Google Forms is a great tool and I hope to use it more throughout this year. Take a look here for a more detailed introduction and guide to using and creating a Google Form – this was written prior to Google bringing forms into the NEW menu.
So, I’m sure you’ve seen one of these charts hanging out in a science classroom before—especially when you were a chemistry student…
But the real question is… Have you ever seen an interactive version of the periodic table? If not, then put this resource on your must-see list because this recently released edtech gem, created by the Periodic Videos team using the TED-ED platform, contains a video lesson about every single element on the periodic table.
Rubrics… You know, those scoring guides that assist teachers with objectively evaluating student work. These same tools also provide teachers with a consistent framework using specific criteria to determine if and how learning objectives are achieved and skills are mastered. On the flip side, rubrics demystify the grading process for students by clearly stating, in age-appropriate terminology, the expectations of an assignment.
Regardless of whether or not you utilize rubrics, the must-see infographic shown below offers some pretty compelling rationale for promoting and/or reinforcing the implementation of this concept into every classroom.
The value of computer programming has been rising exponentially for decades. To the point where now coding has gained traction in mainstream media. TV shows like CBS’s The Big Bang Theory or HBO’s Silicon Valley are good indicators of computer science careers are taking center stage. The domino effect created by the demand for amazing technology is likewise leading to a demand for skilled workers to engineer and program. Whether training comes through a high school certificate program, or a degree in computer science, the need for project-ready coders is only increasing. The bottom-line: All schools at all levels are kicking coding into overdrive.
Approximately 32 percent of students report being bullied at school. Bullied students are more likely to take a weapon to school, get involved in physical fights, and suffer from anxiety and depression, health problems, and mental health problems. They suffer academically (especially high-achieving black and Latino students). And research suggests that schools where students report a more severe bullying climate score worse on standardized assessments than schools with a better climate.
This is all common sense to educators. They have known for decades that students need to be in safe, supportive learning environments to thrive. And the vast majority care deeply about keeping children safe.
But especially given that commitment to student safety, why do so many children experience bullying?
In Principal magazine, elementary principal, now retired, James Dillon writes that in bullying prevention trainings, he asks participants to choose the one group they believe is most responsible for addressing school violence and bullying: parents, students, school, or community. Inevitably, he gets a wide variety of responses. He suggests perhaps bullying problems are not addressed because "people think bullying prevention is someone else's responsibility."
A large-scale study by the NEA and Johns Hopkins University that examined school staff's perspectives on bullying and bullying prevention somewhat refutes that hypothesis, finding 98 percent of participants (all teachers and education support professionals) thought it was "their job" to intervene when they witnessed bullying. But just 54 percent received training on their district's bullying prevention policy.
Without such training, some of Dillon's other suggestions as to why bullying is so prevalent -- that adults don't recognize some behaviors as bullying and that bullying is often ineffectually addressed using the traditional discipline system of applying punishment to a perpetrator -- make sense. So whom should we blame for the state of bullying?
As Dillon puts it, "The reality is that no one is to blame, yet everyone is responsible." We all can work to prevent bullying, be it on a school- or classroom-wide basis, or even at home. Five Tips to Help Principals Prevent Bullying
According to Dillon, effectively addressing a bullying problem requires a culture change. A true culture change takes time, but a few key steps to help principals get started:
In a society where one in three homes has no books owned by the children in them, it is essential that youngsters can find them elsewhere.
Recent research emphasises this importance. A study by the Institute of Education (2013) found reading for pleasure ‘to be more important for children's cognitive development between ages 10 and 16 than their parents' level of education.’
With Halloween—one of the craziest days of the year in a school—rapidly approaching, many teachers are looking for some fun activities to share with all of the ghosts and goblins that live in their classrooms.
If you’re one of these educators trying to preserve what’s left of your sanity at this time of the year, then check out some really spook-tacular collections of Halloween-themed resources that are sure to creep out your students—in a good way, of course!