Category: UPTIE

Student Calculates Volume using Minecraft

Meg Shortell’s 6th Grade Math classes have been ending the year studying Geometry. She writes: “In class, we worked on transforming pictures of monuments into 2-D representations and 3-D models on paper. Then, they had to calculate the area, surface area and volume of their models. For an E-level (ed. note: “Exceeds standards” on our Middle […]

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Professional Development Reflections

As you thought about both the SAMR model and the PKM model, what applications did you see to a skill, content or other part of your course? Is there a current part of your course or a part that you’d like to revise using one of these models? Do you see any connections between one […]

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Data Visualization For Learning

While written and oral language dominate instruction, the explosion of visual information has created new opportunities to represent complexity, reveal themes, explore data, and communicate information in powerful ways. Here is an overview of some of my favorite examples of visual data representation for education. Molecular Models   Image from http://pymol.org/ Students cannot see individual molecules […]

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Technology Integration Bootcamp #2: Products, Process and the Digital Native Fallacy

Welcome to UPTIE Bootcamp #2. We’re talking about Technology Integration this month. You don’t have to have watched Episode 1 (Starting with the Why), for this– feel free to dive right in. Watch: Teachers talking Teaching (Further Reading): An Essential Question for Developing Student-Centered Classrooms (Tom Bonnell) Digital Natives, Digital Immigrants (Marc Prensky) Grade Level […]

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Technology Integration Bootcamp #1: Starting With The Why

Welcome to the U Prep Technology Integration Exchange! Our first monthly topic is a Technology Integration. We’ll discuss some models and approaches to help frame the “what”s and “how”s of technology integration, but we’ll start with the why. Watch: (Video made in Keynote with Recording feature, uploaded to Vimeo) Teachers talking Teaching (Further Reading): Here […]

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