To Google it or not to Google it?

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I saw a forum on Tech and Learning that asked the question “Can you Google-proof a question using Bloom’s Taxonomy?”. It was an interesting conversation. You can check it out here. It made me think though about what we are doing in our classrooms that would be Google-able. Simple math questions (i.e. 2+2) are easily answered by Google. But much more rigorous questions require students to think about the context of the question, the information that is unnecessary, the information that is important, the process to solve, etc. You can’t google many of those things. Google can help students get to the right answer and give suggestions but the problem must be solved by the student. When considering whether a question is rigorous enough try this test. Put it into a search engine. If the search comes back with the correct answer quickly perhaps the question needs to be more challenging. If the search comes back with an answer that is vague and, at best, helpful then maybe you have a question that will truly make students think.


Online Algebra Course

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This article highlights a study performed on the east coast in rural districts. The research was meant to find the benefits of middle school students taking an online Algebra course in 8th grade.

7 Reasons To Leverage Social Networking Tools in the Classroom

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Check out this article about using social networking sites to increase communication in your classroom. Try it some time and see how students respond.

Using Twitter in the Classroom

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There have been thousands of articles about using twitter in the classroom. Emerging EdTech has put together a list of ways to make twitter useful in the classroom. If you would like to take a look at how this article click the following link. Begin to think about how you can link students’ desire to share information through social media and your classroom. They will love it.

What is Web 2.0?

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Let’s take a step back. Web 1.0 is an internet experience that is strictly meant for consumption. Interaction with and modification of content is not possible. Websites like those provided by corporations are a good example. Browsing Lowe’s website only allows you to view the available products, not to add any new products. “You can look but not touch”. Web 2.0, however, is much different. The content and modification of content is now in the hands of those consuming the information. Things like wikis, blogs, and other interactive types of information media are good examples. This allows the consumer control over some of what is being presented. You can add comments, attempt to correct previous statements that are misleading or incorrect, have discussions, etc.

The Flipped Classroom

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You may have heard about the “flipped” classroom. This instructional strategy requires students to think for themselves. Students learn the lesson at home using some sort of well-developed, guided lesson that is typically electronic (podcast, vodcast, video, etc.). Students then bring questions and concerns to the classroom for classmates or the teacher to answer. The strategy provides teachers with the entire class time to dig deep into a content statement with students. Check out two teachers that are doing this in Colorado ( and a high school in Detroit that has implemented this strategy schoolwide ( This strategy is great to help teach content to greater depths of understanding as required by the CCSS. Like any teaching strategy though this is not meant to be used for every lesson, every day. This is just one more method of presenting information to students in a way that will keep them interested.


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The state board of education adopted PARCC as the assessment consortia to create the state tests. There is a huge amount of information on their website regarding their plans to create tests around the CCSS. Take some time and visit their site for more information.

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