The Physics Classroom's ACT Test Center Life is filled with tests. From the moment we're born to the moment we die, it seems that there is regularly someone surrounding us and giving us a test. They ask questions. A common visitor to The Physics Classroom website is the high school junior who is taking physics. This section of the website contains about a dozen passages that resemble the types of passages found on the ACT test. Finally, take your time here at the ACT Test Center. About the ACT Test | ACT Test Preparation | ACT Tips | For Teachers | Other Resources Use the passages below to assist in your preparation. The Passages The passage uses a bar chart and a data table to present information regarding the variables that affect the stopping distance of an automobile. This passage presents information regarding an experiment performed to investigate the effect of an object's mass upon its terminal velocity. This passage uses a graph to present information regarding the phase change of a sample of matter.
The Art of Facilitating Teacher Teams In my last post I reflected on what makes an effective team of teachers. This is something I've been contemplating a great deal as this year I'm leading a team of instructional coaches. We work with a number of middle schools that are "transforming" and a central element in our theory of action is that leadership and instruction will transform by way of strong, effective, high functioning teams. At these sites, my coaches support the development of grade level teams, department teams, leadership teams, and cross-site teams of teachers and administrators. This fall we've pursued an inquiry around our own coaching and facilitation actions. So what steps do we take to develop strong teams? Domain One: Planning We determined that the first coaching action to break down is how we plan for meetings. This last point is something we think about when considering participation. There's a lot more to say about how we plan effective team meetings. Domain Two: The Technical Skills of Facilitation
Discourse Tools Exam prep made fun - Learnerator Brain Matters: Maximizing Your Classroom for Learning Teaching & Learning | Spotlight Brain Matters: Maximizing Your Classroom for Learning This educational consultant advises teachers to keep brain science in mind when figuring out how to help their students learn. By Dian Schaffhauser01/31/13 Teachers need to break up their lessons more during the class period and get the students moving if they want optimal learning to occur. Noting that teaching was the "only profession whose job is to change the human brain every day," Sousa offered a fast-paced tour of "educational neuroscience"--research that pulls together the fields of psychology, neuroscience, and pedagogy with the aim of increasing student attention, retention, and interest. At the heart of the science is the question: How is technology affecting students' attention spans. Based on the findings of educational neuroscience, Sousa offered a number of tips for maximizing learning. The Brain is Attentive to Novelty The brain is wired to pay attention to anything that's unexpected.
Glossary of Instructional Strategies Current number of strategies and methods: 1271 Last updated: 27 July, 2013 Definitions written by Kelly Jo Rowan. ©1996-2013 Kelly Jo Rowan. 10 + 2 (Ten Plus Two) Direct instruction variation where the teacher presents for ten minutes, students share and reflect for two minutes, then the cycle repeats. 1st TRIP (First TRIP) A reading strategy consisting of: Title, Relationships, Intent of questions, Put in perspective. 3-2-1 (Three-Two-One) Writing activity where students write: 3 key terms from what they have just learned, 2 ideas they would like to learn more about, and 1 concept or skill they think they have mastered. 5 + 1 (Five Plus One) Direct instruction variation where the teacher presents for five minutes, students share and reflect for one minute, then the cycle repeats. A-B-C Summarize A form of review in which each student in a class is assigned a different letter of the alphabet and they must select a word starting with that letter that is related to the topic being studied. Acronyms
3 Secrets to Motivating Students Among the many titles I bear, that of cheerleader is often the most challenging. Entering the classroom day after day with a great enthusiasm, a smile from ear to ear, a little extra pep in my step, and pom poms raised high takes practice. We all have those less than great moments but I have learned over the years, that the more excited I become about learning, the more my students will be as well. The key is motivation. Motivation is defined as “the general desire or willingness of someone to do something” (Thank you Dictionary.com). Notice the words DESIRE, WILLINGNESS, and DO SOMETHING! So how do I motivate my students to learn? How I Create Desire Before any lesson or new skill, a “desire to know” needs to be established. All of these methods are great spring boards into your lesson. How I obtain willingness to pay attention I find this to be easier once I have established the desire to know. Other methods of maintaining attention include: Moving around the room frequently.
Differentiated Instruction Made Easier Shuana Jordan Product Manager Differentiated instruction creates a learning environment that motivates students to learn and helps meet the diverse needs of individual students. Technology supports differentiated instruction and provides the opportunity to improve teaching and learning. Below are instructional strategies that will encourage differentiated instruction, along with examples of how to apply these basic strategies and recommendations for supporting technology. Tiered strategy Tiered or scaffold activities can help you not only assess student readiness, but also meet students where they are in their understanding of the content. Have students research a topic of interest and create an online presentation on their findings to demonstrate their understanding and applications of key concepts. Reinforce/review strategy Implementing activities that reinforce and review concepts allows you to assess student readiness and evaluate student growth and understanding of the concepts.
