Articles

2017
1. You provided the link at least one session ahead of the discussion. 2. Stays within the time limit. 3. Focus question(s) provided. 4. Audience participation is maximized (75/25). Additional suggestions: reference important aspects of your article in your discussion; as divergent questions based on audience reactions; encourage active listening; article is current, debate-able and relevant;
 * Criteria for a successful article discussion: **

//Here is a MODEL POSTING FROM 2016. Your posting should be structured this way:// //**Reading posted by Ululani Ortiz (secondary)**// //**Article:** [|Active Learning Leads to Higher Grades and Fewer Failing Students in Science, Math, and Engineering]// //**Guiding Questions:**// //1. What is the definition of active learning as described in this article? // //2. Why do you think students score higher when instructors use active learning strategies in their classroom, rather than lecture based lessons? // //3. Is there ever a time where active learning can be present in a lecture? // //5. Do you think these statistics would transfer to different content areas (humanities, others) if the same study were conducted for those subjects? //


 * Readings to be discussed Wednesday, June 21 **

**Before these readings, please go to our Discussion page (click the Discussion link in the navigation pane that is headed "All Pages" over to the left side of the page) and respond to the VoiceThread linked there.**


 * Readings, posted by Mark R. for the whole group**:

**FIRST**: Bonwell, C. & Eison, J. (1991). __Active Learning: Creating excitement in the classroom__. National Teaching and Learning Forum.
[]

**TIED FOR FIRST**: (1993). __Speaking of Teaching - Active Learning: Getting students to work and think in the classroom__. Stanford University Newsletter on Teaching. Retrieved June 20, 2014 from
http://www.stanford.edu/dept/CTL/cgi-bin/docs/newsletter/**active**_**learning**.pdf (Read the whole article: ~3 pages)

As you read both of the above, please consider these two guided reading/discussion questions: 1. What is the definition of Active Learning that is presented? 2. In what ways is it applicable to your classroom situation (and if you have to make one up, do so)? In what ways is it not applicable?

or try it as a "FlipSnack."
 * THIRD**: Here is an article on Grow Beasts in education. It is an example of active learning techniques applied in a K-12 classroom. (Read the whole thing: 5 pages)

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As you read, please consider these guided reading/discussion questions: 1. What is an important mathematical concept or procedure a student would have to deal with in working through this investigation? 2. What is something a teacher might learn in working through this investigation? 3. How might you change this investigation to make it more effective for a particular group of students? First think of a particular class or a group within a class (e.g., high achievers, ELLs, etc.). Then think about how you would adapt the investigation to meet the needs of these students.
 * Guiding Questions:**

** Readings to be discussed Monday, June 26, 2017 **
Article: [] Discussion Questions:
 * Secondary (Emily) **
 * 1) How do clickers help students actively engage in the classroom?
 * 2) This study was conducted at the college level, do you think clickers can be used as effectively in high school, middle school, and elementary school?
 * 3) Are there some subjects that clicker questions wouldn’t work well in?
 * 4) Is the use of clickers a beneficial active learning method or are other techniques (like class discussions) better?

Questions: 1. What is the technique, "slide observations," as described in this article? 2. How does this technique help students construct understanding of geology concepts? 3. What role does modeling/thinking aloud play in this technique? 4. The article claims that using this technique will build student confidence about their own observational and cognitive abilities. Do you agree with this statement? When have you seen similar scenarios unfold in the field? 5. How could you imagine using this technique in math class?
 * ALSO:**
 * Reading from Anna for SECONDARY (but it's awesome for elem as well!) [|"]**[|Slide Observations – Promoting Active Learning, Landscape Appreciation, and Critical Thinking in Introductory Geology Courses."] And get this. You can download the PDF for free!! Woo!

Article: [] Guiding Questions: 1. Have you ever experienced this problem? Replay that situation in your mind. 2. What was the best piece of advice given here? 3. What would you add to the advice given in this blog post? (4. Could you write and contribute such a blog post? :-)
 * Reading posted by Mark R. (Elementary)**

** Readings to be discussed Wednesday, June 28, 2017 **
Article: http://www.outlab.ie/forums/documents/the_value_of_school_science_review_march_2006_87320_141.pdf
 * Secondary Reading (Brady)**

Guiding Questions 1. Why might outdoor education help with academics //and// behavior? 2. What aspects of outdoor learning make it "active"? 3. How are the five barriers to outdoor learning listed on pg 108 similar to some of the concerns surrounding active learning? 4. This article lists several limitations to outdoor learning, how might we address some of these to lessen their negative effects?

Article: https://www.edutopia.org/blog/mind-body-learning-activities-ben-johnson
 * Elementary Reading (Jessica)**

Guiding Questions
 * 1) What stood out most to you in this article, why?
 * 2) The Author makes the assertion that active learning is present any time that we use our body, including during writing, does this conflict with your views on active learning?
 * 3) The activity discussed in the first paragraph likely took more time to prep than the “usual” way of teaching multiplication. What are some ideas that you have to incorporate active learning despite possible time constraints.

Article: []
 * Readings to be discussed Monday, July 3, 2017 **
 * Elementary Reading** (Karmen)

Guiding Questions: 1. In your student teaching experience, which active learning techniques did you find to be the most beneficial? 2. What challenges have you (or your CT) encountered while implementing active learning activities? (Possible solutions?) 3. Usually, active learning takes time! Do you anticipate this being an added challenge in relation to covering all of the material we are responsible for throughout the school year? 4. Some students are independent learners and need time to process. At times, could active learning be a waste of time for these learners?

Article: []
 * Secondary Reading (Daniel)**

Guiding Questions: 1. Do you agree with how much emphasis the author puts onto the power of social media? What experiences have you seen or heard that are similar to Justine Sacco's story? 2. What aspects of social media might make it a good active learning tool? 3. Is using social media in the classroom a necessary tool to bridge the achievement gap in the classroom? Why or why not? 4. How might you use any of the "12 Ways Teachers are Using Social Media in the Classroom Right Now" in your own class?

Article: []
 * Secondary Reading (Paige)**

Guiding Questions: 1. How did Paul Bogdan's view of lesson plans and his role as teacher change? 2. Can you see this change affecting student motivation? 3. What could this look like in your classroom? 4. How do Bogdan's views on tests and grades resonate with you?

Article: []
 * Elementary Reading** (Stephanie)

Guided Questions: 1. Do you think aspects of this school’s physical learning spaces could be too distracting for students learning? 2. Can you see yourself adapting these ideas in your own classroom? 3. How do you plan to help your students become autonomous learners? 4. What do you think is the most important takeaway from this article? 5. What is your response to the question principal Ray Trotter asked: "Why can't school be as exciting as Disneyland?"

** Readings to be discussed Wednesday, July 5, 2017 **
Article:
 * Secondary Reading (Mike) Re-upload**

Guiding Questions 1. What are the 3 components of Active Learning? Briefly describe each. 2. On page 32, the author mentions that there must not be a complete elimination of passive learning from curriculum. What ratio of active:passive learning would you implement into your classroom? 3. What are some teaching techniques you can implement into your own teaching practice from the 4 sample teachers?

__Questions:__ 1. This article claims that, “active learning is the key to differentiated instruction” do you agree with this statement? Are there times in which active learning might inhibit authentic differentiated learning? 2. Establishing groups within a class is a challenging task when it comes to meeting all students’ needs. How did the author address this challenge in his own teaching? How will you address this in your classroom? 3. Another form of active learning the author points to as a source of differentiation is allowing students to choose their assignments. He suggests creating multiple activities that meet an objective and allowing students to choose from there rather than creating choices with one activity. What do you think about this strategy? Is this something that you may incorporate in your own practice?
 * Elementary: Chantelle**
 * []**

“How to Keep Kids Engaged in Class” []
 * Elementary: Sydney**

Discussion Questions: 1. Reflect on your student teaching: How many students in your class are at Level 4 or Level 3? What about Level 2 or Level 1? 2. What are some strategies to eliminate “dead time?” 3. What are your thoughts on quickwrites as a form of active learning? (i.e. having students summarize what they heard, predict a quiz question the teacher could ask based on the material taught, or defend a position taken during a class discussion) 4. What strategies could you see yourself incorporating in your practice to reduce “dead time?”


 * Secondary: Matt**

Guiding questions: 1) Do you agree with the author that thumbs provide even more formative information than clickers? Is it worth the added difficulty of recording that info? 2) What do you think would be your reaction as a student to the author's use of random cue cards to determine who will demonstrate problems in the following class? 3) How transferable do you think the author's use of cue cards would be to a high-school setting? What additional practices could you put in place to support students while still holding them accountable? 4) How could you extend the utility of the cue card idea beyond the working of example problems into other applications?

** Readings to be discussed Monday, July 10, 2017 **
ELEMENTARY: Kerri Guiding Questions: 1. "The walking programs presented in this article integrate physical activity throughout the day by aligning it with the school's curriculum, and they use a 'school-wide approach' as a motivator." What are some units of study that you could apply this active learning approach? 2. The Walking to Ghana program included extrinsic motivators like a flag and bonus days; do you think that adds or detracts from the curricular goal? 3. Do you think the walking programs outlined in this article align with culturally relevant/social justice teaching? Why or why not?

ELEMENTARY: Bobbi []

Guiding Questions: 1. What are the benefits to facilitating effective talk in the classroom? 2. Do you think it is realistic have every student talk in every lesson? 3. How can you use this strategy for assessing understanding of learning targets? <span style="font-family: "Arial",sans-serif;">4. Does utilizing active talk help create a culturally inclusive classroom?

<span style="font-family: "Arial",sans-serif;">Brandon Officer (Secondary)

[]

Guiding Questions: 1. How do these closure activities address active learning in comparison to an exit ticket? 2. Do these closure activities work better or worse than an exit ticket? 3. Can any of these activities be used at other points throughout the lesson? 4. Does a lesson have to be completely active learning to be effective? Or can certain portions that are better geared for active learning be used to help supplement D.I.?

