tag:blogger.com,1999:blog-47423615198937311612024-03-18T23:03:53.532-05:00Interactive Whiteboard InsightsPut more interactivity in your interactive whiteboard!Emily Starr, CEO StarrMatica.comhttp://www.blogger.com/profile/07737402980846358373noreply@blogger.comBlogger32125tag:blogger.com,1999:blog-4742361519893731161.post-27567651529047085102012-12-31T08:27:00.000-06:002012-12-31T08:27:31.933-06:00A New Year, A New Location<br />
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Thank you for your interest in Interactive Whiteboard Insights! My blog has re-located! Please join me for the same informative posts
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Emily Starr, CEO StarrMatica.comhttp://www.blogger.com/profile/07737402980846358373noreply@blogger.com0tag:blogger.com,1999:blog-4742361519893731161.post-33760007717310972372012-06-20T19:51:00.000-05:002012-06-20T19:51:07.427-05:00Make An Impact On Education Without Spending A Dime<br />
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StarrMatica has come a long way since its beginnings in my fourth grade classroom seven years ago. But there is always more work to be done! To further our mission of inspiring students to learn with interactive digital content, we have entered the Chase Small Business Grant
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Thank you for your help!</div>Emily Starr, CEO StarrMatica.comhttp://www.blogger.com/profile/07737402980846358373noreply@blogger.com0tag:blogger.com,1999:blog-4742361519893731161.post-76819189795730735402011-11-19T09:15:00.005-06:002011-11-19T09:30:26.852-06:00Virtual Manipulatives: Inquiry Learning<div style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: 11pt;"><span style="font-family: "Trebuchet MS",sans-serif;"></span> </span>This is the fourth in a series of seven posts sharing reasons virtual manipulatives should be the cornerstone of interactive content in the classroom including specific practical examples. (The previous posts can be viewed here: Part 1-<a href="http://interactivewhiteboardinsights.blogspot.com/2011/05/interactive-content-cornerstone-virtual.html">Visualizing</a>, Part 2-<a href="http://interactivewhiteboardinsights.blogspot.com/2011/09/virtual-manipulatives-explore-difficult.html">Explore Difficult Concepts</a>, Part 3-<a href="http://interactivewhiteboardinsights.blogspot.com/2011/10/virtual-manipulatives-access.html">Access Materials/Added Value</a>)</div><div class="MsoNormal" style="font-family: Arial,Helvetica,sans-serif;"><br />
</div><div class="MsoNormal" style="font-family: Arial,Helvetica,sans-serif;">Virtual manipulatives help students learn through inquiry by providing teachers with easily adjustable visual tools. Students can test their ideas, explore the effects of changing variables and formulate theories based on results.<br />
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</div><div class="MsoNormal" style="font-family: Arial,Helvetica,sans-serif;">Below are three manipulatives that help students learn through inquiry.<br />
</div><div style="font-family: Arial,Helvetica,sans-serif;"><i> </i></div><div class="MsoNormal" style="font-family: Arial,Helvetica,sans-serif;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEii2HyBioXHnr12EarCE9a-Wk9naxvw3uWpZ-DIp7ax1H5NuWkzHKcXg2GJ3W_RV6Ncz4eJagk21O79e8lXYQEra-V2A7q7J3Z_11FDTB9WtrEyXF1_WypqmxnqMWxqU_PtJTYgU4WJ8lE/s1600/vm%25231.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="145" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEii2HyBioXHnr12EarCE9a-Wk9naxvw3uWpZ-DIp7ax1H5NuWkzHKcXg2GJ3W_RV6Ncz4eJagk21O79e8lXYQEra-V2A7q7J3Z_11FDTB9WtrEyXF1_WypqmxnqMWxqU_PtJTYgU4WJ8lE/s200/vm%25231.png" width="200" /></a></div> <i>Area and Perimeter Relationship</i></div><div class="MsoNormal" style="font-family: Arial,Helvetica,sans-serif;"><br />
</div><div class="MsoNormal" style="font-family: Arial,Helvetica,sans-serif;">Students investigate and form theories about the relationship between area and perimeter by changing one variable and observing the resulting change in the other.</div><div class="MsoNormal" style="font-family: Arial,Helvetica,sans-serif;"><a href="http://staff.argyll.epsb.ca/jreed/math9/strand3/area_rectangles.htm">http://staff.argyll.epsb.ca/jreed/math9/strand3/area_rectangles.htm</a></div><div class="MsoNormal" style="font-family: Arial,Helvetica,sans-serif;"></div><div class="MsoNormal" style="font-family: Arial,Helvetica,sans-serif;"><br />
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<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhcsdWUkIde_ljPtxbQw0cuniv1RHVv4sINzk_Uf1teGZlUgh7tr91fCKhueczHIGrwzoxPKvXFwEuArXdwip3Gcqe6fXF16y8r3utOXslWy_Ktxb9Wd3wh8_NLQPEJNxQcyh-qMNd9iJk/s1600/vm%25232.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhcsdWUkIde_ljPtxbQw0cuniv1RHVv4sINzk_Uf1teGZlUgh7tr91fCKhueczHIGrwzoxPKvXFwEuArXdwip3Gcqe6fXF16y8r3utOXslWy_Ktxb9Wd3wh8_NLQPEJNxQcyh-qMNd9iJk/s200/vm%25232.png" width="200" /></a></div><i>Kids and Cookies</i></div><div class="MsoNormal" style="font-family: Arial,Helvetica,sans-serif;"><br />
</div><div class="MsoNormal" style="font-family: Arial,Helvetica,sans-serif;">Students explore the concept of fractions by sharing cookies equally between different numbers of students. Both “fraction of a group” and “fraction of a whole” concepts can be explored.</div><div class="MsoNormal" style="font-family: Arial,Helvetica,sans-serif;"><a href="http://www.teacherlink.org/content/math/interactive/flash/kidsandcookies/kidcookie.php">http://www.teacherlink.org/content/math/interactive/flash/kidsandcookies/kidcookie.php</a> </div><div class="MsoNormal" style="font-family: Arial,Helvetica,sans-serif;"><br />
</div><div class="MsoNormal" style="font-family: Arial,Helvetica,sans-serif;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhXFwchAe4P8jEX9XHp7v8Oor3ZStvLqR4Tl60i9htYEg_iTp7sSx6HYupVfz-cS-fFwTnSFSTbQ1h-5-nY9nOC-3bCvvle1g3URa33xnCkVDCrZdXp6_NyoN2EdU6sxWa1z_y8jhVXGWA/s1600/vm%25233.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="140" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhXFwchAe4P8jEX9XHp7v8Oor3ZStvLqR4Tl60i9htYEg_iTp7sSx6HYupVfz-cS-fFwTnSFSTbQ1h-5-nY9nOC-3bCvvle1g3URa33xnCkVDCrZdXp6_NyoN2EdU6sxWa1z_y8jhVXGWA/s200/vm%25233.png" width="200" /></a></div><i>The Pumpkin Patch</i></div><div class="MsoNormal" style="font-family: Arial,Helvetica,sans-serif;"><br />
</div><div class="MsoNormal" style="font-family: Arial,Helvetica,sans-serif;">Students group and sort pumpkins into their own self-created categories.</div><div class="MsoNormal" style="font-family: Arial,Helvetica,sans-serif;"><a href="http://www.meddybemps.com/halloween/pumpkin03.html">http://www.meddybemps.com/halloween/pumpkin03.html</a><br />
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<div class="separator" style="clear: both; text-align: center;"><a href="http://www.starrmatica.com/"><img border="0" height="75" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh7Qnr_VznjCcTq9eKszcKGfEGYV44g_70HpL6jLWhL6a1p2E9zU-53Z_-_VMjjTxV7k605IW9PNJsFMUqJlSVURfgsQDlPaMmu-1UgNO45l7vv5lTE_82kolTnydVEp7N2XM-d9QfI1Cs/s320/IWInsights+Banner+3800.png" width="320" /></a></div></div>Emily Starr, CEO StarrMatica.comhttp://www.blogger.com/profile/07737402980846358373noreply@blogger.com0tag:blogger.com,1999:blog-4742361519893731161.post-79421800561057797642011-10-23T19:53:00.000-05:002011-10-23T19:53:33.611-05:00Virtual Manipulatives: Access Materials/Added Value<div class="MsoNormal">This is the third in a series of seven posts sharing reasons virtual manipulatives should be the cornerstone of interactive content in the classroom including specific practical examples. (The previous posts can be viewed here: Part 1-<a href="http://interactivewhiteboardinsights.blogspot.com/2011/05/interactive-content-cornerstone-virtual.html">Visualizing</a>, Part 2-<a href="http://interactivewhiteboardinsights.blogspot.com/2011/09/virtual-manipulatives-explore-difficult.html">Explore DifficultConcepts</a>)</div><div class="MsoNormal"><br />
</div><div class="MsoNormal">Unlike hands-on math manipulatives, virtual manipulatives are found online. While this means students are unable to touch the manipulatives, online versions of common manipulatives can be beneficial in other ways. Classroom budgets don’t always allow us to purchase all the tool and resources we need. Online manipulatives are an inexpensive (and usually free) way to supplement your manipulative supplies. So, if you can’t afford a classroom set of fraction tiles or if a fellow teacher is using the school’s set when you need them, an online version can be used in its place.</div><div class="MsoNormal"><br />
</div><div class="MsoNormal">Online manipulatives, when paired with an interactive whiteboard or projector, help all students in the classroom have an equal opportunity to see the manipulative without huddling around a table.</div><div class="MsoNormal"><br />
</div><div class="MsoNormal">Online manipulatives also provide added value. They often have features that can be turned on and off and have added learning opportunities that are not possible with traditional hands-on manipulatives. The virtual clocks shared below include the ability show both digital and analog time as well as sunrise and sunset to assist in a discussion of AM and PM.</div><div class="MsoNormal"><br />
</div><div class="MsoNormal">Below are four manipulatives that help students by adding value or providing access to materials. </div><div class="separator" style="clear: both; text-align: center;"></div><br />
<div class="separator" style="clear: both; text-align: center;"></div><div class="MsoNormal">Telling Time: Virtual Clock</div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEixpn2AFiTCaKjM8jgwpR04ZfL8XHAWccdvncbKkyGGN4n4bM90RlMt3jyLRjT6SHmaSbceg1nDvM5L8SQYbE0Y3zpLJ_bFkWaR46RwS7M2TfJlN6KDxrtLEERdFjipWDtAT5BYSg4kpUE/s1600/added+value+%25231.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="100" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEixpn2AFiTCaKjM8jgwpR04ZfL8XHAWccdvncbKkyGGN4n4bM90RlMt3jyLRjT6SHmaSbceg1nDvM5L8SQYbE0Y3zpLJ_bFkWaR46RwS7M2TfJlN6KDxrtLEERdFjipWDtAT5BYSg4kpUE/s200/added+value+%25231.png" width="200" /></a>Advance the hands on the analog clock to watch the sun and moon rise and set. Reveal and hide the digital time.</div><div class="MsoNormal"><a href="http://www.time-for-time.com/swf/myclox.swf">http://www.time-for-time.com/swf/myclox.swf</a></div><div class="MsoNormal">Advance the hands on the analog clock. Reveal and hide the time in word form and the digital time.</div><div class="MsoNormal"><a href="http://www.mrmyers.org/Math_Mania/Math_Games/Jude_e-Clock/clock.htm">http://www.mrmyers.org/Math_Mania/Math_Games/Jude_e-Clock/clock.htm</a></div><div class="MsoNormal"><br />
</div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhn3zJ-n2I1OxhDpDtKOuIsTs88jNbEUrSSuTW3D6b9OcJQRenW57HVcUxOBVh-O0uNEcdPeBFPToO0MGFxyh8U4eqzwBPm4DEKVaK_V4Vtm1OFk_Jf9QSJRZGo1NQntlwGIrOouBU5DsE/s1600/added+value+%25232.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="125" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhn3zJ-n2I1OxhDpDtKOuIsTs88jNbEUrSSuTW3D6b9OcJQRenW57HVcUxOBVh-O0uNEcdPeBFPToO0MGFxyh8U4eqzwBPm4DEKVaK_V4Vtm1OFk_Jf9QSJRZGo1NQntlwGIrOouBU5DsE/s200/added+value+%25232.png" width="200" /></a></div><div class="MsoNormal">Place Value Cards</div><div class="MsoNormal"><br />
</div><div class="MsoNormal">Create three digit numbers, separate them into values, and display their representative base ten blocks.</div><div class="MsoNormal"><a href="http://www.mathsnet.net/cruncher/placevalue.html">http://www.mathsnet.net/cruncher/placevalue.html</a></div><div class="MsoNormal"><br />
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</div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg1xwnnXb9_pNz5PtFobIqa6mrTEVsMDf9azXc7kiyYRB5-x3lrI92TTBn7Hybrjn_VHh9qUsx07HkDqk4qSVpwntCgj9n8TLG1PZ-FmlszKcXjOkDPPOCKcz2f82MRBwbp8ARS-T-lsaw/s1600/added+value+%25233.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="116" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg1xwnnXb9_pNz5PtFobIqa6mrTEVsMDf9azXc7kiyYRB5-x3lrI92TTBn7Hybrjn_VHh9qUsx07HkDqk4qSVpwntCgj9n8TLG1PZ-FmlszKcXjOkDPPOCKcz2f82MRBwbp8ARS-T-lsaw/s200/added+value+%25233.png" width="200" /></a></div><div class="MsoNormal">Platonic Solids</div><div class="MsoNormal"><br />
</div><div class="MsoNormal">Rotate and count the faces, edges, and vertices of the five Platonic Solids. Watch each solid fold and unfold from its net</div><div class="MsoNormal"><a href="http://www.learner.org/interactives/geometry/platonic.html">http://www.learner.org/interactives/geometry/platonic.html</a></div><div class="MsoNormal"><br />
</div><div class="separator" style="clear: both; text-align: center;"><a href="http://www.starrmatica.com/"><img border="0" height="75" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh7Qnr_VznjCcTq9eKszcKGfEGYV44g_70HpL6jLWhL6a1p2E9zU-53Z_-_VMjjTxV7k605IW9PNJsFMUqJlSVURfgsQDlPaMmu-1UgNO45l7vv5lTE_82kolTnydVEp7N2XM-d9QfI1Cs/s320/IWInsights+Banner+3800.png" width="320" /></a></div><div class="MsoNormal"><br />
</div>Emily Starr, CEO StarrMatica.comhttp://www.blogger.com/profile/07737402980846358373noreply@blogger.com0tag:blogger.com,1999:blog-4742361519893731161.post-63714723126739457422011-09-22T11:23:00.002-05:002011-09-22T11:27:12.415-05:00Virtual Manipulatives: Explore Difficult Concepts<div class="MsoNormal">This is the second in a series of seven posts sharing reasons virtual manipulatives should be the cornerstone of interactive content in the classroom including specific practical examples. (The previous post can be viewed here: <a href="http://interactivewhiteboardinsights.blogspot.com/2011/05/interactive-content-cornerstone-virtual.html">Part 1-Visualizing</a>)</div><div class="MsoNormal"><br />
</div><div class="MsoNormal">Virtual manipulatives help students to explore difficult concepts in depth. They help to make abstract concepts concepts more easily understandable with visual tools. A classic example is using base ten blocks to illustrate “regrouping” in a multi-digit addition or subtraction algorithm. </div><div class="MsoNormal"><br />
</div><div class="MsoNormal">Below are three manipulatives that help students explore difficult concepts.</div><div class="MsoNormal"><br />
</div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjcEMX_SPCSC_yRebYV1Rbe6NX3dDhmsol5yQdEGhyphenhyphenQvXfsgS535zSN2m2D5YbHM1JRzbRO83UmKlsmkgDBwjr6GPC4y8YtF5iS5FD836rNQuH4yoKvayLniTdmjl-GxfI8OviwqlCLsA4/s1600/vm+explore+%25231.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="137" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjcEMX_SPCSC_yRebYV1Rbe6NX3dDhmsol5yQdEGhyphenhyphenQvXfsgS535zSN2m2D5YbHM1JRzbRO83UmKlsmkgDBwjr6GPC4y8YtF5iS5FD836rNQuH4yoKvayLniTdmjl-GxfI8OviwqlCLsA4/s200/vm+explore+%25231.png" width="200" /></a></div><div class="MsoNormal">Hopping Number Line</div><div class="MsoNormal"><br />
