Tuesday, June 29, 2004

A Boost To Your Child's Standardized Test Scores

A Boost To Your Child's Standardized Test Scores. Experts lead you through step-by-step activities at home that will increase your child's test scores. For K-6 national standardized tests - IQ's, and IOWA's.



From the site:



Parent's Edusource newsletter provides vital, useful information on everyday educational issues. Standardized test preparation, award winning authors, insider learning tips, home-school activities and education trade secrets of the teaching profession; all to help you help your child learn and excel in school.

Sunday, June 27, 2004

We Can Talk: Cooperative Learning in the Elementary ESL Classroom

We Can Talk: Cooperative Learning in the Elementary ESL Classroom. I love active learning (cooperative learning) assignments. It is great when the kids teach themselves and work together!



From the site:



Language acquisition is determined by a complex interaction of a number of critical input, output, and context variables. An examination of these critical variables reveals cooperative learning has a dramatic positive impact on almost all of the variables critical to language acquisition.



INPUT



Language acquisition is fostered by input that is comprehensible, developmentally appropriate, redundant, and accurate.



"Comprehensible." To facilitate language acquisition, input must be comprehended (Krashen, 1982). Students working in cooperative groups need to make themselves understood, so they naturally adjust their input to make it comprehensible. The small group setting allows a far higher proportion of comprehensible input, because the speaker has the luxury of adjusting speech to the level appropriate to the listener to negotiate meaning--luxury not available to the teacher speaking to a whole class. The speakers can check for understanding and adjust the level of speech easily when speaking to one another, something not easily done when speaking in a large group. Input in the cooperative setting is made comprehensible also because it is often linked to specific, concrete behaviors or manipulatives.



"Developmentally Appropriate." Even if language is comprehended it will not stimulate the next step in language acquisition if it is not in the zone of proximal development (Vygotsy, 1978). The developmental level of any student is what he or she can do alone; the proximal level is what he/she can do with supportive collaboration. The difference between the developmental and proximal levels is called the zone of proximal development. The nature of a cooperative group focuses input in the zone of proximal development, stimulating development to the next stage of language development.



"Redundant." A student may receive comprehensible input in the zone of proximal development, but that will not ensure language acquisition unless the input is received repeatedly from a variety of sources. The cooperative learning group is a natural source of redundant communication. As the students in a small group discuss a topic, they each use a variety of phrases providing the opportunity for the listener to triangulate in on meaning as well as receiving the repeated input necessary for learning to move from short-term comprehension to long-term acquisition.

Friday, June 25, 2004

School Libraries on the Web: A Directory

School Libraries on the Web: A Directory. A growing international directory of school library web pages. The US category also lists school library and media center pages by state and city, school district library pages, resource sharing networks and state libraries.



From the site:



This is a list of library web pages maintained by K-12 school libraries in the United States and in countries around the world. This directory is limited to listing pages which focus on the school library/media center. The content of these pages is quite varied and displays the marvelous creativity of school librarians around the world.

hand If you would like your school library page listed here, please write to Linda Bertland at bertland@voicenet.com.

Wednesday, June 23, 2004

Picture Books as a Social Studies Resource in the Elementary School Classroom

Picture Books as a Social Studies Resource in the Elementary School Classroom. This ia an essay which shows how many kids books can be used to teach history and other related subjects.



From the site:



As we enter the "information age," our need to process volumes of data quickly and efficiently increases. The adage "a picture is worth a thousand words" suggests the expressive power of images. Elements of design--line, shape, color, value, and space--are the lexicon of images. Organized and ordered by the design principles--balance, emphasis, harmony, variety, gradation, movement, rhythm, and proportion--an image's expressive qualities are determined by these factors. Visual literacy, the ability to comprehend meaning in images, requires critical viewing skills. Unlike moving images, images in picture books allow the sustained viewing time necessary for developing critical viewing skills through exploration, critique, and reflection. Although commonly considered part of the literary arts, picture books are useful tools for teaching many abstract and complex concepts of the social studies at the elementary level.



IMAGES AS ALLEGORIES



Images may function as allegories which provide intuitive understanding of complex events or relationships. A powerful image may become a mental "bookmark" of a historic event by capturing and freezing the essence of the represented event in visual allegory. Critical viewing will reveal not only the facts of the event, but also the artist's bias or point of view which either concurs with or stands in contrast to pervasive public opinion of the event. A two-volume series--"Photos that Made U.S. History, Volume I: From the Civil War to the Atomic Age," and "Volume II: From the Cold War to the Space Age," both by Edward and Daniel Wakin (1993, Walker & Company)--presents bookmark historic images followed by text which sets the scene, introduces the photographer, and describes how each photograph shaped public sentiment and government policies. Photographs, posters, paintings, and primary documents from the archives of the Library of Congress are organized in a series of thematic books by Martin W. Sandler: "Pioneers" (1994), "Cowboys" (1994), "Civil War" (1996), and "Immigrants" (1995, HarperCollins Publishers).

