Into the Driver's Seat
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Technology-Enhanced Social-Emotional Activities

Technology-Enhanced Social-Emotional Activities | Into the Driver's Seat |

Via Beth Dichter
Beth Dichter's curator insight, January 11, 2013 6:18 AM

This new website from Jackie Gerstein explores technology use in social and emotional learning. Quoting from the site "This website has been designed to describe technology activities that facilitate social emotional learing.The links in the menu lead to descriptions of the individual activities. They can be sued within formal and inforrmal educational setting. Even though the focus of the activities are on building and enhacing social emtional learning, many can be connected with content standards related to language arts, oral communication, media literacy, and ISTE's National Education Standards for Students."

The website is very easy to use. There is a menu that provides a list of 14 activities, including Conflict Management Strategies Posters, Book Trailers, and Teach Tech to Grandparents. Most have samples of projects. Not all are relevant to all ages but she does state that she has used some with both elementary and college students.


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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