</div><div class="MsoNormal">Explore basic addition, subtraction or skip counting by hopping an animal along a number line.</div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><a href="http://www.eduplace.com/cgi-bin/schtemplate.cgi?template=/kids/mw/manip/mn_popup.thtml&filename=nmbl_prim&title=Number%20Line&grade=K">http://www.eduplace.com/cgi-bin/schtemplate.cgi?template=/kids/mw/manip/mn_popup.thtml&filename=nmbl_prim&title=Number%20Line&grade=K</a></div><div class="MsoNormal"> </div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhxzqgWgN2GQAUywV6n3aZK4-St25ne-EDh5IQ5s_OxfyvtXoLV3CzC93H-1NrPwpfpw8WOKKFXYF9lXSZcdCr1ZcxADNElyScwmiYH_LuufsGyqqkPj3jGGB6yOOU6IadTXZA29WCfOtg/s1600/vm+explore+%25232.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="125" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhxzqgWgN2GQAUywV6n3aZK4-St25ne-EDh5IQ5s_OxfyvtXoLV3CzC93H-1NrPwpfpw8WOKKFXYF9lXSZcdCr1ZcxADNElyScwmiYH_LuufsGyqqkPj3jGGB6yOOU6IadTXZA29WCfOtg/s200/vm+explore+%25232.png" width="200" /></a></div><div class="MsoNormal">Bounded Fraction Pointer</div><div class="MsoNormal"><br />
</div><div class="MsoNormal">Practice comparing and ordering fractions, simplifying fractions, or finding equivalent fractions on a number line that adjusts instantly. Create fractions visually and then watch them plotted on the number line.</div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><a href="http://www.shodor.org/interactivate/activities/BoundFractionPointer">http://www.shodor.org/interactivate/activities/BoundFractionPointer</a></div><div class="MsoNormal"><br />
</div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj8IDn_I_eKF2Sm5k9V36h7xW9qTeNR0HSNSR5blK4i4hFph7P3ag6d3xrWDeoOFzaZ3b6hsGGBSqOazyQgffS4Um94FVOhU3D_YDWcYk8pXd3KwUQvAXY2fiAgja1qV8Ue-9EONINZ4Do/s1600/vm+explore+%25233.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="128" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj8IDn_I_eKF2Sm5k9V36h7xW9qTeNR0HSNSR5blK4i4hFph7P3ag6d3xrWDeoOFzaZ3b6hsGGBSqOazyQgffS4Um94FVOhU3D_YDWcYk8pXd3KwUQvAXY2fiAgja1qV8Ue-9EONINZ4Do/s200/vm+explore+%25233.png" width="200" /></a></div><div class="MsoNormal">Multiplication Arrays</div><div class="MsoNormal"><br />
</div><div class="MsoNormal">Explore multiplication by viewing arrays paired with the traditional algorithm and with the lattice method.</div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><a href="http://nlvm.usu.edu/en/nav/frames_asid_192_g_2_t_1.html">http://nlvm.usu.edu/en/nav/frames_asid_192_g_2_t_1.html</a></div><div class="MsoNormal"><br />
</div><div class="separator" style="clear: both; text-align: center;"><a href="http://www.starrmatica.com/"><img border="0" height="75" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh7Qnr_VznjCcTq9eKszcKGfEGYV44g_70HpL6jLWhL6a1p2E9zU-53Z_-_VMjjTxV7k605IW9PNJsFMUqJlSVURfgsQDlPaMmu-1UgNO45l7vv5lTE_82kolTnydVEp7N2XM-d9QfI1Cs/s320/IWInsights+Banner+3800.png" width="320" /></a></div><div class="MsoNormal"><br />
</div>Emily Starr, CEO StarrMatica.comhttp://www.blogger.com/profile/07737402980846358373noreply@blogger.com0tag:blogger.com,1999:blog-4742361519893731161.post-5401824230255088092011-06-24T16:21:00.003-05:002011-06-24T16:24:29.397-05:00See You in Philadelphia!Like many of my fellow educators, I will be traveling to ISTE in Philadelphia next week. Here is my schedule of events so we can connect if you are in the area and would like to talk about digital content in your classroom.<br />
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<div style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none;">At these live demonstrations, I will be sharing StarrMatica's interactive content and giving away school memberships!</div><div style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none;"><br />
</div><div style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgpbrIPF3wHpUo_CzG9NWvyqkvhRYl3L8ejc3huGOpYt6k5uDPQ0iK5dlcfBkdX6UfXhgoqHxfnsd-XEOwXiXILReC7iAlQLrkjhOwPOKmsUIxp1LAwCMiIoX7Vb5fzTfTFdIiyfSdl-BY/s1600/girl+juggling+screen+shots.png" imageanchor="1" style="clear: left; cssfloat: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" i$="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgpbrIPF3wHpUo_CzG9NWvyqkvhRYl3L8ejc3huGOpYt6k5uDPQ0iK5dlcfBkdX6UfXhgoqHxfnsd-XEOwXiXILReC7iAlQLrkjhOwPOKmsUIxp1LAwCMiIoX7Vb5fzTfTFdIiyfSdl-BY/s1600/girl+juggling+screen+shots.png" /></a>Monday the 27th, Numonics Booth #3037, 3 pm</div><div style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none;"><br />
</div><div style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none;">Tuesday the 28th, Numonics Booth #3037, <br />
10 am and 3 pm</div><div style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none;"><br />
</div><div style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none;">eInstruction Booth, #803, 1:30 pm</div><div style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none;"><br />
</div>Wednesday the 29th, Numonics Booth #3037, <br />
10 am <br />
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<div style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none;">Hope to meet you in person! Travel safely! </div><div class="separator" style="clear: both; text-align: center;"><a href="http://www.starrmatica.com/"><img border="0" height="75" i$="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh7Qnr_VznjCcTq9eKszcKGfEGYV44g_70HpL6jLWhL6a1p2E9zU-53Z_-_VMjjTxV7k605IW9PNJsFMUqJlSVURfgsQDlPaMmu-1UgNO45l7vv5lTE_82kolTnydVEp7N2XM-d9QfI1Cs/s320/IWInsights+Banner+3800.png" width="320" /></a></div>Emily Starr, CEO StarrMatica.comhttp://www.blogger.com/profile/07737402980846358373noreply@blogger.com0tag:blogger.com,1999:blog-4742361519893731161.post-82331166857866780742011-05-23T16:04:00.002-05:002011-05-23T16:15:06.799-05:00The Interactive Content Cornerstone: Virtual ManipulativesEvery time I use the term virtual manipulatives outside the education community, my gaze is met with blank stares and funny looks. Being a teacher, “education speech” comes naturally to me, and I often forget that not everyone is a member of the club. Virtual manipulatives is a term that I always stop to explain to whomever I am speaking because virtual manipulatives are an integral part of using interactive content in the classroom effectively. I refer to manipulatives as online objects that can be moved and explored to help students understand concepts. A few examples would be base ten blocks, fraction bars and multiplication arrays.<br />
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As teachers begin to use interactive content in the classroom, I encourage them to use content that has already been created as a starting point for designing interactive lessons rather than starting from scratch to create their own content. I suggest this for three reasons:<br />
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1. It helps both tech-savvy and non-tech savvy-teachers begin to use interactive technologies right out of the box without having to spend time learning to use new content-creation software.<br />
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2. It increases teacher planning time by allowing them to focus on designing an effective lesson around the content rather than spending time with design elements of the content. ie: Teachers should be figuring out what questions to ask their students to guide their exploration of a manipulative rather than worrying about text size and finding appropriate graphics.<br />
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3. Teachers cannot create manipulatives with the same graphics and interactivity programmers can. They simply don't have the same tools and skill set. And, manipulatives with those elements are an essential part of using interactive technologies effectively. (These points will be well evidenced throughout this series of posts.) <br />
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This is the first in a series of seven posts sharing specific practical examples of reasons virtual manipulatives should be the cornerstone of interactive content in the classroom.<br />
Virtual Manipulatives Help Students Visualize Concepts<br />
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Virtual manipulatives help students visualize abstract concepts. Using manipulatives for this purpose allows students to learn through inquiry and to explore a concept in a way that is not possible without the manipulative.<br />
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An obvious math example is base-ten blocks. These virtual manipulatives allow students to visualize the “sizes” of numbers indicated by their places in our number system. Below are three additional manipulatives that help students visualize concepts.<br />
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<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgkY1P9eu59cHGEhfvarvv2iIimV171eqWVe3fkH66oEZip6311jfISnnb6FmOygqWNARzMJDBRHvSkmtalzTiFncbXQZIj54-vIMTmY2DfdijyUdwOW4TaYStuzBxqciP3agm3MT6tPqI/s1600/one+million+pennies.png" imageanchor="1" style="clear: left; cssfloat: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="200" j8="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgkY1P9eu59cHGEhfvarvv2iIimV171eqWVe3fkH66oEZip6311jfISnnb6FmOygqWNARzMJDBRHvSkmtalzTiFncbXQZIj54-vIMTmY2DfdijyUdwOW4TaYStuzBxqciP3agm3MT6tPqI/s200/one+million+pennies.png" width="195" /></a></div><a href="http://www.kokogiak.com/megapenny/default.asp">Mega Penny Project </a><br />
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<div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: Calibri;">Students explore images in this manipulative to help them visualize the size of large numbers using groups of pennies in relation to other objects.</span></div><br />
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<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEisV7p0yAtHmgvRrDXu1IQxm2s4Awz0AQzEZ_1S7088mgfdHYEkfVlDzqR-X0j5_HeblTOLKZU3xjzQuC2gGrqVPoaRUjwTeuhubkF2dQ32MrsCdq2tdjFF31Os9w_Xb_NV98o85XSJSEQ/s1600/visualizing+percents.png" imageanchor="1" style="clear: left; cssfloat: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="135" j8="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEisV7p0yAtHmgvRrDXu1IQxm2s4Awz0AQzEZ_1S7088mgfdHYEkfVlDzqR-X0j5_HeblTOLKZU3xjzQuC2gGrqVPoaRUjwTeuhubkF2dQ32MrsCdq2tdjFF31Os9w_Xb_NV98o85XSJSEQ/s200/visualizing+percents.png" width="200" /></a></div><a href="http://www.bbc.co.uk/skillswise/numbers/fractiondecimalpercentage/percentages/introduction/flash2.shtml">Visualizing Percentages </a><br />
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<div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: Calibri;">Students visualize the size of percentages by viewing different objects.</span></div><br />
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<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjw47INlQhMenGtFxPYbN5cRxXiIqYYhTNLr8QqiytOyAOYVkxorq7ajvtExVkZaZyXeR1_lB64vkOVDP7_x783cEQPjmCO-ngUOrq8A-7y2Y8Saoz7upU2RshahIJNtdEA25m52y1phy4/s1600/alphabet+symmetry.png" imageanchor="1" style="clear: left; cssfloat: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="163" j8="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjw47INlQhMenGtFxPYbN5cRxXiIqYYhTNLr8QqiytOyAOYVkxorq7ajvtExVkZaZyXeR1_lB64vkOVDP7_x783cEQPjmCO-ngUOrq8A-7y2Y8Saoz7upU2RshahIJNtdEA25m52y1phy4/s200/alphabet+symmetry.png" width="200" /></a></div><a href="http://www.misterteacher.com/alphabetgeometry/alphabet_symmetry_tool.swf">Alphabet Symmetry</a><br />
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<div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: Calibri;">Students explore line symmetry by folding letters and symbols vertically and horizontally.</span></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><br />
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</div><div class="separator" style="clear: both; text-align: center;"><a href="http://www.starrmatica.com/" style="clear: left; cssfloat: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="93" j8="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh7Qnr_VznjCcTq9eKszcKGfEGYV44g_70HpL6jLWhL6a1p2E9zU-53Z_-_VMjjTxV7k605IW9PNJsFMUqJlSVURfgsQDlPaMmu-1UgNO45l7vv5lTE_82kolTnydVEp7N2XM-d9QfI1Cs/s400/IWInsights+Banner+3800.png" width="400" /></a></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><br />
</div>Emily Starr, CEO StarrMatica.comhttp://www.blogger.com/profile/07737402980846358373noreply@blogger.com0tag:blogger.com,1999:blog-4742361519893731161.post-43918593225161245602011-04-26T10:18:00.003-05:002011-04-26T10:35:08.859-05:00Fifteen Google Earth Integration Ideas<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiNljZf4sinR31ZtljTzIPKEG4ktYfpZtiT2uucm7Rb4qBJHEO3qkoWTcAVVlMM7_BkRhPRChZM75aZ3JITXzT1TuljPZVQCPQCItBK5PFCKJKgWxIe-ay6xuwpXxJ0dYSDg1ojWW6KSa0/s1600/Google+Earth.png" imageanchor="1" style="clear: left; cssfloat: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="118" i8="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiNljZf4sinR31ZtljTzIPKEG4ktYfpZtiT2uucm7Rb4qBJHEO3qkoWTcAVVlMM7_BkRhPRChZM75aZ3JITXzT1TuljPZVQCPQCItBK5PFCKJKgWxIe-ay6xuwpXxJ0dYSDg1ojWW6KSa0/s200/Google+Earth.png" width="200" /></a></div>Google Earth is an amazing tool released by Google in 2005 after an acquisition. It has been updated and upgraded over the past six years and has become a favorite classroom tool. Google Earth has been around for so many years that I feel behind the times with this post, but it wasn’t until recently that I took the time necessary to really dig in and explore all that Google Earth has to offer. <br />
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If you are a new to Google Earth, I hope this post gives you a starting point from which to grow. If you are a veteran user, perhaps this post will allow you to see the tool again through the eyes of someone who has just discovered its magic and will provide you with some new classroom applications.<br />
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<strong>Fifteen Google Earth Lesson Integration Ideas</strong><br />
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1. Zoom in to areas around the globe and have students describe the characteristics of those habitats.<br />
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2. Zoom in to landforms and have students create definitions based on their characteristics.<br />
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3. Zoom in to cities throughout the world (Las Vegas, Venice, Key West, Los Angeles, Chicago) and discuss the advantages and disadvantages of living in a city based on its geographic location.<br />
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4. Take virtual field trips to national parks and wonders of the world.<br />
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5. Explore sunrise and sunset in different locations around the globe at different times of the year and discuss why the number of daylight hours differs from place to place and date to date.<br />
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6. Explore the setting of a novel by visiting locations where events important to the plot occurred. <br />
Resource: <a href="http://www.googlelittrips.com/GoogleLit/Home.html">http://www.googlelittrips.com/GoogleLit/Home.html</a><br />
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7. Bring the real world into your math classroom by searching for angles, shapes, and other math related figures in city landscapes.<br />
