This short text explains the reasoning for the sequencing of the content in Foundation Science: Biology. Specifically, it describes the content sequence for the full year curriculum, for the Genetics Unit, for a Learning Experience, and provides examples.
This interactive workshop introduces participants to teaching routines for use with a classroom network technology called Group Scribbles, which supports teachers’ invention of classroom assessment activities in Earth science.
Three DR-K12 projects investigating the implementation of mathematics professional
development programs by district-based facilitators discuss with participants their approaches to assessing fidelity and preliminary findings.
Three DR-K12 projects investigating the implementation of mathematics professional
development programs by district-based facilitators discuss with participants their approaches to assessing fidelity and preliminary findings.
In this session, the presenters discuss findings and experiences regarding technology-embedded assessment and how to support teachers in using it effectively.
In this session, the presenters discuss findings and experiences regarding technology-embedded assessment and how to support teachers in using it effectively.
As part of the Data Games project, we are researching how students record and organize multivariate data. This research is informing the design of new software interfaces for Fathom and TinkerPlots that will allow students to explore and understand data that live in other than "flat" data structures — the structures that most software tools currently limit themselves to.
We have designed the Traffic Problem to explore the following questions:
1. What methods do novices and experts use to sytematically record data with multiple attributes?
2. In recording data, do students employ a recognizable notion of “case?"
This book compiles and synthesizes existing research on teachers’ use of mathematics curriculum materials and the impact of curriculum materials on teaching and teachers, with a particular emphasis on – but not restricted to – those materials developed in the 1990s in response to the NCTM’s Principles and Standards for School Mathematics.
In this session, the presenters discuss findings and experiences regarding technology-embedded assessment and how to support teachers in using it effectively.
