Written and co-presented by Vincent Young, Director of Curriculum Initiatives, and Karla Helgans, Assistant Director National SMG Program, on January 29, 2013 to teachers participating in a workshop conducted by the Center of Economics and Financial Education at Florida State College. This slideshow describes how the SIFMA Foundation Stock Market Game program engages classrooms in meaningful real world applications of Common Core Standards and life skills.
Why Kentucky teachers should embrace teaching writing using Scijourn - from the text Front Page Science. Scijourn aligns to PGES, writing program review, science content and critical thinking.
Designed to help educators understand critical components to work more efficiently when implementing Common Core. The critical components include the instructional shifts, text complexity, Standards for Mathematical Practice, Anchor Standards for Reading, and Webb's DOK.
Contact me if you can't get the voice over for this PPT show.
InvestWrite 2015 Common Core CorrelationsVincent Young
These are the Common Core ELA correlations to the 2015 InvestWrite essay contest questions. Visit the InvestWrite site for more information: www.investwrite.org.
Getting to the Core: Integrating Technology into Common Core StandardsShawndra Bowers
The Common Core standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success. We will explore what technology tools and resources can help you begin addressing these new standards in real and relevant ways.
Written and co-presented by Vincent Young, Director of Curriculum Initiatives, and Karla Helgans, Assistant Director National SMG Program, on January 29, 2013 to teachers participating in a workshop conducted by the Center of Economics and Financial Education at Florida State College. This slideshow describes how the SIFMA Foundation Stock Market Game program engages classrooms in meaningful real world applications of Common Core Standards and life skills.
Why Kentucky teachers should embrace teaching writing using Scijourn - from the text Front Page Science. Scijourn aligns to PGES, writing program review, science content and critical thinking.
Designed to help educators understand critical components to work more efficiently when implementing Common Core. The critical components include the instructional shifts, text complexity, Standards for Mathematical Practice, Anchor Standards for Reading, and Webb's DOK.
Contact me if you can't get the voice over for this PPT show.
InvestWrite 2015 Common Core CorrelationsVincent Young
These are the Common Core ELA correlations to the 2015 InvestWrite essay contest questions. Visit the InvestWrite site for more information: www.investwrite.org.
Getting to the Core: Integrating Technology into Common Core StandardsShawndra Bowers
The Common Core standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success. We will explore what technology tools and resources can help you begin addressing these new standards in real and relevant ways.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2. COMMON CORE CREATION
45 States have Officially adopted the Common Core Standards.
The Standards build upon the most advanced current thinking about
preparing all students for success in college and their careers.
Standards are meant to provide clarity and rigor
Standards are research based and apply higher order thinking skills.
2
3. COMMON CORE BENEFITS
Professional Development will be based on best practices.
Common Assessment and Tools will be developed for all
states.
Creates a fairer comparison of policies and achievement
between states and districts
Creates collaboration across the states and districts for
curriculum and professional development purposes.
3
4. KEY POINTS IN ENGLISH LANGUAGE ARTS
Reading Writing
Stresses complexity in reading and The ability to write logical arguments
developing reading comprehension based on substantive claims, sound
reasoning, and relevant evidence is a
skills. cornerstone of the writing standards, with
Students should be exposed to a opinion writing—a basic form of
diverse array of classic and argument—extending down into the
contemporary literature. earliest grades.
Research—both short, focused projects
Ensuring that student’s are exposed (such as those commonly required in the
to classic myths and stories from workplace) and longer term in depth
around the world, foundational U.S. research —is emphasized throughout the
documents, seminal works of standards but most prominently in the
American literature and the writings writing strand since a written analysis and
of Shakespeare. The standards presentation of findings is so often critical.
appropriately defer the many Annotated samples of student writing
remaining decisions about what and accompany the standards and help
how to teach to states, districts, and establish adequate performance levels in
schools. writing arguments,
informational/explanatory texts, and
narratives in the various grades.