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8. Create a real-life problem solving situation for a long-term math project. Ask students to plan a vacation they will travel to in a vehicle and then determine the amount it will cost them including food, hotel, souvenirs, and gas (by investigating the distance, mpg of their vehicle, and average gas prices along the journey). Then take the trip by searching for directions, clicking “Play tour” (the button with three circles below the directions) and clicking the forward button to increase your speed.<br />
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9. Design a virtual field trip overseas and fly there using the flight simulator.<br />
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<strong>The following are my favorite ideas shared by colleagues in this collaborative document: </strong><a href="https://docs.google.com/present/view?id=dhn2vcv5_175fp5qg9d3">https://docs.google.com/present/view?id=dhn2vcv5_175fp5qg9d3</a><br />
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10. Zoom in to a location and have students determine if it is rural, urban, or suburban based on characteristics you have developed as a class.<br />
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11. Preview a field trip location before making the journey with your class.<br />
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12. Estimate distances and then measure to check your estimates using the line and path feature.<br />
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13. Create a daily mystery. Begin class by zooming in to a location and asking “Where are we today?” Students are allowed to ask Yes/No questions to help them figure out the location.<br />
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14. Create a virtual biography by taking a virtual field trip to locations that were important in the life of the subject.<br />
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15. Create a virtual autobiography by zooming in to important locations in the life of a student (where he/she was born, memorable trips, family member locations, etc.).<br />
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If you are new to Google Earth, this tip sheet is a helpful reference when exploring the tool’s features:<br />
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<a href="http://serc.carleton.edu/files/sp/library/google_earth/examples/google-earth-tip-sheet.v2.pdf">Tip Sheet</a><br />
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These <em>Google Earth in the Classroom Summary and Idea Sheets</em> are also helpful for beginners:<br />
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<a href="http://7348974248286267995-a-1802744773732722657-s-sites.googlegroups.com/site/gtaresources/files/Crib_Earth.pdf?attachauth=ANoY7cqeok9uzGEMl3RxR1jtLOiTyk3p9kHgIzHpNnv55UOcASRwHaEPzGDN493tlytgw2QL-3iFa5HGTOWpyX82L7OmE8GBEXeDe5TJrmMYknwswBy0viIvzu5OuynvWDYpZDy2xV_z0JA6BcfvYd8rRL_7gWhLgg7temz2-pz0VWxUX6H5ATYRKkUeX2UB8AO7NyERA7hfzcmbJpbJadXrnFoXj6MZKQ%3D%3D&attredirects=0">Summary and Idea Sheet #1</a><br />
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<a href="http://static.googleusercontent.com/external_content/untrusted_dlcp/www.google.com/en/us/educators/activities/pdfs_GTA/CribSheet.Earth5.pdf">Summary and Idea Sheet #2</a><br />
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How do you creatively use Google Earth in your classroom? Share your tips with us in the comments below!<br />
<div class="separator" style="clear: both; text-align: center;"><a href="http://www.starrmatica.com/"><img border="0" height="93" i8="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh7Qnr_VznjCcTq9eKszcKGfEGYV44g_70HpL6jLWhL6a1p2E9zU-53Z_-_VMjjTxV7k605IW9PNJsFMUqJlSVURfgsQDlPaMmu-1UgNO45l7vv5lTE_82kolTnydVEp7N2XM-d9QfI1Cs/s400/IWInsights+Banner+3800.png" width="400" /></a></div>Emily Starr, CEO StarrMatica.comhttp://www.blogger.com/profile/07737402980846358373noreply@blogger.com0tag:blogger.com,1999:blog-4742361519893731161.post-53191483893839887322011-03-28T08:54:00.000-05:002011-03-28T08:54:34.757-05:00Bloom's Taxonomy Part 6: CreatingThis is the final in a series of six posts dedicated to Bloom’s Taxonomy: Teaching Higher Order Thinking Skills with Interactive Online Content. Five previous posts on remembering, understanding, applying, analyzing, and evaluating can be viewed <a href="http://interactivewhiteboardinsights.blogspot.com/2010/11/blooms-taxonomy-with-interactive-online.html">here</a>, <a href="http://interactivewhiteboardinsights.blogspot.com/2010/11/blooms-taxonomy-part-2-understanding.html">here</a>, <a href="http://interactivewhiteboardinsights.blogspot.com/2010/11/blooms-taxonomy-part-3-applying.html">here</a>, <a href="http://interactivewhiteboardinsights.blogspot.com/2011/01/blooms-taxonomy-part-4-analyzing.html">here,</a> and <a href="http://interactivewhiteboardinsights.blogspot.com/2011/02/blooms-taxonomy-part-5-evaluating.html">here</a>. <br />
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Level Six: Creating<br />
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This level includes the skills of constructing, designing, developing, and formulating, Students are asked to create, invent, and produce new products from original ideas.<br />
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Here are three examples of online activities for creating:<br />
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<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhtaM_nKD6N_k5ovsOIRvYewgcq6_KYvCUj7V9iUPv017Zhqp5EsCITuAYCOxEnlL10Cw9sTypbJb8mnQ6aVt4Zmnrb2bNrW-68SZyiTjvwtImEcQOSKgn-UCLco5RvpuX3gOiWCzI1MhY/s1600/writer%2527s+corner.png" imageanchor="1" style="clear: left; cssfloat: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="128" r6="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhtaM_nKD6N_k5ovsOIRvYewgcq6_KYvCUj7V9iUPv017Zhqp5EsCITuAYCOxEnlL10Cw9sTypbJb8mnQ6aVt4Zmnrb2bNrW-68SZyiTjvwtImEcQOSKgn-UCLco5RvpuX3gOiWCzI1MhY/s200/writer%2527s+corner.png" width="200" /></a></div><a href="http://www.compasslearningodyssey.com/sample_act/reading_k/kreading_w_mary.html">K-2 Writer’s Corner</a><br />
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Young students can create an online printable story background with dynamic settings, characters and items as the foundation for their own unique and original tales. Have students create and print several backgrounds in a series to demonstrate sequencing or summarizing stories with a beginning, middle, and end.<br />
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<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgeV8kzRcMISk-doircfgL-D0_KpGSKnbT79ArLSrdRWxjIumt6kSEJUPVpi5pgqHz-EX73lssf0h3fS5QpDtsYsdCPkOPSr7zIwetCklSf2UZdrqkS5xHblvH7iisXMoB8KPj-1_iOfWk/s1600/flip+book.png" imageanchor="1" style="clear: left; cssfloat: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="126" r6="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgeV8kzRcMISk-doircfgL-D0_KpGSKnbT79ArLSrdRWxjIumt6kSEJUPVpi5pgqHz-EX73lssf0h3fS5QpDtsYsdCPkOPSr7zIwetCklSf2UZdrqkS5xHblvH7iisXMoB8KPj-1_iOfWk/s200/flip+book.png" width="200" /></a></div><a href="http://www.readwritethink.org/files/resources/interactives/flipbook">3-6 Flip Book</a><br />
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Students become authors online as they create an original printable flip book. Use this resource to guide the creation of structured stories such as cause and effect; compare and contrast; or fact and opinion.<br />
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<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjTSK5LU9kVkRqvHs1v0-G-n6iPD1zmTyMzi1ZhqUVY88Tv5RRLgNrJUkCB5FIz9jlIv55m8FIWNLW6w4iwtYxDii5AwkG6R7ceFvlUXwo3pdDwDpXWoG6dGoJ8XOAyntyMcG-IsJz1aKE/s1600/museum+box.png" imageanchor="1" style="clear: left; cssfloat: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="108" r6="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjTSK5LU9kVkRqvHs1v0-G-n6iPD1zmTyMzi1ZhqUVY88Tv5RRLgNrJUkCB5FIz9jlIv55m8FIWNLW6w4iwtYxDii5AwkG6R7ceFvlUXwo3pdDwDpXWoG6dGoJ8XOAyntyMcG-IsJz1aKE/s200/museum+box.png" width="200" /></a></div><a href="http://museumbox.e2bn.org/creator">K-6 Museum Box</a><br />
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Have students create an online Museum Box as an interesting way to represent a person, historical period, novel, character, or their own life. Students can display text, images, video, sound, and links to web pages which they feel best represent their chosen topic. (Thanks Simple K12 for guiding me to this resource!)<br />
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To learn about more activities for creating and to discover resources for remembering, understanding, applying, analyzing, and evaluating sign up for StarrMatica’s free Webinars: Bloom’s Taxonomy for K-2 and Bloom’s Taxonomy for 3-6: <a href="https://starrmatica.webex.com/mw0305l/mywebex/personalroom/personalroom.do?siteurl=starrmatica&AT=meet&username=estarr">CLICK HERE TO REGISTER</a><br />
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<div class="separator" style="clear: both; text-align: center;"><a href="http://www.starrmatica.com/" style="clear: left; cssfloat: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="93" r6="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh7Qnr_VznjCcTq9eKszcKGfEGYV44g_70HpL6jLWhL6a1p2E9zU-53Z_-_VMjjTxV7k605IW9PNJsFMUqJlSVURfgsQDlPaMmu-1UgNO45l7vv5lTE_82kolTnydVEp7N2XM-d9QfI1Cs/s400/IWInsights+Banner+3800.png" width="400" /></a></div>Emily Starr, CEO StarrMatica.comhttp://www.blogger.com/profile/07737402980846358373noreply@blogger.com0tag:blogger.com,1999:blog-4742361519893731161.post-67332783300821624572011-03-01T18:29:00.001-06:002011-03-01T18:29:47.208-06:00And The Winner Is....The winner of StarrMatica's Valentine's Day Giveaway is.....drum roll, please.....Kathy Schlack! Kathy has won a one year classroom membership to StarrMatica's library of 3,800 K-6 interactive resources with her inspired version of "If You're Happy and You Know It". You can check out her creative comment here: <a href="http://interactivewhiteboardinsights.blogspot.com/2011/02/starrmatica-valentines-day-giveaway.html?showComment=1298918907108#c8761879954334639307">http://interactivewhiteboardinsights.blogspot.com/2011/02/starrmatica-valentines-day-giveaway.html?showComment=1298918907108#c8761879954334639307</a> <br />
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Congratulations, Kathy!<br />
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Thank you for all of your fantastic comments, and if you didn't win, don't worry, check out this entry over at the amazing iLearnTechnology blog for another chance to win! <br />
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<a href="http://ilearntechnology.com/?p=3702">http://ilearntechnology.com/?p=3702</a>Emily Starr, CEO StarrMatica.comhttp://www.blogger.com/profile/07737402980846358373noreply@blogger.com0tag:blogger.com,1999:blog-4742361519893731161.post-26593940682312678982011-02-21T08:38:00.000-06:002011-02-21T08:38:21.296-06:00Bloom's Taxonomy Part 5: EvaluatingThis is the fifth in a series of six posts dedicated to Bloom’s Taxonomy: Teaching Higher Order Thinking Skills with Interactive Online Content. Four previous posts on remembering, understanding, applying, and analyzing can be viewed <a href="http://interactivewhiteboardinsights.blogspot.com/2010/11/blooms-taxonomy-with-interactive-online.html">here</a>, <a href="http://interactivewhiteboardinsights.blogspot.com/2010/11/blooms-taxonomy-part-2-understanding.html">here</a>, <a href="http://interactivewhiteboardinsights.blogspot.com/2010/11/blooms-taxonomy-part-3-applying.html">here</a>, and <a href="http://interactivewhiteboardinsights.blogspot.com/2011/01/blooms-taxonomy-part-4-analyzing.html">here</a>.<br />
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Level Five: Evaluating<br />
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This level includes the skills of assessing, recommending, choosing, justifying and rating. Students are asked to critique, to judge, to make recommendations and to justify those recommendations.<br />
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Here are two examples of online activities for evaluating:<br />
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<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh3KR_oRTgEByVMVSfPy6_ms4QZS5t-FCmsbeEKTZapoB98wQL8qBFRoW8awBIOQD6-l-CDWi8QVFTxDGYGuu8fPl-zBSNB14SXFJMxRbPh_V_4rTFp4FBFUoBmBa68_VR0NjItw5JTyso/s1600/bar+graph.png" imageanchor="1" style="clear: left; cssfloat: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="155" j6="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh3KR_oRTgEByVMVSfPy6_ms4QZS5t-FCmsbeEKTZapoB98wQL8qBFRoW8awBIOQD6-l-CDWi8QVFTxDGYGuu8fPl-zBSNB14SXFJMxRbPh_V_4rTFp4FBFUoBmBa68_VR0NjItw5JTyso/s200/bar+graph.png" width="200" /></a></div><br />
<a href="http://www.amblesideprimary.com/ambleweb/mentalmaths/grapher.html">K-2 Bar Graph Creator</a><br />
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Ask your students to create a bar graph to represent data they have gathered and then draw conclusions from that data.<br />
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<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh99egFY4Zwm2cmBBtVKtWPFQiAQYPAB9PE_0whKpW3gWRS71zghiNflyAqFSk0t7Ajxz1BWDzoVr4rwHARgSiI7zrfNP0lE1Lqc0HP0iyyz-LU3WVAOw4eIGm8j7a3Onk4l_kojDyxspI/s1600/Perp+Walk.png" imageanchor="1" style="clear: left; cssfloat: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="138" j6="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh99egFY4Zwm2cmBBtVKtWPFQiAQYPAB9PE_0whKpW3gWRS71zghiNflyAqFSk0t7Ajxz1BWDzoVr4rwHARgSiI7zrfNP0lE1Lqc0HP0iyyz-LU3WVAOw4eIGm8j7a3Onk4l_kojDyxspI/s200/Perp+Walk.png" width="200" /></a></div><br />
<a href="http://www.fffbi.com/games/perp">3-6 Perp Walk </a><br />
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Students listen to suspect interviews and evaluate their answers before choosing the true criminal.<br />
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To learn about more activities for evaluating and to discover resources for remembering, understanding, analyzing, evaluating, and creating, sign up for StarrMatica’s free Webinars: Bloom’s Taxonomy for K-2 and Bloom’s Taxonomy for 3-6: <a href="https://starrmatica.webex.com/mw0305l/mywebex/personalroom/personalroom.do?siteurl=starrmatica&AT=meet&username=estarr">CLICK HERE TO REGISTER</a><br />
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<div class="separator" style="clear: both; text-align: center;"><a href="http://www.starrmatica.com/"><img border="0" height="92" j6="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh7Qnr_VznjCcTq9eKszcKGfEGYV44g_70HpL6jLWhL6a1p2E9zU-53Z_-_VMjjTxV7k605IW9PNJsFMUqJlSVURfgsQDlPaMmu-1UgNO45l7vv5lTE_82kolTnydVEp7N2XM-d9QfI1Cs/s400/IWInsights+Banner+3800.png" width="400" /></a></div>Emily Starr, CEO StarrMatica.comhttp://www.blogger.com/profile/07737402980846358373noreply@blogger.com0tag:blogger.com,1999:blog-4742361519893731161.post-78936034646810772392011-02-14T08:57:00.001-06:002011-02-14T09:01:05.505-06:00A StarrMatica Valentine's Day Giveaway!<div class="separator" style="clear: left; cssfloat: left; float: left; margin-bottom: 1em; margin-right: 1em; text-align: center;"><a href="http://www.starrmatica.com/"><img border="0" h5="true" height="156" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgBep1eTkGA76fB9gGXYcOWIrChRYxNMjBF07TBGoeA58c8I0NJYosAYaBuX61_m9-01T2WJSdYidjokP0XonjQAg-4tNAVEeklF0LIwrpArxLtgVEQQTgVfE_CinaWPMraKnsc5Wk8Rxs/s200/Rounding-Round+3+Trading+Post.JPG" width="200" /></a></div><strong>Read below to learn how you could have a chance to win a 1-year StarrMatica Classroom Membership valued at $300!</strong><br />
