricians, including neuroscientist Martin Teicher and pediatrician Jack Shonkoff , both at Harvard University, neuroscientist Bruce McEwen at Rockefeller University, and child psychiatrist Bruce Perry at the Child Trauma Academy .

When children are overloaded with stress hormones, they're in flight, fright or freeze mode. They can't learn in school. They often have difficulty trusting adults or developing healthy relationships with peers (i.e., they become loners). To relieve their anxiety, depression, guilt, shame, and/or inability to focus, they turn to easily available biochemical solutions - nicotine, alcohol, marijuana, methamphetamine - or activities in which they can escape their problems - high-risk sports, proliferation of sex partners, and work/over-achievement. (e.g. Nicotine reduces anger, increases focus and relieves depression. Alcohol relieves stress.)

Using drugs or overeating or engaging in risky behavior leads to consequences as a direct result of this behavior.

For example, smoking can lead to COPD (chronic obstructive pulmonary disease) or lung cancer. Overeating can lead to obesity and diabetes. In addition, there is increasing research that shows that severe and chronic stress leads to bodily systems producing an inflammatory response that leads to disease.

In addition, toxic stress can be passed down from generation to generation. The field of epigenetics shows that we are born with a set of genes that can be turned on and off, depending on what's happening in our environment. If a child grows up with an overload of toxic stress, their stress-response genes are likely to be activated so that they are easily triggered by stressful situations that don't affect those who don't grow up with toxic stress. They can pass that response onto their children.

Fortunately, brains and lives are somewhat plastic. Resilience research shows that the appropriate integration of resilience factors - such as asking for help, developing trusting relationships, forming a positive attitude, listening to feelings - can help people improve their lives.

For more information about ACEs science and how it's being used, go to: PACEs Science 101.

Here's a link to the long questionnaire (200+ questions).

For more information about PACEs science, go to PACEs Science 101.

_______________________

What are PCEs - positive childhood experiences?

Although there is still much to learn about ACEs and how to prevent and mitigate their effects, we also all know that childhood experiences are not limited to those that involve adversity. All childhood experiences matter. In the last few years, researchers have started to examine the impacts of positive childhood experiences (PCEs) on children and adults.

In 2019, a team of researchers - Dr. Christina Bethell, Jennifer Jones, Dr. Narangerel Gombojav, Dr. Jeff Linkenbach and Dr. Robert Sege - found a dose-response association between positive childhood experiences and adult mental and relationship health among adults who had experienced ACEs, irrespective of how many ACEs they had. This means that it's really important to have positive childhood experiences, no matter how much adversity you have in your life. And if you have a lot of adversity and a lot of positive childhood experiences, you are less likely to suffer the consequences of ACEs. However if you have no positive childhood experiences and few ACEs, the consequences of the ACEs are more likely to appear. Positive Childhood Experiences and Adult Mental and Relational Health in a Statewide Sample: Associations Across Adverse Childhood Experiences Levels | JAMA Pediatrics.

To find out what positive childhood experiences you have, answer the following questions. How much or how often during your childhood did you:

1. feel able to talk to your family about feelings;

2. feel your family stood by you during difficult times;

3. enjoy participating in community traditions;

4. feel a sense of belonging in high school;

5. feel supported by friends;

6. have at least two non-parent adults who took genuine interest in you; and

7. feel safe and protected by an adult in your home.

Also in 2019, Bethell, Gombojav, and Dr. Robert Whitaker reported that at each level of ACEs, "the presence of flourishing increased in a graded fashion with increasing levels of family resilience and connection." Family Resilience And Connection Promote Flourishing Among US Children, Even Amid Adversity | Health Affairs

In 2014, Bethell, Dr. Paul Newacheck, Dr. Eva Hawes, and Dr. Neal Halfon found that children with higher ACE scores were less likely to demonstrate resilience, live in a protective home environment, have a mother who was healthy, and live in safe and supportive neighborhoods. However, almost half of the children who had experienced ACEs also demonstrated resilience, and "resilience mitigated the impact of adverse childhood experiences on grade repetition and school engagement." Adverse Childhood Experiences: Assessing The Impact On Health And School Engagement And The Mitigating Role Of Resilience | Health Affairs

In a study published in 2021, Whitaker, Dr. Tracy Dearth-Wesley, and Dr. Allison Herman wrote that "greater childhood family connection was associated with greater flourishing in US adults across levels of childhood adversity." Childhood family connection and adult flourishing: associations across levels of childhood adversity - Academic Pediatrics (academicpedsjnl.net)

Dr. Yui Yamaoka and Dr. David Bard reported in 2019 that "the number of adverse childhood experiences was associated with both social-emotional deficits and developmental delay risks in early childhood; however, positive parenting practices demonstrated robust protective effects independent of the number of adverse childhood experiences." Positive Parenting Matters in the Face of Early Adversity - PubMed (nih.gov)

Among juvenile offenders, Dr. Michael Baglivio and Dr. Kevin Wolff discovered in 2020 that "high ACE scores were associated with increased reoffending, and high PCE scores were associated with decreased recidivism, as measured by both rearrest and reconviction. Further, among juveniles with four or more ACEs who have six or more PCEs, reconviction was 23% lower and rearrest 22% lower when compared to those youth with four or more ACEs and less than six PCEs, controlling for a host of demographic and criminal history measures." Positive Childhood Experiences (PCE): Cumulative Resiliency in the Face of Adverse Childhood Experiences - Michael T. Baglivio, Kevin T. Wolff, 2021 (sagepub.com)

Dr. Michael Baxter, Dr. Eden Hemming, Dr. Heather McIntosh, and Dr. Chan Hellman published research in 2017 that demonstrated that higher ACEs scores were associated with lower hope in a study of caregivers who brought children in for a child abuse medical investigation at a child advocacy center. Exploring the Relationship Between Adverse Childhood Experiences and Hope: Journal of Child Sexual Abuse: Vol 26, No 8 (tandfonline.com)

In 2019, Dr. AliceAnn Crandall, Dr. Jacob Miller, Dr. Aaron Cheung, Dr. Lynneth Novilla, Dr. Rozalyn Glade, Dr. M. Lelinneth Novilla, Dr. Brianna Magnusson, Dr. Barbara Leavitt, Dr. Michael Barnes, and Dr. Carl Hanson observed in a study of adults that "higher counter-ACEs scores [i.e., positive childhood experiences] were associated with improved adult health and that counter-ACEs neutralized the negative impact of ACEs on adult health." ACEs and counter-ACEs: How positive and negative childhood experiences influence adult health - ScienceDirect

A study by Whitaker, Dearth-Wesley, and Herman in 2020 showed that across levels of childhood adversity, greater childhood family connection was associated with greater flourishing among young adults with type 1 diabetes.Childhood Family Connection With Flourishing in Young Adulthood Among Those With Type 1 Diabetes | Pediatrics | JAMA Network Open | JAMA Network

Finally, in 2016, Bethell, Gombojav, Dr. Michele Solloway, and Dr. Lawrence Wissow examined ACEs, resilience, family protective factors, and emotional, mental or behavioral conditions (EMB) in children and youth in the U.S. The authors found that children with ACEs had higher EMB than children without ACEs, but the presence of resilience was significantly associated with lower amounts of EMB for both children with and without ACEs. In addition, the prevalence of EMB was lower when family protective factors were present, even if the child had ACEs, although the presence of two or more ACEs decreased the effect. Adverse Childhood Experiences, Resilience and Mindfulness-Based Approaches: Common Denominator Issues for Children with Emotional, Mental, or Behavioral Problems (nih.gov)

In terms of research, these are still early days, says Dr. Robert Whitaker, director of Research and Research Education at the Columbia-Bassett Program and professor of Clinical Pediatrics in the Vagelos College of Physicians and Surgeons at Columbia University: "This area of PACEs research is emerging, but the boundaries of that research have not really been defined, particular as complement to the well-established body of research on resilience."