[]
 * Reading Posted by Deven Shah for discussion on 7/10/2017**
 * 1) What factors should we use when determining if we have a highly regarded teacher?
 * 2) Can we use this article to argue against Kohn’s assertion that tests cannot be used to measure student’s critical thinking?
 * 3) What practices did your school implement to promote student-centered classrooms?

** Readings to be discussed Wednesday, July 12, 2017 **
Secondary: Danny [] 1. Is a semester-long scenario, like the one presented in the article, practical for a high school classroom? If not, how could it be modified? 2. How would incorporating Active Learning into the classroom affect the retention rate of STEM majors? Why? 3. What could Clarissa Dirks mean by “At this point it is unethical to teach any other way,” when referring to active learning? 4. What are your thoughts on the quote, <span style="color: #333333; font-family: Arial,sans-serif;">“Active learning done badly is worse than a good lecture”?

[|Writing Aloud: Staging Plays for Active Learning] 1. Could you incorporate playwriting into a classroom with a content area other than language arts? If so, how would you do it? 2. Given your response to question 1, how might you assess a student's mastery of the learning targets for your content/lesson via playwriting? 3. How do you feel about the quote from Adrienne Nelson, "It doesn't matter how talented or smart you are, if you can't communicate your ideas respectfully, you're going to have a really hard time in your life, in your studies, in your world"? 4. Can you see any potential problems or discomfort arising from incorporating playwriting into your classroom? Why or why not?
 * <span style="color: #333333; font-family: Arial,sans-serif;">Secondary (Middle School): Hayden **

Elementary: Tasha [] 1. What are your reactions to the "Golden Rules" listed in the article? 2. Are there any "rules" that you feel should be added to the list? Why? 3. What do you think about the concept of "Mastery Orientations?" 4. How do you see yourself incorporating these "rules" into content areas in your classroom?

Elementary: Chelsea [] 1. What are your thoughts on play in the classroom? 2. Do you think that engaging students in play within your lessons is only appropriate for certain grades? 3. Do you think play should be a stand-alone thing, not within the curriculum? Or, do you think that play should be integrated into your lessons? 4. Did you incorporate play into your student teaching? If so, how did you do it? If not, can you think of any ideas of how you could incorporate it? 5. Is this author’s definition of play in the classroom the same thing as active learning?

** 2016 **

 * Criteria for a successful article discussion: **

1. Find an article that is in some way applicable to the whole group, and that is 5 pages or fewer (or focus us on the important parts of a longer paper);

2. Give us the article and some guided reading /discussion questions (one to three of these, as a means of focusing our attention), a session ahead of the discussion date;

3. In the class discussion:

a. engage your audience; allow for active participation;

b. direct us toward a "take away" point (or two);

c. stay within the time limit!

** Readings to be discussed Tuesday, June 28, 2016 **
__**Elementary**__ (Elsa Klein) Article: http://www.cnn.com/2014/03/09/living/genius-hour-education-schools/ Discussion Questions: 1. What are some ways to encourage students to collaborate with others (both in school and outside of school) on their individual genius hour projects? 2. What are some potential drawbacks to such an open-ended research project? Should the teacher place parameters around the type of project a student can pursue? 3. How do you approach the inequities that may arise from students' varying access to the materials, connections and parental support that can enhance a genius hour project?

__**Elementary**__ **(Ana Erikson)**

Article: []

Discussion Questions: 1. The author suggests that a culture of inquiry must be cultivated form the very beginning. How can this be done in the first week of school and on the first day of school?

2. The author says that students must be taught how to ask productive questions and offers strategies such as 'structured protocols and question starters and stems'. What are other strategies for modeling and supporting asking essential questions?

3. How can a teacher offer differentiated methods for asking questions for students who struggle with certain kinds of communication? i.e. ELL, students with IEPs in oral and written communication


 * __Middle School (Josh)__**

This article is LONG. Too long! And its about college. So why is it interesting to us? -Well, it offers a clear look into what somewhat recent literature describes as typical examples of active learning. -It also has a great provocative title, which will certainly make you want to read more to find out why... -It offers some important considerations for why active learning might fail to have a desired effect. -You might learn a little about the distant ancestors of the cheetah - How fast could their ancestors run, anyway?

FOCUS ON THE BEGINNING AND END. LET's JUST TRUST THAT THEY GOT THE STATISTICS RIGHT ON THIS ONE.

Basic Guiding Questions: -Describe what the researchers were testing in this study and how they did it. -What were the general results of the study, and HOW/WHY do the researchers think that the study gave these results? (Spoiler alert: it's in the abstract!) -What are the implications that the authors of this study make for educators? -What (important?) information can we glean from "Table 2?" Do we think that all active learning is of equal value? -What are the two definitions that the authors introduce to help us understand what is meant by active learning? -What IS the answer to the "Cheetah Question?" -Why are misconceptions so dangerous to learners?

Article: [] <span style="color: #120f0f; font-family: Arial,Helvetica,sans-serif;">Discussion Questions: <span style="color: #120f0f; font-family: Arial,Helvetica,sans-serif;">1. What are the six strategies for starting meaningful community-service projects? <span style="color: #120f0f; font-family: Arial,Helvetica,sans-serif;">2. What are some service learning opportunities that you have had during your lifetime that made an impact on you? <span style="color: #120f0f; font-family: Arial,Helvetica,sans-serif;">3. What would be some obstacles for students in YOUR classroom to engage in service learning?
 * __Secondary (Katy A-S)__**

** Readings to be discussed Thursday, June 30, 2016 **
__**Elementary Group**__: (Lizzie D'Arienzo) //__**Article:**__// http://www.columbia.edu/cu/tat/pdfs/active%20learning.pdf //Discussion Questions:// 1. What are some examples of how teachers can integrate active learning into classroom discussions? 2. How can you formulate different types of questions to foster student engagement? 3.What are three strategies that the article discusses to create active participation in the classroom?

__**Middle School** **Group:**__ (Francis Lin)

Article: Discussion Questions

1) Based off the articles, do you think that students that prefer silent engagement can still benefit from an active learning classroom?

2) Do you think that active learning is inherently biased against students who prefer silent engagement?

3) What can we do as teachers to ensure that active classrooms are equitable to all students?

__**Secondary ( Lissette Baptista)**__ Article: http://resources.depaul.edu/teaching-commons/teaching-guides/learning-activities/Pages/active-learning.aspx <span style="color: #120f0f; font-family: Arial,Helvetica,sans-serif;">Discussion Questions:

1) What does the article say about dealing with students that don’t want to be part of a peer-learning classroom? 2) How do you explain to your students the importance of active learning and the activity you have planned for them? 3) Have you ever implemented any of the active learning activities presented in the article in your teaching? If so, what did you do? Was it successful? If not, what do you think were the reasons that did not allow you use any of those activities? Article: [|A great article on science!] 1) How is this article relevant to subjects outside of sciences? 2) What roadblocks exist to make active learning in the classroom difficult? 3) A lot of this article deals with making fantasy scenarios to engross your kids in the learning. What fantasy scenarios have you experienced in your academic career, and were the beneficial for your learning?
 * (John Doty)**

** Readings to be discussed Tuesday, July 5, 2016 **
An article that reinforces the stuff we've learned. We're not being lied to about how effective Active Learning is. Yeah!!
 * __Secondary Group__**
 * (David Roby)**

"Where’s the evidence that active learning works?" ** by Joel Michael **
If you want to read the parts I highlighted go here: If you want to read the whole long stinking article go here: [] //This article is WAY too long, so I’ve highlighted some portions I found helpful/interesting, but included the whole article, in case you feel inspired to read the whole thing. Consider the questions below.// **Questions to Consider** 1. What is the difference between a teacher-centered and a student-centered classroom? Think specifically (environment, learning targets, etc.). 2. Is it possible to create new information, instead of building on existent schema? How could this be done through active learning, according to research and your experience? (In tandem with these questions, how dependent is active learning on previous knowledge/skills of the students?) 3. Is active learning only about practicing and generating “procedural knowledge,” or can it also be about “declarative knowledge”? 4. What is more important in active learning (and in learning in general, for that matter): building technical, subject-specific skills, or building social/emotional skills? (Consider the fact stated in this article, “// Individuals are likely to learn more when they learn with others than when they learn alone.”) //

__**Middle School**__ (Eddy Tompson)



//**Techtalk: 1 3a-Mobile Learning and the Knowledge Age**//
 * Discussion Questions**
 * 1) What is your cell phone policy?
 * 2) How do we utilize and manage cell phones as an educational tool vs. educational hindrance?
 * 3) What application would you recommend for your classroom?