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• Do you spend too much time getting your interactive lessons ready?<br />
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• Is your interactive whiteboard used less often than it could be because you don’t have time to create content?<br />
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• Do you wish you had lessons already prepared to be used on your interactive whiteboard?<br />
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<a href="http://www.starrmatica.com/">StarrMatica</a> is in the business of making your life easier. If you’re a teacher, busy, and have interactive whiteboards, StarrMatica’s got your back with a solution made by a teacher for teachers. <br />
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StarrMatica is a Prometheus award winning educational publishing company founded, owned and operated entirely by teachers on a mission to help fellow educators transform their classrooms with technology.<br />
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StarrMatica’s main focus is an online library of over<strong> 3,800 K-6 reading, math, and science simulations, animations, activities, games and assessments</strong> searchable by grade, topic, National Core Curriculum, state standards and textbook curriculums. StarrMatica is used on every brand of interactive technology by thousands of teachers and students every day.<br />
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Visit the <a href="http://www.starrmatica.com/kids">StarrMatica Kids</a> page to check out a sample of StarrMatica’s activities or sign up for a <span id="goog_1276830809"></span><a href="http://www.starrmatica.com/free">one week free trial<span id="goog_1276830810"></span></a> to get a taste of what StarrMatica offers and how useful this membership could be for your classroom.<br />
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<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhcAw_swT5lLEfyQwYJTRSA2ZW09OMbGcia7KvTK1DZl3ogGpvq68EgDBBZ5RUfAAUZK0u8NYmOgX8DQdz3SE9qh4AIMDCkVjaxExQHkWzuwfw7hyphenhyphenvIrdaFSslSkOoVw9lFKn0F16nlzTo/s1600/StarrMatica+Learning+Systems+Logo.png" imageanchor="1" style="clear: right; cssfloat: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" h5="true" height="95" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhcAw_swT5lLEfyQwYJTRSA2ZW09OMbGcia7KvTK1DZl3ogGpvq68EgDBBZ5RUfAAUZK0u8NYmOgX8DQdz3SE9qh4AIMDCkVjaxExQHkWzuwfw7hyphenhyphenvIrdaFSslSkOoVw9lFKn0F16nlzTo/s200/StarrMatica+Learning+Systems+Logo.png" width="200" /></a></div><em>Contest Rules</em><br />
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1. Leave a comment on this post stating how you would use a StarrMatica Classroom Membership to enhance instruction or students’ learning.<br />
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2. To receive<strong> TWO additional entries</strong>, leave a comment (a copy is fine) on the <em>Giveaway Posts</em> on <a href="http://www.facebook.com/starrmatica">StarrMatica Learning Systems Facebook Page</a> and on <a href="http://interactivecontentcorner.com/2011/02/14/a-starrmatica-valentines-day-giveaway/">Interactive Content Corner Blog</a>.<br />
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3. The winner will be randomly chosen and announced here on <strong>Monday, February 28th</strong>.<br />
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(Leave only one comment. Duplicate comments will be deleted. All comments are moderated so they may not show up right away. Please make sure you fill out the applicable comment fields so that you may be reached if you win.)<br />
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Good luck!Emily Starr, CEO StarrMatica.comhttp://www.blogger.com/profile/07737402980846358373noreply@blogger.com3tag:blogger.com,1999:blog-4742361519893731161.post-58021996563230783842011-01-26T16:50:00.004-06:002011-02-11T16:56:56.895-06:00Bloom's Taxonomy Part 4: AnalyzingThis is the fourth in a series of six posts dedicated to Bloom’s Taxonomy: Teaching Higher Order Thinking Skills with Interactive Online Content. Three previous posts on remembering, understanding and applying can be viewed <a href="http://interactivewhiteboardinsights.blogspot.com/2010/11/blooms-taxonomy-with-interactive-online.html">here</a>, <a href="http://interactivewhiteboardinsights.blogspot.com/2010/11/blooms-taxonomy-part-2-understanding.html">here</a> and <a href="http://interactivewhiteboardinsights.blogspot.com/2010/11/blooms-taxonomy-part-3-applying.html">here</a>.<br />
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Level Four: Analyzing<br />
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This level includes the skills of examining, investigating, and comparing. Students are asked to explain patterns and meaning and to examine information for details and main ideas.<br />
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Here are two examples of online activities for analyzing:<br />
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<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiFBmsgkqVijfECfJHERkBn_MBbbJ8TyYFroDl6oyZ4Bc4zacZnf77Wd__-_qX8IBjKyhg9CytMEB-b8oE2tl54SP20azaUANEUTnTM7kq2zbqn860Yr-gP3msvvHT7bcDOjWbkbnZZO_M/s1600/cvc+maker.png" imageanchor="1" style="clear: left; cssfloat: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="181" s5="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiFBmsgkqVijfECfJHERkBn_MBbbJ8TyYFroDl6oyZ4Bc4zacZnf77Wd__-_qX8IBjKyhg9CytMEB-b8oE2tl54SP20azaUANEUTnTM7kq2zbqn860Yr-gP3msvvHT7bcDOjWbkbnZZO_M/s200/cvc+maker.png" width="200" /></a></div><br />
<a href="http://www.crickweb.co.uk/ks1literacy.html#cvcmaker">K-2 CVC Maker</a><br />
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Students create CVC words, compare them for similarities and differences, and group them according to common characteristics.<br />
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<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg-81RthpuS-SfU2_DKvG6_1xJ4bfwWfXIPiIWMCSCI-zQbRdYTfkcijkdvuFD0o1ApmFYnWnLaEy3NvLc-I9X0cnZucjjTHa1Mdz4iYu_UoqYQlRlzgQJDEPjZxx5VZ7AqJhQA9mLOwEQ/s1600/experimental.png" imageanchor="1" style="clear: left; cssfloat: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="146" s5="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg-81RthpuS-SfU2_DKvG6_1xJ4bfwWfXIPiIWMCSCI-zQbRdYTfkcijkdvuFD0o1ApmFYnWnLaEy3NvLc-I9X0cnZucjjTHa1Mdz4iYu_UoqYQlRlzgQJDEPjZxx5VZ7AqJhQA9mLOwEQ/s200/experimental.png" width="200" /></a></div><a href="http://www.starrmatica.com/">3-6 Probability Experimental Results </a><br />
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Students conduct a probability experiment by drawing colored balls from a tub. Students compare the theoretical results to the experimental results and determine how the number of trials in an experiment affects that relationship. (NOTE: You must register for a <a href="http://www.starrmatica.com/">StarrMatica Free Trial</a> to view this resource. Once logged in, choose Probability from the Index and select the Experimental Results link.)<br />
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To learn about more activities for analyzing and to discover resources for remembering, understanding, analyzing, evaluating, and creating, sign up for StarrMatica’s free Webinars: <strong><em>Bloom’s Taxonomy for K-2 and Bloom’s Taxonomy for 3-6</em></strong>: <a href="https://starrmatica.webex.com/mw0305l/mywebex/personalroom/personalroom.do?siteurl=starrmatica&AT=meet&username=estarr">CLICK HERE TO REGISTER</a><br />
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<div class="separator" style="clear: both; text-align: center;"><a href="http://www.starrmatica.com/"><img border="0" height="93" s5="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgegNpqgRGJQkg2mLqWw3Lg87kUL1LzQfU0i1WKUwNZ5Lw5NY3IWov7bWmtUM6KXj0U9i9y1ESO6ZxO-Mn99fNv8NSOvtTVQj7nxdjMcP9Kqk38dxdBfCq8UiA14_x_-D3iGzTDavp4sF8/s400/IWInsights+Banner+3800.png" width="400" /></a></div>Emily Starr, CEO StarrMatica.comhttp://www.blogger.com/profile/07737402980846358373noreply@blogger.com0tag:blogger.com,1999:blog-4742361519893731161.post-27901251347823236602010-11-23T08:00:00.014-06:002010-12-20T15:45:01.557-06:00Bloom's Taxonomy Part 3: ApplyingThis is the third in a series of six posts dedicated to Bloom’s Taxonomy: Teaching Higher Order Thinking Skills with Interactive Online Content. Two previous posts on remembering and understanding can be viewed <a href="http://interactivewhiteboardinsights.blogspot.com/2010/11/blooms-taxonomy-with-interactive-online.html">here</a> and <a href="http://interactivewhiteboardinsights.blogspot.com/2010/11/blooms-taxonomy-part-2-understanding.html">here</a>.<br />
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Level Three: Apply<br />
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This level includes the skills of solving, illustrating, showing, classifying and completing. These activities require students to use their knowledge in a new situation. Students move beyond basic identification or comprehension and apply their knowledge of one or more concepts to answer more complex questions.<br />
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Here are two examples of online activities for applying:<br />
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<div class="separator" style="clear: both; text-align: center;"><a href="http://www.kenttrustweb.org.uk/kentict/content/games/foamPhonemes_v10.html" style="clear: left; cssfloat: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="137" px="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjZihss3zAifJM33nphEqsPUGAE0KNVDMr-2q5-MUs3oLvCir6kLfXRT_9qehXSRdEuK7NgBS2i-kdfwbtdRsDonuK2M1K2y2awGcej4tqUoBDPcSmEegxS0RdDBvgrdocqF44mb12ZqyQ/s200/Foam+Phonemes.png" width="200" /></a></div><em><strong><a href="http://www.kenttrustweb.org.uk/kentict/content/games/foamPhonemes_v10.html">K-2 Foam Phonemes</a></strong></em><br />
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Students select foam letters and letter combinations to shoot into the air where they can join their selections to create words.<br />
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<div class="separator" style="clear: both; text-align: center;"><a href="http://www.ngfl-cymru.org.uk/vtc/ngfl/maths/cynnal/slabs/saesneg/paving_slabs.swf" style="clear: left; cssfloat: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="140" px="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjyioPjpsysIrBeWrfOgVcAHrLgwdCSPQEYA-Oy0Pcg4oAxcE5T7pGyYREXefRVAWYTqvQLPSFYI8JloMRlSn2sGr103LlxZoDlT7aNpZ6fHw6d_z10xaGmkirQPzizusHv9Eod_6WQFQ8/s200/Paving+Slabs.png" width="200" /></a></div><em><strong><a href="http://www.ngfl-cymru.org.uk/vtc/ngfl/maths/cynnal/slabs/saesneg/paving_slabs.swf">3-6 Paving Slabs Problem</a></strong></em><br />
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Students use their knowledge of perimeter and area to figure out the number of paving slabs needed to enclose a rectangular garden area.<br />
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To learn about more activities for applying and to discover resources for remembering, understanding, analyzing, evaluating, and creating, sign up for StarrMatica’s free Webinars: <strong><em>Bloom’s Taxonomy for K-2 and Bloom’s Taxonomy for 3-6</em>: <a href="https://starrmatica.webex.com/mw0305l/mywebex/personalroom/personalroom.do?siteurl=starrmatica&AT=meet&username=estarr"><span style="color: #073763;">CLICK HERE TO REGISTER</span></a></strong><br />
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<div class="separator" style="clear: both; text-align: center;"><a href="http://www.starrmatica.com/"><img border="0" height="92" n4="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgegNpqgRGJQkg2mLqWw3Lg87kUL1LzQfU0i1WKUwNZ5Lw5NY3IWov7bWmtUM6KXj0U9i9y1ESO6ZxO-Mn99fNv8NSOvtTVQj7nxdjMcP9Kqk38dxdBfCq8UiA14_x_-D3iGzTDavp4sF8/s400/IWInsights+Banner+3800.png" width="400" /></a></div>Emily Starr, CEO StarrMatica.comhttp://www.blogger.com/profile/07737402980846358373noreply@blogger.com0tag:blogger.com,1999:blog-4742361519893731161.post-14194667673145124932010-11-16T08:00:00.001-06:002010-11-16T08:00:11.497-06:00Bloom's Taxonomy Part 2: UnderstandingThis is the second in a series of six posts dedicated to Bloom’s Taxonomy: Teaching Higher Order Thinking Skills with Interactive Online Content. The first post on remembering can be viewed <a href="http://interactivewhiteboardinsights.blogspot.com/2010/11/blooms-taxonomy-with-interactive-online.html">here</a>.<br />
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Level Two: Understand<br />
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This level includes the skills of explaining, predicting, restating, discussing, outlining and comparing. These activities go one step beyond basic skill building by requiring students to demonstrate comprehension of a concept.<br />
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Here are two examples of online activities for understanding:<br />
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<div class="separator" style="clear: both; text-align: center;"><a href="http://www.oswego.org/ocsd-web/games/DogBone/gamebone.html" style="clear: left; cssfloat: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="146" px="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjQLp_mZsZ5J8Cc7QttnbpOYaG3PHE8t4np_CZmKnUt-42spTSf23LKuma5XdPBpyDixpHc0gqTZAnN7iFNJ0P2mqdsuPApsedM-ywUeaLXI_NOW2dilkQDw4v1IV9R84aQUdrHIdvgbuU/s200/Give+The+Dog+A+Bone.png" width="200" /></a></div><br />
<em><strong><a href="http://www.oswego.org/ocsd-web/games/DogBone/gamebone.html">K-2 Give the Dog a Bone</a></strong></em><br />
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Students demonstrate their understanding of the number line and skip counting by identifying the correct square hiding the given number.<br />
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<div class="separator" style="clear: both; text-align: center;"><a href="http://www.shodor.org/interactivate/activities/PatternGenerator/" style="clear: left; cssfloat: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="120" px="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhf4i68kc4SXl9LpHewf5DfSyVUa9icrWVAsDv0Zdh2Z_d_5TcQXTqDFXDIzYjSvI3gMToEnNsqzWNFoXES4al50j2WkERcIVvE1pcla2Ui7r9KtZxweeZsAK1nhs7aX0g5zhn83Zr1_1c/s200/Patterns.png" width="200" /></a></div><br />
<em><strong><a href="http://www.shodor.org/interactivate/activities/PatternGenerator/">3-6 Complete the Pattern</a></strong></em><br />
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Students use their knowledge of patterns to complete a given pattern. They can choose from three levels of difficulty.<br />