From " Brains: Journey to Resilience ", Alberta Family Wellness Initiative.

"PCEs may have lifelong consequences for mental and relational health despite co-occurring adversities such as ACEs," noted Dr. Christina Bethell in Positive Childhood Experiences and Adult Mental and Relational Health in a Statewide Sample: Associations Across Adverse Childhood Experiences Levels. Bethell is professor at Johns Hopkins University in the Bloomberg School of Public Health and founding director of the Child and Adolescent Health Measurement Initiative. "In this way, they support application of the World Health Organization's definition of health emphasizing that health is more than the absence of disease or adversity. The World Health Organization's positive construct of health is aligned with the proactive promotion of positive experiences in childhood because they are foundational to optimal childhood development and adult flourishing."

However, in terms of integrating what we know about PACEs, we have enough information to continue integrating the science into our work. If we want to change individuals, organizations, communities, and systems we need to talk about both positive and adverse childhood experiences - PACEs - and how they intertwine throughout our lives....

At the individual level, learning about ACEs helps us understand why we behave the way we do, and that our coping behavior is normal...a normal response to abnormal circumstances. Learning about PCEs provides direction to heal. The key concept about PACEs is that learning about both, together, can help improve our health and well-being. It gives us hope.

At the organizational level, staff and leaders can use knowledge of PACEs to create healing-centered work environments and programs in all sectors.

At the community level, educating the public about PACEs can provide hope and foster the development of innovative ideas about how to support families, organizations and communities. Understanding the interplay between positive and adverse experiences offers opportunity for engagement with all sectors. Communities can use this new lens to create mindful, healing-centered, research-informed approaches to prevent adversity and encourage connection and healing.

At the system level, policymakers and leaders can use research about PACEs to find common ground across fields and to support policies that promote the understanding of PACEs and how adversity and positive experiences work together.

At least two organizations are taking this approach and doing research to guide their actions:

The Healthy Outcomes from Positive Experiences (HOPE) team at Tufts Medical Center have identified four building blocks that lessen the negative effects of ACEs: relationships, environments, engagement, and social emotional development. HOPE - Healthy Outcomes from Positive Experiences

The Hope Research Center at the University of Oklahoma, Tulsa, focuses its research on the "science and power of hope as a psychological strength, especially among those experiencing trauma and adversity." The Center defines hope as "the belief that the future will be better and you have the power to make it so." Hope Research Center (ou.edu)

If you're interested in becoming more involved in the PACEs science community, join our companion social network, PACEs Connection. Just go to PACEsConnection.com and click "Join". PACEsConnection.com is the leading advocate for information about the science of positive and adverse childhood experiences (PACEs) and the rapidly expanding, global PACEs science movement.

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What ACEs do you have? There are 10 types of childhood trauma measured in the CDC-Kaiser Permanente Adverse Childhood Experiences Study. (There are many others...see below.) Five are personal - physical abuse, verbal abuse, sexual abuse, physical neglect, and emotional neglect. Five are related to other family members: a parent who's an alcoholic, a mother who's...

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Interviews teachers in the Kansas City area but discusses topics that effects education all around the country.

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The conversations teachers are having in schools today could determine what our world looks like in the future. We give those teachers a voice through weekly conversations about the important issues of the day. Listen and get a teacherly take on the world. Hosted by public radio news anchor Kyle Palmer and a dedicated team of teachers.

The conversations teachers are having in schools today could determine what our world looks like in the future. We give those teachers a voice through weekly conversations about the important issues of the day. Listen and get a teacherly take on the world. Hosted by public radio news anchor Kyle Palmer and a dedicated team of teachers.

Nothing Else Like This

I can't think of any of the podcast that's directly tackling how the issues everyone else talks about are affecting our kids and future. This show is fearless...race, white supremacy, immigration, politics...real conversation are happening hear. Don't miss it.

Teaching Wisdom and Insight

I find this podcast fascinating as a 30 something without kids who cares passionately about how we're educating our youth. I highly recommend this podcast for anyone interested in what's really going on in our schools.

Practical Pedagogy while elevating the teaching profession.

No Wrong Answers manages to find the right balance between the ongoings of the national education landscape and practical tips to deal with them at the local level and in the classroom.
As an educator myself I find the discussions to be insightful and refreshing. We need more voices that elevate the the teaching profession instead of looking for what's wrong with it. Thank you No Wrong Answers for providing this narrative.
No 5 stars here as some discussions can drag or are not always relevant to my interests, but overall a podcast that I often turn to for thought provoking education ideas.

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‎The conversations teachers are having in schools today could determine what our world looks like in the future. We give those teachers a voice through weekly conversations about the important issues of the day. Listen and get a teacherly take on the world. Hosted by public radio news anchor Kyle Pal...

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good for group chatting and group video chatting

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...where you can belong to a school club, a gaming group, or a worldwide art community. Where just you and a handful of friends can spend time together. A place that makes it easy to talk every day and hang out more often.

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Discord | Your Place to Talk and Hang Out

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Discord is the easiest way to talk over voice, video, and text. Talk, chat, hang out, and stay close with your friends and communities.

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Have students use Prezi instead of PowerPoint or google slides as a form of storyboarding/animation

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Kurzweil 3000 is award-winning educational software designed to provide literacy support for those who struggle with literacy in the classroom, at home, or in the workplace. Built-in features for reading, writing and study skills helps students to become independent learners, active participants within inclusion classrooms or sheltered instruction programs; but most importantly, to keep up with peers and achieve their full academic potential. Students can use Kurzweil 3000 throughout their school career and beyond, utilize the literacy support for becoming lifelong learners.

Learn more Learn about the newest features added with the latest release of Kurzweil 3000. Try Kurzweil 3000 for free today.

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Kurzweil 3000 Educational Software for Literacy Support from Kurzweil Education

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Kurzweil 3000 is award-winning educational software designed to provide literacy support for those who struggle with literacy in the classroom, at home, or in the workplace. Built-in features for reading, writing and study skills helps students to become independent learners, active participants within inclusion classrooms or sheltered instruction programs; but most importantly, to keep up with peers and achieve their full academic potential.

