Assessment in Math and Science - What'd I Get?: Scoring Tools
Workshop 2. What'd I Get?: Scoring Tools (90 min.)
'Well-designed performance tasks give teachers the information necessary to evaluate the depth of students' understanding — but how can teachers determine quality work? This workshop demonstrates how teachers can construct assessment tools for benchmarks of student understanding. The role of students in the construction of scoring tools and the process of assessment will be a primary focus. Content Guide: K. Michael Hibbard.'
Assessment in Math and Science-That Would Never Work Here, Either!
Workshop 7. That Would Never Work Here, Either!: Seeing Assessment Reform in Action, Part II (90 min.)
'Involving students in assessment is often the key to engaging them in learning. This workshop will continue to follow Barbara and Scott as they use assessment to encourage their students to improve their performance. Providing opportunities for students to assess their own work and that of their peers will be the focus of this workshop. Content Guides: Mary Hibert Neuman and Jude
Applying Themes and Disciplines Workshop 4
What do we teach? Working from the NCSS themes and standards, the onscreen teachers identify approaches to integrating disciplines while teaching social studies content. Classroom video segments illustrate effective strategies for teaching across the curriculum and provide an opportunity to reflect on teaching practices. The session ends with the teachers developing a lesson plan that incorporates a variety of themes and disciplines.
Different Kinds of Smarts:Multiple Intelligences-Session 4
This program delves into Harvard University professor Howard Gardner’s theory of multiple intelligences, describing how people have learning skills that differ in significant ways. Featured are teachers who share a class of five- through eight-year-olds, including several mainstreamed special needs students, and a ninth- and 10th-grade social studies teacher, with expert commentary from Howard Gardner
Encouraging Discussion Workshop 2
Introduced by Dr. Langer, this program concentrates on discussion and its importance in helping engaged readers go further in the text. The on–screen teachers talk about ways to encourage whole–class and small–group discussion, the importance of asking the right questions to provoke thoughtful discussion, and making the discussion inclusive, including both talkative and reticent students. Their discussion is punctuated by visits to their classrooms, where discussion flourishes.
Every Rock Tells a Story
How can we use rocks to understand events in the Earth’s past? In this session, participants explore the processes that form sedimentary rocks, learn how fossils are preserved, and are introduced to the theory of plate tectonics.
Margarita—Grades 5-8 Margarita, a bilingual teacher of mixed-grades five through eight, is working with non-English speaking students to accelerate their science skills.
Paul—Grade 6 Paul, a sixth-grade science teacher, wants to involve his students in the minds-on components of science tasks.
Teaching The Difference Between Standard/Non-Standard Measurement with Feet by the Foot™
Feet by the Foot™ from Learning Resources help students transition from non-standard to standard measurement. Teacher demonstrates how to measure a table using the feet by foot method.
Plant Life Cycles
Which life forms reproduce at a distance, give rise to offspring miles away and even after death, trick other living things into helping them reproduce, and encourage predators to eat their young as part of their life cycle? Plants! During Session 4, we’ll continue our study of life cycles by focusing on the Plant kingdom, using flowering plants as our examples. During this
Experimental Probability with Cube
Students learn that probability can be found by conducting an
experiment. For example, given a number cube that has the numbers 1, 2, 3, 4, 5, and 6 on its faces, students are asked to toss the number cube 6 times and use the results to determine the probability of rolling a given number, such as 4. Note that the theoretical probability of rolling a 4 is 1/6 (1 favorable outcome) / (6 possible outcomes), but the experimental probability may be different from 1/6. For example, if a student
Extraneous Solutions to Radical Equations
In this video, the instructor discusses extraneous solutions to radical equations. Mr. Khan uses computer software (with different colors) to illustrate his points. Sal Khan is the recipient of the 2009 Microsoft Tech Award in Education. The viewer may want to open the video to 'full screen' as the instructor fits a lot of information on a dark screen
Chemical Changes and Conservation of Matter
Where does the weight go when we “lose weight”? What happens when iron rusts? Why are exploding stars able to turn other elements into gold when the alchemists w
Dividing Integers (sv)
This piece focuses on the rules for dividing negative numbers.This video by Duane Habecker is part of the video collection at NextVista.org (http://nextvista.org), a proud partner of Curriki.
The Arts in Every Classroom: Creating a Multi-Arts Performance Piece
Learner Team members and students examine the elements of the classic journey as identified by Joseph Campbell. They then create a multi-arts performance piece that represents a journey story. They apply what they have learned in previous lessons in order to rehearse, critique, revise, and perform their work.
Green's Theorem Proof (Part 2)
The instructor continues his discussion in Part 2 of the proof of Green's Theorem. The instructor uses computer software for demonstration. The explanation is clear and understandable.
Connecting With the Arts: What Roles Do Students Take On?
This program examines the artistic process of creating, performing, and responding. Participants will see students assuming the roles of researcher, writer, designer, director, performer, and critic.
Acceleration
Learn what acceleration is and how it effects the velocity of objects in this short, computer animated video. Key concepts covered are: acceleration, velocity, constant velocity, constand acceleration, distand per second, and constand acceleration rate. Video ends with a 10 question, fill in the blank quiz.
Can We Believe Our Eyes
Why is it that students can graduate from MIT and Harvard, yet not know how to solve a simple third-grade problem in science: lighting a light bulb with a battery and wire? Beginning with this startling fact, this program systematically explores many of the assumptions that we hold about learning to show that education is based on a series of myths. Through the example o
How to Write An Informative Essay
This clip, made by a student for an English class, tells how to write an informative essay. The narrator discusses the purpose of an informative essay, resources for information, choosing a topic, how to start the essay, and provides a link to help with formatting.
