Online Tools
FlipGrid
Padlet
Google Forms and Sheets
ECHO
Screencast-o-matic
Quizizz
Google Classroom
Adobe Spark
Edpuzzle
FlipGrid
Padlet
Google Forms and Sheets
ECHO
Screencast-o-matic
Quizizz
Google Classroom
Adobe Spark
Edpuzzle
Twitter
#Edchat
#NGSS
#Edchat
#NGSS
Books
The Visual Connection, by Bobbie Baggio
Good Video Games + Good Learning, by James P. Gee
The Flat World & Education: How America's Commitment to Equity Will Determine Our Future, by Linda Darling-Hammond
Visible learning for Teachers: By John Hattie
Rigorous PBL by Michael Mcdowell
From the Minds Eye By Dervin
Research Articles
From the Minds Eye By Dervin
Alias, M., & Tukiran, A. (2010). The effect of teacher generated concept maps on the learning of linear motion concepts in elementary physics. Journal of
Turkish Science Education, 7(3), 3-14.
California Department of Education (2016). 2016 Paper Based Test [Data file]. Retrieved from https://caaspp.cde.ca.gov/caaspp2016/SearchPanel.aspx?lstTestYear=2016&lstTestType=C&lstCounty=28&lstDistrict=66266-000&lstSchool=6058796&lstGroup=1&lstSubGroup=1
Hammons, J. (2017). Instructional objectives versus learning objectives: A difference does make a difference! The Journal of Faculty Development, 31(1), 61-62
Hattie, J., & Donoghue, G. (2016). Learning Strategies: A synthesis and conceptual model. Npj Science of Learning, 1 doi:10.1038/npjscilearn.20
Kelting-Gibson, L. M. (2005). Comparison of Curriculum Development Practices. Educational Research Quarterly, 29(1), 26-36.
Korganci, N., Miron, C., Dafinei, A., & Antohe, S. (2014). Comparison of Generating Concept Maps and Using Concept Maps on Student Achievement. Paper presented at the , 2 287-293.
Marulcu, I., Karakuyu, Y., & Dogan, M. (2013). Can Elementary Students Gather Information from Concept Maps?. International Journal Of Environmental And Science Education, 8(4), 611-625.
Nations Report Card. (2017). State Profiles [Data file]. Retrieved from https://www.nationsreportcard.gov/profiles/stateprofile?chort=2&sub=MAT&sj=AL&sfj=NP&st=MN&year=2015R3
Organization for Economic Co-operation and Development (2017) Programme for International Student Assessment. [Data file.] Retrieved from http://www.oecd.org/pisa/
Qian, X. (2011). A multi-level differential item functioning analysis of trends in international mathematics and science study: Potential sources of gender and minority difference among U.S. eighth graders' science achievement (Order No. 3465815). Available from Education Database. (884212161). Retrieved from http://0-search.proquest.com.library.touro.edu/login?url=https://0-search.proquest.com.library.touro.edu/docview/884212161?accountid=40250Wang,
H. Y., Huang, I., & Hwang, G. J. (2016). Effects of a Question Prompt-based Concept Mapping Approach on Students’ Learning Achievements, Attitudes and 5C Competences in Project-based Computer Course Activities. Educational Technology & Society, 19 (3), 351–364.
Zmuda, A., Kuklis, R., & Everett, K. (2004). Transforming schools: creating a culture of continuous improvement. Alexandria, VA: Association for Supervision and Curriculum Development.
From the Minds Eye By Dervin
Alias, M., & Tukiran, A. (2010). The effect of teacher generated concept maps on the learning of linear motion concepts in elementary physics. Journal of
Turkish Science Education, 7(3), 3-14.
California Department of Education (2016). 2016 Paper Based Test [Data file]. Retrieved from https://caaspp.cde.ca.gov/caaspp2016/SearchPanel.aspx?lstTestYear=2016&lstTestType=C&lstCounty=28&lstDistrict=66266-000&lstSchool=6058796&lstGroup=1&lstSubGroup=1
Hammons, J. (2017). Instructional objectives versus learning objectives: A difference does make a difference! The Journal of Faculty Development, 31(1), 61-62
Hattie, J., & Donoghue, G. (2016). Learning Strategies: A synthesis and conceptual model. Npj Science of Learning, 1 doi:10.1038/npjscilearn.20
Kelting-Gibson, L. M. (2005). Comparison of Curriculum Development Practices. Educational Research Quarterly, 29(1), 26-36.
Korganci, N., Miron, C., Dafinei, A., & Antohe, S. (2014). Comparison of Generating Concept Maps and Using Concept Maps on Student Achievement. Paper presented at the , 2 287-293.
Marulcu, I., Karakuyu, Y., & Dogan, M. (2013). Can Elementary Students Gather Information from Concept Maps?. International Journal Of Environmental And Science Education, 8(4), 611-625.
Nations Report Card. (2017). State Profiles [Data file]. Retrieved from https://www.nationsreportcard.gov/profiles/stateprofile?chort=2&sub=MAT&sj=AL&sfj=NP&st=MN&year=2015R3
Organization for Economic Co-operation and Development (2017) Programme for International Student Assessment. [Data file.] Retrieved from http://www.oecd.org/pisa/
Qian, X. (2011). A multi-level differential item functioning analysis of trends in international mathematics and science study: Potential sources of gender and minority difference among U.S. eighth graders' science achievement (Order No. 3465815). Available from Education Database. (884212161). Retrieved from http://0-search.proquest.com.library.touro.edu/login?url=https://0-search.proquest.com.library.touro.edu/docview/884212161?accountid=40250Wang,
H. Y., Huang, I., & Hwang, G. J. (2016). Effects of a Question Prompt-based Concept Mapping Approach on Students’ Learning Achievements, Attitudes and 5C Competences in Project-based Computer Course Activities. Educational Technology & Society, 19 (3), 351–364.
Zmuda, A., Kuklis, R., & Everett, K. (2004). Transforming schools: creating a culture of continuous improvement. Alexandria, VA: Association for Supervision and Curriculum Development.