curryed away Curryed Away: Carrying Curry Education Away and Into the Classroom

Posts Tagged ‘technology’

NPR posted an article today about a web quiz at isidewith.com that you can take to show you which US presidential candidate you align with. While not a new phenomenon in the least, the article reported, this quiz works because its thoughtful, devoid of obnoxious advertising, and allows quiz takers to share their results on social media sites.

image of isidewith.com website

I took this quiz and liked it because it introduced me to some issues that I hadn’t really thought about, as well as a number of candidates that I hadn’t heard of but was a good match for (like Jill Stein — have you heard of her?). The quiz also shows you which political parties your views match up with the most, and allows you to explore the most popular results by state.

So here’s the question: Would you use this in a classroom? I can see it being an interesting tool to get apathetic students more interested in politics. Not only does it give you a nudge in defining where your views lie, it also provides a list of issues and candidates that may be new to most young people. And since it focuses on more than just the democratic party/candidate and the republican party/ candidate, it hints at what our democracy could be like without a two-party system (if only!).

I also really like this sentiment from one of the creators of the site (as reported in the NPR article):

Peck, who clearly sees the humor in politics, muses that there should be a place for the quiz in the presidential selection process. “Whoever gets the highest score gets the nod.”

What a great questions to engage students in the democratic system! With technology becoming so prevalent in our society, should we be able to vote for the president online?

Perhaps one day that will be a decision that our students will indeed have to make.

This past semester I decided to apply for a paid internship at a local student travel company, mostly because I needed the money. As it turns out, the work I’ve been doing has been extremely fascinating and is providing me  a view of education outside of the classroom. My job is two-fold: I upload coursework for students to take online after their travel experience, and I write some of the coursework that they’ll take. I tend to separate the two, because they require two different areas of focus. The first requires me to think about what looks good for a consumer (the student), and how I can make the delivery of content engaging. The second part of my job requires me to come up with lessons that extend their traveling experience and challenge their thinking using information and assessments that are both diverse and accessible. The later, of course, is the more traditional roll of a teacher. Read More

A friend showed this site to me the other day called Lucidchart

She was using it to create a workflow model for her students to show them the next step they needed to take to complete their coursework. But, she also suggested it could be used to help kids make a dichotomous key in science class, show character development in a novel, illustrate the choices a character like Hamlet must make, or show how a historical event could have gone differently. Flow charts are really big right now for project planning and work flow. I could see Lucidchart being a great tool to help students reflect on their decision making and work flow to better prepare them for the business world. Cool stuff!

Interactive Flash Maps

by Kristen

I was looking up online maps the other day for an interactive lesson and found this site called amMaps:

It has some pretty neat examples, like timeline oriented maps that change as you move your curser and maps that focus in on different countries and reveal their capitals or zoom in when you click on them. I could see it being used in history classes and English classes to set up the day’s reading, in math classes to cover stats by country, or in science classes to look at different populations. Best of all, it’s free to download and create your own. :) Read More

Interacting Molecules: Chemical Reactions

by Ana Rose Tuszka

Students will use reading and Bill Nye video with supplemental reading guides to learn about the various kinds of chemical reactions and how they are written.

Earlier this week, a student asked me if the final project can include a movie or a play, and I told him I would think about how we can include that option in the final project. After musing upon it, I decided that it might be a good idea to work with the class to design a project. This way, their voices will be heard and they will be given the options that they want—not just ones that I imagine would be good for them.

Big Idea:   Holocaust relevancy resources – making the Holocaust relevant to students’ lives.

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Lines of Best Fit

by WHighlander

High School Algebra 1

The lessons preceding this one focused on the concept of rates of change and slope. The students learned how to write equations of lines and how to switch between graphical (graphs) and algebraic (equations) representations of the same model. This lesson allows the students to apply that knowledge to a real-world situation, using data to create graphs, write equations, assess reasonableness, and make predictions. The differentiated lesson will include an array of different types of data depending on student interest and readiness level. Some students may choose to use Red Cross data for their Excel activities if the advanced organizer interests them, but they are allowed to choose the data that they use. The technology used in this lesson is a good way to help the students visualize the material. It will also introduce them to tools that may prove useful in other aspects of their lives in and out of school. (In a school where these technologies are not available, other visual aids can easily be supplemented.) The visual aids and technology will help engage student interest, as well as help the students to develop some practical skills that may prove necessary in the “digital age.”

Point-of-view and the Boston Massacre

by Drew Keneally

The Boston Massacre presented in a tiered instruction model.

Background and Content: This unit is designed for a standard 11th Grade Virginia and United States History class that has read a packet of primary sources for homework the previous night.  It focuses on government, military and civilian statements and reactions in the build up to, occurrence of, and aftermath of the Boston Massacre.  The lessons are meant to build on the class’ preexisting knowledge of how primary and secondary sources help us to understand the causes and consequences of major events in history. It is designed to show students that the authors of primary and secondary resources possess different points of view and motivations in creating them, and provide important insight into an event- in this case, The Boston Massacre. Students should better understand how primary and secondary documents provide important information about events, and they will be able to interpret and explain the different points of view of John Adams, Sam Adams, Paul Revere, Captain Thomas Preston, and Prime Minister Lord North as they relate to the Boston Massacre.

At the beginning of the lesson, student will be "hooked" by a short CSI clip, which shows "mysterious white powder". Students will be told that researchers used various analytical methods to find out the powder's chemical composition, but they are sure about the powder's identity. Students will then learn how to determine and write chemical formula of various chemical substances. The lesson will then be tied back to its beginning and students will be asked to determine the correct chemical formula for the "white powder".