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To learn about more activities for understanding and to discover resources for remembering, applying, analyzing, evaluating, and creating, sign up for StarrMatica’s free Webinars: <em><strong>Bloom’s Taxonomy for K-2 and Bloom’s Taxonomy for 3-6</strong></em>:<span style="color: #073763;"> </span><a href="https://starrmatica.webex.com/mw0305l/mywebex/personalroom/personalroom.do?siteurl=starrmatica&AT=meet&username=estarr"><span style="color: #073763;"><strong>CLICK HERE TO REGISTER</strong></span></a><br />
<div class="separator" style="clear: both; text-align: center;"><a href="http://www.starrmatica.com/"><img border="0" height="93" px="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgegNpqgRGJQkg2mLqWw3Lg87kUL1LzQfU0i1WKUwNZ5Lw5NY3IWov7bWmtUM6KXj0U9i9y1ESO6ZxO-Mn99fNv8NSOvtTVQj7nxdjMcP9Kqk38dxdBfCq8UiA14_x_-D3iGzTDavp4sF8/s400/IWInsights+Banner+3800.png" width="400" /></a></div>Emily Starr, CEO StarrMatica.comhttp://www.blogger.com/profile/07737402980846358373noreply@blogger.com0tag:blogger.com,1999:blog-4742361519893731161.post-42487816870588088902010-11-10T10:26:00.022-06:002010-11-11T13:24:08.208-06:00Bloom's Taxonomy with Interactive Online Content<div>I have had the privilege over the past five years of observing interactive whiteboards being used in hundreds of classrooms through the United States. Through my observations, by reading blog posts, by viewing interactive lessons shared on manufacturers’ sites, and by talking with teachers across the country, a shared question has emerged that needs to be addressed: How do I use this technology to encourage higher order thinking skills? </div><div></div><br />
<div></div>Most of the interactive lessons I have observed and see on lesson sharing sites are basic skill building activities using matching, drag and drop, or multiple choice questions. Those activities do have a place in the classroom--particularly during center time when students are completing an activity that has been designed for independent practice or during guided practice when you are conducting a formative assessment to see which students require additional assistance.<br />
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<div></div>I encounter interactive lessons that are built to encouraging higher order thinking skills much less frequently than their skill building counterparts. Part of the reason may be that at first glance, it seems more difficult and time consuming to plan an interactive lesson that encourages higher order thinking skills. But, it doesn’t have to be!<br />
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<div></div><div>At StarrMatica, our mission is to provide teachers with a library of standards-aligned interactive content so they can spend less time searching for content or creating original lessons and more time planning how to integrate interactive content effectively into their daily classroom instruction. To that end, this is the first in a series of six posts that will be dedicated to <em>Bloom’s Taxonomy: Teaching Higher Order Thinking Skills with Interactive Online Content</em>.<br />
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</div><div>Level One: Remember<br />
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</div><div>This level includes the skills of listing, writing, telling, naming, describing, matching and labeling. These are the basic skill building types of activities that many teachers utilize on their interactive whiteboards. There are several benefits to using interactive online content at the remembering level. </div><ul><li>It saves time. As a teacher, you don’t have to spend time creating an activity in your interactive whiteboard software.</li>
<li>An online activity can add colorful graphics, sound effects, and animations that will get the attention of your students and motivate them to participate. </li>
<li>Some online activities keep a score record so you can review results.</li>
<li>Some online activities provide several levels of difficulty, two player modes or competition versus students in other locations.</li>
</ul><div>Here are two examples of online activities for remembering: </div><div class="separator" style="clear: both; text-align: center;"><a href="http://www.teacherled.com/resources/bubble/buboddload.html" style="clear: left; cssfloat: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="139" px="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg_v3JdZ7fsy3sJ04ZjDlqRaf4ljruS7gmYI-yqPvqBYN2y-5wNjQT8_imTXDkaZZX2xlW3hHDucFGqj5CCSdTtWnvYoO0kKQxWCbTTUwtrJ4zl3OjfMfH-cFfS5eIV4v65AacvZJcls7U/s200/Bubble+Burst.png" width="200" /></a></div><br />
<strong><em><span id="goog_2031540393"></span><a href="http://www.teacherled.com/resources/bubble/buboddload.html">K-2-- Bubble Burst</a></em></strong><br />
This activity encourages students to name odd numbers by quickly bursting bubbles labeled with the correct answers in a game environment.<br />
<div class="separator" style="clear: both; text-align: center;"><a href="http://mathematics.hellam.net/maths2000/shapes.html" style="clear: left; cssfloat: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="148" px="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgwq2BoDLGHJ6TSRy1G-9B6Gy0D10b6DNhB6hTYjWDIa9zerfuz9dknPPNvL9h-bHysUO0-RfWfDHXOkaAGbdBNN1r8I4InVPvUSPmRH4j4eMcl8IVbwA6UwcyZ4ppYZPbqmnRNfFq_eqo/s200/2D+Evil+Robots.png" width="200" /></a></div><br />
<strong><em><a href="http://mathematics.hellam.net/maths2000/shapes.html">3-6-- 2-D Shapes Evil Robots</a></em></strong><br />
<div></div>This activity encourages students to identify 2-D shapes by placing them in the containers labeled with the correct names before being caught by the evil robots.<br />
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To learn about more activities for remembering and to discover resources for understanding, applying, analyzing, evaluating, and creating, sign up for StarrMatica’s free Webinars: <em><strong>Bloom’s Taxonomy for K-2 and Bloom’s Taxonomy for 3-6</strong></em>:<strong> </strong><a href="https://starrmatica.webex.com/mw0305l/mywebex/personalroom/personalroom.do?siteurl=starrmatica&AT=meet&username=estarr"><strong><span style="color: #073763;">CLICK HERE TO REGISTER</span></strong></a><br />
<div></div><div class="separator" style="clear: both; text-align: center;"><a href="http://www.starrmatica.com/"><img border="0" height="92" px="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgegNpqgRGJQkg2mLqWw3Lg87kUL1LzQfU0i1WKUwNZ5Lw5NY3IWov7bWmtUM6KXj0U9i9y1ESO6ZxO-Mn99fNv8NSOvtTVQj7nxdjMcP9Kqk38dxdBfCq8UiA14_x_-D3iGzTDavp4sF8/s400/IWInsights+Banner+3800.png" width="400" /></a></div><div></div>Emily Starr, CEO StarrMatica.comhttp://www.blogger.com/profile/07737402980846358373noreply@blogger.com0tag:blogger.com,1999:blog-4742361519893731161.post-51956550843139546992010-10-17T20:53:00.004-05:002010-10-18T12:21:06.475-05:00Why I Left Teaching: A Personal Example for the Ed Reform Movement<em>This post is part of the REBEL Education Reform Blogs Movement. Posts from my fellow bloggers can be found here: </em><a href="http://www.wallwisher.com/wall/REBELSbloggers"><em>http://www.wallwisher.com/wall/REBELSbloggers</em></a><br />
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<strong>Ed Reform Focus: The Teaching Profession</strong> <br />
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So much has been written about Education Reform in the last few months that when it came time to write this post for Ed Reform, I struggled with what I could possibly have to say that someone before me hasn’t already contributed.<br />
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I eventually came to the conclusion that I can only share what I know best—my story--my unique experience as an elementary teacher who left the classroom to start a business in the field of education. There aren’t many of us out there, and I certainly never imagined I would be running a company for my long term career. When I began teaching in the fall of 2001, I planned on being in the classroom for the next 35-45 years. So why did I leave teaching, and how can my experience shed light on needed changes in our profession?<br />
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This week I read several blog posts referencing the McKinsey report: <a href="http://www.mckinsey.com/clientservice/Social_Sector/our_practices/Education/Knowledge_Highlights/Closing_the_talent_gap.aspx">http://www.mckinsey.com/clientservice/Social_Sector/our_practices/Education/Knowledge_Highlights/Closing_the_talent_gap.aspx</a><br />
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The report shares that only 23% of US teachers are top college graduates and that teacher attrition is an issue in the United States. The report was applicable to my personal journey as an educator because I graduated at the very top of my class, and after five years of teaching, I left. <br />
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So what would have kept me in the classroom?<br />
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Money always seems to be the first factor examined when discussing how to attract and retain top talent to the teaching profession. Here in Eastern Iowa, I started at $22,000. I lived in a room in my parent’s house for the first two years of teaching until I got married and was able to combine my salary with my physical therapist husband to purchase our own home. One of my colleagues who was also a first year teacher had her own apartment, but by the time she paid for rent, utilities, gas and groceries, the last week of the month she spent eating bread and butter sandwiches because that was all she could afford until the next paycheck came. So yes, for beginning teachers in particular who are less likely to have a two income household, salary is a factor. <br />
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However, there are several other factors that would have played a more important role in keeping me in the profession and may be instrumental in helping all teachers perform at their highest levels for the benefit of students.<br />
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<strong>#1 Respect for the profession</strong><br />
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Maybe this is simply a matter of teachers having the opportunity to educate the public about our profession. It is important for parents and the community to better understand what happens in the classroom on a daily basis from a teacher’s perspective.<br />
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<strong>#2 A focus on teaching</strong><br />
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Maybe this is more of an elementary teacher issue, but have you ever noticed all of the non-academic demands placed on teachers? In my school they included: Creating bulletin boards, recess duty, lunch duty, weekly fluoride, business partner activities, and to some extent, classroom management and correcting papers--add to that district curriculum mapping, state career development plans, technology tracking, and enormous mounds of bureaucratic paperwork—and the end result is a teacher looking for time to plan learning experiences and deliver instruction. Maybe we should take a page from universities with teaching assistants where professors are the subject matter experts who only design and deliver lessons. I have always felt if I were able to focus my efforts on teaching I would have had increased time to individualize instruction for my students rather than feeling like I was teaching to the masses.<br />
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<strong>#3 Small Class Size</strong><br />
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I was fortunate in this area . My largest class was 24 and my smallest 19. Fewer students = more individual attention, more personalized learning, and more time to respond to individual needs.<br />
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<strong>#4 Time To Prepare</strong><br />
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Confession: I am a perfectionist. I wanted every lesson in my classroom to be exciting, interesting and effective. As a result, I worked every night and at least one full day every weekend on lesson planning. Yes, in subsequent years I could reuse materials, but they always required modification from my experience the previous year and for this year’s specific group of students. As a result, by the end of five years of teaching, I was burnt out. I didn’t have enough opportunity to relax and engage in my personal life so I could re-energize for my work with my students. I believe this factor would be remedied along with a solution to #2.<br />
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<strong>#5 Flexible Schedule</strong><br />
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After leaving classroom, this is one fringe benefit of the traditional business world that I have truly enjoyed. I have the ability to schedule travel anytime not just around the school calendar. While this may seem like a petty request and may be impractical to apply to school reform, I believe it speaks to a quality of life issue regarding the life experiences that teachers are asked to sacrifice. <br />
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<strong>#6 Support</strong><br />
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Administrative and parental support for academic and behavioral issues in the classroom is essential. Children will not respect teachers who are undermined by other adults. Without that mutual respect, classroom management is more difficult leading to reduced instructional effectiveness. (Note: I worked with an incredibly supportive principal and my students’ parents were fantastic. I know how important those two factors were to my success as an educator.)<br />
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<strong>#7 Equal accountability</strong><br />
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I am accountable for the learning of the students in my classroom, and my students and their parents should be equally accountable. I can give 100% and do everything in my power to make learning relevant, to be entertaining and engaging, and to motivate my students to learn, but I can’t do it for them. They must also give 100% and work with their parents at home who are 100% participating in their child’s education. And for those students where parent participation it isn’t possible because of jobs or other family circumstances, we need to create a support system so those students can experience support for their education from adults other than their teacher.<br />
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I realize these examples are drawn from my personal experience in my small microcosm in Eastern Iowa. However, there are common human emotions, motivations, and experiences, so perhaps my journey can inform the efforts of reformers in other parts of the country. I realize it is easier to express what needs to be fixed than it is to offer solutions, but this is where I will defer to those more qualified to design scalable reforms that will impact large numbers of students more effectively than I could offer based on my single classroom experience. <br />