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The podcast that provides practical ideas for Google tools.

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cool and fun information regarding all aspect of study. Some episodes are NSFW so listen before! :)

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Listen to Ologies on Stitcher, Spotify, Apple Podcasts, or wherever you get podcasts.

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Concise daily information that can keep our students and us informed on important current events.

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A collaborative writing tool for students to bounce ideas off of one another and promotes collaborative learning.

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Reading & Writing

BoomWriter provides powerful opportunities for your students to read and write for an audience and purpose.

Voting

Our unique voting system encourages positive, meaningful peer evaluation.

Published

There is nothing better than the moment every student in your classroom is published.

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Reading & Writing BoomWriter provides powerful opportunities for your students to read and write for an audience and purpose. Voting Our unique voting system encourages positive, meaningful peer evaluation. Published There is nothing better than the moment every student in your classroom is published.

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Intriguing photos without captions

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Intriguing Times images stripped of their captions — and an invitation to students to discuss them live.

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Students can create interactive games or content, all while learning to code

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Scratch is a free programming language and online community where you can create your own interactive stories, games, and animations.

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Provides a different avenue to facilitate knowledge.
https://www.youtube.com/user/crashcourse

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helps students with spelling struggles to learn the phonetics of the word

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Description:

Phonetic spelling software, unlike the word prediction and spell check programs, are programed to recognize phonetic spelling, converting them to the correct spelling of words.

Educational Value:

Students with learning disabilities like dyslexia often spell words phonetically. This assistive technology allows them a tool that will support this area of learning.

Link to Example Product:

http://www.franklin.com/

Link to Youtube Video:

http://www.clarosoftware.com/index.php?cPath=355

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Phonetic Spelling Software - Technology in Education

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Description: Phonetic spelling software, unlike the word prediction and spell check programs, are programed to recognize phonetic spelling, converting them to the correct spelling of words. Educational Value: Students with learning disabilities like dyslexia often spell words phonetically. This assistive technology allows them a tool that will support this area of learning.

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If you want to know whether a specific book is within your child's Lexile range, you can use our Lexile® Find a Book tool. Located near the top of our book search tool, you can quickly find a book's Lexile measure by entering a book's title, author or ISBN.

You can also use Find a Book to search for books based on text features. You can search for books based on Lexile codes, which provide information on the book's intended usage, or find books that are easy to decode or have a lot of patterning to help beginning readers.

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If you want to know whether a specific book is within your child's Lexile range, you can use our Lexile®...

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Vast array of information that the U.S. government has recorded and made public. Variety of primary sources.

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The world’s largest library. View historic photos, maps, books and more. Contact experts for help with research. Plan a visit. Home of U.S. Copyright Office.

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history biology literature learning education science humanities school "world history" ap tests smart fun chemistry psychology apush whap study "crash cours...

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At Crash Course, we believe that high-quality educational videos should be available to everyone for free! Subscribe for weekly videos from our current courses! The Crash Course team has produced more than 45 courses on a wide variety of subjects, including organic chemistry, literature, world history, biology, philosophy, theater, ecology, and many more!

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Can make engaging animations with avatars

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Make and post videos for students

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

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Looking for targeted responses to your surveys?
Get the responses you need in minutes with SurveyMonkey Audience, our trusted panel of more than 175 million respondents from across the globe.

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Use SurveyMonkey to drive your business forward by using our free online survey and forms tool to capture the voices and opinions of the people who matter most to you.

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

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

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Newsela | Content and assessment platform

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

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Some teachers will make an educational account that students can access for office hours/ homework tutoring

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A blog for planning lessons to meet common core state standards

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These ocean subtraction match sets are designed to help you create subtraction centers for a range of subtraction skills. This collection of math centers is another free resource for teachers from The Curriculum Corner. We have created this set of ocean themed subtraction math sets to help you create math centers to fit your classroom theme or current ocean focus.

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Brand new science podcast -- one topic (~10 minutes) each episode

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New discoveries, everyday mysteries, and the science behind the headlines - in just under 15 minutes. It's science for everyone, using a lot of creativity and a little humor. Join hosts Emily Kwong and Regina Barber for science on a different wavelength.If you're hooked, try Short Wave Plus.

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Science News Explores publishes news from all fields of science for students from middle school and up, with resources for parents and educators.

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Find a teacher group and share your ideas.

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All of your groups, all in one place.

Join new groups or see what's new with the ones you're already in.

Easily find people who like the same things as you.

Whether you're looking for information, advice or a new hobby, there's a group for you.

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Facebook Groups - Find a Group for You | Facebook

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All of your groups, all in one place. Join new groups or see what's new with the ones you're already in. Easily find people who like the same things as you. Whether you're looking for information, advice or a new hobby, there's a group for you.

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Comic creation software, students can use class content to create their own narrative or understanding of a narrative.

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Educators! Learn how to use Pixton in the classroom. Set up your classroom and begin teaching any subject in minutes through the super-power of comics.

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This site is not limited to the subject of Science

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The latest health and science news. Updates on medicine, healthy living, nutrition, drugs, diet, and advances in science and technology. Subscribe to the Health & Science podcast.

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1:09:55 Guest(s): Amanda Morin, Emily Kircher-Morris

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The Cult of Pedagogy Podcast | Cult of Pedagogy

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Teaching strategies, classroom management, education reform, educational technology -- if it has something to do with teaching, we’re talking about it.

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App that allows students to upload photos of wildlife, plants, etc. for evaluation by scientists; interactive community of amateur scientists

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App that allows students to upload photos of wildlife, plants, etc. for evaluation by scientists; interactive community of amateur scientists

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We've detected that JavaScript is disabled in this browser. Please enable JavaScript or switch to a supported browser to continue using twitter.com. You can see a list of supported browsers in our Help Center.
Help Center

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Inspire

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used for mindmapping

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A PLC of higher ed faculty and grad students interested in biology teaching best practices - they post lots of interesting research!

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Oct 11: Caleb Trujillo - Assistant Professor, School of Interdisciplinary Arts & Sciences UW Bothell

1) unpacking systems thinking as a framework and 2) Student's views of modeling

Using real-world phenomena as an instructional tool to help students develop sophisticated scientific thinking. Oct 25: Emily Scott, UW Seattle Biology: Here is a link to her paper on this topic for those interested in background information. Emily also recently gave a webinar on this topic for CBE-LSE. A video of this webinar will soon be available here.

Nov 1: Ben Wiggins, UW Seattle Biology will lead a discussion on the newly released 2nd edition of How People Learn.

Nov 8: Jake Cooper, UW seattle Biology will lead a conversation on course and syllabus design: how can we design courses to be robust to changing logistics (e.g. scheduling, classroom resources, class size)?

Nov 22: Jenny Loertscher - Professor, Chemistry, Seattle University - The Integration of Research and Practice in a Biochemistry Education Community.

Nov 29: THANKSGIVING - no meeting - enjoy time with family and friends!

Seattle Academy SAAS. Using Primary Literature to Teach Writing.