4
5. KEY POINTS IN MATHEMATICS
K-5 Middle & High School
A strong foundation in K-5, Prepares
Emphasis on whole numbers, students for hands on learning in
addition, subtraction, multiplication, geometry, algebra and probability and
statistics. Students who have completed
division, fractions and decimals. 7th grade and mastered the content and
skills through the 7th grade will be well-
prepared for algebra in grade 8.
The K-5 standards provide a Students to practice applying
detailed guidance for teachers on mathematical ways of thinking to real
world issues and challenges.
topics such as fractions, negative
numbers, and geometry, and do so
The high school standards emphasize
by maintaining a continuous mathematical modeling, the use of
progression from grade to grade. mathematics and statistics to analyze
empirical situations, understand them
better, and improve decisions. When
making mathematical models, technology
The standards stress procedural skill is valuable for varying assumptions,
and conceptual understanding, to exploring consequences, and comparing
predictions with data.”
make sure students are learning and
absorbing the critical information
they need to succeed at higher
levels.
5
6. TECHNOLOGY IN THE COMMON CORE
Use technology and digital media strategically
and capably.
Students proficient in technology will be better
prepared for college and careers. Schools must
prepare students for the jobs of tomorrow .
Technology is being used in our classroom to
collaborate, create content, and solve problems.
6
7. COMMON CORE RESOURCES 4
TEACHERS
Common Core Initiative
Thinkfinity.org
Mastery Connect also available in the App Store
EduCore
Hunt Institute Videos
P 21 Common Core Toolkit
Achieving the Common Core
Share My Lesson
Consortium Common Assessments
7
8. 21ST CENTURY LEARNERS WILL
Produce and Publish Documents
Interact and Collaborate
Communicate Using Web Tools
Evaluate Information Presented in Different Media
Formats
8
9. TECHNOLOGY IN ELA
They use technology and digital media strategically and capably.
Students employ technology thoughtfully to enhance their
reading, writing, speaking, listening, and language use. They
tailor their searches online to acquire useful information efficiently,
and they integrate what they learn using technology with what
they learn offline. They are familiar with the strengths and
limitations of various technological tools and mediums and can
select and use those best suited to their communication goals.
9
10. KINDERGARTEN & GRADE 1
WRITING and SPEAKING AND Websites Make Belief Comix
LISTENING STANDARDS Storybird2,3
The Write Source 1
Recipes For Writing 1 Story Jumper 2,3
1. With guidance and support from
adults, explore a variety of digital Storyline Online 2,3
tools to produce and publish writing, Starfall 2,3 Apps
including in collaboration with peers.
Literactive * 2,3 Voicethread App 1,2
2. Confirm understanding of a text read
aloud or information presented orally Leading to Reading Story Lines 1,2
or through other media by asking 2,3
Read Me Stories 2,3
and answering questions about key Online Audio Read
details and requesting clarification if Alouds 2,3 Brainpop 1,2,3,
something is not understood. Early Childhood Dr. Seuss Apps 2,3
3. Ask and answer questions about key Websites1,2,3 Magnetic Alphabet 1,2
details in a text read aloud or
information presented orally or Web 2.0 Tool Story Wheel 1,2,3
through other media. Voicethread
10
11. GRADE 2
•Integrations of Knowledge and Ideas * Craft and Structure Production and Distribution of Writing Comprehension and
Collaboration Vocabulary Acquisition and Use
1. Use information gained from illustrations Websites Toon Doo 3
and words in a print or digital text to Make Belief Comix3
demonstrate understanding of its The Write Source 3
characters, setting, or plot. Recipes For Good Storybird 3
2. Know and use various text features (e.g., Writing3 Story Jumper 3
captions, bold print, subheadings, Storyline Online 2,4 Storymaker 3
glossaries, indexes, electronic menus, Into the Book*
icons) to locate key facts or information
in a text efficiently. GCF Learn Free 2 Apps
3. With guidance and support from adults, C-Span 4 Voicethread App
use a variety of digital tools to produce Free Dictionary 5 Story Line
and publish writing, including in Online Audio Read Puppet Pals
collaboration with peers. Alouds 1,4
GCF Word App
4. Recount or describe key ideas or details If It’s Not Free, It’s Not
from a text read aloud or information For Me Livebinder Dictionary
presented orally or through other media. Popplet
5. Use glossaries and beginning Study Blue Flashcards
dictionaries, both print and digital, to Web 2.0 Tool
determine or clarify the meaning of words Voicethread
and phrases.
