http://www.wnyc.org/story/refugees-say-ny-school-district-blocked-them-from-going-to-high-school/
Showing posts with label Education. Show all posts
Showing posts with label Education. Show all posts
Wednesday, March 2, 2016
Wednesday, August 27, 2014
Physics4Kids
WELCOME TO PHYSICS4KIDS.COM
Thanks for visiting! Right now you're on PHYSICS4KIDS.COM. If you are looking for basic physics information, stay on this site. It's not just physics for kids, it's for everyone. We have information on motion, heat and thermodynamics, electricity & magnetism,light, and modern physics topics. If you're still not sure what to click, try our site mapthat lists all of the topics on the site. If you surf and get lost in all of the information, use the search function on the side of the pages.
http://www.physicsclassroom.com/Class/estatics/u8l4a.cfm
Tuesday, July 23, 2013
New: 10 of the best Apple and Android apps for education in 2013
Last year we presented “New: 10 of the best Apple apps for education in 2012,” which highlighted some of the best apps for iPhones and iPods. However, with new upgrades in touch technology, and the emphasis on
Common Core State Standards and school reform in general, we’ve come up
with a new list of the best Apple- and Android-based education apps for
2013.
Name: HMH FUSE Algebra 1
What is it? HMH Fuse Algebra 1 Common Core Edition gives every student a personalized learning experience using video tutorials, MathMotion step-by-step examples, homework help, quizzes, tips, hints, and many other integrated features to teach, review, and assess all concepts. Winner of the “Distinguished Achievement” Award in the category of Mobile Device Application honoring “outstanding resources for teaching and learning” presented by the Association of Educational Publishers.
Best for: Compatible with iPad. Requires iOS 4.3 or later.
Price: FREE
Rated: 4+
Features:
[Android] May soon be available. Keep checking the HMH FUSE website: http://www.hmhco.com/shop/education-curriculum/math/secondary-mathematics/hmh-fuse/android#sthash.Pii6OFSH.dpbs
Name: HMH FUSE Algebra 1
What is it? HMH Fuse Algebra 1 Common Core Edition gives every student a personalized learning experience using video tutorials, MathMotion step-by-step examples, homework help, quizzes, tips, hints, and many other integrated features to teach, review, and assess all concepts. Winner of the “Distinguished Achievement” Award in the category of Mobile Device Application honoring “outstanding resources for teaching and learning” presented by the Association of Educational Publishers.
Best for: Compatible with iPad. Requires iOS 4.3 or later.
Price: FREE
Rated: 4+
Features:
- The ability for students to show their scratch pad work for individual questions on the assessments, student response system (clickers), and Graph It! examples
- An all-in-one app with built-in tools including Algebra Tiles, Linear Explorer, Quadratic Explorer, a graphing calculator, text and audio note-taking, scratchpad, and a student response system for instant learner feedback.
- Teachers can access all assessment results in an on-line Teacher Resource Center and prescribe remediation or intervention as needed.
[Android] May soon be available. Keep checking the HMH FUSE website: http://www.hmhco.com/shop/education-curriculum/math/secondary-mathematics/hmh-fuse/android#sthash.Pii6OFSH.dpbs
Thursday, June 20, 2013
Sunday, April 7, 2013
A Lesson for 21st Century Students
A JPG of the flights and WRS2 is available from <here>
HyspIRI Mission Study
Activities relating to the HyspIRI airborne
In 2013 and 2014 NASA will conduct airborne campaigns for the HyspIRI mission. For these campaigns, NASA will fly the Airborne Visible/Infrared Imaging Spectrometer (AVIRIS) and the MODIS/ASTER Airborne Simulator (MASTER) instruments on a NASA ER-2 aircraft to collect precursor datasets in advance of the Hyperspectral Infrared Imager (HyspIRI) mission. The primary goal of this activity is to demonstrate important science and applications research that is uniquely enabled by HyspIRI like data, taking advantage of the contiguous spectroscopic measurements of the AVIRIS, the full suite of MASTER TIR bands, or combinations of measurements from both instruments.