Monday, June 21, 2004

The Smithsonian Office of Education

The Smithsonian Office of Education. Professional development for teachers, lesson plans and teaching resources for grades 4-9.



From the site:



The Smithsonian Center for Education and Museum Studies provides leadership in education at the Smithsonian and produces a variety of programs, services, and resources for the education and museum communities. The Center studies education at the Institution and builds consensus on standards for strengthening its educational programs, publications, and websites.



This website is a collective effort by staff of the Smithsonian Center for Education and Museum Studies. Design and production were done by web firm AKQA.

Friday, June 18, 2004

Foreign Language Learning: An Early Start

Foreign Language Learning: An Early Start. Learning foreign languages is hard. Yet, the earlier you start, the easier it is...



From the site:



During the 1960s, the idea of introducing foreign languages in the elementary school was a popular one, and elementary school foreign language programs were numerous. Interest in early language programs has resurfaced in recent years, and the number of programs being implemented is increasing. Many states are requiring the study of a foreign language at the elementary level. Louisiana, for example, has mandated that foreign language study begin in grade 4.



For a local school or community seeking to implement elementary school language programs, it is important that a rationale--reasons why the program should be incorporated into the curriculum--be developed to meet the needs and priorities of the particular area or institution the program(s) will serve. "School boards and parents organizations need reasons and evidence before making a commitment of time and resources to a new program" (Curtain, & Pesola, 1988, p. 1). A rationale should address benefits of language learning, the choice of languages to be taught, and the type of instruction to be used. A convincing rationale will help secure a place for foreign language education in the elementary school.



(For more information on elementary foreign language programs, see the ERIC Digest, Elementary School Foreign Language Programs, prepared by Jane Reeves, 1989.)

Wednesday, June 16, 2004

Pratt's Educational Resources for Teachers & Parents

Pratt's Educational Resources for Teachers & Parents. A directory of links to lesson plans, activities, and homeschooling in all subject areas. Emphasis on elementary, but some links are appropriate for older students.



From the site:



Find FREE resources which include: themes, crafts, activities, online activities, recipes, music, Spanish, links, etc.

There are links on my pages that promote products but I have never bought anything from any of these sites and I do not endorse any of them.



I am a certified teacher (through 2003) and have an endorsement in ESL (English as a Second Language.) I have not taught in the public school system. I served a mission in Chile for The Church of Jesus Christ of Latter-day Saints. You can learn more at: mormon.org. I learned the Spanish language in Chile. I was a Student Teacher in a Bilingual 1st and 2nd Grade classrooms (there were two classroom teachers) during the Fall of 1996.

Monday, June 14, 2004

Science Fairs in Elementary School

Science Fairs in Elementary School. I actually did a volcano in 4th grade and won! I know that is not supposed to happen. I still love science fair day even though I am now a judge.



From the site:



Science fair projects have long been familiar events in schools throughout the country, and they have come to represent science in action, science as inquiry. The investigatory aspect of science fair projects fits wellwith current reform efforts guided by such publications as "Science for All Americans," "Benchmarks for Scientific Literacy," and the "National Science Education Standards." Classroom science is steadily being transformed into a process-driven, inquiry-based area of study, and science fair projects provide additional opportunities for students to become personally and directly involved in scientific investigation.



Elementary schools participate in science fairs for a variety of reasons: to stimulate student interest in science, to provide students with opportunities for research and active inquiry, to publicly recognize students' completed projects, and to provide students with opportunities to share their work (Perry,1995). There are many variations in format, but the primary components of a science fair project typically include an investigation, a written research report, a visual display, an oral presentation, and some sort of assessment. Learning some scientific facts or principles is a valuable fringe benefit for students doing projects, but the primary objective for science project work is to teach students to think (Tant, 1992, p.5.)



Students participating in science fairs are doing more than learning something new; they are using and extending knowledge gained previously through other experiences. Science fair work plans help students organize and review background information gained through previous library research on topics of interest. Past experiences will also help students make decisions on the importance of information to their topics.



The more a student knows about a topic, the easier it is to learn and remember new information (Recht & Leslie, 1988, as cited in Bruning, et al., 1995). Science fair projects provide students another avenue of learning more about topics of personal interest to them while also demonstrating both factual knowledge in written reports and procedural knowledge through the research process itself (Bruning, et al, 1995). Together, prior knowledge and newly acquired knowledge enable students to generate, analyze, and assess the impact of their findings, as well as connect what they learn to experiences beyond the science fair project.

Saturday, June 12, 2004

Personal Educational Press

Personal Educational Press. A free online utility for teachers, parents, and tutors to make flash cards, print word lists, and generate worksheets for educational games.



From the site:



Create free educational worksheets such as flashcards, game boards, and quizzes to print directly from your browser. Simply choose a word list and an output style.