11
12. GRADE 3
•Craft and Structure * Production and Distribution of Writing *Comprehension and Collaboration
1. Use text features and search tools (e.g. Websites Web 2.0 Tool
key words, sidebars, hyperlinks) to locate The Write Source Voicethread
information relevant to a given topic
efficiently. Recipes for Writing Toondoo
2. With guidance and support from adults, use Storyline Online Storybird
technology to produce and publish writing Into the Book Story Jumper
(using keyboarding skills) as well as to
interact and collaborate with others. GCF Learn Free Story Maker
3. Recall information from experiences or CSPAN FlipSnack
gather information from print and digital
sources; take brief notes on sources and Free Dictionary
sort evidence into provided categories. Sweet Search Apps
4. Determine the main ideas and supporting Online Audio Voicethread App
details of a text read aloud or information
presented in diverse media and formats, Read Alouds Story Line
including visually, quantitatively, and orally.
If It’s Not Free, Story Creator
It’s Not For Me GCF Word App
Livebinder Dictionary
12
13. GRADE 4
INTEGRATION OF KNOWLEDGE AND IDEAS*TEXT TYPES AND PURPOSES* PRODUCTION AND DISTRIBUTION OF WRITING
RESEARCH TO BUILD AND PRESENT KNOWLEDGE*COMPREHENSION AND COLLABORATION*VOCABULARY ACQUISITION AND USE
1. Interpret information presented visually, orally, or
quantitatively (e.g. in charts, graphs, diagrams,
time lines, animations, or interactive elements Websites Toondoo
on Web pages) and explain how the information The Write Source Storybird
contributes to an understanding of the text in which Recipes for Writing Story Jumper
it appears.
Into the Book Story Maker
2. Write informative/explanatory texts to examine a GCF Learn Free Timetoast
topic and convey ideas and information in
paragraphs and sections: include formation (e.g. C-SPAN Weebly
headings) illustrations, and multimedia when Free Dictionary FlipSnack
useful to aiding comprehension with some Online Audio Read
guidance and support from adults, use technology, Alouds
including the Internet, to produce and publish
writing as well as to interact and collaborate with If It’s Not Free, It’s Not Apps
others; demonstrate sufficient command of For Me Livebinder
Voicethread App
keyboarding skills to type a minimum of one Storyboard That Story Line
page in a single setting.
Story Creator
3. Recall relevant information from experiences or
gather relevant information from print and digital GCF Word App
sources; take notes and categorize information Dictionary
and provide a list of sources. Web 2.0 Tool
4. Consult reference materials (e.g. dictionaries, Voicethread
glossaries, thesauruses), both print and digital, to
find the pronunciation and determine or clarify the
precise meaning of key words and phrases.
13
14. GRADE 5
1. Analyze how visual and multimedia elements contribute to the
meaning, tone, or beauty of a text (e.g., graphic novel, multimedia • Websites Animoto3
presentation of fiction, folktale, myth, poem).
Myths and Legends1 We Video3
2. Interpret information presented visually, orally, or quantitatively (e.g.
in charts, graphs, diagrams, time lines, animations, or interactive Grimm's Fairy Tales1 Stop Frame Animator3
elements on Web pages) explain how the information contributes to
an understanding of the text in which it appears. World of Tales1 Flipsnack3
3. Write informative/explanatory texts to examine a topic and convey The Write Source 3 ePubbud 3
ideas and information clearly. Introduce a topic clearly, provide a
general observation and focus, and group related information Recipes For Writing 3 If It’s Not Free, It’s Not For
logically: include formatting (e.g., headings), illustrations, and Me Livebinder 1-7
Comic Master 3
multimedia when useful in aiding comprehension.