** Readings to be discussed Thursday, July 7, 2016 **

 * Reading posted by Ululani Ortiz (secondary)**
 * Article:** [|Active Learning Leads to Higher Grades and Fewer Failing Students in Science, Math, and Engineering]

<span style="background-color: #ffffff; color: #454545; display: block; font-family: arial,sans-serif; font-size: 12.8px;"> <span style="background-color: #ffffff; color: #454545; display: block; font-family: arial,sans-serif; font-size: 12.8px;">1. What is the definition of active learning as described in this article? <span style="background-color: #ffffff; color: #454545; font-family: arial,sans-serif; font-size: 12.8px;">2. Why do you think students score higher when instructors use active learning strategies in their classroom, rather than lecture based lessons? <span style="background-color: #ffffff; color: #454545; display: block; font-family: arial,sans-serif; font-size: 12.8px;">3. Why do you think there is evidence at the end of the article for minority students being positively impacted by active learning? Do you think that is a true statement? <span style="background-color: #ffffff; color: #454545; display: block; font-family: arial,sans-serif; font-size: 12.8px;">4. Is there ever a time where active learning can be present in a lecture? <span style="background-color: #ffffff; color: #454545; display: block; font-family: arial,sans-serif; font-size: 12.8px;">5. Do you think these statistics would transfer to different endorsement areas (humanities, others) if the same study were conducted for those subjects? Why or why not? <span style="background-color: #ffffff; color: #454545; display: block; font-family: arial,sans-serif; font-size: 12.8px;"> <span style="background-color: #ffffff; color: #454545; display: block; font-family: arial,sans-serif; font-size: 12.8px;">**Reading posted by Steven Simpson (secondary)** <span style="background-color: #ffffff; color: #454545; display: block; font-family: arial,sans-serif; font-size: 12.8px;">**Article: [|Why Students Resist Active Learning]** <span style="background-color: #ffffff; color: #454545; display: block; font-family: arial,sans-serif; font-size: 12.8px;"> <span style="background-color: #ffffff; color: #454545; display: block; font-family: arial,sans-serif; font-size: 12.8px;">**Guiding Questions:** <span style="background-color: #ffffff; color: #454545; display: block; font-family: arial,sans-serif; font-size: 12.8px;">**1.** In your student teaching did a student, or students, ever resist an active teaching activity? <span style="background-color: #ffffff; color: #454545; display: block; font-family: arial,sans-serif; font-size: 12.8px;">**2.** What were some of the strategies you tried to encourage them to engage in the lesson? <span style="background-color: #ffffff; color: #454545; display: block; font-family: arial,sans-serif; font-size: 12.8px;">**3.** The article focuses on higher education, but what are some of the article's strategies to increase student engagement that could also be utilized in a secondary education environment? <span style="background-color: #ffffff; color: #454545; display: block; font-family: arial,sans-serif; font-size: 12.8px;">**4.** Why might these strategies be effective, or ineffective? <span style="background-color: #ffffff; color: #454545; display: block; font-family: arial,sans-serif; font-size: 12.8px;">**5.** Are the reasons for resistance to active learning in higher education similar or different to the reasons for resistance in secondary education? Why? Article: [|How to Keep Kids Engaged in Class]
 * Guiding Questions:**
 * Reading posted by Kenzie Gauthier (middle school)**
 * Guiding Questions:**

1. What strategies stand out that you feel would be useful and realistic in your classroom? 2. With regards to middle school students, what challenges do you see with one (or more) of the strategies mentioned? 3. A lot of these strategies involve grouping and pairing up students. Do you think it is important for active learning to be heavier on the group work side, or should it be a 50/50 balance of group work and independent work? Or a different combination?

Article: [|http://www.readwritethink.org/classroom-resources/lesson-plans/case-reading-examining-challenged-410.html?tab=4#tabs] Resource for Children Banned Back List: []
 * Reading posted by Andreas Haugen (elementary school)**
 * Guiding Questions:**
 * 1) In what ways can the issue of censorship in literature be used to explore institutions of power in greater society?
 * 2) What topics in literature (sex, violence, discrimination, etc.) would you deem inappropriate for the age group you hope to work with and why are these topics not age-appropriate?
 * 3) The article/lesson plan discusses having student read a book from the banned list and write a persuasive essay arguing for or against its censorship. What better routes could be taken towards creating active learning?

** Readings to be discussed Tuesday, July 12, 2016 **
Article: What role does active hands-on learning play in mathematics instruction? (link below) []
 * Reading Posted by Alexa Campagna (elementary)**

__Guiding Questions__ 1. What are some suggestions as to how students can “act out” different problems or equations? 2. Why do you think that many teachers are not using manipulatives or hands-on learning to teach mathematics even though research has proven this to be an effective strategy? 3. Has anyone seen active learning take place in their student-teaching classroom like the active learning described in this article (i.e. multiple avenues to receive data, hands-on learning, reflection of their actions in relation to mathematical concepts)? What did it look like? 4. How would you incorporate this frequent teacher intervention and student reflection within your math lessons?

Article: Understanding How Cognitive Psychology Can Inform and Improve Spanish Vocabulary Acquisition in High School
 * Middle School - Clarke Reid**



For our purposes could be called “Understanding How Active Learning Can Improve Spanish Vocabulary Acquisition in High School.”

The most important things to focus on are the Intro (Literature Review), Discussion, further research, AND two paragraphs on pg. 4, methodology where they describe the active learning and non-active learning activities (they start with “ Our experiment involved two phases… “ and "The non-traditional lesson...”).

Questions: 1. How is cognitivism-informed teaching related to active learning? Are they the same thing? 2. What do you think about the non-traditional lesson described? Is that active learning? Could it have been more active learning? 3. Can you imagine using something similar to these lessons in your classroom? 4. Why didn’t the study produce the results the researchers expected? 5. What are some possible disadvantages to the non-traditional (active learning) lesson in this article?

**//Teaching Strategies Promoting Active Learning in Healthcare Education//** [] Directions: Read the abstract & introduction, skim the strategies, read the conclusion, answer the questions below.
 * Readings posted by Brandon Carlisle (secondary)**
 * 1) This article is designed for health care education. How do active learning strategies prepare students for careers in the real world?
 * 2) Choose one strategy from the article and apply it to your own field. What would this look like in your classroom? How would you make it your own?
 * 3) The article states that it is an educator's job to "prepare students to become competent clinicians, clinical thinkers, critical thinkers, problem-solvers and collaborators, team players, self-directed learners and effective communicators." What other skills do you think should be included on this list? How does active learning apply to these skills?

** Readings to be discussed Thursday, July 14, 2016 **
Readings posted by Kari Fiske (elementary) //**Teaching Outside the Classroom**// https://cft.vanderbilt.edu/guides-sub-pages/teaching-outside-the-classroom/ Directions: Read the article and answer the questions below.

1. This article describes the positive benefits that field trips provide students. In what ways are students actively learning when they are on a field trip? 2. Some administrations are against field trips because of the paper work they entail and safety concerns that may arise, do you think their are more pros than cons to a field trip? 3. Do you think that service learning projects and or field trips should be required for students? What inequities may be caused? 4. Do you think field trips are more engaging for students before or after a unit topic? More specifically, do you think that students will be more invested in a topic if a field trip is presented at the beginning or end?

Readings posted by Megan Bales (Elementary) //**The 12 Learning Principals Video Games Promote**// http://www.educatorstechnology.com/2012/12/the-12-learning-principles-video-games.html //**Why Are Games Good For Learning?**// https://pixelearning.wordpress.com/2012/08/14/why-are-games-good-for-learning/ Directions: Read the first article, view the image of the brain on the second link and answer the questions below:

1. What principals stood out to you? Surprised you? 2. What principals do you believe other active learning activities/lessons encompass? 3. How could we utilize this information in our instruction? How would we implement these principals into our lessons? 4. What stood out to you from the diagram, ‘Why are games good for learning?’ 5. Looking at the portion of the diagram about mastery and drawing on the discussion/debate surrounding homework, is your stance on homework swayed at all? What strategies could be utilized to help students achieve mastery without the use of homework for independent practice?

Readings Posted by Kasey Palermo (Elementary) //**Top 12 Ways to Increase Student Participation**// http://www.teachhub.com/top-12-ways-increase-student-participation Directions: Read the article and answer the questions below. 1. How do you think active learning and student participation are related? 2. Which of these tactics have you already used in your experience? Were they successful? 2. How do you plan to give your students choice in you classroom? What will it look like? 4. What are some strategies you have to "emphasize the student, not the teacher"?

2015

** Readings to be discussed Thursday, July 16, 2015 **
Article: http://files.eric.ed.gov/fulltext/ED495669.pdf READ ONLY UP TO **METHOD- Model of Research** ON PAGE 4 1. How are students "being developed" in Problem Based Learning? 2. What does it mean for a teacher to be a guide in the classroom? good/bad guide? 3. What are some possible strategies a teacher can use to overcome the limitations of problem-based learning?
 * Readings posted by Nadiyah Samad (Science E****ducation)**
 * Guiding Questions**

** Readings to be discussed Tuesday, July 14, 2015 **
Article: Read pg. 223-224
 * Readings posted by Miho Stanberry for all grades/levels**
 * Guiding Questions**
 * 1) In what ways can Active Learning strategies increase the teacher's enjoyment of teaching? (pg.224)
 * 2) How can you incorporate role playing in secondary math and/or science?
 * 3) Even with supportive faculty, what do you think might stop you personally, from trying Active Learning in your classroom?

Article: [|Twilight of the Lecture]
 * Reading posted by Ed Irving (all grade levels).**

Guiding Questions:
 * 1) Given that learning is a social experience and the crux of the interactive learning approach is largely predicated on the idea that students are more receptive to each other than their teachers or instructors, do you think it is appropriate to devote more class time on social skills and disposition (even if it takes time away from teaching content)? Additionally, if the social component is such a critical part to learning, should we assign a grade to social behavior?
 * 2) Most of us will be teaching generations of students who have been conditioning themselves to learn and process information from computer screens, websites, and social media. Given this fact, how much of our instruction and lesson plans should have a media or tech component?
 * 3) Does active learning put introverts at a disadvantage? What kind of tangible support can we provide introverted students during active learning activities?

** Readings to be discussed Thursday, July 9, 2015 **
Article: [|Project-Based Learning Research Review: Evidence-Based Components of Success]
 * Readings posted by Judith Prado (all grade levels). **


 * Guiding Questions: **
 * 1) What are the <span style="background-color: #ffffff; font-family: Arial,Verdana,sans-serif;">four critical key components to teaching successfully with PBL (project based learning)?
 * 2) Most PBL projects are situated around real-life scenarios, can hypothetical situations (i.e. alien invasion, zombie epocalypse) be as engaging and effective in student learning?
 * 3) When assessing PBL, which would be more important to assess and why? The process of PBL or the final product? Which one should weight more in a math/science context?