Jan 10: Heather Heinz, Lecturer, UW Tacoma and Erica Cline, Assoc Professor & Director of ACCESS in STEM: Science Identity

Spring 2019 Schedule - Friday 3:30-4:30 *LSB 110*
February 15: Bryce Taylor - TBA
October 26: Meeting cancelled March 30 - Dr. Emily Scott *****************************************************************************************
January 19 - SABER West Report

January 26 - Alexa Clemmons

February 2 - Jennifer Doherty - Data
*********************************************** ********************************************** May 12-Hannah Chapin- recall June 2-Bryan White- UW Bothell _________________________________________________________________________________ Jan 27- Green Dot training ******************************************** Nov 11- HOLIDAY- Armistice Day Nov 25- Thanksgiving holiday ************************************************ SPRING 2016 3:30-4:30 in HCK 320 (NW BIO in Eugene Oregon)
Jan 8-Jake Cooper & Hannah Jordt

Theme: Instructional methods
Oct-16- Hannah Jordt: TBD Nov 27- Thanksgiving Holiday **********************************************
Theme for Spring-- faculty development
April 3- no meeting first week of classes

April 10- Becca Price- the STEP program at UW (post-doc faculty development program)

Scientific Teaching Taxonomy- CBE-LSE March 2015

April 24-Meredith Bache-Wiig-

Trisha Vickrey,Kaitlyn Rosploch, Reihaneh Rahmanian,Matthew Pilarz,andMarilyne Stains Research-Based Implementation of Peer Instruction: A Literature Review CBE Life Sci EducMarch 2, 201514:es3;doi:10.1187/cbe.14-11-0198

May 29-Angela Katsuyama- TBD

June 5-Alaina Garland- TBD

Fridays 3:30-4:30 in HCK 320.

Nov. 28- Thanksgiving Break
-

April 18- finish observation tools
WINTER 2014-Friday 3:30-4:30 pm Hitchcock 320-
theme for Winter: Evidence Based best practices in the classroom

For each topic the goals are the following:

1. find 3-4 papers presenting evidence that teaching strategy improves student performance or retention

2. identify the components of each teaching strategy to help other use the strategy appropriately.

3. possibly identify some of the underlying cognitive science associated with the strategy

4. where might a person go to get training or find more resources

5. Is this happening on our campus or nearby- so we can see what it looks like

Jan 10- "High Structure in the intro biology classroom"-- MP Wenderoth

1) Freeman, S., D. Haak, and M.P. Wenderoth. 2011. Increased Course Structure Reduces Fail Rates in Introductory Biology. CBE Life Science Education 10 (2):175-186

2) Freeman,S., E. O'Connor, J. W. Parks, M. Cunningham, D. Hurley, D. Haak, C. Dirks, M.P. Wenderoth. 2007. Prescribed Active Learning Increases Performance in Introductory Biology. CBE Life Sciences Education 6(2): 132-139

Jan 17-Follow-up on week 1

Jan 24-Follow up to week 1

Jan 31- Alison Crowe- use of Cooperative Learning in class

Feb 7- Sara Brownell & Gita B. Course-based research experience for undergraduates

Feb 14- Dan Grunspan- social networks in education

Feb 28-Hannah Chapin- peer instruction

Mar 7-Sarah Eddy- MOderate structure course at UNC-Chapel Hill in mixed majors course

Mar 14- VIew actual videos of High structure format

- discussion of elements and challenges

2. another Biol 180 class with Scott
writing to learn- Jeremy Davis Peer Instruction ( Eric Mazur's work) authentic research in the classroom lab setting
5. video of Robin Wright using their new active learning classroom

Oct 4- Becca Price- Preliminary results from her project on Natural Selection Misconceptions found in Microbiology texts

1) ARE TENURE TRACK PROFESSORS BETTER TEACHERS?-NBER WORKING PAPER SERIES

Working Paper 19406 http://www.nber.org/papers/w19406
2) How CanWe Improve Problem Solving in UndergraduateBiology? Applying Lessons from 30 Years of PhysicsEducation Research-A.-M. Hoskinson,M. D. Caballero,and J. K. KnightCBE-Life Sciences EducationVol. 12, 153-161, Summer 2013

Oct 18- Sarah Eddy and Sara Brownell--preliminary results from their project: Is there a Gender Gap in Biology course scores?

Nov 1-Jenny McFarland, Sara Brownell, MP Wenderoth- Report out on regional PULSE meeting held in Seattle Oct 4, 2013

Nov 15-Stacy Alvares- Journal Club- Online Information Searching Strategies Inventory (OISSI) as a way to examine how student's seek out information on the web.

Nov 22-Karen Petersen- Journal Club- Articulating Scientific Reasoning Improves StudentLearning in an Undergraduate Anatomy and Physiology Course by Johanna Krontiris-Litowitz CBE-LSE 2009

Dec 6 - Sara Brownell will present the curricular framework- BioMap- based on Vision and Change core concepts that she has been developing for the BIology department.

SPRING 2013 Friday 4-5 pm Hitchcock 343- NOTE new LOCATION!!!

Theme for this quarter - From Theory to Practice

The list of people who are willing to Open their classroom to visitors is located at the BOTTOM of the navigation bar to the left.

April 5- MPW will start. Will discuss use of "Ask, Don't Tell", "Talk to Your Neighbor", Blooming Exams. highlighting the exam key

April 12-Karen Petersen-lecture exercises from 400 level courses

April 16- Tuesday- UW SOTL symposium

April 26- Jenny McFarland-- "Worked Examples"

May 3- Sara Brownell- will discuss concept of Learning Progressions

May 10-Jenny McFarland- Using active learning during office hours.

May 17- Undergrad Research Symposium- MGH-

May 31-Sarah Eddy - Identity in the college science classroom

I have e-mailed Sarah's presentation and references to BERG list serv

************************************************
WINTER 2013 Friday 4-5 pm Hitchcock 218- NOTE new time!!!

Jan 11-Becca Price will present the work she recently published in Science.
"How We Got Here: An Inquiry-Based Activity About Human Evolution"-
Science 21 December 2012: Vol. 338 no. 6114 pp. 1554-1555

Jan 18-Alison Crowe - paper in CBE by Peggy Brickman on the science literacy test:
http://www.lifescied.org/content/11/4/364.full

Jan 25-Becca Price will lead discussion on format of professional talks on active learning

Feb 1- Report from the NSF TUES mtg in DC ( Alison, Jennifer, Pam, Gita, MP)
Feb 8- Elaine Klein- TBD
Feb 15- Sara Brownell-
Feb 22- PULSE fellows will present
Feb 25 2:30-3:30- Inside the Undergraduate Teaching Experience
---The University of Washington's Growth in Faculty Teaching Study (GIFTS)
--Book release-
Walker-Ames room- 2nd floor of Kane Hall.
March 1- _____________ (this could be you!)
Abstract for UW SOTL symposium DUE: more information and submit abstracts her
[UW SOTL- April 16 2-4:30 in HUB]
March 8- Simina Popa to present her Huckaby Fellowship
March 15- Ben Wiggins-a faculty development workshop
Jenny found a Science Literacy group at U of O that holds weekly journal clubs. It has some nice references that people may be interested in reading. They are associated with the Teaching Effectiveness Program at Oregon.