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I left the classroom because of a combination of these factors as well as the desire to make a difference in education in ways I could not within the walls of my classroom. Since founding StarrMatica five years ago, I have had the opportunity to impact thousands of students by making teaching with interactive content easier and less time consuming for their teachers. As teachers, we need to find the space in which we can uniquely contribute to ed reform and use our time and talents to improve our profession in small ways for the benefit of educators everywhere.<br />
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgegNpqgRGJQkg2mLqWw3Lg87kUL1LzQfU0i1WKUwNZ5Lw5NY3IWov7bWmtUM6KXj0U9i9y1ESO6ZxO-Mn99fNv8NSOvtTVQj7nxdjMcP9Kqk38dxdBfCq8UiA14_x_-D3iGzTDavp4sF8/s1600/IWInsights+Banner+3800.png" imageanchor="1" style="clear: left; cssfloat: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" ex="true" height="93" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgegNpqgRGJQkg2mLqWw3Lg87kUL1LzQfU0i1WKUwNZ5Lw5NY3IWov7bWmtUM6KXj0U9i9y1ESO6ZxO-Mn99fNv8NSOvtTVQj7nxdjMcP9Kqk38dxdBfCq8UiA14_x_-D3iGzTDavp4sF8/s400/IWInsights+Banner+3800.png" width="400" /></a></div>Emily Starr, CEO StarrMatica.comhttp://www.blogger.com/profile/07737402980846358373noreply@blogger.com4tag:blogger.com,1999:blog-4742361519893731161.post-76629962124054454762010-10-10T14:38:00.044-05:002010-10-12T07:46:36.574-05:00What is StarrMatica?<div class="separator" style="clear: both; text-align: center;"><a href="http://www.starrmatica.com/" style="clear: left; cssfloat: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" ex="true" height="127" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgjIWMnXmpb8-de0VoTQeaDEYvOJJVuB2IR4b9Sr46qEydRTzTYgNu7lyd0MjViIWPqZmkT7ZU8BTrp0UxO5TPUpfwTOm_-oog__P34SKUX1FcFLlTYkoZtlr3BdVVMQ-nVC5ChrCNl_-c/s200/prometheus+award+photo.jpg" width="200" /></a></div>Maybe you have benefitted from our resource sharing on Twitter, become our Facebook fan, or had a conversation with me on #edchat or #elemchat—you may have interacted with our company in many ways but there is still a chance you may not know who we are or what we do. Well, this blog post is for you! If you use interactive technologies, a projector or computers in your classroom, StarrMatica was designed to help you. <br />
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If you are looking for the short answer: StarrMatica is a Prometheus award winning educational publishing company founded, owned and operated entirely by teachers on a mission to help fellow educators transform their classrooms with technology.<br />
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StarrMatica provides member teachers with an online library of over 3,800 K-6 reading and math simulations, animations, activities, games and assessments along with an easy to use search engine to find content by grade, topic, state standard, national core curriculum, and textbook curriculums. <br />
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StarrMatica is the only comprehensive interactive content library currently available that combines Flash animations and activities written by current classrooms teachers with a database of hand selected interactive content from the web. <br />
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All of our standards-aligned content is used by teachers for whole class instruction with interactive technologies and by students on computers at school and at home. <br />
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StarrMatica is used on every brand of interactive technology by thousands of teachers and students every day.<br />
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If you are looking for a more detailed answer, please read on for a visual walk through!<br />
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<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjlUU7RPaBrRbkmVCsh0oiB6zUvnCbmJ4mMgvARc3MNonURyI8HhJTHIPvcRTwFpHRSUpiD0U5jhfINZPzQzIS2cOTO93VWAOP1w_Efv2SVCso4fIh-0rDh_wLTeRQQGAQs0k8deSNIPRg/s1600/Screen+Shot+%231.png" imageanchor="1" style="clear: left; cssfloat: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" ex="true" height="152" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjlUU7RPaBrRbkmVCsh0oiB6zUvnCbmJ4mMgvARc3MNonURyI8HhJTHIPvcRTwFpHRSUpiD0U5jhfINZPzQzIS2cOTO93VWAOP1w_Efv2SVCso4fIh-0rDh_wLTeRQQGAQs0k8deSNIPRg/s200/Screen+Shot+%231.png" width="200" /></a></div>After logging into StarrMatica, teachers may choose from 43 3rd-6th grade reading and math curriculum topics in our index. Once a topic is chosen, the four gears along the top of the screen allow teachers to access different categories of resources that align to their chosen topic.<br />
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<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhGSeDLufBltm_KGKOE2hnBTWS7wuCJ-2ZpL7WjaMKhJ8i5vSui8r4RUuDKArbbfjHMEL2piHPzRrOVQFJzliG1oCWsXIO7KJPLe-ugZqmfTqna-rA5hIznNbi3R1qmfRuAcYEeQl_qPSQ/s1600/Screen+Shot+%232.png" imageanchor="1" style="clear: left; cssfloat: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" ex="true" height="154" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhGSeDLufBltm_KGKOE2hnBTWS7wuCJ-2ZpL7WjaMKhJ8i5vSui8r4RUuDKArbbfjHMEL2piHPzRrOVQFJzliG1oCWsXIO7KJPLe-ugZqmfTqna-rA5hIznNbi3R1qmfRuAcYEeQl_qPSQ/s200/Screen+Shot+%232.png" width="200" /></a></div>The LEARN category contains animations with voiceovers and sound effects that can be used to introduce or review specific concepts. Teachers may use controls in the bottom right corner to fast forward, rewind, pause and play the animation.<br />
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<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg2Q38XYfJ39de1mwbW7gvCBqNVjxWAkMJ32l9MTgpataEItMpQk7PDVB1xjAmIFh1jn9n3RmjYAg6vpwKaGXKZTAqA0BRuIr9laOoclHTqGf_W1_j3Prmk5jKfkjbffauq4IxPYzyeo-c/s1600/Screen+Shot+%233.png" imageanchor="1" style="clear: left; cssfloat: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" ex="true" height="155" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg2Q38XYfJ39de1mwbW7gvCBqNVjxWAkMJ32l9MTgpataEItMpQk7PDVB1xjAmIFh1jn9n3RmjYAg6vpwKaGXKZTAqA0BRuIr9laOoclHTqGf_W1_j3Prmk5jKfkjbffauq4IxPYzyeo-c/s200/Screen+Shot+%233.png" width="200" /></a></div>The PRACTICE category contains activities and games designed to provide practice opportunities for all concepts included in the LEARN section. Some activities are basic skill-based practice while others promote problem solving and higher order thinking skills<br />
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Grade levels are indicated by a series of stars. Red S = 3rd Yellow T = 4th Green A = 5th Blue R = 6th <br />
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<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjv9OWB3TtEL4_v5R7V_XbrcZbzCs87itzzyBNNYJIp5Wo0rUnm_h_XbEUWxNaT02Mnozlb17sXs6LG9aaqTjcOWnS9aW0AbsohrCS3gFoRPt0yNRiHs3wgYz0DiO58P64p5CJe4FNEE2c/s1600/Screen+Shot+%234.png" imageanchor="1" style="clear: left; cssfloat: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" ex="true" height="153" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjv9OWB3TtEL4_v5R7V_XbrcZbzCs87itzzyBNNYJIp5Wo0rUnm_h_XbEUWxNaT02Mnozlb17sXs6LG9aaqTjcOWnS9aW0AbsohrCS3gFoRPt0yNRiHs3wgYz0DiO58P64p5CJe4FNEE2c/s200/Screen+Shot+%234.png" width="200" /></a></div>The TEST, which can be utilized as both a pre- and post-test, is directly aligned to the instructional and practice sections. It is an open response assessment that teachers can use whole class, or individual students can record their answers in text fields and print the test for teachers to review. <br />
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<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhh_Mr4Xch5e2oDfDcHC2qMGRycp_EOrXTfvpbxhnAgE_KEGPZV8F72lZL04gxPxffpLgt9h9FOzzdzRbD7QW5h4tE5D4vWzfyWDAYp_i976rKJQyf5BW7q9llXbiyzm-_Xdwg6AUGCCk8/s1600/Screen+Shot+%235.png" imageanchor="1" style="clear: left; cssfloat: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" ex="true" height="155" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhh_Mr4Xch5e2oDfDcHC2qMGRycp_EOrXTfvpbxhnAgE_KEGPZV8F72lZL04gxPxffpLgt9h9FOzzdzRbD7QW5h4tE5D4vWzfyWDAYp_i976rKJQyf5BW7q9llXbiyzm-_Xdwg6AUGCCk8/s200/Screen+Shot+%235.png" width="200" /></a></div>The RESOURCES category contains links to additional interactive resources related to the lesson topic that can be used to enhance or extend the lesson. All links are ad free and have been described, grade leveled, categorized, and checked for safety. 3,200 links are included in our database. They are grouped into three categories: Virtual Manipulatives, Practice Activities, and Games.<br />
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<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgoMOKyKJYsodobp0coXYD7wU5r32IlgyzZmMGE4nbORgXvb-ucbQDvOQHwFYCoRX_TKVtWIvZ4sEJc4PwOkioGNMu6jjl1_QqFsqxGj4Eardu-KGpPKo_Kh9AVrwesJFp27xJQxziJRk0/s1600/Screen+Shot+%239.png" imageanchor="1" style="clear: left; cssfloat: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" ex="true" height="124" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgoMOKyKJYsodobp0coXYD7wU5r32IlgyzZmMGE4nbORgXvb-ucbQDvOQHwFYCoRX_TKVtWIvZ4sEJc4PwOkioGNMu6jjl1_QqFsqxGj4Eardu-KGpPKo_Kh9AVrwesJFp27xJQxziJRk0/s200/Screen+Shot+%239.png" width="200" /></a></div>Teachers also have the ability to search our library of content by State Standards and the National Core Curriculum. A textbook curriculum search will be launched soon.<br />
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<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiYtGl4SAV6rD7rKcU3oJbTk7PnT9FYZyHyT2w9fAV_AA4iV7CM0zBiU2et1-DeXxTFxFG85SoYGGXFHcU_Z4WKXyZ4fjBiV7CSmkDgkBmH_O8hKAnwHKQuKEvKH9Ccq4zdIcPrIlGG2AE/s1600/Screen+Shot+%2310.png" imageanchor="1" style="clear: left; cssfloat: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" ex="true" height="120" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiYtGl4SAV6rD7rKcU3oJbTk7PnT9FYZyHyT2w9fAV_AA4iV7CM0zBiU2et1-DeXxTFxFG85SoYGGXFHcU_Z4WKXyZ4fjBiV7CSmkDgkBmH_O8hKAnwHKQuKEvKH9Ccq4zdIcPrIlGG2AE/s200/Screen+Shot+%2310.png" width="200" /></a></div>Teachers can also search our K-6 content library to find specific resources narrowed by subject, topic group and topic. For example, a first grade teacher can find reading resources that focus specifically on beginning sounds. A fourth grade teacher can find math resources that focus on measuring angles. Star and circle symbols are used to indicate grade levels in this view as well. All teachers have access to the full library of content to meet the needs of every child in their classrooms.<br />
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<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjDKxIEt0T3sTsypEVKjWBrqyGD0MiQQMRY5fjxAgLMf5YXk78fN6-2IPIyKsjTa7pXneSWoRDfxjvc1qP_q18YBfJ2a4ldI1tQolvcwVOV7vmav-SJv-xDSawVyYicItOhnLOVXXytkP0/s1600/Screen+Shot+%2311.png" imageanchor="1" style="clear: left; cssfloat: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" ex="true" height="143" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjDKxIEt0T3sTsypEVKjWBrqyGD0MiQQMRY5fjxAgLMf5YXk78fN6-2IPIyKsjTa7pXneSWoRDfxjvc1qP_q18YBfJ2a4ldI1tQolvcwVOV7vmav-SJv-xDSawVyYicItOhnLOVXXytkP0/s200/Screen+Shot+%2311.png" width="200" /></a></div>Teachers have the option to use our classroom management system to assign students individual logins. With this feature, scores are recorded when students complete practice and test activities. A student’s first attempt and best attempt are recorded. Students and their parents can also view student progress scores by logging in at home.<br />
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<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg8LO63yjXh1223wGDBWt2_TKnw1MJjivIerAyPoyfK9iLiHx75k8T_jKxL4At1aG4PdAWM7__Mte2q1-Nk_djPrEYCt35eINu2yZRr9vHo_j2AQwNAHuofhiTWvwXSiU5aymnYJMzsXBs/s1600/Screen+Shot+%2313.png" imageanchor="1" style="clear: left; cssfloat: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" ex="true" height="156" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg8LO63yjXh1223wGDBWt2_TKnw1MJjivIerAyPoyfK9iLiHx75k8T_jKxL4At1aG4PdAWM7__Mte2q1-Nk_djPrEYCt35eINu2yZRr9vHo_j2AQwNAHuofhiTWvwXSiU5aymnYJMzsXBs/s200/Screen+Shot+%2313.png" width="200" /></a></div><br />
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Teachers can also use the management system to provide individualized basic facts practice for every student. <br />
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If you are interested in <a href="http://www.starrmatica.com/">StarrMatica</a>, give us a test drive. We are offering <a href="https://starrmatica.webex.com/mw0305l/mywebex/personalroom/personalroom.do?siteurl=starrmatica&AT=meet&username=estarr">six half an hour webinar classes</a> that come with a free four month membership just for attending! Webinars include: Manipulative Mania for K-2 Educators, Manipulative Mania for 3-6 Educators, Blooms Taxonomy With Online Resources for 3-6 Educators, Blooms Taxonomy With Online Resources for K-2 Educators, and Interactive Integration Ideas for K-6 Educators.<br />
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<a href="https://starrmatica.webex.com/mw0305l/mywebex/personalroom/personalroom.do?siteurl=starrmatica&AT=meet&username=estarr">Click here to register</a>, or <a href="http://www.starrmatica.com/contact/form">click here to send me an email</a>. I would love to hear from you!<br />
<div class="separator" style="clear: both; text-align: center;"><a href="http://www.starrmatica.com/"><img border="0" ex="true" height="93" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgegNpqgRGJQkg2mLqWw3Lg87kUL1LzQfU0i1WKUwNZ5Lw5NY3IWov7bWmtUM6KXj0U9i9y1ESO6ZxO-Mn99fNv8NSOvtTVQj7nxdjMcP9Kqk38dxdBfCq8UiA14_x_-D3iGzTDavp4sF8/s400/IWInsights+Banner+3800.png" width="400" /></a></div>Emily Starr, CEO StarrMatica.comhttp://www.blogger.com/profile/07737402980846358373noreply@blogger.com0tag:blogger.com,1999:blog-4742361519893731161.post-27586578378767463902010-09-27T07:08:00.002-05:002010-09-27T07:11:41.512-05:00Big Announcement Revealed!<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhA3F6Xnf2Epj265CCS9z17EiPb_9tZOm8GaHNbRrryOhynuaYB2n4QJzH03tR1MUiE9xEscOqizw358phOUqygGncqnK2tZoH4eu56yb4Rahh7puTTnCKeVo0lieBQL4G-xTFrDpiOQ8Y/s1600/StarrMatica+Screen+Shot.png" imageanchor="1" style="clear: left; cssfloat: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="155" px="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhA3F6Xnf2Epj265CCS9z17EiPb_9tZOm8GaHNbRrryOhynuaYB2n4QJzH03tR1MUiE9xEscOqizw358phOUqygGncqnK2tZoH4eu56yb4Rahh7puTTnCKeVo0lieBQL4G-xTFrDpiOQ8Y/s200/StarrMatica+Screen+Shot.png" width="200" /></a></div>In a national survey last summer, 88% of teachers shared that they would use their interactive technologies more often if they were provided with more content. This was no surprise to us at StarrMatica. As a company of teachers, we know that planning time is limited, so it has been our goal since StarrMatica began to provide our fellow colleagues with a library of interactive content that would save them time and effort while still retaining choice in the resources they use. We believe that instead of spending hours surfing the Internet for interactive content, teachers should be able to quickly find quality resources so they can spend their planning time designing lessons that encourage problem solving and higher order thinking skills utilizing those resources. <br />