Article: [|Active Learning in the Middle Grades]
 * Reading posted by Fran Margolis (all grade levels - title of article says "Middle Grades" but it really does apply for all).**


 * Guiding Questions: **
 * 1) Do you think it is important to engage students in intellectual, social and physical learning at the same time? Why/Why not?
 * 2) In the case study study for the middle school math teacher, a lot of additional planning was required to transform her passive learning lesson into an active one. How will you handle the additional planning necessary to create more active learning activities for your lessons?
 * 3) "It is more difficult to do active learning now than years ago because the curriculum guides and benchmark testing schedules are so rigid." Do you agree with this statement (which was made by one of the teachers featured in the article)? Why/Why not?

Article: [|Active Learning Vs. Traditional Lecturing]
 * Readings to be discussed Tuesday, July 7, 2015 **
 * Readings posted by Taylor Dunn (all grade levels)**

Guiding Questions: 1) Pay special attention to the first paragraph. They give an example of riding a bike, and no substitute for actively going out and learning the activity. How do you feel about this example? 2) Why do you suppose students of color or disadvantaged backgrounds perform better in an active learning environment?

Article: Social Math: Why Learning Math Involves More Than Writing Numbers
 * Reading posted by Seoyoung Kil (all grade levels)**

Guiding Questions: 1. What is the author's definition of social math? 2. Do you agree that not using math in a social way produces anxiety about math? 3. What are some ways we can encourage students to speak math in the classroom?

** Readings to be discussed Thursday, July 2, 2015 **
Article: http://www.edutopia.org/active-bodies-active-minds-students-move-to-learn
 * Posted by Morgan Robbins for all grades. **

1) Do you believe that physical movement is tied to engagement in the classroom? Why or why not? 2) If a teacher does not allow for physical breaks or movement within a classroom or class period, do you feel this is a disadvantage to students? 3) How would middle and high school teachers be able to incorporate physical movement during class?
 * Guiding Questions:**

Bastian, C, L VanTassell, et al. "Active Learning with Monetary Incentives." //Review of Agricultural Economics//. 19.2 (1997): 475-483. Web. 29 Jun. 2015. <http://www.jstor.org/stable/1349754>.
 * Posted by Andrew Knox for everybody.**

__Focus on p. 477-482__, but read p. 475-476 if you get confused.

Guiding Questions: 1. How would you characterize the effectiveness of the "active learning exercises" in this article? Do they constitute active learning? 2. Do you use incentives in your classroom? What kinds? How effective are they in soliciting engagement? 3. The study found that earning an incentive did not "provide a significant motivating factor for all students." Most elementary-level incentive systems are for recognition of positive behavior. Is it appropriate to reward academic progress? With real money?

** Readings to be discussed Tuesday, June 30, 2015 **
Article: Shapiro, J. (2013). Video Games Are the Perfect Way to Teach Math...
 * Posted by Rhya for all grades.**

Guiding questions: 1) Do you believe that games (including video games) are a way to //teach// mathematics or a way to //practice// using mathematics? 2) Could someone eventually learn how to play piano just by sitting at a piano and "tinkering"? Are there any benefits to that learning method? 3) After thinking about question #2....has your answer to question #1 changed?

2014
1. find an article that is in some way applicable to the whole group, and that is 5 pages or fewer (or focus us on the important parts of a longer paper); 2. give us the article and some (1-3) guided reading /discussion questions, a session ahead of the discussion date, to focus our reading; 3. in the class discussion: a. engage your audience; allow for active participation; b. direct us toward a "take away" point (or two); c. stay within the time limit!
 * __2014 Criteria for a successful article discussion __:**

** Readings discussed Tuesday, July 15, 2014 **
Article Mesfin, B, (2008). [|Virtual Universe: Students Use Technology to Reach for the Stars]
 * Posted by LJ for grades 6-12**

Guiding Questions: 1.) Does this article present a viable way of teaching astronomy in the classroom? 2.) What are the challenges to this approach to teaching astronomy? 3.) Do you now of any other ways virtual systems can be utilized in science classrooms?

Article: [|Small-Group Cooperative Learning in Mathematics]
 * Posted by Melissa for grades K-2**

Guiding Questions: 1. In what ways have you seen small-group cooperative learning used in mathematics throughout your educational experience? 2. What do you think the are biggest benefits of using small-group cooperative learning in mathematics? 3. Do you think that higher levels of guidance imply lower levels of open-ended exploration, inquiry, and discovery? Why or why not?

Guiding Questions: 1. How can we incorporate research projects in the primary setting? Is it possible? 2. Have you seen K-2 research done effectively? 3. Is doing research in a K-2 class too early?
 * posted by Kelley for grades K-2**

Article: click me! :) Hertz, M, (2012). __Doing #|Internet Research at the Elementary Level.__

** Readings discussed Thursday, July 10, 2014 **

 * Posted by Suzanne for grades 3-5**
 * Petersen, D. (2005) [|NatureMapping Takes Kids -- and Technology -- Outside and into Active Learning]**

//What is NatureMapping?// "NatureMapping grew from the big idea of developing an international biodiversity database for use by scientists and the public. And who better to add to it than students? Across the world, students, teachers, and communities are working together to identify and record species in their areas to contribute to the database, which in turn gives scientists a tool for research and conservation efforts. NatureMapping teaches students about science while making a real contribution to the field." -Parma, J. (2009).

Guiding Questions: Which academic targets can be met by using NatureMapping in a classroom? Does NatureMapping seem like it could be a valuable and/or feasible program in your classroom? Are there other ways that you could see incorporating nature into meaningful lessons that engage students AND apply academic learning targets?


 * posted by Kayce for grades 3-5.**


 * Active Learning Techniques**

Guiding Questions: 1) How do these instructional strategies promote active learning? 2) How have you seen these strategies utilized in the classroom? 3) Could these strategies be adapted for younger learners? How so?


 * posted by Baisy Tirado for grades K-2**



Guiding Questions: 1. What benefits can a school garden program bring to your learning community? 2. As educators how can we support/promote the growth of garden based-learning in our schools?


 * posted by Tiffany Ostlund for grades K-2**


 * ^^The whole article is a great read but for discussion just focus on the first part talking about #|play! (stop reading at the end of page 154)**

Guiding Questions: 1. How have you seen play and/or exploration incorporated into the classroom? 2. What are some ideas you have to incorporate active learning through play and exploration in your future classrooms? 3. Play is most commonly seen for PE and recess time but what are some benefits play can bring to particular subject areas and understandings?
 * Can active learning through play and exploration be adapted for older learners?

** Readin **** gs discussed Tuesday, July 8, 2014 **

 * posted by Lauren for grades k-2.**



Guiding Questions:
 * What examples of this partner learning approach have you seen used in the classroom?
 * What are the advantages of this approach? Disadvantages?

** Readings discussed Tuesday, July 8, 2014 **

 * posted by Kelly for grades k-2.**

Rubenstein, G. (2010). __Ten Tips for Personalized Learning via Technology.__

Article: Ten Tips for Personalized Learning via Technology

Guiding Questions: 1. It can be a fine line between merely having students looking at a computer screen and genuine active learning (via technology). Which of these tips do you think __successfully__ incorporate active learning in the classroom through the use of technology? 2. Which of these tips have you used/seen used effectively in the classroom? 3. In what ways would you incorporate technology in content areas such as math or literacy? How would this look in kindergarten versus third grade?

** Readings discussed Tuesday, July 8, 2014 **

 * posted by Nadia for grades 3-5.**

Bernard, S. (2009). __Elementary School Kids Show Their Multiple Intelligences.__

Article: **Multiple Intelligences**

Guiding Questions: 1. In order for all students to be engaged in "active learning," do all intelligences need to be highlighted throughout a lesson? 2. Do the components of active learning need to be a school wide or grade level wide initiative in order to be successful? 3. What are some ways you saw multiple intelligences being celebrated within the classroom where you student taught? How can we make more time to do this within a set curriculum?


 * posted by Megan for grades 3-5.**

Vega, V. (2012). __Project-Based Learning Research Review: Evidence-Based Components of Success.__

Can be read online at: http://www.edutopia.org/pbl-research-evidence-based-components

Guiding Questions: 1. What are some examples of project-based learning that you have experienced and/or taught in your student teaching classroom? 2. In the article, Hung (2008) lists seven steps for setting up a successful project-based learning experience. Do you agree or disagree with these steps? What are some ways that these steps can be modified for specific grade levels? 3. What are some ways that teachers can scaffold and assess group work throughout a project-based learning experience? 4. What are ways that project-based learning experiences promote active-learning? When might active learning not happen in a project-based learning experience?

** Readings discussed Tuesday, July 8, 2014 **

 * posted by Michael** **for grades 6-12**.

Lorain, P. (2014). __Teaching that Emphasizes Active Engagement: Improve Learning for Middle School Students.__ Can be read online at http://www.nea.org/tools/16708.htm

Guiding Questions: 1) From the Article: Why is Active Engagement so important in the classroom setting? 2) What have you done in your teaching or student teaching that involved Active Engagement? Prepare to share a lesson that involved Active Engagement in our groups.

Intrator, S. (2004). __The Engaged Classroom__ Can be read online at http://www.ascd.org/publications/educational-leadership/sept04/vol62/num01/The-Engaged-Classroom.aspx

Guiding Questions:

1) In the Engaged Classroom, be able to describe and discuss the Flavors of Disengagement according to the article. 2) Through the minds of students, how does the Engaged Classroom affect the way students learn in the classroom? 3) What struck you the most after reading this article? Prepare to discuss.

Guiding Questions and Discussion: Please download the Active Learning Techniques PDF and get ready to discuss the top 3 active learning techniques you will use in the classroom or have used in the classroom and why it is important in an active classroom environment?

** Readings discussed Tuesday, July 8, 2014 **

 * posted by Wilson** **for grades 7-12**.



