Into the Driver's Seat
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27 Ways To Publish Student Thinking

27 Ways To Publish Student Thinking | Into the Driver's Seat |

"Publishing student thinking can be among the most powerful ways to improve learning.

There are a variety of reasons for this, but the biggest reason is that the 'threat' of publishing moves the lodestone from the classroom to the 'real world.' This, of course, changes everything."

Via Beth Dichter
Beth Dichter's curator insight, December 27, 2012 10:33 PM

The post continues to explore what should be published, noting that "finished products and the thinking process itself are two very different things." 

Why publish? Think of it as a process of authentic experience. Students like to have the ability to see their work online and have others respond to it. The post provides a table that lists 25 apps that range from "videos to graphics, blogging to concept mapping" across many platforms. This is interactive and links to edshelf where you may learn more about the app. In addition there is a list of 27 tools (many of which are listed inthe table). 

Into the Driver's Seat
Building the independence of learners through thoughtful uses of technology
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A mathematician has created a teaching method that’s proving there’s no such thing as a bad math student

A mathematician has created a teaching method that’s proving there’s no such thing as a bad math student | Into the Driver's Seat |
John Mighton, a Canadian playwright, author, and math tutor who struggled with math himself, has designed a teaching program that has some of the worst-performing math students performing well and actually enjoying math. There’s mounting evidence that the method works for all kids of all abilities.
His program, JUMP (Junior Undiscovered Math Prodigies) Math, is being used by 15,000 kids in eight US states (it is aligned with the Common Core), more than 150,000 in Canada, and about 12,000 in Spain. The US Department of Education found it promising enough to give a $2.75 million grant in 2012 to Tracy Solomon and Rosemary Tannock, cognitive scientists at the Hospital for Sick Children and the University of Toronto, to conduct a randomized control trial with 1,100 kids and 40 classrooms. The results, out later this year, hope to confirm previous work the two did in 2010, which showed that students from 18 classrooms using JUMP progressed twice as fast on a number of standardized math tests as those receiving standard instruction in 11 other classrooms.
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