NASA solicited proposals for investigators to participate in these campaigns. NASA received 49 proposal and selected 14.Data will be acquired over large blocks of California as part of these campaigns shown in the figure below.
1. What time of day will the data be acquired? Typically between 10 am and 4 pm but this will depend on the season since we want to maximize the signal to noise.
2. Have the locations of these lines been finalized? Almost, the science team is currently finalizing the lines, typically extending a few of the lines to make sure key locations are covered.
3. Can anyone get the data? Yes, Level 1 (radiance at sensor) and Level 2 (reflectance, temperature, emissivity) data will be made freely available over the web.
4. Where do I get the data? The data will be available through the AVIRIS and MASTER websites.
5. Will there be any night flights? Yes a small number of hours are reserved for night flights.
6. Will there be any flights over fires (prescribed or natural)? Yes a small number of hours are reserved to acquire data over fires.
7. What pixel sizes will the data have? AVIRIS will have 20 m pixels and MASTER will have 50 m pixels.
8. What swath widths will the data have? AVIRIS will have an 11 km swath and MASTER will have a 35 km swath.
9. What plane will the instruments be mounted on? Both instruments will be on the ER2 which will acquire data from 20 km.
10. Which investigators were selected from the ROSES call?
11. Which order will the boxes (regions) be flown. The order will depend on the weather but the default order is:
1) Southern California; 2) Santa Barbara ;3) San Francisco Bay; 4) Yosemite ; 5) Lake Tahoe
12. How can I find out the current weather for planning purposes? Try these sites:
Current Forecast - US
Geostationary satellite images - US
Model and Analysis Data for Current Forecast
NOAA/ National Weather Service
Airborne Visible InfraRed Imaging Spectrometer. AVIRIS
Thermal Emission Spectrometer Project
TES Discoveries
The Mars Student Imaging Project (MSIP) is a nationally recognized award winning authentic inquiry-based learning and student-centered education project. Students learn how science works by engaging in science research using data from a NASA spacecraft orbiting Mars. Students understand how science really works by actually being a scientist.
Camilla Space Weather Project
 |
| Space Weather Forecast - Part A |
Observe and Infer.
Observation and Inference. Scientists must make observations, or collect unbiased data before making conclusions about their hypothesis. Often scientists never actually get confirmation that their answer is the “right” one, rather a “good” answer is one that is based on evidence. During the mystery box activity there will be many teachable moments to discuss this idea.
observations are what you see/hear/feel/etc… and
inferences are more like opinions – what they think based on what they observed;
inferences – what do they think happened in
that scene? Encourage thinking outside the box, for example, the bird may have flown
away, or is sitting in a tree, or the fox may have given it a ride rather than eaten it.
When students ask if their inferences are correct, if they “got it right,” ask them if
scientists doing research have a teacher that they can ask for the answer. This usually
drives them nuts, but it’s a good teachable moment to show them that there isn’t always a
right answer, and if there is there isn’t always immediate confirmation.
National Educational Technology Standards for Students (NETS-S):
• 3.a. Students use technology tools to enhance learning, increase productivity, and promote
creativity.
• 5.a. Students use technology to locate, evaluate, and collect information from a variety of
sources.
• 5.b. Students use technology tools to process data and report results.
• 6.a. Students use technology resources for solving problems and making informed
decisions
Researching past solar missions
Space Weather Forecast - Main Lesson
How is the global earth system changing?
How will the Earth system change in the future?
What are the sources of change in the Earth system and their magnitudes and trends?
How can Earth system science improve mitigation of and adaptation to global change?