***************************************************
AUTUMN 2012 Friday 3-4 pm Hitchcock 218

Oct. 5-- Update on SABER meeting, scheduling of Autumn
Oct 12- Jenny McFarland will lead discussion about PULSE
Oct 12-14 SACNAS meeting in Seattle
Oct 16- TUESDAY_ SPECIAL session- Meeting with Dr. Louise Mead ( she is speaker at SACNAS)- 1 pm mtg
Oct 19-no BERG on Friday because we met with Louise Mead on Tuesday
Oct 22- Scott Freeman's seminar ( video recording)
Oct 26- Gita Bangera- faculty at Bellevue College will tell us about her new NSF grant.
Nov 2- Mary Pat Wenderoth- Threshold Concepts
Nov 9- Ben Wiggins- Biol 200 project
Nov 16-Rachel Wade (physics faculty at EdCC will discuss "Feeling Different: An Examination of Underrepresented Minority Community College Students' Major Persistence Intentions Through the Lens of STEM Identity"
Nov 23- Holiday
Nov 30-Greg Crowthers- discuss his NSF-AISI grant
Dec 7-Karen Petersen- Citizen Science

****************************************************
SPRING 2012
Meetings: Friday 4-5 pm Hitchcock 218

April 6- Eric Chudler- Teaching Neuroscience to Diverse Audiences
Eric's web site- quite a gold mine! ( 26 people)

April 13- Group read of Redesign of a Large Introductory Biology Course. C. Ueckert et al. 2011. CBE- Life Science Education
please read the article and come prepared to contribute to the group discussion. ( 7 people)

APRIL 17-TUESDAY-UW Symposium on Teaching and Learning 2-4:30 in Kane Walker Ames room on UW Seattle campus

April 20- Alison Crowe and Ben Wiggins- will present the TUES I grant they are submitting in May 2012.

April 27-Ben WIgins & Mandy Schivell- POGIL workshop for NWBIO

April 28 & 29- NWBIO at Everett Community College- registration is reasonable and it is a great networking opportunity.

May 4- Becca P- grant ideas

May 11-Siobhan Mangus, give a practice talk for the UR symposium. Her talk title is "I select you naturally: how an upper division textbook may unintentionally reinforce naïve conceptions about evolution."

May 18- (MG Undergrad research symposium)- no BERG

May 25- Brian B. Journal club:
Writing-to-Learn in Undergraduate Science Education: A Community-Based, Conceptually Driven Approach"
& "The Utility of Writing Assignments in Undergraduate Bioscience"
March issue of CBE--Life Sciences- 2012.

June 1-Alexa Tullis and Andreas Madlung from the U. of Puget Sound biology department are interested in developing a study on the incorporation of primary literature into undergrad courses and would like to run research design by BERG.

Jan 11- Lara: Practice talk for job interview (research and teaching)Feb 8- Ben and Hannah:Lit review on Peer TAs/ Learning AssistantsBlooming Workshop part 2- bring your exam questionsMary Pat- "What Cognitive Research Tells Us About Engaging Today's Undergraduate Students" Winter 2012
Meetings: Wednesday 4-5 pm Hitchcock 218

Jan 18- CANCELLED due to SNOW- will be rescheduled: Becca: Genetic drift concept inventory
Jan 25- Greg & Alison: CREATE journal club
Feb 15-Mary Pat - Bloom workshop- bring your exam questions.

March 7- Bryan White- journal club (article from CBE Dec issue) and some research idea

Feb 22-
Feb 1- Becca: Genetic drift concept inventory

Martha Groom- Discuss a study she is doing on science process skillsMeetings in HCK 218 Spring 2012

Friday 3-4 pm

Oct 7- set agenda for Fall, meeting updates
19 members present
Oct 14- Scott Freeman- Climate Change exercise
Oct 21- Ben - discuss possible topics for his dissertation in Science Ed.
Oct 28-Alison and Mary Pat- recap of IS-SOTL meeting
Sally Hoskins- CREATE for reading the primary literature
New Leadership Alliance for Student Learning and Accountability
glogster- on-line posters
Creative Commons
Nov 4- Planning Session for Best practices topic for winter ( topic, literature, videotaping, etc)
Nov 11- Veteran's Day
Nov 18- Karen- Use of Concept Mapping to assess student learning
Nov 25- Thanksgiving Holiday
Dec 2- Karen P. Review of Clicker literature
Dec 8-11- NSTA meeting in Seattle at Convention Center
Dec 9-Jenny Mc.- update on Concept Assessment in Physiology project.

********************************
SPRING 2011

Meetings in HCK 218- map to HCK
Wednesday 9-10 am
April 29 - May 1- NWBIO at Yakima Community College. A great place to present your BER results and build partnerships with community college faculty.
April 6- Anna Davis
Teaching Anatomy and Physiology at the Community College: Status Quo, Opportunities, and Research Questions revealed through development of an Open Course Library A&P course.

April 13- Carol Pollack from UBC & Joan Sharpe from Simon Frasier Univ. - Speaking about the First year program in BIology at UBC and SF and how they used Blooming Biology Tool to assess thier first yer program. They will also tell us about the 6 concept inventories their group is producing. April 19- UW SOTL from 2-4:30 in Kane Hall
Thursday April 20- 9am Jennifer Loertscher, Seattle U "Development and Implementation of Biochemistry assessment instrument."Jenny's slides are posted at the very bottom of this page Northwest Regional POGIL meeting this summer in Oregon- Cristy Walcher- Experimental Design component of GATEWAY project.

May 4- Greg Crowthers- will discuss the NSF TUES I grant they plan to submit May 20 2011

May 11- Linda Martin-Morris- will discuss the Diversity Scholars program that she is involved with on cmpus

Tuesday May 17 4pm -- Julie Libarkin Seminar in Biology

May 18- Julie Libarkin will talk to BERG

May 25- Lara Shamieh from UW Pathology Dept- would like feedback on her Senior Seminar format- Michael Fleming ?

July 29-31- SABER national meeting- Minneapolis

*************************************************
WINTER 2011 Meetings in HCK 344

times alternate between 9am and 4 pm

Jan 12-- 4pm- Becca - attitude survey
Jan 19- 9 am- Michelle - Lexical Analysis and the Genetic Concept Assessment

Journals in which to publish Jan 26 - 4pm- Karen- poster she presented at SICBFeb 9- 4pm- Brian B. Diversity in education

Feb 16 - 9 am- Maureen- A curriculum and database that guide students in developing and testing hypotheses in genetics.

Feb 23 - SPECIAL TIME_9am Dr. Charles Ofria (Biology seminar speaker- one of the architects of the AVIDA evolution computer program

Feb 2- 9 am- MPW- Testing Effect

Mar 2- 9am- Michelle S.- Statistical analysis of Genetic Concept Inventory responses.