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We have been sharing our philosophy with like-minded technology companies, and as a result, big news has been brewing over here at StarrMatica all summer. I am elated to finally be able to share it! Drum roll please……………………………<br />
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We have partnered with eInstruction to provide free interactive content to classrooms nationwide!<br />
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What does this mean for you?<br />
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1. eInstruction customers will receive a six month membership to StarrMatica’s online library of interactive content with all new purchases of mobile interactive whiteboards, interactive dualboards, and student response systems. Customers can visit <a href="http://www.starrmatica.com/einstruction">http://www.starrmatica.com/einstruction</a> to redeem their six month membership.<br />
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2. eInstruction customers using previously purchased technology, may receive a four month membership to the online library by attending a StarrMatica webinar highlighting strategies for integrating interactive content into classroom instruction. Current interactive technology users can sign up for the free webinar plus four month subscription here: <a href="http://www.starrmatica.com/professionaldevelopment">http://www.starrmatica.com/professionaldevelopment</a><br />
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But wait, there’s more! Educators using other brands of interactive technologies, teachers using projectors, teachers using computers—yes, all teachers—can sign up for a free webinar that includes a four month membership to StarrMatica! <br />
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So, head on over to StarrMatica and grab a seat at the webinar that piques your interest—or attend them all! <a href="http://www.starrmatica.com/professionaldevelopment">www.starrmatica.com/professionaldevelopment</a><br />
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Full press release: <a href="http://news.yahoo.com/s/prweb/20100927/bs_prweb/prweb4495734">http://news.yahoo.com/s/prweb/20100927/bs_prweb/prweb4495734</a><br />
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<div class="separator" style="clear: both; text-align: center;"><a href="http://www.starrmatica.com/"><img border="0" height="96" px="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi9m3KBugU7AWsFpqWbbT8eKPWO66sL8AIg3XFK7MDY9Sns1DDcyCkanGqymVhmseoL4FLnxhTjdVPXkb-hp5e_f1TJtCij-QQhArCEqliMe6PuHAnn35BfgX3923m5q2uz6-8kc2RjP0w/s400/IWInsights+Banner.png" width="400" /></a></div>Emily Starr, CEO StarrMatica.comhttp://www.blogger.com/profile/07737402980846358373noreply@blogger.com0tag:blogger.com,1999:blog-4742361519893731161.post-49278947010967890482010-06-24T08:46:00.010-05:002010-09-02T20:53:43.807-05:00Follow #ISTEfreebie for Exhibit Hall Giveaway Updates<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiFnRBt2UUNCWqaAR9CfwgfHmU2PKCx_t-m1LZSAG9uDxdPQPoazDkXeMVX4WxKHYKPGm7gY_08g_gdj_aIGSJD2FRQAd2QIolNSRyLXc0vq3d6upk40kXCzicEHo8qXOirq2kx34sO2mY/s1600/free.jpg" imageanchor="1" style="clear: left; cssfloat: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="113" ru="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiFnRBt2UUNCWqaAR9CfwgfHmU2PKCx_t-m1LZSAG9uDxdPQPoazDkXeMVX4WxKHYKPGm7gY_08g_gdj_aIGSJD2FRQAd2QIolNSRyLXc0vq3d6upk40kXCzicEHo8qXOirq2kx34sO2mY/s200/free.jpg" width="200" /></a></div><br />
I may not be teaching in a fourth grade classroom anymore, but I am still a teacher. And as a teacher, I love the word “free”, which makes the exhibit hall at ISTE10 an exciting place to be! So here’s how I will be helping my colleagues take advantage of all that is free in the ISTE10 exhibit hall.<br />
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Monday, Tuesday and Wednesday, I will be scouring the exhibit hall and tweeting out the best vendor giveaways. (I still use my INTEL insulated mug. Unfortunately, the dozen golf balls from Daktech are resting peacefully at the bottom of a pond, relaxing in overgrown rough or hiding in the hollow of a tree.—They didn’t stand a chance.)<br />
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So I don’t muck up the #ISTE10 stream, I will be tweeting freebies and booth numbers via the hashtag <strong>#ISTE10freebie</strong> Follow <strong>@starrmatica</strong> or the <strong>#ISTE10freebie</strong> hashtag to receive updates, and when you come across an amazing find, share it with the rest of us by adding to the stream!<br />
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Speaking of giveaways, StarrMatica will be giving away 9 classroom memberships to our library of K-6 interactive reading, math and science content throughout the conference. And it couldn’t be easier to win:<br />
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1. I will give away three memberships in the exhibit hall. Be the first to stop by AVI-SPL booth #1675 on Monday, Tuesday or Wednesday and mention this blog post to win that day’s membership.<br />
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2. I will give away one membership at my ISTE Unplugged presentation "3 hours or 3 clicks? The Easy Way to Create Fun, Interactive Lessons" on Monday at 1:00 pm to the first person that mentions this blog post. <a href="http://www.isteunplugged.com/">http://www.isteunplugged.com/</a><br />
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3. I will give away one membership at the Compass Learning Tweet Up on Monday night <a href="http://ow.ly/20v1K">http://ow.ly/20v1K</a> and one at the Simplek12/Promethean Tweet Up on Tuesday night <a href="http://ht.ly/1Te7t">http://ht.ly/1Te7t</a> to the first person who finds me at each party and mentions this blog post.<br />
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4. Not attending ISTE? Not to worry! We will be tweeting away 3 classroom memberships, one each day: Mon., Tues., Wed. at 10 am Mountain Time. Win by being the first to correctly tweet the answer to a question about this article: <a href="http://interactivewhiteboardinsights.blogspot.com/2010/04/ten-questions-you-should-ask-before.html">http://interactivewhiteboardinsights.blogspot.com/2010/04/ten-questions-you-should-ask-before.html</a><br />
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And if you would like a membership for your entire school, we are giving away 50 of those this fall! Visit AVI-SPL booth #1675 to learn how to get one for your building!<br />
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Looking forward to meeting everyone at the conference, and travel safely!<br />
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<div class="separator" style="clear: both; text-align: center;"><a href="http://www.starrmatica.com/for_teachers" imageanchor="1" style="clear: left; cssfloat: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="97" ox="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjsDxSwEky-P1HF7-5fPZhagnAydYGByo-wmVRcmJn8P8t16Bz_x34Ahze5nbpykDXBLPD7zw7SaeYiCkv-a6zw0kgozxpSVUeB65ePQSYxDxEu8yvEHaUVVwmhjogVoXLS2gm1swrDKrQ/s400/IWInsights+Banner.png" width="400" /></a></div>Emily Starr, CEO StarrMatica.comhttp://www.blogger.com/profile/07737402980846358373noreply@blogger.com0tag:blogger.com,1999:blog-4742361519893731161.post-45052797409514934682010-06-23T15:00:00.001-05:002010-09-02T20:58:38.697-05:00Chapter Four: Just For FunGophers <br />
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<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgDjOH1iqFFQlSl67ZEFXPJbwrivy4NvaX_gkBw72GQl5H5MrzgShSE7dl0NjLUJqbBTfUPMO3RbQcTXaqeqTJE-bwj1upzwYfgQ3MaNnPBID4TVS1H_wYAJLsTF_DtEi8oYwIfWVpYhAg/s1600/gophers.jpg" imageanchor="1" style="clear: left; cssfloat: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="138" qu="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgDjOH1iqFFQlSl67ZEFXPJbwrivy4NvaX_gkBw72GQl5H5MrzgShSE7dl0NjLUJqbBTfUPMO3RbQcTXaqeqTJE-bwj1upzwYfgQ3MaNnPBID4TVS1H_wYAJLsTF_DtEi8oYwIfWVpYhAg/s200/gophers.jpg" width="200" /></a></div>The gophers are here to help you relieve some stress.--Great indoor recess activity!<br />
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<a href="http://www.helpkidzlearn.com/games/gophers/gophers.shtm">http://www.helpkidzlearn.com/games/gophers/gophers.shtm</a><br />
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A Walk On The Beach<br />
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<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjynGEkN7PgSfqEPu7lrT-_db9dydO02t7qgjdJAiC1OyosEu3ieDEAiVkvNaMmrFjfpJ7PNDBd3A75UfImmtZbvXo-nWakXyIZr7wwqBAFdxmSrGitFS6N0EONBXStVW5H8TNUYmq7lhg/s1600/footprints.jpg" imageanchor="1" style="clear: right; cssfloat: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="122" qu="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjynGEkN7PgSfqEPu7lrT-_db9dydO02t7qgjdJAiC1OyosEu3ieDEAiVkvNaMmrFjfpJ7PNDBd3A75UfImmtZbvXo-nWakXyIZr7wwqBAFdxmSrGitFS6N0EONBXStVW5H8TNUYmq7lhg/s200/footprints.jpg" width="200" /></a></div>Need a vacation? Take a walk on this virtual beach!<br />
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<a href="http://www.specialdefects.com/v2/">http://www.specialdefects.com/v2/</a><br />
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Bomomo<br />
<div style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none;"><br />
</div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjAnJexCp8W97YTW-fZPd_wQsqbnBhnmWMjI5irmfq38u3W4qgKPtETN8v12CvuFQ5Ne8rWOl9TQAo63M7o7McKAWJyuDDncSpqg2ETG9GF3E-2VLE9JoWvfkOt3T_hpnXm2Fjdx7pEDWY/s1600/bomomo.jpg" imageanchor="1" style="clear: left; cssfloat: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="138" qu="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjAnJexCp8W97YTW-fZPd_wQsqbnBhnmWMjI5irmfq38u3W4qgKPtETN8v12CvuFQ5Ne8rWOl9TQAo63M7o7McKAWJyuDDncSpqg2ETG9GF3E-2VLE9JoWvfkOt3T_hpnXm2Fjdx7pEDWY/s200/bomomo.jpg" width="200" /></a></div><div style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none;">Fill a canvas with color simply by clicking and dragging your mouse. Change the speed at which you move the mouse pointer to add variety to your work.</div><br />
<div style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none;"><a href="http://bomomo.com/">http://bomomo.com/</a></div><div style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none;"><br />
</div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEixPYXtZhBr_RhmfjsdRd87tjEdI0j7lhxpawU9jy25ZsWc9AfTuoo37WXZB4v70t7AIvTa1nYXQbVRaXwg6vBLutvH1GhzdO4pj6eJ02Ymssdou60fq8fxx9u_N66-uIwDTE8n4i3n6oA/s1600/magic+gopher.jpg" imageanchor="1" style="clear: right; cssfloat: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="117" qu="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEixPYXtZhBr_RhmfjsdRd87tjEdI0j7lhxpawU9jy25ZsWc9AfTuoo37WXZB4v70t7AIvTa1nYXQbVRaXwg6vBLutvH1GhzdO4pj6eJ02Ymssdou60fq8fxx9u_N66-uIwDTE8n4i3n6oA/s200/magic+gopher.jpg" width="200" /></a></div>Magic Gopher<br />
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Think of a number and let the magic gopher read your mind.<br />
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<a href="http://www.learnenglish.org.uk/games/magic-gopher-central.swf">http://www.learnenglish.org.uk/games/magic-gopher-central.swf</a><br />
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<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi-0UxFVRx-xMYQktZTL6nwRXqelzIOdTpQLBh32cTDMYQ2-7K1j_R48krckY4hWXACEDXQHmf7_M1YwJ0pIf7Tk3LXVsjqn42bOTiA523dtmKm2SqsFDY-9oCnnBtmYTCK91_WFQdTbR4/s1600/magical+lanterns.jpg" imageanchor="1" style="clear: left; cssfloat: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="117" qu="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi-0UxFVRx-xMYQktZTL6nwRXqelzIOdTpQLBh32cTDMYQ2-7K1j_R48krckY4hWXACEDXQHmf7_M1YwJ0pIf7Tk3LXVsjqn42bOTiA523dtmKm2SqsFDY-9oCnnBtmYTCK91_WFQdTbR4/s200/magical+lanterns.jpg" width="200" /></a></div>Magical Lanterns<br />
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Compose an original tune or just enjoy playing a random melody with these magical musical lanterns.<br />
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<a href="http://pbskids.org/sagwa/games/lantern/index_lantern.html">http://pbskids.org/sagwa/games/lantern/index_lantern.html</a><br />
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<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiapLP82E9bdVWvDEqAvtJrvh8KY1zRthoDIlQxuOQoUN9BE06XKbXPYs0dhqqfNZUc4X3xECb6Oq19c-Q16gRpgHl8BbWmnmvnzaSZ1m_ZBuvOZk3GYqu5XIRpXYe-5_fNwrrNq6E8YVI/s1600/monkey+music.jpg" imageanchor="1" style="clear: right; cssfloat: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="145" qu="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiapLP82E9bdVWvDEqAvtJrvh8KY1zRthoDIlQxuOQoUN9BE06XKbXPYs0dhqqfNZUc4X3xECb6Oq19c-Q16gRpgHl8BbWmnmvnzaSZ1m_ZBuvOZk3GYqu5XIRpXYe-5_fNwrrNq6E8YVI/s200/monkey+music.jpg" width="200" /></a></div>Monkey Music<br />
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Move the monkey around the screen to experiment with various sounds. Disclaimer: This one can get annoying if students are experimenting for an extended period of time. :)<br />
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<a href="http://www.mothergoose.com/Games/flashGames/monkeyMusic.htm">http://www.mothergoose.com/Games/flashGames/monkeyMusic.htm</a><br />
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<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgAkKcTHkWyaI_19yR5Nyis-597tR6F9MARizyc41TZwXajG5SfUCeY8aFzHCqjf8YeSg1ErIh__IQTZh8R4rz2Ir2ypoLZEtqPjr2jdfuEHQz26QZmIaw_phVCmEZuaANx1dr0ANeETgw/s1600/rodent+choir.jpg" imageanchor="1" style="clear: left; cssfloat: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="146" qu="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgAkKcTHkWyaI_19yR5Nyis-597tR6F9MARizyc41TZwXajG5SfUCeY8aFzHCqjf8YeSg1ErIh__IQTZh8R4rz2Ir2ypoLZEtqPjr2jdfuEHQz26QZmIaw_phVCmEZuaANx1dr0ANeETgw/s200/rodent+choir.jpg" width="200" /></a></div>Rodent Choir<br />
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An octave of rat voices is at your disposal to create a new song or play an old favorite--might I suggest “Happy Birthday”? I smell a new classroom birthday tradition brewing!<br />
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<a href="http://www.amblesideprimary.com/ambleweb/clickon/rodentchoir/rodentchoirflash4version.htm">http://www.amblesideprimary.com/ambleweb/clickon/rodentchoir/rodentchoirflash4version.htm</a><br />
<br />
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEilCtkUirStUOd0FFvM1rCCLQSAZMkyflujwiuPUUCnr3HTyjmaBY2mquwvfMxVr7lT2EeQY-s3UAGvCQ6qOJlACjhPm0PW8F05FbK0jgO5cHnwt94NSe0CTPzELLm61A8ylrW_UeeK5fk/s1600/reindeer+orchestra.jpg" imageanchor="1" style="clear: right; cssfloat: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="102" qu="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEilCtkUirStUOd0FFvM1rCCLQSAZMkyflujwiuPUUCnr3HTyjmaBY2mquwvfMxVr7lT2EeQY-s3UAGvCQ6qOJlACjhPm0PW8F05FbK0jgO5cHnwt94NSe0CTPzELLm61A8ylrW_UeeK5fk/s200/reindeer+orchestra.jpg" width="200" /></a></div>Reindeer Orchestra<br />