Popplet 2
4. With some guidance and support from adults, use technology,
including the Internet to produce and publish writing as well as to Free Dictionary 7
interact and collaborate with others; demonstrate sufficient command
of keyboarding skills to type a minimum of two pages in a single • Apps
setting. • Animation HD
5. Recall relevant information from experiences or gather relevant
information from print and digital sources; summarize or paraphrase Web 2.0 Tools • Popplet 2
information in notes and finished work, and provide a list of sources
Voicethread 3,4 • Voicethread
6. Include multimedia components (e.g., graphics, sound) and visual
display in presentations when appropriate to enhance the Museum Box 3,4 • iMovie
development of main ideas or themes.
School Tube
7. Consult reference materials (e.g., dictionaries, glossaries,
thesauruses), both print and digital, to find the pronunciation and
determine or clarify the precise meaning of key words and phrases.
14
15. GRADE 6
INTEGRATION OF KNOWLEDGE AND IDEAS* TEXT TYPES AND PURPOSES* PRODUCTION AND DISTRIBUTION OF WRITING
RESEARCH TO BUILD AND PRESENT KNOWLEDGE* COMPREHENSION AND COLLABORATION* PRESENTATION OF KNOWLEDGE AND IDEAS*
VOCABULARY ACQUISITION AND USE Websites Popplet
1. Integrate information presented in different media or formats (e.g.
visually, quantitatively ) as well as in words to develop a coherent
The Write Source Dragon Dictation
understanding of a topic or issue. Recipes for Writing
Merriam Webster Dictionary
2. Integrate visual information (e.g. in charts, graphs, photographs, videos, Read Write Think
or maps) with other information in print and digital texts.
Dictionary.com Animation HD
3. Compare and contrast the information gained from experiments,
simulations, video, or multimedia sources with that gained from Google Show Me
reading a text on the same topic.
Wikipedia
4. Write informative/explanatory texts, including the narration of historical Educreations
events, scientific procedures/experiments, or technical processes. Encyclopedia
Introduce a topic clearly, previewing what is to follow; organize ideas,
concepts, and information into broader categories as appropriate to Britannica Free Books
achieving purpose; include formatting (e.g., headings) graphics (e.g.
charts, tables), and multimedia when useful to aiding comprehension.
Web 2.0 Tools
5. Use technology including the Internet, to produce and publish writing
and present the relationships between information and ideas clearly and Voicethread
efficiently. Museum Box
6. Gather relevant information from multiple print and digital sources, using School Tube
search terms effectively; assess the credibility and accuracy of each
source; and quote or paraphrase the data and conclusions of others Animoto
while avoiding plagiarism and following a standard format for citation.
We Video
7. Include multimedia components (e.g. graphics, images, music, Popplet
sound) and visual displays in presentations to clarify information.
8. Consult reference materials (e.g. dictionaries, glossaries, thesauruses),
both print and digital, to find the pronunciation of a word or determine or
clarify its precise meaning or its part of speech.
Apps
15
16. GRADE 7
1. Compare and contrast a text to an audio, video, or Websites Museum Box
multimedia version of the text analyzing each
medium’s portrayal of the subject (e.g. how the Dictionary.com School Tube
delivery of a speech affects the impact of the words). Google Animoto
2. Consult general and specialized reference materials
(e.g. dictionaries, glossaries, thesauruses), both Wikipedia We Video
print and digital, to find the pronunciation of a word Encyclopedia FlipSnack
or determine or clarify its precise meaning or its part
of speech. Britannica
3. Include multimedia components and visual Read Write Think
displays in presentations to clarify claims and
findings and emphasize salient points. Apps
4. Consult general and specialized reference materials Web 2.0 Tools iMovie
(e.g. dictionaries, glossaries, thesauruses), both
print and digital, to find the pronunciation of a word Compare and iPhoto
or determine or clarify its precise meaning or its part Contrast Show Me
of speech the ideas clarify a topic, text, or issue Interactive
under study. Educreations
HowjSay
5. Use technology, including the Internet, to Free Books
produce and publish writing and link to and cite Voicethread
sources as well as to interact and collaborate with
others.