Guiding questions as you read:

Is error analysis a form of active learning? Why or why not? In the physics experiment (fig. 2, p.75), what does “trend” mean and is there any significance between the measured value at 0.200 meters versus the repeated trials at 0.200 meters? Can you apply error analysis to subjects other than science experiments?

** Readings discussed Thursday, July 3, 2014 **

 * posted by Rachel** **for grades 3-5**.

Handelsman et.al. (2006). __Facilitating Effective Group Discussions: Tips.__ Brown University Can be read online at http://brown.edu/about/administration/sheridan-center/teaching-learning/effective-classroom-practices/discussions-seminars/facilitating

Guiding questions as you read:
 * What are some positive or negative experiences you have had facilitating discussions?
 * What are some of the challenges we face when leading discussions? How can we ensure they run smoothly?
 * Do you agree with the "Dos" and "Don't" in the article? Can you think of any other strategies?
 * Are there times when it is acceptable for the discussion to get off track? How do we know?


 * posted by Katelen** **for grades 6-12**.

Burnsell, E. (2010). __A Primer on Citizen Science__. Edutopia. Can be read online at @http://www.edutopia.org/blog/citizen-science-eric-brunsell

Guiding questions as you read:


 * What is one concrete citizen science project that you can use with your students?
 * What are the benefits of citizen science projects? How do they fit into STEM and NGSS expectations?
 * What are some barriers to citizen science projects?

Here are some other sites to check out for ideas on citizen science projects:
 * Zooniverse, galaxy identification: @https://www.zooniverse.org/
 * Seattle Aquarium, monitor intertidal areas: @http://www.seattleaquarium.org/citizen-science
 * Nature Mapping Program, wildlife identification: @http://naturemappingfoundation.org/natmap/about/howto.html
 * Landscope America, list of citizen science opportunities: @http://www.landscope.org/washington/bio_ed/citizen_science/


 * posted by Kelly** **for grades 6-12**.

Reiser, B. (2013) __What Professional Development Strategies Are Needed for Successful Implementation of the Next Generation Science Standards?__ Retrieved from K-12 Center. Please read the introduction on pages 2-3 and the section titled "Teaching Shift: Inquiry is not a separate activity" on pages 7-8. www.k12center.org/rsc/pdf/**reiser**.pdf

Also, take a look at the following middle school science inquiry activity. Moyer, R. (2012) "It's Stuck on You" __Science Scope.__

Consider the following questions as you read: 1. What is your current understanding on the Next Generation Science Standards (NGS)? What PD support do you need? 2. How will the science classroom change under NGSS? 3. How would you modify the "It's stuck on you" Activity to be an engineering lesson? 4. The "It's stuck on you" Activity is meant to be a middle school lesson, what scaffolding or support do you think students would need to be successful? What do we need to do as teachers to help our students be engineers?

** Readings discussed Tuesday, July 1, 2014 **

 * posted by Lindsey** **for grades 6-12**.

Iannuci, A. (2014). __Challenge Is Constant: The Caterpillar Game and Real-World Math__. Edutopia. Can be read online at @http://www.edutopia.org/blog/caterpillar-game-real-world-math-alicia-iannucci

In addition to the article, download and read the game rules (linked to from the article, as well). Don't worry; they're just one page.

Consider the following questions as you read:
 * What are the advantages of a game-based lesson?
 * What are the disadvantages and limitations?
 * How could game "modding" be applied in a non-math classroom?

Also worth a look for more background on learning through games (but these won't be a part of the class discussion): @http://www.edutopia.org/blog/educators-learn-from-gaming-industry-kelly-teng @http://www.kathleenmercury.com/teaching-resources.html


 * posted by Chelsey for grades 3-5.**

Clapper, T. (2010). Role Play and Simulation: //Returning to Teaching for Understanding.// Education Digest<span style="color: #333333; font-family: Helvetica,Arial,sans-serif; font-size: 12px;">. Apr2010, Vol. 75 Issue 8, p39-43. 5p.

<span style="color: #333333; font-family: Helvetica,Arial,sans-serif; font-size: 12px;">

<span style="color: #333333; font-family: Helvetica,Arial,sans-serif; font-size: 12px;">Questions to consider when reading:
 * <span style="color: #333333; font-family: Helvetica,Arial,sans-serif; font-size: 12px; line-height: 18px;">What examples of role play or simulations have you seen in schools?
 * <span style="color: #333333; font-family: Helvetica,Arial,sans-serif; font-size: 12px; line-height: 18px;">What kind of supports are required to successfully implement this strategy?
 * <span style="color: #333333; font-family: Helvetica,Arial,sans-serif; font-size: 12px; line-height: 18px;">How can we combat the issue of limited time to fully develop this strategy?
 * <span style="color: #333333; font-family: Helvetica,Arial,sans-serif; font-size: 12px; line-height: 18px;">What are some limitations of role play or simulations?


 * posted by Xena** **for grades 3-5**

Kennedy, M. (2001). Managing the Active, Differentiated Learning Classroom. Retrieved on June 25 from: http://education.jhu.edu/PD/newhorizons/strategies/topics/the-democratic-classroom/managingtheactivedifferentiatedlearningc/


 * Classroom Management in the Active Classroom**

Questions to consider when reading:
 * What are the benefits of having a classroom management approach that reflects the pedagogy of the teacher?
 * Is it possible to foster self-directed learners without student led classroom management?
 * Is the "micro government" system appropriate in all situations?
 * How could this idea be adapted for use in your own classroom?

Readings discussed Tuesday, July 2nd, 2013
posted by Mark R. Wolf, D., Lindeman, P., Wolf, T., and Dunnerstick, R. (2011). __Integrate Technology with Student Success__. Mathematics Teaching in the Middle School. 16 (9). 557-560.

Browning, C., and Garza-King, G. (2010). __Graphing Calculators as Tools.__ Mathematics Teaching in the Middle School. 15 (8). 481-485.

As you read these articles consider the role of technology in the process of learning (whether it be in math or science). Be ready to discuss these questions: 1. What are some advantages and opportunities that come with the use of technology in the classroom? 2. If you read with a more critical eye, do you find some holes in the arguments and claims made by the authors regarding the wonders of technology?

Readings discussed Tuesday, July 9th, 2013
posted by Kia H. Active Learning: An Introduction Felder, R. M., & Brent, R. (2009). Active learning: An introduction. //ASQ Higher Education Brief, 2//(4), 122-127. Retrieved June 27, 2013 from http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/ALpaper(ASQ).pdf

Questions for consideration: 1. Do you agree with the given definition of active learning? What reasons support your agreement/disagreement? 2.The article suggests three specific active learning approaches considered to be effective, think-pair-share, concept tests, and thinking-aloud pair problem solving (TAPPS). Thinking back to your student teaching or ahead to your curriculum for next year, pick one approach and design an active learning moment for students. Be prepared to share in class.

Posted by Linda W. Students Plunge Into Asthma 101 By Merri Rosenberg for the New York Times, May 18th, 2003. Retrieved July 2nd, 2013 from http://www.nytimes.com/2003/05/18/nyregion/students-plunge-into-asthma-101.html

Questions for consideration: 1. How would the Public Education Network define active learning? How does this definition differ from that in the Felder article? 2. How might you use an ongoing learning theme (analogous to asthma) as a way to activate learning in your math or science classroom?

Readings discussed Thursday, July 11th, 2013
Posted by Alexis N. Transforming Principles into Practice: Using Cognitive Active Learning Strategies in the High School Classroom. Swiderski, S. M. (2011). Transforming Principles into Practice: Using Cognitive Active Learning Strategies in the High School Classroom. Clearing House, 84(6), 239-243. doi:10.1080/00098655.2011.590549 You will need to long on through the SU library to access this page, then click on "pdf." The article is about 5 pages, focus on the sections before "Cognitive Active Learning in the Classroom: Pedagogical Applications" Questions to consider: 1. How does this article's description of knowledge acquisition relate to Active Learning concepts discussed so far in class? 2. The article suggests Activating Prior Knowledge, Chunking Information, Elaborating, and Schema. Are these are Active Learning methods? If not, how could they be used in conjunction with Active Learning?

Posted by Cassandra Rodriguez for the whole group. Strategies to Promote Active Learning in Math/Stat Discussion Sessions. Zweck, John. (2006). __Strategies to Promote Active Learning in Math/Stat Discussion Sessions__. Department of Mathematics and Statistics University of Maryland, Baltimore County Baltimore, Maryland. Retrieved July 8, 2013 from http://www.math.umbc.edu/~zweck/TATrain/ActiveLearningStrategies.pdf

As you read, please consider these questions: 1. How does the definition of Active Learning used by Zweck compare to the definition we use in class?

2. Which Type of Active Learning might you use in your classroom? What would that look like?

3. What do you agree or disagree with about the suggestions to Lead Effective Discussions?

Readings discussed Tuesday, July 16th, 2013
Posted by Kathryn Batts Active-Learning Strategies in Advanced Mathematics Classes Rosenthal, Jeffrey S. (1995). Department of Statistics, University of Toronto, Toronto, Ontario, Canada M5S 1A1 (Published in Studies in Higher Education 20 (1995), 223–228.) Retrieved July 10, 2013 from http://www.probability.ca/jeff/ftpdir/active.pdf

1. Choose a favorite strategy from the article and be ready to respond to A or B below:

A) How have you seen the strategy implemented and was it successful or not?

B) How would you implement this in your future classroom?

Posted by Jessica Goakey Active Learning: Study Guides and Strategies "Active Learning." //Study Guides and Strategies//. 2011: n. page. Web. 15 Jul. 2013. <http://www.studygs.net/activelearn.htm>.

1. Do you believe the types of learning described in this article follow our definition of Active Learning? Why or why not?