Freedom of Information Act
Tuesday, February 19, 2013
Wednesday, November 28, 2012
Diane Ravitch:
Education historian Diane Ravitch served as Assistant Secretary of Education under George H.W. Bush. She later advocated No Child Left Behind's strict testing standards and expansion of charter schools. But, Ravitch now says those initiatives have failed, and the real enemy of schools is poverty. Professor Ravitch talks to host Michel Martin.
MARTIN: ...the argument is that, in the absence of a testing regimen, a comprehensive testing regimen, there really isn't any incentive for the schools to demonstrate that kids are learning, especially in areas where the parents aren't strong advocates for themselves for whatever reason, or for their kids for whatever reason. How do you respond to that?
RAVITCH: Well, actually, Michel, that is wrong. I was going to say it's nonsensical. Testing does not close achievement gaps. Testing just shows that there are gaps, but then you have to do something about it. Testing should be used diagnostically. It should not be used the way we're using it today. It's being used to punish teachers, to close schools and to do all sorts of high stake things like merit pay and basing teachers' evaluation on testing, and that's wrong.
Transcript
MARTIN: ...the argument is that, in the absence of a testing regimen, a comprehensive testing regimen, there really isn't any incentive for the schools to demonstrate that kids are learning, especially in areas where the parents aren't strong advocates for themselves for whatever reason, or for their kids for whatever reason. How do you respond to that?
RAVITCH: Well, actually, Michel, that is wrong. I was going to say it's nonsensical. Testing does not close achievement gaps. Testing just shows that there are gaps, but then you have to do something about it. Testing should be used diagnostically. It should not be used the way we're using it today. It's being used to punish teachers, to close schools and to do all sorts of high stake things like merit pay and basing teachers' evaluation on testing, and that's wrong.
Transcript
Friday, October 12, 2012
Incentivizing Innovation in Education; or A Role For For Profits in Education
Rethink Education's Tom Segal responds to critics of edtech's 'profit motive'
Some bloggers are quick to point to the evils of the “profit motive” and the dangers of politics pushing technology for technology’s sake; but those same bloggers are often quick to praise new apps that they find particularly creative and helpful. I say, you can’t have one without the other. You can’t have high-quality digital tools without the profit motive (heck, you certainly can’t have that computer without the profit motive, and I imagine even the most ardent haters of private sector in the classroom would agree that a computer is a useful educational tool). Instead, what you need is the profit motive coupled with a truly transparent market filled with a multitude of options. Does this market exist yet in today’s educational landscape? Nope. But the way to get there is to promote the symbiotic relationship of schools and entrepreneurs, not to detract from it.
To be sure, there are tricky issues to navigate in making this kind of public-private partnership work. But these are the real stakes now. Do we move forward and find sensible ways to capture the public benefits that private-sector innovation has brought to every other field? Or do we stay trapped in old ways of doing things that aren't meeting America's needs? When even a famouslyegalitarian society like Sweden is embracing private sector innovation to help improve schooling, our own path should be clear.
If Bill and Melinda have anointed the chosen one (ahem, Sal Khan) and distributed capital accordingly, the infusion of cash and attention may help in the short-term, but it is not a way to assure that the best products get to market—it is only a way of making sure that a few products designated by a few philanthropies will have an edge. I don’t mean to pick on Khan Academy, because I think Sal has brought phenomenal exposure to the idea of blended learning, but others have begun questioning the efficacy behind the product.
The Case for the Private Sector in School Reform
The good news is that the Common Core Standards, now adopted in 46 states, are creating incentives for innovation at the heart of the system. At last there's a common definition of what "good" looks like for students and teachers, at least in core subjects like math and English. This helps explain why venture capital is now flowing in record sums to startups seeking to serve K-12 schools—and why larger firms (like the one I lead) are for the first time assembling world class teams of educators, technologists, and designers to tackle these challenges.