5 Hallmarks of a Creative Project Why is it that we definitely know a creative project when we see it, but we are hesitant to assess creativity, fearing that it is too squishy or subjective? Creative projects are the tangible products of creative behavior and creative thinking. If we want students to produce creative works, we need to structure student work so that the outcome is a natural result of these behaviors. A project is creative when it: 1. A project that answers a question with an obvious right answer doesn’t leave much room for creative thinking. We are probably all familiar with the concept of essential questions, questions “that pose dilemmas, subvert obvious or canonical truths, or force incongruities upon our attention.” Read more about Bloom’s and creative project work here. Most importantly, questions must be meaningful. 2. There is no shortage of research that shows that creativity does not thrive in competition. 3. That’s right. Creative work is deeply original, making it also deeply personal. 4. 5.
Mad Science Station Labs – Plug and Play Science Stations | Kesler Science I have re-invented how station labs are going to look in my classroom and wanted to shared with you what I believe a much better solution to the traditional science station lab. I’ve developed a system that I’m calling the Mad Science Station Labs Series. It is a plug in play system that allows the station to remain somewhat consistent throughout the year, but allows the teacher to interchange the content very quickly. There are eight total labs stations that the students will visit. Explore It! Illustrate It! Read It! Watch It! Organize It! Write It! Research It! Assess It! Available For Download Now Mad Science Station Labs Start-Up Guide Lunar Cycle Station Lab What Causes the Seasons and Tides Newton’s 1st Law – The Law of Inertia Newton’s 2nd Law – The Law of Acceleration Newton’s 3rd Law – The Law of Action-Reaction Newton’s Laws Station Lab Bundle (all 3 laws specially priced) About The Author Chris Kesler
Using Essential Questions to Improve a High-School History Course Using Essential Questions to Improve a High-School History Course In this thoughtful 2008 article in Social Education, teacher educator Heather Lattimer (University of San Diego) says that all too often, despite their charisma and talent getting students involved in classroom activities, “teachers are the ones doing all the thinking in the classroom.” To counteract this tendency, specifically in social studies and history classes, she recommends using essential questions for each unit. Here’s why: • Essential questions get to the heart of the discipline. • Essential questions have more than one reasonable answer. • Essential questions connect the past to the present. When is violence justified? Such questions address fundamental concerns that each generation should ponder anew. • Essential questions enable students to construct their own understanding of the past. • Essential questions reveal history to be a developing narrative. • Dig deeper through the use of historical case studies.
Professional Learning Community (PLC) - Deer Creek Schools Deer Creek Public Schools Professional Learning Communities A Big Picture Look at Professional Learning Communities What is a PLC? “A Professional Learning Community (PLC) is educators committed to working collaboratively in ongoing processes of collective inquiry and action research to achieve better results for the students they serve. —adapted from Learning by Doing Overview Brochure PLC Terms SMART Goals SMART Goal Worksheet Team Goal Setting Plan SMART Goal American Government SMART Goal 8th Grade Math SMART Goal 3rd Grade Team Why PLC? Data Picture of Our School Deer Creek PLC Manual Deer Creek SMART Goals PowerPoint Deer Creek Data Analysis Protocol PLC Rating Scale Deer Creek Teacher Collaboration Time PowerPoint Deer Creek Teacher Late Start Wednesdays PowerPoint
From Management to Engagement As educators, we are always looking for management strategies to try in the classroom. Note I said "strategies" -- not "solutions." Many Edutopia bloggers have written about strategies and ideas for classroom management. I've also written a blog on PBL management strategies, but many of those same strategies can be used in non-PBL contexts. When picking strategies, we have to know that because they are strategies, some may not work. However, there is a larger, more important issue to consider before venturing into management strategies to solve a problem in the classroom: engagement! It is crucial to focus on engagement rather than management. Here, Pink is talking about the three things that are needed for engagement, but they still hold true when we think about our classrooms and what we are asking of our students. Autonomy If you want your students to be engaged, facilitate self-directed activities and learning models. Mastery Our students like getting better at stuff. Purpose
Students Share Characteristics Of Their Favorite Teachers A few weeks ago I had a Twitter dialogue with Reed Gillespie ( @rggillespie ) an AP at Kettle Run High School in Nokesville, VA. and Angela Maiers ( @AngelaMaiers ) who coined the phrase #YouMatter and is an author, educator, and national speaker. Our conversation revolved around a post from Angela titled 12 Things Kids Want from Their Teachers . Twelve simple and free “things” students want and deserve . Don’t we all deserve these? Reed shared his post What Students Want From Their Teachers he wrote after visiting with students at his high school during lunch. This got me to thinking “What do Cherokee students want from their teachers?” The feedback provided by our very bright and amazing students wasn’t eye opening or earth shattering, but does provide their view of what they want and deserve. 1. 2. 3. 4. I enjoyed my conversations with our students.