2. Could you consider message boards/posts for a class to be active learning? Why or why not?

Readings discussed Thursday, July 18th, 2013
Posted by Nichole Won node: Keeping Pace with Active Learning 360steelcase. (2010). //node: keeping pace with active learning//. Retrieved July 15, 2013 from http://www.steelcase.com/en/products/category/educational/seating/node/documents/node_northview_hs_case_study.pdf

1. This case study does not explicitly give a definition for active learning. Based on what you read in the case study, what do you think their definition of active learning is and how does it compare to your own definition?

2. Based on your personal definition of active learning, do you think that this product (node) would add or detract from active learning in your classroom? Provide examples.

Posting done by Blake T. Stevens Active Learning in #|Secondary School Mathematics by Chris Kyriacou

Kyriacou, C. (1992). Active Learning in Secondary School Mathematics. //British Educational Research Journal,// Vol. 18, No. 3 (1992), pp.309-318 LINK ***I think you have to be logged into the SU library to view this article (or be on SU campus)

READ ONLY FRIST 3 PAGES AFTER TITLE PAGE- Stop at the end of page 311... (you are welcome to read the rest but it is not vital for discussion)

Questions: 1) There are many definitions of Active Learning mentioned in the Article. What definition fits best? And Why?

2) On the third page (pg 311) the author describes the difference between Active Learning requiring activities to be set up by the teacher and Active Learning which describes the mental experience of the learner. Do you think Active Learning is exclusively the responsibility of the instructor or does the student have responsibility in making a learning experience active?

READINGS FROM 2012
Posted by James Millikan for the 7th-12th Grade Group David Brooks, "Time to change the cookie-cutter approach to school"l"

Posted by Christine Merker for 3-5th Active Learning Beyond the Classroom Hey 3-5 folks- if you haven't read the above article, and have time to read something else, i found an article thats way better then the above article that i'd like to discuss instead; Questioning Techniques

<span style="font-family: Arial,Helvetica,sans-serif;">Guiding Questions: <span style="font-family: Arial,Helvetica,sans-serif;">1) This article states that the current education system favors students that are "nurturing, collaborative, disciplined, neat, studious, industrious and ambitious." Does this current emphasis inhibit the success of adolescent males? If so, how might active-learning help bolster the success of this underperforming group? <span style="font-family: Arial,Helvetica,sans-serif;">2) The top comment to the article begins, "One of the biggest ironies in this piece? All the things that help high-energy kids focus by blowing off some steam (recess, PE, active learning activities; heck, even arts classes for some kids) are being systematically removed from school in the name of better standardized test scores." and ends, "You can't have it both ways." <span style="font-family: Arial,Helvetica,sans-serif;">a) The commenter explicitly lists "active learning activities," as a potential way to engage high-energy, reluctant learners. Do you agree with this analysis? Why or why not? <span style="font-family: Arial,Helvetica,sans-serif;">b) Do you buy the commenters argument that active learning activities, inquiry learning, and other "hands on" learning opportunities are being removed in the name of boosting test scores? Must active learning be used at the expense of test scores, or can high-quality active-learning projects boost academic achievement measured on high-stakes tests (e.g. EOCs)? <span style="font-family: Arial,Helvetica,sans-serif;">3) Brook's article highlights a spirit of competition as way to engage restless students. How might competition be included in active learning to further authentically engage students? How might this add to, or detract from, effective active-learning?

Posted by Melissa Huppin for the K-3 Group Murray, M. & Valentine-Anand, L. (2008). Dinosaur extinction, early childhood style. //Science and Children 46//(4), 36-39.

Guided Questions: 1) Have you ever started a classroom project based on a question from a student? 2) Do you think it is realistic in schools to do a unit as expansive as the one in the story? 3) Have you ever done a classroom project that encompassed so many subjects (math, science, reading, social studies)? Can you imagine doing that in the future? 4) What ideas from this story can you imagine using in your classroom/practice? 5) Near the end of the project, most of the students believed dinosaurs became extinct because a rock crushed them all. Do you think it is okay that students ended with an incorrect answer? Would you try to correct them? Or does it not matter in this situation?

Readings discussed Monday, July 9th, 2012
Posted by Alex Alskog for the 4th-6th Group Clickers in the Classroom: An Acting Learning Approach

Guided Questions: 1.) How do clickers promote active learning? 2.) What are the benefits of using clickers, or student response systems, in comparison to traditional lecture methods? 3.) What are some of the best practices for implementing clickers in the classroom?

Posted by Shelley Thompson for the K-3 group Guided Questions: 1) What are the benefits of a program such as Science Alive in regard to active learning? 2) What are some disadvantages? Do you have any suggestions for improvement? 3) Are there any ideas from this article that you would implement in your classroom?

Posted by Elizabeth Montoya for the K-3 group Guided Questions: 1) Based on the styles of learning, which one do you consider yourself? 2) How does your style of learning help you teach students with different learning styles? 3)This article explains to you the different types of learning. How does knowing this help you teach ALL students in your classroom?

Posted by Cameron Robertson for the 7th-12th grade group @http://www.edutopia.org/project-based-learning-student-motivation Guided Questions: 1.) We all know that increased relevance and hands-on, engaging activities can help deepen the understanding of the material, but what are some of the challenges/barriers/potential negative critiques that are associated with project-based learning? 2.) Think back to your student teaching experience, what is one thing you could have done to enhance one of your lessons to make it more active and hands-on? 3.) While collaborating across subjects can be time consuming and nearly impossible to implement in some schools, what would your dream project-based activity (individual lesson or unit) look like if you had unlimited time, resources, and collaborative colleagues? What would the students be doing? How would you know that they are meeting the learning targets?

Posted by Melissa Protz for the 7th-12th grade group

Active Learning Techniques

Questions: 1.) Of the six techniques mentioned in this article, what is one that you think would be the most helpful to your classroom? 2.) What technique do you not see working in your classroom and why? 3.) Do you think these techniques would work well in a large context based classroom such as math and science?

Posted by Alex Craighead for the 4-6 grade group

@http://ehe.pitt.edu/ojs/index.php/ehe/article/view/59/34

Guided Questions: 1.) This article claims that one of the difficulties with active learning is finding the required materials/resources (especially in low socioeconomic areas). What are some ways teachers can implement active learning without having to dig too far into their pocket to make it happen? 2.) What are some strategies teachers can do to ensure that the active learning lesson isn't just "fun", but has students problem solving and thinking critically?

Readings discussed Monday, July 2nd, 2012
Posted by Andrew Kreiter for the 4th - 6th grade Super Group //Active Learning: Creating Excitement in the Classroom//

Guided Questions: 1. In the article it talks about the barriers and risks of active learning so my question is what are the different techniques and strategies to make sure that all of the students are participating and using higher-order thinking?

2. When students are actively learning there is a lot of freedom that can bring issues and "bad noise" as well as discussions that can go in many different directions that are off topic. My final question is what can teachers do and say to make sure that they have a good grip on classroom control??

Posted by Yi-Hsuan Tsai for the K-3 group Fern, K., Anstrom, K.,& Silcox, B. (2005). Active Learning and the Limit English Proficient Students. Directions in Language and Education National Clearinghouse for Bilingual Education Vol. 1 No. 2

Guide Questions
 * 1) Active learning needs to be used under strong classroom management in order to achieve good outcomes. As Limited English Proficient (LEP) students/ English Language Learner (ELL) students are often struggling with cultural differences as well as language, what can you do to motivate the students to meet the expected classroom behaviors?
 * 2) Do you think “active learning" can help LEP/ELL students build their oral English skills in classroom-based academic learning? How can you make sure that they acquire sufficient reading and writing skills in English through active learning?
 * 3) Do you think that we need to use different assessments to measure LEP/ELL students' learning outcomes in order to show that they are being responsible for their own learning?
 * 4) Image you are an LEP/ELL student. Do you think active learning will help you learn? What kinds of challenges might you face in active learning?

Post by Matt Harrow for the **4-7 Super Group** (July 2nd) @http://ctlt.jhsph.edu/resources/views/content/files/150/Does_Active_Learning_Work.pdf "Does Active Learning Work?" By Micheal Prince Guiding Questions: 1. What do you think of the idea presented that active learning could result in lower test scores? Perhaps this is because students are not learning how to test well. Discuss. 2. What do you think about the Hawthorne Effect? Meaning that students will be motivated by something that is new or novel regardless of it's merit. 3. Is active learning the tool or is it really about how well you as a teacher prepare of class and how good your material is (ie engaging material)? Active learning promotes teacher preparation, is that why it works so well?

Posted by Nathan Stuart and Nathan Santo for the 7-12 group reading for Monday, July, 2nd "NPR's "math guy" on Video Gaming as the Future of Math Education" http://www.edexcellence.net/ohio-policy/gadfly/2012/february-29/nprs-math-guy-on-video-gaming-as-the-future-of-math-education.html

Supplemental article to encourage more thoughts on this topic: "What Video Games Have to Teach Us About Learning and Literacy" @https://learn.it.uts.edu.au/31002/Autumn04/support/learnfromgames.pdf

Guiding Questions: 1) Can video games be used to teach important learning principles that can be used to apply towards learning science and math? 2) Would you use computer games as a way to teach a specific lesson or as a reward for completing a lesson? Why? 3) Do you think using computer games to teach science and math would be useful for only one gender? Why?

Posted by Sharika Murali Karuppali for **7-12 group** Article handout given on Wednesday, June 27, 2012 Guiding Questions
 * 1) How have you used these techniques in your classroom? How does it vary depending on the subject area you taught?
 * 2) If possible could you bring exemplars of an active learning lesson you have taught incorporating the techniques mentioned in the article. Was it effective? Why or why not?
 * 3) What are some other specific ideas you have, to create an active learning environment in a classroom besides the list in the article?

Readings discussed Wednesday, June 27, 2012
Posted by Jessica Vargas **for the K-3 group** Counsell, S. L. (2011). Becoming science “experi-mentors”: Tenets of quality professional development and how they can reinvent early science learning experiences. //Science and Children, 49,// 52-56.