Some bloggers are quick to point to the evils of the “profit motive” and the dangers of politics pushing technology for technology’s sake; but those same bloggers are often quick to praise new apps that they find particularly creative and helpful. I say, you can’t have one without the other. You can’t have high-quality digital tools without the profit motive (heck, you certainly can’t have that computer without the profit motive, and I imagine even the most ardent haters of private sector in the classroom would agree that a computer is a useful educational tool). Instead, what you need is the profit motive coupled with a truly transparent market filled with a multitude of options. Does this market exist yet in today’s educational landscape? Nope. But the way to get there is to promote the symbiotic relationship of schools and entrepreneurs, not to detract from it.
To be sure, there are tricky issues to navigate in making this kind of public-private partnership work. But these are the real stakes now. Do we move forward and find sensible ways to capture the public benefits that private-sector innovation has brought to every other field? Or do we stay trapped in old ways of doing things that aren't meeting America's needs? When even a famouslyegalitarian society like Sweden is embracing private sector innovation to help improve schooling, our own path should be clear.
If Bill and Melinda have anointed the chosen one (ahem, Sal Khan) and distributed capital accordingly, the infusion of cash and attention may help in the short-term, but it is not a way to assure that the best products get to market—it is only a way of making sure that a few products designated by a few philanthropies will have an edge. I don’t mean to pick on Khan Academy, because I think Sal has brought phenomenal exposure to the idea of blended learning, but others have begun questioning the efficacy behind the product.
The Case for the Private Sector in School Reform
The good news is that the Common Core Standards, now adopted in 46 states, are creating incentives for innovation at the heart of the system. At last there's a common definition of what "good" looks like for students and teachers, at least in core subjects like math and English. This helps explain why venture capital is now flowing in record sums to startups seeking to serve K-12 schools—and why larger firms (like the one I lead) are for the first time assembling world class teams of educators, technologists, and designers to tackle these challenges.
Tuesday, August 7, 2012
Geniuses Unite: The Intersection of Hip-Hop and Science
Christopher Emdin
by Christopher Emdin
Geniuses Unite: The Intersection of Hip-Hop and Science
GZA and Neil Tyson are two black men, both products of New York City public schools, both science enthusiasts, and each with very different experiences as young schoolchildren. As I spoke with each of them, I reminisced on my own experiences as a black male in NYC public schools and the many obstacles that I had to overcome before I was able to see myself as a scientist. I immediately thought of the youth that I work with in urban schools that are deeply engaged in hip-hop, and are disengaged in school. For these youth, and those who want them to be successful, there are five lessons from the exchange I had GZA and Neil deGrasse Tyson that can support us in opening up the world of science to youth.
1) Genius is not always defined by academic success
2) Exposure and environment is everything
3) It's never too late to reclaim your genius
4) You don't need to know all the answers ---Teachers may be the guide on
the side, not the sage on the stage.
5) Support more partnerships and make them public
If we agree that creating more STEM minded folks is a necessary goal, and youth who are unsuccessful in school are deeply engaged in hip-hop, partnerships like the one between GZA and Tyson, or research that explores the intersections of science and hip-hop must be embraced, and shared with the public.
Wednesday, August 17, 2011
Monday, July 4, 2011
Looking For An Argument?
"Sometimes it seems that convincing students that they are looking for an argument is itself a difficult argument to win.
In terms of today’s academic disciplines, when we teach our students to write within a discipline, we are teaching them how to present arguments that fit the conventions of that discipline.
When a student develops an argument for my class, it doesn’t matter so much whether she succeeds in convincing me that she’s right. What matters is that she convince me that her argument is well formulated according to disciplinary conventions. A crucial and often overlooked first step toward helping students write successfully for a discipline is helping them understand that academic writing involves arguing something.
Before students can formulate their own arguments, they need to examine good models of argument, preferably from the discipline in which we ask them to write.
Remember that authoritative books are the ones that most need to be defaced. Textbooks and works by prestigious authors are ideal targets.
For example: What is this author trying to persuade you to do or think? Did she succeed? Why or why not? What was most convincing about the author’s argument? What’s the best counter-argument you can offer?