Thursday, June 10, 2004

Sources of Information about Promising and Exemplary Programs and Materials for Elementary School Mathematics

Sources of Information about Promising and Exemplary Programs and Materials for Elementary School Mathematics. If you are doing research, here are some good places to look.



From the site:



Many school staff and their client communities are concerned about pupil achievement, skills, and attitudes related to mathematics. To respond to these concerns, staff need to determine how they can improve their mathematics programs by modifying the content and skills emphasized in the curriculum, changing or supplementing instructional materials, and changing instructional approaches, and changing the use of technology.



WHAT SHOULD BE INCLUDED IN AN ELEMENTARY SCHOOL MATHEMATICS PROGRAM?



There are several publications available to use to determine what a mathematics program should include. Several states including Florida, California, Michigan, New York, and Wisconsin have produced state guides or frameworks suggesting what should be included in a good elementary school mathematics program. The National Council of Teachers of Mathematics has developed Curriculum and Evaluation Standards (1989) that reflect a vision of what a mathematics program should be. Suggestions for implementing the standards are included.



In addition to the state and national frameworks and standards, several of the curriculum development projects, such as the University of Chicago School Mathematics Project, have developed frameworks and descriptions of their programs that can serve as sources of ideas.

Tuesday, June 8, 2004

Mathematical Tale Winds

Mathematical Tale Winds. Routine and non-routine mathematical problems and concepts embedded in short and long stories for grades 2 to 5. It is maintained by Jerry Ameis, Ph. D., Education Department, University of Winnipeg.

Sunday, June 6, 2004

Montessori Programs in Public Schools

Montessori Programs in Public Schools. Does Montessori work in public schools. This site says yes.



From the site:



Maria Montessori founded the first Montessori school in Rome in 1907. It served 4- to 7-year-olds from low-income families in a full-day program. Montessori schools grew in number in Europe and India, and there was a great deal of U.S. interest in Montessori's methods from 1910 to 1920. After this time, Montessori methods were all but forgotten in the U.S. until the late 1950s. Then, a second Montessori movement began in the U.S., with a set of private schools serving an almost entirely middle-class population. A teacher shortage resulted in the opening of private Montessori teacher training centers that were typically free-standing, that is, not associated with a college or university. In the late 1960s, parents in several school districts began to agitate for public schools to offer the Montessori model for their elementary school children who had graduated from private Montessori preschools. This push was given a boost by the availability of federal funds for magnet programs. Today, more than 100 U.S. school districts have some type of Montessori program (Kahn, 1991).



From the beginning, the name "Montessori" has been in the public domain in the U.S. As a consequence, both schools and teacher education programs have proliferated without regulations or restrictions. Fortunately, many Montessori teacher education courses have some community college, college, or university affiliation, and some offer Master of Education degrees with the Montessori Program.



Some elementary schools have used the name "Montessori" to refer to programs that have little relation to the schools Montessori described. Many people rely on a school's affiliation with the Association Montessori Internationale (AMI) or the American Montessori Society (AMS) to determine whether the school's program actually uses Montessori methods. But the majority of the public schools have not chosen to affiliate with either organization, usually citing financial restrictions.

Friday, June 4, 2004

I Love That Teaching Idea!

I Love That Teaching Idea! Resources for elementary school teachers in math, science, reading, writing, spelling, and assessment, as well as workshops and recommended books.



From the site:



I Love That Teaching Idea! was founded in 1998 by twin sisters Kim Christopherson and Kris Thurgood. Their goal is to provide elementary school teachers creative, practical and effective ideas for the classroom. Their new line of books, “The Bright Ideas Collection,” is a series designed to provide unique, ready-to-implement ideas for the busy educator.

Wednesday, June 2, 2004

Sources of Information about Promising and Exemplary Programs and Materials for Elementary School Science

Sources of Information about Promising and Exemplary Programs and Materials for Elementary School Science. If you are conducting research in this area, here are some good places to look.



From the site:



Many school staff and their client communities are concerned about pupil achievement, skills, and attitudes related to science. To respond to these concerns, staff need to determine how they can improve their science programs by modifying the content and skills emphasized in the curriculum, changing or supplementing instructional materials, and changing instructional approaches, and changing the use of technology.

WHAT SHOULD BE INCLUDED IN AN ELEMENTARY SCHOOL SCIENCE PROGRAM?

There are several publications available to use to determine what a science program should include. Several states including California, Michigan, and New York have produced state guides or frameworks suggesting what should be included in a good elementary school science program.



The American Association for the Advancement of Science (AAAS) has launched Project 2061, an ambitious project outlining content to be included in K-12 school programs. The National Science Teachers Association (NSTA) is developing a project to modify the scope and sequence of K-12 science.



In addition to the state and national frameworks there are guidelines for elementary school science produced by other groups including the National Center for Improving Science Education (1989).