Guiding Questions 1) What effect does teacher expectations have on student achievement? How might active learning influence this? 2) How would you address the concerns of others regarding the use of active learning techniques in the classroom? (E.g. “What is the purpose of this? Is this just playtime?”) 3) Is firsthand experience of teachers in the learning activities of students a necessary component of effective instruction? Why or why not?

Posted by Sara Hickman **for the K-3 group** National Center for Research on Teacher Learning (NCRTL), //How Teachers Learn to Engage Students in Active Learning,// retrieved Monday, June 25, 2012.



Guiding ?'s: 1.) How was your education similar to that of the “rote memorization of new knowledge”, i.e. listening to lectures, reading books, and reciting what you heard and read? Conversely, how was it different? Can you provide specific examples 2.) In what ways does active learning enhance a deep rooting in the reasoning behind knowledge? 3.) Name some of the skills that you learned in school that are applicable to your current, adult life. 4.) For you personally, what is the most important role or outcome of actively engaging students?

Posted by Cindy Torres **for the 4th - 6th grade group** (focus on findings and implications, not necessarily the study or data) Guiding Questions:

2. What type of balance/structure do teachers (us) need to provide students in order for high achievement to occur in active learning activities?
Posted by Kristen Lagao __**For the 4-6 Group**__

Ben Johnson has served as a teacher and administrator in a wide variety of school districts. He is an advocate of active learning and occasionally posts about it on his blog, which I accessed through edutopia.org. Here are two short posts regarding active learning:

Article 1, Active Learning is Key to Differentiated Instruction @http://www.edutopia.org/differentiated-instruction-active-learning

Article 2, Active Learning Means Using the Body @http://www.edutopia.org/blog/mind-body-learning-activities-ben-johnson

Guiding Questions: Article 1 Johnson implies that meaningful differentiation is born from active learning. What are some examples to support this, or refute it? Do you //always// have one if you have the other? Article 2 What about the two examples, the dinosaur egg and school newsletter, makes them active learning? Why is one better than the other?

APA Blog Citation: Johnson, B. //Active Learning is Key to Differentiated Instruction.// Retrieved June 25, 2012, from http://www.edutopia.org/differentiated-instruction-active-learning. Johnson, B. //Active Learning Means Using the Body//. Retrieved June 25, 2012, from http://www.edutopia.org/blog/mind-body-learning-activities-ben-johnson

Posted by Kate Zender **for the 7-12 group.** Martyn, Margie (2007). Educause Quarterly: //Clickers in the Classroom: An Active Learning Approach,// 71-74. Retrieved June 20, 2012.



Guided Questions: 1) What are the benefits of "clickers" or "student response systems" in regard to active learning? What are some disadvantages? 2) How might you utilize the "student response" technique if you are not equipped with the special "clicker" technology? 3) What specific activities can you use "clickers" or "student response systems" to enhance student learning/create active learning?

Posted by Eleonor Schneider **for the 7-12 Group** Book Excerpt, as described today



Guiding Questions: (also listed on last page of file) 1 - Do you agree with the author's statement: "Lecture classes that encourage student questions and discussions are - with some exceptions - not active learning environments?" Why or why not? 2 - Have you used any of these ideas before? If so, how effecive do you feel they were in helping students learn? 3 - Are there any //new// ideas in this excerpt tht you could use in your classroom? If so, what are they and how might you use them?

Readings discussed Monday, June 25, 2012
posted by Leslie Woods **for the K-3 group**. Rushton, S., Juola-Rushton, A., & Larkin, E. (2010). Neuroscience, play and early childhood education: Connections, implications and assessment. //Early Childhood Education Journal//, //37//(5), 351-361. Retrieved June 19, 2012 from http://web.ebscohost.com.proxy.seattleu.edu/ehost/pdfviewer/pdfviewer?sid=255107bd-9eca-4b73-b758-3b658191f974%40sessionmgr114&vid=2&hid=125

Guiding Questions: 1) How can the ideas for active learning activities and assessment for kindergarten children be applied to older elementary students? 2) With today's ever-increasing standards and pressures to succeed, are the authors' suggestions for "authentic" assessment justified? Can you see yourself incorporating this method of assessment in your classroom? 3) What is the link between neuroscience, emotions, and learning? What role do mirror neurons play?

posted by Jamie Carr **for the 4-6 group** //How Teachers Learn to Engage Students in Active Learning// National Center for Research on Teacher Learning (NCRTL) College of Education, Michigan State University



Guiding Questions: 1) Why is it important to actively engage students in learning? 2) How do teachers design lessons for active engagement in learning? 3) How do we let go of our worries about losing control of our classroom and ACTIVELY ENGAGE!?!

posted by Lisa Spooner **for the 7(I think)-12 group.** Boyer, K. R. (2002). Using Active Learning Strategies to Motivate Students. //Mathematics Teaching in the Middle School,// //8//(1), 48-51.

Guiding Questions: 1) What are some ways you currently utilize, or would like to utilize, these five aspects of active learning in your classroom? 2) Based on the subject matter being taught, might some of the aspects be more valuable than others? Why or why not? 3) What is an additional aspect of active learning that you might add to this list?

READINGS FROM 2011:
1. find an article that is in some way applicable to the whole group, and that is 5 pages or fewer (or focus us on the important parts of a longer paper); 2. give us the article and some (1-3) guided reading /discussion questions a session ahead to focus our reading; 3. in the class discussion: a. engage your audience; allow for active participation; b. point out the highlights of the article; c. make it applicable across grades; d. stay within the time limit!
 * __2011 Criteria for a successful article discussion__:**

Readings to be discussed Monday, July 11, 2011
Posted by Nathan Wheeler and Elizabeth Savage At Harvard, the Kitchen as Lab by Kenneth Chang http://www.nytimes.com/2010/10/20/dining/20Harvard.html
 * 5-12 Group Reading #1:**

Guiding Questions: 1. How can you imagine using cooking in your classroom? 2. Do you think cooking can promote active learning? 3. How can cooking help celebrate diversity in your classroom?

Creative Ideas for Teaching Fractions by Beverly Hernandez http://homeschooling.about.com/od/basicmath/qt/teachfractions.htm
 * 5-12 Group Reading #2:**

Guiding Questions: 1. Using cooking to teach fractions seems obvious. What are some other mathematical concepts we can teach using fractions and how? 2. What are some potential drawbacks of using cooking to teach math in a classroom setting? 3. What are some ideas you have for using cooking in class to teach math that are not mentioned in the article?

Math and Science of Junk Mail
Guiding Questions:
 * 1) What classes could this lesson be used in?
 * 2) If students feel strongly about the junk mail issue how could the class take action?
 * 3) How can we address privacy concerns with students bringing mail to school?

2. What specific challenges might such a project encounter? (e.g., the project depends on cooperation with farmers)
3. Do you know of other PBL activities (using AL) that integrate several subjects (e.g., science, math, technology, reading, writing, and art)? Can you think of other situations or issues that would lend themselves well to this type of integrated curricular project?

Posted by Molly Wiecks Guiding questions: 1. What barriers exist from preventing teachers from using AL on a widespread level? 2. Many of the comments following this article address the money factor. Can AL strategies be implemented on a large scale without the help of a substantial grant? 3. What ideas can we take back to our schools to help more teachers use AL?
 * K-4 group reading:** "Fast Forward: Redefining Learning as a Student-Centered Activity" by Grace Rubenstein. www.edutopia.org, May 2007.

Reading to be discussed Wednesday, July 6, 2011
Posted by Zach Warren and Katie Holman Guiding question: Would you consider using the video game model of instruction in your future classroom? To what types of curricula would it most easily apply?
 * 5-12 group reading:** "A Neurologist Makes the Case for the Video Game Model as a Learning Tool" by Judy Willis. www.edutopia.com, April 2010.
 * Related additional (optional) reading: How to Plan Instruction Using the Video Game Model

Posted by Zac Dowling and Abby Sonkin
 * For 5-12 group**: "Twelve Active Learning Strategies". University of Minnesota.

//Posted by Tara Wong and Kali Paris// For the K-4 group: Nugent, C. M. (February 01, 2006). How Many Blades of Grass Are on a Football Field?. //Teaching Children Mathematics////,// //12//(6). 282-288. Guiding Questions: Would you consider this activity active learning? Why or Why not?

Posted by Carolyn Jorstad and Katie Petersen K-4 group: "Ten Tips for Personalized Learning via Technology" by Grace Rubenstein. //Schools that Work, April 2010 .// //Ten Tips for Personalized Learning via Technology// Guiding Question: 1. Which one of these "tips" have you seen used effectively in the classroom? 2. Which of these would you choose to focus on implementing in your classroom?

Reading to be discussed Wednesday, June 29th, 2011 (5th grade and up yo [and below if you want])
Posted by Pete Kashevarof

"Water Pressure in Depth" by Lynch and Zenchak. //Science and Children//, March 2011.

Guiding Question - Do you believe Lynch and Zenchak have found "the key to transforming a common demonstration into one that promotes inquiry" (page 57, second to last paragraph)? Is their formula applicable to other demonstrations/experiments/lessons?

"Technology for Learning: Design Sketching" by Bob Coulter. //Connect Magazine,// January 2011. Posted By Candace Abrahamson

Note: Although this article does not use the term "active learning" specifically, based on our definition of active learning as being something that encourages the students to do something and think about the things they are doing, I believe this tool is one that could enable active learning in the classroom with projects like the one suggested.

Guiding Question(s) - 1. What examples of "active learning" do you see taking place in this project, based on our definition of active learning? 1. In addition to the project suggested in this article about creating a bench, what other types of projects do you think this program might be useful for to engage students in active learning? Think about what might be useful across different grade levels.

