The Concord Consortium has developed 19 activities for teaching and learning algebra that are available online or as an app for iPad or Android tablet computers. These activities—which cover a variety of algebra topics, from linear equations to transformations of functions—help students develop skills creating and using algebraic functions and graphs to solve problems.
Participants explore assessments developed in the SimScientists Physical Science Links project, and discuss whether the developers successfully integrated the three dimensions of the NGSS.
The SimScientists Physical Science Links project aims to develop a multi-level system of assessments aligned to the Next Generation Science Standards (NGSS) at the middle school level. The first suite developed focuses on energy. The first iteration of these assessments have been developed and tried out in the classroom of a teacher co-developer with five classes of students.
Join this lively, interactive discussion examining the opportunities for coordinating work in games and simulations. Discuss and plan embedding, data capture/analytics, customization, and more!
The advent of today’s widespread educational technology presents some new and exciting opportunities. Models and simulations can be easily embedded in other content. Research is exploring the use of simulations and games for novel assessment purposes. Technologies—especially HTML5 technologies—are making formerly unprecedented learning possible. This moment is unique, and as educational designers and researchers, we should be making the most of it and ensure that our work is aligned for maximum synergy.
Participants and the presenters will discuss their experiences—including releasing free and paid apps—and provide suggestions to others for successfully reaching many users.
Over a period of five years the SmartGraphs project developed HTML5 software for teaching and learning STEM subjects that make use of line graphs and scatter plots. SmartGraphs activities help students understand the “story” represented by a graph. The project created dozens of activities for algebra, physical science, and other STEM subjects, as well as an authoring system allowing non-computer-programmers to create and disseminate free online activities.
Participants engage in and provide feedback on a CyberPD environment that overcomes the obstacles related to bringing curriculum-based professional development to scale.
Research has shown that curriculum-based professional development for teachers is a key component in the effective implementation of innovative, researched-based science curricula. Scaling up to a broad-based national market, however, is logistically constrained and limited by the traditional face-to-face professional development model. A key factor in a districts’ decision-making process affecting the adoption of a research-based curricula is their ability to provide the necessary on-going and timely professional development.
Participants engage in marine data investigations using the Ocean Tracks Web interface and analysis tools, offer feedback, and discuss possible synergies with other DR K–12 programs.
Digital, large-scale scientific data have become broadly available in recent decades, and analyzing data, identifying patterns, and extracting useful information have become gateway skills to full participation in the 21st century workforce. Yet, pre-college classrooms are falling short in preparing students for this world and are missing opportunities to harness the power of Big Data to engage students in scientific learning. To address this issue, scientists, educators, and researchers at Education Development Center, Inc.
Panelists from three projects share lessons learned in guiding game use in classroom learning, highlighting specific examples of effective resources.
The three panelists in this session are in the last one or two years of their game-based learning projects, and all have done extensive work in supporting use of their games in classroom learning. As their work has progressed, each has discovered valuable ways to support teachers as well as encountered surprises in what teachers wanted (and didn’t want), and now recognize things they wished they had learned in the beginning of their projects. Session participants leave with recommendations they can use in their current projects, including:
More specifically the objectives of this presentation are to:
- Describe the design and start-up of a 5-year NSF funded project that focuses on the design, development, and testing of technology-enriched teacher preparation strategies to address equity in algebra learning for all students.
- Describe experiences and perceptions of preservice teachers (PST) and graduate students serving as middle grade student (MGS) avatars, following engagement and simulations in a virtual classroom setting in Second Life.