Mar 9- 4pm- Jennie McFarland - present the Experimental Biology (EB) Poster on BERG as Learning Community
*****************************
Upcoming Deadlines

March 8th- submit abstracts to UW SOTL symposium held April 19 2-4:30 in Kane Hall.

April 29 - May 1- NWBIO at Yakima Community College. A great place to present your BER results and build partnerships with community college faculty.
******************************
Possible topics
ask Jennifer Loertscher from SU to give a talk.
invite Phil Bell from School of Ed to talk
invite Paula Heron from Physics Education Group on campus
what are funding opportunities
how to do curricular assessment
PEERS- an ADVANCE/CELT program at UW
IRB approval

others?
AUTUMN 2010
Welcome back to the 2010-2011 academic year and another great year for Biology Education Research.

Meeting: 9-10 Thursdays in HCK 446

Oct 7 - Set the agenda for the quarter.
LInk to SABER web site.

Oct 14- Becca Price- UW Bothell- Discussion of Lawson Reasoning Test and different types of Nature of Science (NOS) surveys
handouts- PriceBERG below
handouts- two levels below
science article on student reasoning- ( see Science mag 2009)
article on student understanding of age of earth and evolution ( see cotner below)

Oct 21- Bloom workshop-- creating higher order free response and MCQ
Biology in Bloom: Implementing Bloom's Taxonomy to Enhance Student Learning in Biology
Crowe, A., C. Dirks & M.P. Wenderoth
CBE- Life Science Education Vol. 7, 368-381, Winter 2008

Oct 28- Linda Martin-Morris & Mandi Schivell UW Seattle, Biology- POGIL activities for Biology

Nov. 4- Brian Buchwitz- UW Seattle- HHMI- Using primary literature to help students think like a scientist

Tuesday Nov. 9- Scott Freeman- UW Seattle, Promotion talk at Biology dept Seminar- Physics (PAA 102)

Nov 11- Veteran's Day ( Armistice Day)

Nov 18- Karen Chan- UW Seattle, Fisheries- Use of simulations in the classroom and NOS surveys

Nov. 25- Happy Thanksgiving

NEXT
Dec 2- Linda Martin-Morris--Structuring assignments to maximize team work in groups

Dec 9- Scott Freeman, Alison Crowe, Mary Pat Wenderoth-UW Seattle, Biology- Update on the Biology 180 Second Generation research project.
************************************************
WINTER 2011

*************************************************
SPRING 2010-- May 17- Teaching Tips Round table-- bring an idea that worked well in the classroom to share with your colleagues-- this will be a very practical session. May 24- - Jenny McFarland from Edmonds CC will present an update on CABII ( Conceptual Assessment in Biology)
This is a NSF funded initiative that continues to develop a body of work on what are the key concepts in Biology and how best to assess them. article of interest.-- NO meeting

June 1- last meeting of Spring
-------
Past SPRING meetings
April 5- UW SOTL abstracts- teaching innovations of BERG members
Jackie White and Mike presented the Tree of Life project that their Biol 490 course ( Telling Science Stories- Jen Reusink and Doug Ewing) created for the Biology 180 class diversity unit. The projects incorporates plants from the teaching collection of the Greenhouse and helps students gain a deeper appreciation of the evolution of plants. Students were required to fill out a survey after completing the Tree of Life project and Jackie and Mike presented an overview of these results. They will be presenting their work at the UW Teaching and Learning symposium on April 20 from 2-4:30 at the HUB.

April 12- Becca Price from Bothell will present the work she submitted to UW Teaching and Learning Symposium.
"Performing evolution: an artistic exploration of natural selection and the scientific method"

April 19-Brian Buchwitz will present some of the work he is doing with the HHMI Biology Scholar students ( freshman)
The Undergraduate Research Experience: A Developmental Approach to Program Design for Research-Intensive Universities
Brian J. Buchwitz and Barbara T. Wakimoto Department of Biology, University of Washington
Undergraduate research programs at colleges and universities vary widely in structure, criteria used to select participants, and type and duration of program support. Our aim is to design a program that is best suited for students and faculty mentors at large, research-intensive universities. Here we describe the design and assessment of the University of Washington-Howard Hughes Medical Institute Integrative Research Internship Program (UW-HHMI IRIP). The UW-HHMI IRIP differs substantially from the more common summer-only undergraduate research programs in its intentionally developmental and integrative approach. Key features include: selection of a diverse cohort of students who have had little or no previous research experience; a required seminar course to facilitate introduction to research culture and broaden students appreciation of different types of research fields in biology; and an extended period of support that includes part-time research for two academic quarters preceding full-time research in summer. To assess our program, we are using two national surveys, the Survey of Undergraduate Research Experiences (SURE II) and the Undergraduate Research Student Self-Assessment survey (URSSA) which report gains as perceived by the undergraduate researchers. We show that UW-HHMI IRIP participants report higher than average learning gains in 20 of the 21 areas measured by SURE II. To compare student gains as evaluated by faculty mentors, we are testing a new mentor survey developed through a collaboration between our HHMI program and those at Montana State University, Oregon State University, and University of Montana. Overall, our results indicate that the UW-HHMI IRIP is providing beginning undergraduate researchers with meaningful research experience and encouraging retention in research for at least one additional academic year.

April 26-Ursula Valdez- will discuss her Teaching and Learning Symposium poster.
"Partnering Students with Field Researchers as an Alternative for Hands-on Opportunities in a Class-based Tropical Ecology CourseOpportunities for hands-on learning experiences are limited in class-based ecology courses for undergraduates. However, using field-based connections and student creativity it was possible to generate high motivation and engagement in a tropical ecology course. This is the follow-up on a project I started as a Huckabay teaching fellow in 2009. My Huckabay project focus was to design a tropical ecology course with components of active and participatory learning, as well as with the incorporation of student participation in real field-based research even if not in the field. In Summer 2009 I taught BIOL 497 Tropical Ecology and I applied innovative approaches to engage students in the topic. I offered a diversity of activities oriented to full participation of students during lectures and student-led discussions. Students learned basic principles of tropical ecology, and also developed in-class activities based on topics and readings assigned. In addition, students worked in research projects in partnership with researchers based in the field at the time. Two students and their field-based partner shared ideas, developed hypothesis and with data collected in the field answered research questions. Students explored on the community structure, behavior and parental relationships of birds in Ecuador and Peru, analyzed primate survey data in the Amazonian rainforest, elaborated molt schedules for birds in the tropical Andes and evaluated effects of urbanization on wildlife in Colombia. Besides working on scientific reports, students also communicated their findings in creative ways and targeting general public (through puppet shows, games, designing children books and others). I conducted assessments of student knowledge pre-and-post course sessions, as well as I received formal feedback from students by the middle of the quarter that was timely incorporated to improve the efficiency of the educational approach. Course reviews were highly positive, and BIO 497 will be offered again in summer 2010

Kimberly Sheldon will have a further discussion about the work she presented at UW Teaching and Learning Symposium:
"Integrated Interdisciplinary, International, Inter-Institutional Education: An Evaluation of the IGERT Program for Training Graduate Students"
Global environmental challenges transcend disciplinary, institutional, and political boundaries. Future environmental leaders must be trained accordingly. To be effective, they will need to collaborate successfully with an interdisciplinary, culturally and institutionally diverse group of colleagues. Traditional graduate school programs in the sciences, however, are not designed with this in mind. To address these limitations, the National Science Foundation (NSF) developed the Integrative Graduate Education and Research Traineeship (IGERT). Each IGERT program must integrate research across disciplines and institutions, and promote an international perspective. Despite this mandate, many IGERT programs fail. The IGERT program at the University of Washington titled Multinational Collaborations to Challenges in the Environment (MCCE) systematically and rigorously integrated interdisciplinary, international, and inter-institutional training. MCCE brought together students from traditionally unrelated disciplines who worked across institutional boundaries and were required to collaborate abroad during their second year of funding. Here, using the MCCE IGERT model of education as a case study, we show how integrated approaches to graduate education enhanced students' abilities to address multifaceted environmental challenges.