If it’s worth reading, it’s worth debating in writing.
Personal encounters tend to be more memorable than impersonal ones.Students will perform well on exams if they can remember three things: the names of the authors they’ve read, the authors’ argumentative points, and how to win an argument with each author.
Take a few minutes to scribble an argumentative response to lecture or discussion before rushing home to crawl back in bed.
But nudging students toward a more argumentative relationship with their course material is at least a partial solution to some of the most widespread problems we encounter when trying to teach them to make arguments of their own.
However, it isn’t just students’ attitudes that sometimes need adjustment, but also their critical skills.
One point I always hammer away at in class is “thesis over theme.” I explain that yes, that was the topic or theme. But what was the point? What was the thesis? Most students find it much harder to recognize just what that thesis was, much less state it with any precision. I think it’s important to offer them a solid example of what I’m looking for.
Every field has its own rhetorical rules that govern what makes an argument or hypothesis or interpretation, and the data it purports to explain, sufficiently valuable to be worth the attention of those in the field.
When we teach writing within a discipline, we’re basically trying to get students to internalize these rules, or as many of them as possible.
To sum up, then, teaching students to look for and write argumentatively doesn’t involve only teaching students to write thesis statements. It involves helping them look for and recognize and debate arguments they’re already reading and witnessing daily.
In terms of today’s academic disciplines, when we teach our students to write within a discipline, we are teaching them how to present arguments that fit the conventions of that discipline.
When a student develops an argument for my class, it doesn’t matter so much whether she succeeds in convincing me that she’s right. What matters is that she convince me that her argument is well formulated according to disciplinary conventions. A crucial and often overlooked first step toward helping students write successfully for a discipline is helping them understand that academic writing involves arguing something.
Before students can formulate their own arguments, they need to examine good models of argument, preferably from the discipline in which we ask them to write.
Remember that authoritative books are the ones that most need to be defaced. Textbooks and works by prestigious authors are ideal targets.
For example: What is this author trying to persuade you to do or think? Did she succeed? Why or why not? What was most convincing about the author’s argument? What’s the best counter-argument you can offer?
If it’s worth reading, it’s worth debating in writing.
Personal encounters tend to be more memorable than impersonal ones.Students will perform well on exams if they can remember three things: the names of the authors they’ve read, the authors’ argumentative points, and how to win an argument with each author.
Take a few minutes to scribble an argumentative response to lecture or discussion before rushing home to crawl back in bed.
But nudging students toward a more argumentative relationship with their course material is at least a partial solution to some of the most widespread problems we encounter when trying to teach them to make arguments of their own.
However, it isn’t just students’ attitudes that sometimes need adjustment, but also their critical skills.
One point I always hammer away at in class is “thesis over theme.” I explain that yes, that was the topic or theme. But what was the point? What was the thesis? Most students find it much harder to recognize just what that thesis was, much less state it with any precision. I think it’s important to offer them a solid example of what I’m looking for.
Every field has its own rhetorical rules that govern what makes an argument or hypothesis or interpretation, and the data it purports to explain, sufficiently valuable to be worth the attention of those in the field.
When we teach writing within a discipline, we’re basically trying to get students to internalize these rules, or as many of them as possible.
To sum up, then, teaching students to look for and write argumentatively doesn’t involve only teaching students to write thesis statements. It involves helping them look for and recognize and debate arguments they’re already reading and witnessing daily.
 |
| WAC Home |
| Author: | Kevin J. Barrett, Dept. of African Languages & Literature | |
Monday, June 6, 2011
Perfect Classroom!! « kennethbourne
Perfect Classroom!! « kennethbourne
my idea of a perfect classroom would be more than ideal classroom. my perfect classroom would be more of a hands on classroom, where outside is brung into the inside so students will have a better understanding of it for example, we don’t have an economics class in my school so I would definitely have a section where you can learn about economics. that section would look like a gas station, or bank offices(checks) depending on the schedule. I chose life-size replica’s because I know for a fact it would help one student learn more because they will b e able to see the reaction with there own eyes and not off some video or just hearing it from their teachers mouth. so in each class their would be a life-size replica of a situation, like the airport, or gas station.