16
17. GRADE 8
INTEGRATION OF KNOWLEDGE AND IDEAS*VOCABULARY ACQUISITION AND USE*PRESENTATION OF KNOWLEDGE AND IDEAS
*COMPREHENSION AND COLLABORATION
RESEARCH TO BUILD AND PRESENT KNOWLEDGE*PRODUCTION AND DISTRIBUTION OF WRITING*TEXT TYPES AND PURPOSES
1. Evaluate the advantages and disadvantages of using Websites Animoto
different mediums (e.g., print or digital text, video, Dictionary.com We Video
multimedia ) to present a particular topic or idea.
Google Popplet
2. Consult general and specialized reference materials
(e.g. dictionaries, glossaries, thesauruses), both print Wikipedia
and digital, to find the pronunciation of a word or
determine or clarify its precise meaning or its part of Encyclopedia
speech. Britannica
3. Integrate multimedia and visual displays into Search Google Effectively Apps
presentations to clarify information, strengthen claims
and evidence, and add interest. Evaluating a Source Show me
APAStyle.Org Educreations
4. Consult general and specialized reference materials
(e.g. dictionaries, glossaries, thesauruses), both print Sweet Search iMovie
and digital, to find the pronunciation of a word or
determine or clarify its precise meaning or its part of iPhoto
speech. Popplet
5. Gather relevant information from multiple print and Dragon Dictation
digital sources, using search terms effectively;
assess the credibility and accuracy of each source; Web 2.0 Tools Merriam Webster Dictionary
and quote or paraphrase the data and conclusions of Prezi
others while avoiding plagiarism and following a
standard format for citation. Voicethread
5. Use technology, including the Internet, to produce Museum Box
and publish writing and present the relationships School Tube
between information and ideas efficiently as well as
to interact and collaborate with others.
6. Introduce a topic clearly, previewing what is to follow;
organize ideas, concepts, and information into
broader categories; include formatting (e.g.
headings), graphics (e.g., charts and tables), and
multimedia when useful, aiding in comprehension.
17
18. GRADES 9 AND 10
TEXT TYPES AND PURPOSES*INTEGRATION OF KNOWLEDGE AND IDEAS*PRODUCTION AND DISTRIBUTION OF WRITING
RESEARCH TO BUILD AND PRESENT KNOWLEDGE*COMPREHENSION AND COLLABORATION
PRESENTATION OF KNOWLEDGE AND IDEAS*INTEGRATION OF KNOWLEDGE AND IDEAS
1. Introduce a topic; organize complex ideas, concepts, Websites We Video
and information to make important connections and Biography FlipSnack
distinctions; include formatting (e.g. headings),
graphics (e.g., charts and tables), and multimedia Library Spot Google Presentations
when useful aiding comprehension. Novlet Power Point
2. Analyze various accounts of a subject told in different The Write Source Audacity
mediums (e.g., a person’s life story in both print and
multimedia), determining which details are Recipes for Writing Bubbl.us
emphasized in each account. GCF Learn Free
3. Use technology, including the Internet, to produce, Soundzabound
publish, and update individual or shared writing Apps
products, taking advantage of technology’s capacity
to link to other information and to display information iMovie
flexibly and dynamically.
Web 2.0 Tools iPhoto
4. Gather relevant information from multiple Prezi
authoritative print and digital sources, using Show Me
advanced searches effectively; assess the Compare and Contrast
Interactive Educreations
usefulness of each source in answering the research
question; integrate information into the text HowjSay Free Books
selectively to maintain the flow of ideas, avoiding
plagiarism and following a standard format for Voicethread
citation. Museum Box
5. Integrate multiple sources of information presented in School Tube
diverse media or formats (e.g., visually, Animoto
quantitatively, orally) evaluating the credibility and
accuracy of each source.
6. Make strategic use of digital media (e.g., textual,
graphical, audio, visual, and interactive elements)
in presentations to enhance understanding of
findings, reasoning, and evidence and to add interest.
7. Integrate quantitative or technical analysis (e.g.,
charts, research data) with qualitative analysis in print
and digital texts.