May 10- Antonio Lazcano- Departmental seminar speaker on Tuesday
Abstract: The heterotrophic origin of life proposed by Oparin and Haldane in
the 1920's was part of a Darwinian framework that assumed that living
organisms were the historical outcome of a gradual transformation of
lifeless matter. This idea was strongly opposed by the geneticist H. J.
Muller, who argued that single genes or DNA molecules represented primordial
living systems. Their debates represent not only contrasting views of the
nature of life itself, but also major ideological discussions that reached a
surprising intensity in the years following the 1953 Miller experiment,
which demonstrated the ease with which organic compounds could be
synthesized under putative primitive conditions. During the years following
the Miller experiment, attempts to understand the origin of life were shaped
scientifically by the development of molecular biology and, in
socio-political terms, by the atmosphere created by Cold War tensions.

May 17- Teaching Tips Round table-- bring an idea that worked well in the classroom to share with your colleagues-- this will be a very practical session. May 24- WINTER 2010
Feb 22- 9 am meeting - HCK 344
grant opportunities
meeting dates for Spring
open classrooms for Spring
**** we have posted (below) a list of grants and projects that BERG members are involved with.
IF you would like to get involved with any of these efforts please contact Mary Pat Wenderoth or Scott Freeman

March 1- 9am meeting 9am
undergraduate students working with Scott Freeman would like to present a study they are developing. They would like BERG's feedback and critique.
there are two papers by Cohen posted below that will serve as background for this project

March 8- 9 am meeting
Scott Freeman gave an overview of a newly-funded NSF CCLI grant awarded to BERG members to compare the effectiveness of different active learning strategies in helping students master difficult concepts in evolutionary biology

Mary Pat and David Haak discussed their on-going project looking at the role of metacognition in student performance. See papers by Kember posted below.

We also had a discussion about the use of Process Oriented Guided Inquiry Learning (POGIL). See papers below.

AUTUMN 2009
October 15 3-4 pm -- Alison Crowe and Patty Montano will discuss the study workshop they developed for Biol 200 ( use of Bloom's and metacognition)

November 19, 3-4 pm - Alison Crowe and Mary Pat Wenderoth will report on what they learned at the International Society for the Scholarship of Teaching and Learning ( IS-SOTL) held in Bloomington , IN Oct 22-25, 2009. ( 650 in attendance)

SUMMER 09
Monday July 13 at 10 am -- Scott will present ideas for "experiments in education"--HHMI
Thursday August 13 at 10 am-- Clarissa Dirks ( The Evergreen State College) and Mary Pat will talk about Science Process Skills survey and results
Thursday Sept 10 at 4pm-- Michael Fleming will discuss what he learned about ecology education at the ESA meeting

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University of Washington - BERG- Biology Education Research group

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Oct 11: Caleb Trujillo - Assistant Professor, School of Interdisciplinary Arts & Sciences UW Bothell 1) unpacking systems thinking as a framework and 2) Student's views of modeling Using real-world phenomena as an instructional tool to help students develop sophisticated scientific thinking.

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An alternative to Kahoot, less group oriented and more individual aspects.

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Join an activity with your class and find or create your own quizzes and flashcards.

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https://www.ted.com/talks?sort=relevance&q=education

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Interactive Powerpoint style slide--teacher can ask questions and collect student responses, etc.

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Join the Peartember celebration for giveaways, exclusive templates, and more! Learn more >

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As an instructor, you can quickly see what each individual thinks on the Teacher Dashboard. Noticing a lot of wrong answers? Adapt! Take a pause, back up, re-explain. But don't forget to help the learners help each other: Why did some people choose this while others chose that? How can we find out the right answer? What else do we need to know?

INVITE TEACHERS TO YOUR SHARED tEACHER DASHBOARD

This feature enables teachers using Pear Deck Premium to share Session controls and valuable student insight with other designated educators, including student teachers, special educators, co-teachers, or even substitutes. With a real-time view of individual student work and the ability to guide and provide direct feedback, educators teaching together can better support the diverse needs of learners everywhere!

Using Videos, Animations and GIFs in your Pear Deck? Get ready to Power-up!

Want to show a video about the Mars Rover in your Pear Deck presentation? Need to carefully layer in information on a slide to reduce information overload? Found a perfect GIF of a plant emerging from its seed? If you want your videos, animations, and GIFs to play at full resolution when you present with Pear Deck, install the Power-Up Google Chrome extension.

The Power-Up is a free Google Chrome extension. Installing it ensures that videos, animation, and GIFs embedded in your Pear Deck slides play at full-resolution on the projector and student devices - exactly the way they should!

Install the Power-Up from the Chrome Web Store on the device you use in class. Now when you present with Pear Deck, the Power-Up magically enables the display of your videos, animations, and GIFs.

Get the Power-Up

Learn Pear Deck for Google Slides

Watch a video for self-guided Google training:

Or, dive into a self-paced Pear Deck for Google Slides practice deck:

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Pear Deck for Google Slides is the #1 Slides Add-on, making it effortless for educators to add interactive questions and formative assessments to their presentations.

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Resources For Lesson Plan For Science | PBS LearningMedia

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Discover free resources designed for your lesson plan for science. Explore natural phenomena and scientific practices with videos, games, and activities for all grades.

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Assistive technology for dyslexic students

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A dyslexia specialist discusses the assistive technologies she uses to help students with dyslexia make gains in reading.

I'm a dyslexia specialist, and I work to promote a growth mindset and establish an expectation of high achievement for all of my students, so I ask them every day, "What are you reading today?" A key strategy I use is having them read along with audiobooks, which is beneficial in tying their emotional belief system directly to their academic performance.

It's important to allow students to choose books that match their interests, hopes, and dreams, and that is still true when working with audiobooks. For example, I had a student who came to me as a non-reader in second grade. Through conversation, I learned that he wanted to become a storm chaser when he grew up, so together we searched for nonfiction audiobooks related to tornados, tsunamis, and hurricanes.