C-SPAN Classroom.
Image by mindamediaphotography via Flickr
Image via Wikipedia
C-SPAN Classroom is a web site for civics teachers featuring free resources like video clips and discussion questions that are linked to national standards. All of our materials are copyright-cleared for classroom use.
http://www.c-spanclassroom.org/
Another possible way for students to use C-SPAN video clips to follow current events is by having them "collect" segments to tell a 5 minute story. Idea here: https://sites.google.com/site/civiclit/sample-civiclit-lessons/5-mi...
Friday, May 27, 2011
Exploring the Environment®
 | ||
| http://www.cotf.edu/ete/main.html |
We may need to live "more lightly" on our home planet, but it is certain that we cannot live on the Earth and have no impact whatsoever on it. Thus, it is important that we figure out the best courses of action in light of the information we have now. Let us also be willing to change our minds as new data and understanding come to us from new sources in the future.
Teacher Pages
K4 Earth Science Modules
Earth Science Explorer
NASA-sponsored Classroom of the Future
The Center for Educational Technologies
The Center for Educational Technologies also houses the Challenger Learning Center®, which provides students, teachers, and adult learners with simulations that emphasize teamwork, problem-solving, decision-making, and communication skills. The Challenger Learning Center in Wheeling is one of 47 centers worldwide established by the Challenger Center for Space Science in memory of the space shuttle Challenger. More than 40,000 students fly missions each year either at the Wheeling facility or through distance learning. The Challenger Learning Center has been honored nine years for having served the most children of all the centers.
Saturday, May 21, 2011
Healthier Testing Made Easy: The Idea of Authentic Assessment | Edutopia
Healthier Testing Made Easy: The Idea of Authentic Assessment | Edutopia
Here's a radical idea: We need more assessment, not less.
Seem crazy? Substitute feedback for assessment, and you'll better understand what I mean. The point of assessment in education is to advance learning, not to merely audit absorption of facts. That's true whether we're talking about that fourth-period pop quiz, the school play, or the state test. No one ever mastered a complicated idea or skill the first -- or fifth -- time. To reach any genuine standard, we need lots of trials, errors, and adjustments based on feedback.
Think of assessment, then, as information for improving
Here's a radical idea: We need more assessment, not less.
Seem crazy? Substitute feedback for assessment, and you'll better understand what I mean. The point of assessment in education is to advance learning, not to merely audit absorption of facts. That's true whether we're talking about that fourth-period pop quiz, the school play, or the state test. No one ever mastered a complicated idea or skill the first -- or fifth -- time. To reach any genuine standard, we need lots of trials, errors, and adjustments based on feedback.
Think of assessment, then, as information for improving
Grant Wiggins
President of Authentic Education in Hopewell, New JerseyTuesday, May 17, 2011
Help us connect all US schools with the world by 2016 | Connect all Schools
Image via Wikipedia
In an historic speech in Cairo, Egypt in June 2009, President Obama expressed his desire to "create a new online network, so a young person in Kansas can communicate instantly with a young person in Cairo.” Since then, the Secretary of State and Secretary of Education have both emphasized the importance of learning other languages, gaining a global competency and traveling to other countries. A number of organizations linking US schools with others around the world are coming together in a new "Connect All Schools" consortium to meet a very specific goal: to connect every school in the US with the world by 2016.
Imagine the possibilities for language practice online with native speakers around the world, for our students to learn WITH the world, instead of just about it, creating a student citizenry that is aware of and comfortable with interaction with peers worldwide. The Partnership For 21st Century Skills, a collaboration between the education community and private sector companies, has identified global awareness, ability to work in teams and a familiarity with technology as some of the skills that our young people will need to have to effectively work in a global environment. Research has clearly demonstrated that authentic interaction with the world’s students across the curriculum results in enhanced learning, improved reading/writing test scores by our students and a heightened motivation to learn.