18
19. GRADES 11 AND 12
PRODUCTION AND DISTRIBUTION OF WRITING* INTEGRATION OF KNOWLEDGE AND IDEAS
COMPREHENSION AND COLLABORATION* RESEARCH TO BUILD AND PRESENT KNOWLEDGE* TEXT TYPES AND
PURPOSES
Websites Voicethread
Novlet Museum Box
1. Use technology, including the Internet, to produce, publish, The Write Source School Tube
and update individual or shared writing products in response to
ongoing feedback, including new arguments or information. Recipes for Writing Animoto
2. Integrate and evaluate multiple sources of information GCF Learn Free We Video
presented in diverse formats and media (e.g. quantitative
data, video, multimedia) in order to address a question or Dictionary.com FlipSnack
solve a problem. Google Google Presentations
3. Integrate multiple sources of information presented in diverse
media or formats (e.g., visually, quantitatively, orally) Wikipedia Power Point
evaluating the credibility and accuracy of each source. Encyclopedia Audacity
4. Gather relevant information from multiple authoritative print and
digital sources, used advanced searches effectively; assess Britannica Bubbl.us
strengths and limitations of each source in terms of the task,
purpose, and audience; integrate information into the text GCF Learn Free
selectively to maintain the flow of ideas, avoiding plagiarism Plagarism Checker
and overreliance on any one source and following a standard Apps
format for citation.
iMovie
5. Write informative/explanatory texts to examine and convey iPhoto
complex ideas, concepts and information clearly and accurately
through the effective selection, organization, and analysis of
content. Introduce a topic; organize complex ideas, concepts, Web 2.0 Tools
and information so that each element builds on that which
precedes it to create a unified whole; include formatting (e.g. Compare and Contrast
headings), graphics (e.g. charts and tables), and Interactive
multimedia when useful for aiding in comprehension.
HowjSay
19
20. TECHNOLOGY IN MATHEMATICS
Use appropriate tools strategically.
Mathematically proficient students consider the available tools when
solving a mathematical problem. These tools might include pencil
and paper, concrete models, a ruler, a protractor, a calculator, a
spreadsheet, a computer algebra system, a statistical package,
or dynamic geometry software. When making mathematical
models, they know that technology can enable them to visualize
the results of varying assumptions, explore consequences, and
compare predictions with data. Mathematically proficient students
at various grade levels are able to identify relevant external
mathematical resources, such as digital content located on a
website, and use them to pose or solve problems. They are able to
use technological tools to explore and deepen their understanding of
concepts.
20
21. KINDERGARTEN – 2ND
Websites Web 2.0 Tools & Apps
Brain Genie A Math Dictionary for Kids
A + click Math !!!
Math Nook Motion Math
Math4Children Educreations
AAA Math Show Me
HSP Math
21
22. GRADES 3-5
Websites Web 2.0 Tools & Apps
Calculation Nation Math
Problems with a Point
Educreations
Math Glossary
AAA Math Nearpod
Brain Genie Khan Math
Study Jams Math
Times Tables Quiz
A+ Click
HSP Math A Math Dictionary for Kids
Manga High Show Me
100 + STEM Websites and
Webtools Educreations
22
23. GRADES 6-8
Websites Web 2.0 Tools & Apps
Algebra the supplement
Math Can Take You Places
GeoGebra
Brain Genie
Study Jams Math
Online Graphic
A+ Click Calculators
Algebra Touch
Problems with a Point
Math Glossary
AAA Math
Visual Fractions
Math
IB Economics
Educreations
HSP Math
Manga High Nearpod
Get the Math
100 + STEM Websites and Webtools Show Me
23
24. GRADES 9-12
Websites Web 2.0 Tools & Apps
GeoGebra
Brain Genie
Touch Trigonometry
A+ Click Online Graphic Calculators
Problems with a Point Khan Academy
Algebra Touch App
Math Glossary Math
Manga High Educreations
Nearpod
Get the Math Calc Apps
100 + STEM Websites and Show Me
Webtools Educreations
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