Viewing to be discussed Wednesday, June 29th 2011:
Posted by Jeff Jacobsen and Andy Thiel

Dan Meyer: Math Class Needs a Makeover

1. What are the examples of active learning Dan Meyer discusses in the video? 2. What are some challenges with implementing these types of lessons/activities?

1. Is the example they give a form of active learning as YOU understand it? 2. How does the research rank? Is it a good research study (think of qualities of good research studies)? Posted by Elisha Allred

Readings for Wednesday, June 29th, 2011 - K - 4 Group
Posted by Stephen Bucheit

These two files discuss the importance of rating web or technology materials used in the classroom. In our discussion we will try to use one or both to evaluate a web/technology based program.

Guiding Questions 1. How does this article apply to our discussion of Active Learning? 2. Given the two rubrics, which would you more readily use? Why? 3. In what ways can/should the rubrics be adapted to fit our own needs?

Reading to be discussed Monday, June 27th 2011:
Posted by Trevor Lane : __Ways to Engage Middle School Students in Active Learning__ by Thadra Petkus. Use the link posted below to access the article. @http://www.suite101.com/content/ways-to-engage-middle-school-students-in-active-learning-a267607 Posted by Brian Hurst __How Teachers Learn to Engage Students in Active Learning__, brought to you by the National Center for Research on Teacher Learning (NCRTL). Please see the article here: @http://ncrtl.msu.edu/http/teachers.pdf

Posted by Bernadette Schmitt & Claire Dijulio For K-4 Group: __How to Keep Kids Engaged in Class,__ by Tristan de Frondeville #|Click Link Below to View Article: @http://www.edutopia.org/classroom-student-participation-tips

Posted by Devin Liner. K-4 Group: //Take Back the Afternoon: Preserving the Landscape of Childhood In Spite of Computers// By David Sobel http://home.avvanta.com/~building/strategies/technology/sobel.htm
 * Readings to be discussed Wednesday, 6-29-11: **
 * Link:**

Read the whole thing.

posted by Ben Lidgus. For the 5-12 Group: <span style="font-family: Arial,sans-serif; font-size: 12px; line-height: 18px;">__Teaching Systems Biology: An Active-learning Approach__ K. <span style="font-family: Arial,sans-serif; font-size: 90%; line-height: 22px;">Anuj. Cell Biology Education ** Here's the link: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1305894/ **

Focus on the following sections:
Abstract Class Format Modified Jigsaw Group Projects Open up the graph (Firgure 5) Under "Student Response"

=**For Monday 7-11**=
 * Posted by Christine Witcher**
 * For 5-12: __Improving Student Achievement in Mathematics Through Active__ Learning by Charlotte Rappe Zales. Focus on section titled __Asking Questions__**

**READINGS FROM 2010**
Readings to be discussed 6-28-10: Browning, C., and Garza-King, G. (2010). Graphing Calculators as Tools. Mathematics Teaching in the Middle School. NCTM.

National Research Council. (2000). I__nquiry and the National Science Education Standards__. Committee on Development of an Addendum to the National Science Education Standards on Scientific Inquiry. Center for Science, Mathematics, and Engineering Education. Washington, D.C.: National Academy Press. (Read Chapter 1: pages 1-11)

Eds. (2006). __Science 101: How can hands-on science teach long-lasting understanding? Science and Children__. Science and Children. NSTA.

Posted by Sasha Colburn, A. (2004). __Inquiring scientists want to know.__ //Educational Leadership//. September 2004: 63 - 66. Guiding Questions: 1. Compare/contrast discovery learning with the inquiry based approach. 2. What are the three types of inquiry methods, and how are they different from each other? 3. How can you differentiate instruction within the inquiry learning model, and how can assessment help you accomplish this goal? Happy reading! :)
 * Readings to be discussed 6-30-10**

Readings to be discussed 6/30/10 Posted by Leni Neumaier & Valerie Chin CITEd Research Center (2004). //Learning History with Multimedia Materials.// Retrieved 2010, from Center for Implementing Technology in Education : @http://www.cited.org/index.aspx?page_id=145

1. This article specifically focuses on history in relation to multimedia. What specific strategies can you take from this article to apply to math and science curriculum? 2. What are some of the ways in which multimedia and active learning, in relation to math and science curriculum, help students with learning disabilities? 3. How might using multiple sources in math and science help create a deeper understanding of concepts and significance of material?

An ActionBioscience.org original article
Questions: 1. What elements make case studies active learning? 2. What are the realistic barriers for teaching case studies?

We will look at a case study entitled "Cholera and the Science of Medicine". You will need to log on to the following PBL Clearinghouse website: https://primus.nss.udel.edu/Pbl/index.jsp For a video of the story, go to www.theghostmap.com.

Kylie and Angela's Articles for 7/7/10
1. "Active Learning: Getting Students to Work and Think in the Classroom" from Speaking of Teaching - Stanford University Newsletter on Teaching. Download PDF - While you are reading this, think about how these concepts can be applied at your grade-level. How would they look? Different? Similar? What does that say about A.L.? 2. Hermann, Ronald and Miranda, Rommel. 2010. Presto: Open inquiry. //Science Scope// 33 (8): 62-69. Questions to consider:
 * Although this article is focused on higher education, there are great ideas that can be applied at any grade level that do not require tons of materials and "super-lessons."
 * FOR THE FIRST PART OF OUR DISCUSSION:** Choose a quote or phrase that resonates with you - you will be using this for our small group discussions.
 * What is open inquiry and how does it relate to active learning?
 * What are the benefits of providing students with experiences in open inquiry?

=Reading for 7/12/10 (Peter and Eryn)=

By Robert G. Kraft While slightly dated (1985), this article presents experiences with group-inquiry settings that are still applicable today. Please consider these questions during reading... 1) What are some of hesitations that you might have in implementing active learning as a first year teacher? 2) The author raises two specific challenges: “Group-inquiry takes experimenting and getting used to…It requires that students take over much of what teachers did in traditional classrooms” (p.150). How might these challenges be specifically difficult for first year teachers? 3) “The central problem of teaching, then, is the conflict between the process of genuine learning and the business of schooling. A good teacher understands the first and then finds ways to minimize this conflict.” (p.150) Do you believe in this dichotomy? What are some examples of how the “business of schooling might conflict with genuine learning? What are some ways you can minimize this conflict? 4) What are some methods of classroom mgmt that could be helpful in group inquiry settings?

Another Reading for 7/7/10 //(Rachel and Ryan)//
"Clickers in the Classroom: An Active Learning Approach" by Margie Martyn Click here for PDF:

Guiding Questions: 1. Have you ever used clickers in one of your classes? If so, do you think that you were more engaged because of it? 2. This article focuses on higher education. In what ways could tools like clickers be beneficial in elementary and secondary grades? 3. Are clickers a reliable method of formative assessment? What factors might skew the assessment results? 4. Are there any drawbacks to the use of this kind of technology?

Readings to be discussed 7/12/10
Posted by Amber Foos & Jen Walsh Fukawa-Conelly, Timothy and Steven Buck. "Using Portfolio Assignments to Assess Students' Mathematical Thinking." //Mathematics Teacher.// May 2010. Vol. 103, No.9. p 649-654. @http://my.nctm.org/eresources/view_media.asp?article_id=9265 Retrieved 6/30/2010.

If we are defining active learning as a learning experience that requires students to be more than just passive recievers of knowledge, then active learning goes far beyond inquiry-type classroom activities. We suggest that math portfolios, which require students to articulate their understanding of both algorithms and the underlying mathematical relationships upon which they are based, can serve as an active learning experience.
 * Do you think this article meets the requirements of this assignment? Or are we cheating?


 * Fukawa-Connelly and Buck's vision for math portfolios goes far beyond students simply collecting samples of "high quality work." What do you think about their approach to porfolios? How can portfolios be used in other subject areas? What are advantages to their use of portfolios? Disadavatages? Do you think something like this could be useful to you in your practice?

Posted by Sara Dasta and Meredith Barrett

Brown-Yoder, Maureen. "Inquiry-Based Learning Using the Internet: Research, Resources, WebQuests."

Focus Questions: 1. How can the writings of Socrates, Bruner, Dewey, and other educational theorists contribute to our body of knowledge and understanding of inquiry-based learning? 2. What are the strengths and weaknesses of implementing the use of WebQuests in the classroom? 3. Have you ever assigned or taken part in a WebQuest? What was your experience?



=**Article to be discussed 7/14/10**=

Posted by Katy von Brandenfels A Walk in the "Tall, Tall Grass" Kaatz, K.. (2008). A Walk in the "Tall, Tall Grass". Science and Children, 45(6), 28-31. Retrieved July 1, 2010, from Platinum Periodicals. (Document ID: 1427102531).

Guiding Questions: 1) What specific elements make this an example of active learning? 2) Think of some ways this could be adapted to different grade levels and other settings. <span style="display: block; height: 1px; left: 0px; overflow: hidden; position: absolute; top: 13506.5px; width: 1px;"> ==<span style="background: #eeeeee; border-image: none; border: 1px solid #aeaeae; color: #005bc6; font-family: Georgia,serif; font-size: 1.5em; font-weight: normal; line-height: 1.333; margin-bottom: 2em; outline: 0px; padding-bottom: 0.5em; padding-left: 0.5em; padding-top: 0.5em; vertical-align: baseline;">Understanding How Cognitive Psychology Can Inform and Improve **<span style="background: none; border-image: none; border: 0px currentColor; font-size: 18px; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">Spanish ** Vocabulary Acquisition in **<span style="background: none; border-image: none; border: 0px currentColor; font-size: 18px; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">High ****<span style="background: none; border-image: none; border: 0px currentColor; font-size: 18px; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">School ** Classrooms == <span style="display: block; height: 1px; left: 0px; overflow: hidden; position: absolute; top: 15398px; width: 1px;">https://www.edutopia.org/blog/golden-rules-for-engaging-students-nicolas-pino-james