Imagine the possibilities for language practice online with native speakers around the world, for our students to learn WITH the world, instead of just about it, creating a student citizenry that is aware of and comfortable with interaction with peers worldwide. The Partnership For 21st Century Skills, a collaboration between the education community and private sector companies, has identified global awareness, ability to work in teams and a familiarity with technology as some of the skills that our young people will need to have to effectively work in a global environment. Research has clearly demonstrated that authentic interaction with the world’s students across the curriculum results in enhanced learning, improved reading/writing test scores by our students and a heightened motivation to learn.
Tuesday, May 10, 2011
Mr. D's Neighborhood
Mr. D's Neighborhood
The story goes that a former research manager for a news agency, as well as an off-and-on freelance writer, decided to go off the deep end and become a teacher. That moron was me, Mr. D. I graduated from Georgetown University in 1999 and have a Masters degree in Education from Mercy College. I am a New York City Teaching Fellow, teaching social studies at a school in the south Bronx. In that capacity, I am also a Teacher-Historian with the Teaching American History project, a federal grant designed to expand American history education in US schools.
The story goes that a former research manager for a news agency, as well as an off-and-on freelance writer, decided to go off the deep end and become a teacher. That moron was me, Mr. D. I graduated from Georgetown University in 1999 and have a Masters degree in Education from Mercy College. I am a New York City Teaching Fellow, teaching social studies at a school in the south Bronx. In that capacity, I am also a Teacher-Historian with the Teaching American History project, a federal grant designed to expand American history education in US schools.
Saturday, May 7, 2011
FACULTY PROFILE: Professor Emdin
Assistant Professor of Science Education
Christopher Emdin
Image via WikipediaProject: Extracellular Matrix and Mesenchymal Cell SignalingPhD in Urban Education, Graduate Center of the City University of New York, (2007)
Christopher Emdin
ducational Background
B.S. in Physical Anthropology/ Biology/ Chemistry, Lehman College (2000)
M.S. in Natural Sciences, Rensselaer Polytechnic Institute (2003)
M.S. in Natural Sciences, Rensselaer Polytechnic Institute (2003)
Image via WikipediaProject: Extracellular Matrix and Mesenchymal Cell SignalingDissertation: Exploring the contexts of Urban Science Classrooms: Cogenerative dialogues, Coteaching and Cosmopolitanism
- Specialization in Science, Mathematics and Technology
- Dean K. Harrison University Fellow
- Specialization in Science, Mathematics and Technology
- Dean K. Harrison University Fellow
Christopher Emdin
Assistant Professor of Science Education
Phone: 212-678-3825
Email: ce2165@columbia.edu
Email: ce2165@columbia.edu
Office Hours: Monday and Wednesday 4:00-7:00
Office Location: 412C Zankel
Centers, Institutes and Research Project Affiliations
Harlem Schools Partnership
Website: http://www.tc.edu/hsp
Website: http://www.tc.edu/hsp
The Harlem Schools Partnership (HSP) for STEM Education (Science, Technology, Engineering and Mathematics) is a collaborative effort of Teachers College (TC), and the Fu Foundation School of Engineering and Applied Science (SEAS) at Columbia University in association with the New York City Department of Education (NYC DOE) and with support from the General Electric Foundation.
Sunday, May 1, 2011
Teacher Experience Exchange - 7 Web 2.0 animation tools
Image via Wikipedia
Image via Wikipedia
Image via WikipediaTeacher Experience Exchange - 7 Web 2.0 animation tools
Animation projects are a great way to integrate technology, encourage project-based learning and have a lot of fun. This month let's take a quick tour of seven Web 2.0 animation sites for students young and old.
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