He went home and ear-read an entire book for the first time in his life. Overnight, his belief system about reading and books changed from avoidance to intense interest. Previously, he had thought of books as a form of torture because reading involved intense, laborious decoding that resulted in frustration. He hadn't thought of books as a means to learn something new.

He began using vocabulary he had heard while ear-reading high-interest books, and we continued to talk each day about what he was reading and added new books to his online bookshelf.

A few months later, his mother emailed to tell me that his attitude toward school had changed. She was thrilled that he now wanted to go to school. This shift in attitude transformed his academic performance-he became engaged in school and took ownership of his learning, and his self-confidence began to blossom.

Assistive Technologies

Students who qualify as having dyslexia typically read below grade level but have the aptitude to become high achievers. For them, exposure to words in context via ear-reading can significantly reduce reading barriers, and human-narrated audiobooks really do make stories come alive for these students.

Each day, I ask my students to ear-read for 20 minutes to strengthen their reading frequency, vocabulary, and stamina-a practice promoted by Daily Five and Learning Ally, a nonprofit education technology organization that provides schools with access to human-read audiobooks, textbooks, and literature. There are other companies and organizations that provide accessible books too, like Overdrive, Bookshare, and Audible.

Other resources in my assistive technology toolbox are text-to-speech programs like Snap&Read and Natural Reader. My students have become celebrities around our district of more than 12,000 students because of their skill at using these types of software-we created the Student-Led Tech Crew, made up of students with dyslexia ages 9 to 17 who have become confident public speakers and presenters.

The Student-Led Tech Crew travels around our district sharing their assistive technology toolboxes with other teachers and students. We were even booked to teach in our district's professional development sessions prior to the 2018-19 school year. Most recently, we were invited to present our tools for academic success to a room full of district administrators, and my students handled these executives like pros.

These students have made marked improvements in their reading skills and social behavior as a result of our structured literacy curriculum, my high expectations for their achievement, and their use of supplemental assistive technology resources. Through the structured literacy curriculum, I teach students to decode words in an explicit and systematic manner that focuses on phonology, sound-symbol association, syllable types, and syntax. In addition, this instruction is delivered in a multisensory way that is proven to build pathways to improve phonological memory.

Used together, the curriculum and assistive technology support students, improving their performance through exposure to new vocabulary and daily access to grade-level texts.

The Benefits for Students

After using these resources with fidelity, my students performed higher on state testing and demonstrated large strides in self-confidence. In our state assessments, 97 percent of my students who utilized audiobooks and text-to-speech software met the STAAR (State of Texas Assessments of Academic Readiness) reading standard.

The biggest benefit is that students are recognized for reading and academic achievement-a rare occurrence for most students with dyslexia. Another moment of recognition came last year when we won third place in the nation in Learning Ally's Great Reading Games, ear-reading over 134,000 pages in just seven weeks. The students were thrilled to be featured by our local news station.

Students come to class each day and eagerly participate in my structured literacy lessons. They continue to choose audiobooks above their reading level to read at home, and they talk about books with their peers. They demonstrate, with authority, how to use technology to read audiobooks and to help them read unfamiliar words on websites or PDFs. As a result, they're now asking their classmates, "What are you reading?" with confidence. I've also noticed emotional gains in my struggling readers, such as perseverance and independence.

The effective use of assistive technology coupled with an explicit structured literacy curriculum can be life-changing for students with learning differences. Try one of these tools to see if your students will come out of their shell. Give them the freedom to choose what topics they want to learn about and watch the transformation in their self-belief that they can be successful readers and achievers.

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A dyslexia specialist discusses the assistive technologies she uses to help students with dyslexia make gains in reading. I'm a dyslexia specialist, and I work to promote a growth mindset and establish an expectation of high achievement for all of my students, so I ask them every day, "What are you reading today?"

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Fill out notecards and play a game.

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A resource for reflecting human diversity in the science classroom

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A repository of teaching materials and methods aimed at enhancing human diversity and inclusivity in biology courses.

People - including students and biologists - exhibit a diverse set of backgrounds and identities. However, most biology students are not exposed to a diversity of role models in the field of biology, and many students are taught about biology in a way that (often unintentionally) does not feel inclusive to them or their communities.

Project Biodiversify is here to help! We are an online space that promotes the humanization, diversification, and inclusivity of biology classrooms.

Check out Our Story to learn about the team, Contact Us to get involved or give us feedback and see what we've been up to on our News & Events page.

Are you a biologist? Are you an educator? Are you a student?

become a role model access teaching tools explore role models

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Project Biodiversify Tools to diversify and humanize biology courses

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A repository of teaching materials and methods aimed at enhancing human diversity and inclusivity in biology courses. People - including students and biologists - exhibit a diverse set of backgrounds and identities. However, most biology students are not exposed to a diversity of role models in the field of biology, and many students are taught about...

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Podcast with interesting stories on science topics

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Radiolab: Podcasts | WNYC Studios | Podcasts

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Alternative to powerpoint

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Open Canvas

Create, organize, and move freely on an open canvas. Create seamless presentations without the restrictions of linear slides.

Ready-made asset libraries

Choose from millions of images, stickers, GIFs, and icons from Unsplash and Giphy.

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Presentations and videos with engaging visuals for hybrid teams | Prezi Present

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Welcome to Prezi, the presentation software that uses motion, zoom, and spatial relationships to bring your ideas to life and make you a great presenter.

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I use this to take a beginning of the year survey on student interest/hobbies/getting to know them information. It saves in google drive, and I can reference it all year

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This site is not limited to the subject of Science

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The latest health and science news. Updates on medicine, healthy living, nutrition, drugs, diet, and advances in science and technology. Subscribe to the Health & Science podcast.

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Use this free video conferencing service to meet with students remotely or to have students meet up in groups online.

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I use this to poll students (e.g. brain hacks)

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Book meetings faster with the smart scheduling power of Doodle

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Set a professional tone

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Thousands of Doodle fans work inside enterprises like Cisco, Amazon, and Google.

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Doodle only stores your email and tokens - and nothing else. Your personal data - calendar, events and availability - are never stored in our database.

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Open up a "time block"

A first-come, first-served open block for appointments lets guests see and respond to your changing availability, without you having to constantly update them.

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Anyone invited to take a Doodle poll can respond no matter what calendar they use. This "universal" access lets all Doodle guests participate, no sign-in required.

Start scheduling the smart way

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Trusted by 30,000 companies worldwide Skip the email guessing game Outsmart back-and-forth emails by giving a clear visual snapshot of your availability. It's quick and collaborative. People can get back to work in minutes. No more juggling time zones and busy schedules Check availability across time zones, so key players don't get left out of important meetings - and projects move faster.

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by Angela Watson

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Truth For Teachers - Truth For Teachers Podcast

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Truth for Teachers is consistently ranked as a top K-12 podcast on iTunes, with over a thousand five star reviews and 9 million downloads. Subscribe below to get a fresh dose of inspiration for the week ahead! You can leave a short voice message to comment on any episode or submit a question for me to answer.

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Play games for formative assessment for free!