<br />
The Reindeer Orchestra—it’s not just for holidays anymore! Compose a song or play a seasonal favorite.<br />
<br />
<a href="http://dingo.care2.com/cards/new/0422/Do-a-rain-deer.swf">http://dingo.care2.com/cards/new/0422/Do-a-rain-deer.swf</a><br />
<br />
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjxNJh7poRrRyjdvclVnGVVqJE407mMMYB4gmnwUZ9CnkmP-4boAy3O_lq5Iog0lDSovS7W6Ldrd2kFdXRvDjo2xfSPBQwGqriFN53bN2GMJZtqobANmxBWqt31RdKDPyp4iM79OyUbgpM/s1600/screen+clean.jpg" imageanchor="1" style="clear: left; cssfloat: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="126" qu="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjxNJh7poRrRyjdvclVnGVVqJE407mMMYB4gmnwUZ9CnkmP-4boAy3O_lq5Iog0lDSovS7W6Ldrd2kFdXRvDjo2xfSPBQwGqriFN53bN2GMJZtqobANmxBWqt31RdKDPyp4iM79OyUbgpM/s200/screen+clean.jpg" width="200" /></a></div>Screen Clean<br />
<br />
Make sure to clean the inside of your interactive whiteboard. This is sure to make your students smile!<br />
<br />
<a href="http://www.raincitystory.com/flash/screenclean.swf">http://www.raincitystory.com/flash/screenclean.swf</a><br />
<br />
Thanks @tomwhitby for making me laugh by sharing this resource.<br />
<br />
<div class="separator" style="clear: both; text-align: center;"><a href="http://www.starrmatica.com/for_teachers" imageanchor="1" style="clear: left; cssfloat: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="97" ox="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgnHxu7VceztqV0KWh7zOkwM7jvSNgK0LtHVpG136y5MdwIixOGczOzylzGTIB6X-r0TuAkmQMPI27AGI0sxxp9rOPv9Zh1cRPLcotevwPL1LWjoDS5vLOXx4R72Vb7mj5BsWlE_9UWEMc/s400/IWInsights+Banner.png" width="400" /></a></div><br />
<div class="separator" style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none; clear: both; text-align: center;"></div>Emily Starr, CEO StarrMatica.comhttp://www.blogger.com/profile/07737402980846358373noreply@blogger.com0tag:blogger.com,1999:blog-4742361519893731161.post-16154323283901298622010-06-17T08:00:00.006-05:002010-09-02T21:01:13.874-05:00Chapter Three: Creativity<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh6VLWMokNwk7BDCaFTt1UAZrkCLDFgzmjevHvH_F06-CLjXiiAwIh2j2b27nD1q159X3-A2r9gPKi-GEKlV7Aj4oQ1yz_VUwUe_KeO_bbqzvkazmN5TgwWfsEvcHIouuEh5CsyByRILdc/s1600/Think+Draw.jpg" imageanchor="1" style="clear: left; cssfloat: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="145" qu="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh6VLWMokNwk7BDCaFTt1UAZrkCLDFgzmjevHvH_F06-CLjXiiAwIh2j2b27nD1q159X3-A2r9gPKi-GEKlV7Aj4oQ1yz_VUwUe_KeO_bbqzvkazmN5TgwWfsEvcHIouuEh5CsyByRILdc/s200/Think+Draw.jpg" width="200" /></a></div>Think Draw<br />
Combine splashes of paint with flower images to create your own unique collage. Materials can be resized and rotated before being placed on the canvas.<br />
<br />
<a href="http://www.thinkdraw.com/">http://www.thinkdraw.com/</a><br />
<br />
<div style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh5wN4J82ceJrw5ujBwnmN0IXI2o7lOGgPAUuiPPtq63oU70dFj8Ljm6ANiFaMgy2kF8il0dQTNsT-MDL326vuiv5RuiI_GbBFRjB7cf2SBnifuj7_NWVOjjgH1g1YYoWlZYBkTbJC7ORA/s1600/Ink+Blobz.jpg" imageanchor="1" style="clear: right; cssfloat: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="125" qu="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh5wN4J82ceJrw5ujBwnmN0IXI2o7lOGgPAUuiPPtq63oU70dFj8Ljm6ANiFaMgy2kF8il0dQTNsT-MDL326vuiv5RuiI_GbBFRjB7cf2SBnifuj7_NWVOjjgH1g1YYoWlZYBkTbJC7ORA/s200/Ink+Blobz.jpg" width="200" /></a>Ink Blobs</div><div style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none;"><br />
</div><div style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none;">Create a masterpiece by filling the canvas with colorful ink blobs.</div><br />
<a href="http://www.zoopz.com/zoopz/zoopz2.html">http://www.zoopz.com/zoopz/zoopz2.html</a> <br />
<br />
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjugoaWLtDxuBZ0RGyLuhadH0L16667EmM7t4Uq0CR1MDd_vdtfuv5VBhuW7yXvj6CsvCTI80HQkdUFdCgkmCXQJK1m82UgnJrXsG1N9N515OWJQh2RF70NjFbTaFOuWXDOMDZWXaRoTXA/s1600/This+Is+Sand.jpg" imageanchor="1" style="clear: left; cssfloat: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="80" qu="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjugoaWLtDxuBZ0RGyLuhadH0L16667EmM7t4Uq0CR1MDd_vdtfuv5VBhuW7yXvj6CsvCTI80HQkdUFdCgkmCXQJK1m82UgnJrXsG1N9N515OWJQh2RF70NjFbTaFOuWXDOMDZWXaRoTXA/s200/This+Is+Sand.jpg" width="200" /></a></div>This Is Sand<br />
<br />
Click and move your mouse around the screen to create layered sand art.<br />
<br />
<a href="http://thisissand.com/">http://thisissand.com/</a><br />
<br />
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgnvcddG1ByITbrbGHkjRdGNVXye2vnjfhKSlYIq1hy2L2r6DtqjCC0lg-L_jsHitK2512_YCkXRuDakkVG1izTSQKT6nqsFcBc2dQXezPNQU5oUDTw8cXEbg9pljMCzBCZirD8xXmoA40/s1600/Cloud+Dreamer.jpg" imageanchor="1" style="clear: right; cssfloat: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="151" qu="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgnvcddG1ByITbrbGHkjRdGNVXye2vnjfhKSlYIq1hy2L2r6DtqjCC0lg-L_jsHitK2512_YCkXRuDakkVG1izTSQKT6nqsFcBc2dQXezPNQU5oUDTw8cXEbg9pljMCzBCZirD8xXmoA40/s200/Cloud+Dreamer.jpg" width="200" /></a></div>Cloud Dreamer<br />
<br />
Create your own cloud formation. Then, see it float through the sky.<br />
<br />
<a href="http://www.inventionatplay.org/playhouse_cloud.html">http://www.inventionatplay.org/playhouse_cloud.html</a><br />
<br />
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhsJThHOqtiy_y61fu3KQZLcEARv-XOVu8pMsSjmC0nT_qWtz659THuKupjaqSqyT3q3gMHbjbD0sEuG2RBmdTNnxO1BsC0EjzEfVr8Ho1khUjlIuiBd_zxD_R7WsWp9zy0PbVnJuBb_QE/s1600/Monkey+Machine.jpg" imageanchor="1" style="clear: left; cssfloat: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="123" qu="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhsJThHOqtiy_y61fu3KQZLcEARv-XOVu8pMsSjmC0nT_qWtz659THuKupjaqSqyT3q3gMHbjbD0sEuG2RBmdTNnxO1BsC0EjzEfVr8Ho1khUjlIuiBd_zxD_R7WsWp9zy0PbVnJuBb_QE/s200/Monkey+Machine.jpg" width="200" /></a></div>Monkey Machine and Virtual Keyboard<br />
<br />
Bring out your inner rocker by creating a unique song with this online drum kit and virtual keyboard.<br />
<br />
<a href="http://www.rinki.net/pekka/monkey/monkey.html">http://www.rinki.net/pekka/monkey/monkey.html</a><br />
<br />
<a href="http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/music/piano/index.htm">http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/music/piano/index.htm</a><br />
<br />
Thanks @vanessascassie for sharing the Virtual Keyboard with me!<br />
<br />
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjm3pbPjBswCgJ188Tk5UrIbJTHY7n7vC8_1Q8Jbk4FSCoj5cXcPHHmVHkP_NuAQcw5HDxf_88d8hYJCRyj5u5qRZtpouzWtcpbO_k4MGwwgAbir_ihQ-lkrw6lDa93tb3IZsSzPmocTnA/s1600/Compose+Your+Own+Music.jpg" imageanchor="1" style="clear: right; cssfloat: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="90" qu="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjm3pbPjBswCgJ188Tk5UrIbJTHY7n7vC8_1Q8Jbk4FSCoj5cXcPHHmVHkP_NuAQcw5HDxf_88d8hYJCRyj5u5qRZtpouzWtcpbO_k4MGwwgAbir_ihQ-lkrw6lDa93tb3IZsSzPmocTnA/s200/Compose+Your+Own+Music.jpg" width="200" /></a></div>Compose Your Own Music<br />
<br />
Place notes on the staff to compose your own music. Play back your creation and send it to a friend!<br />
<br />
<a href="http://www.classicsforkids.com/games/compose/compose.html">http://www.classicsforkids.com/games/compose/compose.html</a><br />
<br />
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEicB7kfkdORTFMdGzRLz2xisRSHSnlBfRHBWZVhP9hmxGo3fR-KmOXjRJlKsn6wekkOjz3cv8KS0RPDiIEMJHw0A8Lq7GJRq-lH8I5JIvABVDRepXO33VCm3RWvBhXoaHOzk9wfufWVQTI/s1600/music+box.jpg" imageanchor="1" style="clear: left; cssfloat: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="158" qu="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEicB7kfkdORTFMdGzRLz2xisRSHSnlBfRHBWZVhP9hmxGo3fR-KmOXjRJlKsn6wekkOjz3cv8KS0RPDiIEMJHw0A8Lq7GJRq-lH8I5JIvABVDRepXO33VCm3RWvBhXoaHOzk9wfufWVQTI/s200/music+box.jpg" width="200" /></a></div>Music Box<br />
<br />
Add pegs to this virtual music box to compose your own song. Add pegs across from one another to create chords and harmonies.<br />
<br />
<a href="http://studentpages.scad.edu/~jgardn24/musicbox5.html">http://studentpages.scad.edu/~jgardn24/musicbox5.html</a><a href="http://www.starrmatica.com/for_teachers" imageanchor="1" style="clear: left; cssfloat: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="97" ox="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgjE0DKFcxbb7ZVTjrKWjWCz0oEfncVaieA2qX4sn9NcrGd8I7aA5pMwpRjk4yS-v3-8LDtqhIdzsH833fuVy-QxDEcGds3-ZnL5AQu9eS8lu2YQqbfXwzedeIvINV8IvGovgvpLi71UvI/s400/IWInsights+Banner.png" width="400" /></a>Emily Starr, CEO StarrMatica.comhttp://www.blogger.com/profile/07737402980846358373noreply@blogger.com0tag:blogger.com,1999:blog-4742361519893731161.post-4439289725575173842010-06-09T08:00:00.005-05:002010-09-02T21:03:05.378-05:00Sponge Interactive Whiteboard Activities: Chapter TwoChapter Two: Logic Games<br />
<br />
<br />
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjCpbkG1JKZwaXXpJS2GGp8wQLowXH5bFbIaay0EMSKmtvcH3-T3D07353G9QF8TDAiO5g5eu0TPTC_hT7D_dx1CoftpkH4CS7HLUKBSfqqMLVxC3D9mfab6V2ATkHGWVhkAzu9Hl5r_vA/s1600/frog+jumpin%27.jpg" imageanchor="1" style="clear: left; cssfloat: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" gu="true" height="109" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjCpbkG1JKZwaXXpJS2GGp8wQLowXH5bFbIaay0EMSKmtvcH3-T3D07353G9QF8TDAiO5g5eu0TPTC_hT7D_dx1CoftpkH4CS7HLUKBSfqqMLVxC3D9mfab6V2ATkHGWVhkAzu9Hl5r_vA/s200/frog+jumpin%27.jpg" width="200" /></a></div>Inch Worm, Inch Worm II, and Frog Jumpin’<br />
<br />
Find your way though challenging mazes of increasing difficulty in Inch Worm and Inch Worm II. Use logic to reduce the number of frogs on screen through a series of jumps in the Frog Jumpin’ activity. <br />
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<a href="http://www.zoopz.com/zoopz/zoopz2.html">http://www.zoopz.com/zoopz/zoopz2.html</a><br />
<br />
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjec3TAZD_LE9BHP5SQ8oWn-qGS1Jjai40in8YDU_nkr28XnjOGb_zOGYpcYiveHkrBGyjLag-5tsY304YLKBNqgGavVF12zU4Zp-ZPtaebuiOreteesrXj583-dzbEPcVURZ63XifPdUE/s1600/chat+noir.jpg" imageanchor="1" style="clear: right; cssfloat: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" gu="true" height="162" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjec3TAZD_LE9BHP5SQ8oWn-qGS1Jjai40in8YDU_nkr28XnjOGb_zOGYpcYiveHkrBGyjLag-5tsY304YLKBNqgGavVF12zU4Zp-ZPtaebuiOreteesrXj583-dzbEPcVURZ63XifPdUE/s200/chat+noir.jpg" width="200" /></a></div>Chat Noir<br />
<br />
Use logic to corral the cat with dark green dots and prevent it from escaping.<br />
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<a href="http://www.gamedesign.jp/flash/chatnoir/chatnoir.html">http://www.gamedesign.jp/flash/chatnoir/chatnoir.html</a><br />
<br />
Below are links to three versions of the same challenging activity. Guess a computer selected pattern in a certain number of tries based on logical feedback from previous attempts.<br />
<br />
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiiLJR2m3y_gw0kikW9swL58uArpdbq1uA8gOw0jGIghREsy7WcUV1EN0e3P8rgNFp7FSBTuJ1gdeNN3B7WU8zLS7WMp1uuvGPbrUuWgwtDgSO5gGvBrx-8lN0Y5cy-NMpAnqPARlmDALc/s1600/mathstermind.jpg" imageanchor="1" style="clear: left; cssfloat: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" gu="true" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiiLJR2m3y_gw0kikW9swL58uArpdbq1uA8gOw0jGIghREsy7WcUV1EN0e3P8rgNFp7FSBTuJ1gdeNN3B7WU8zLS7WMp1uuvGPbrUuWgwtDgSO5gGvBrx-8lN0Y5cy-NMpAnqPARlmDALc/s200/mathstermind.jpg" width="166" /></a></div>Mathstermind<br />
<br />
<a href="http://www.10ticks.co.uk/s_showGames.aspx?gameID=48#gamesContent">http://www.10ticks.co.uk/s_showGames.aspx?gameID=48#gamesContent</a><br />
<br />
Mastermind<br />
<br />
<a href="http://nlvm.usu.edu/en/nav/frames_asid_179_g_2_t_1.html?open=instructions&from=category_g_2_t_1.html">http://nlvm.usu.edu/en/nav/frames_asid_179_g_2_t_1.html?open=instructions&from=category_g_2_t_1.html</a><br />
<br />
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjC01A-r4-tkmGd_mgLy-6ZxmGnTdnjxlIAHiPqqFLwq3thd9RWyiOIoyIaMcdW8C2yzHe0eucaXUMN5a5Vbneyq-l2C4Pbf5rLq4RKUVCv7cTX65N_xdayQ1L8lpnpzhkKulBUjqPMMsw/s1600/pattern+quest.jpg" imageanchor="1" style="clear: right; cssfloat: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" gu="true" height="147" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjC01A-r4-tkmGd_mgLy-6ZxmGnTdnjxlIAHiPqqFLwq3thd9RWyiOIoyIaMcdW8C2yzHe0eucaXUMN5a5Vbneyq-l2C4Pbf5rLq4RKUVCv7cTX65N_xdayQ1L8lpnpzhkKulBUjqPMMsw/s200/pattern+quest.jpg" width="200" /></a></div>Pattern Quest<br />
<br />
<a href="http://pbskids.org/cyberchase/games/data/">http://pbskids.org/cyberchase/games/data/</a><br />
<br />
Use the weight relationship between objects on either side of a scale to determine the value of each individual object.<br />
<br />
<br />
Seesaw Logic<br />
<br />
<a href="http://www.mathplayground.com/balance_scales.html">http://www.mathplayground.com/balance_scales.html</a><br />
<br />
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi2VLFPQArcChsMk1j9zzOdJbg2rSq3AHKf3ZRKLNryoi5CL_t7Q5otIBS0zKf1FmuoNIRwfCW_OM7amUXGcdZhOdIyc55c6AcJxjWYredNv6PRrAFZKjmpAm2ghexuFt_hnSQRTJeKTnw/s1600/Valuable+Jewels.jpg" imageanchor="1" style="clear: left; cssfloat: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="151" qu="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi2VLFPQArcChsMk1j9zzOdJbg2rSq3AHKf3ZRKLNryoi5CL_t7Q5otIBS0zKf1FmuoNIRwfCW_OM7amUXGcdZhOdIyc55c6AcJxjWYredNv6PRrAFZKjmpAm2ghexuFt_hnSQRTJeKTnw/s200/Valuable+Jewels.jpg" width="200" /></a></div>Valuable Jewels<br />
<br />
<a href="http://www.starrmatica.com/kids">http://www.starrmatica.com/kids</a><br />
<a href="http://www.starrmatica.com/for_teachers" imageanchor="1" style="clear: left; cssfloat: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="97" ox="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgdXNFv7fVtVVMOi2ujgrJrwaHu5CxdjN7mZEtHxGHoRadmUzRLtcyQeBmjzbeLnLFUTfmYjtCvPIEZ9QAX07JD6Y7ydHe9kSy4tx72UDDX1XHJer03vVenhNz7c8c9qNXQWeEN7UXv2yo/s400/IWInsights+Banner.png" width="400" /></a>Emily Starr, CEO StarrMatica.comhttp://www.blogger.com/profile/07737402980846358373noreply@blogger.com0tag:blogger.com,1999:blog-4742361519893731161.post-7990986984305757982010-06-01T11:08:00.009-05:002010-09-02T21:04:25.632-05:00"Sponge" Interactive Whiteboard Activities: Chapter OneThere are times in your classroom when you need to have interactive whiteboard activities up your sleeve that weren’t planned learning opportunities but that still engage students in thinking--maybe your lesson finished 10 minutes sooner than you had planned, maybe your students are burned out from standardized testing, maybe it is hot in your classroom and attention is waning, or maybe your kids just need a break. I was taught to call these “sponge” activities --I suppose because they “soak up” time. But, it is important to have interactive whiteboard activities ready that are thought provoking and creative, so you aren’t just “filling time” with meaningless tasks.<br />
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This is the first in a series of posts dedicated to sharing “sponge” interactive whiteboard activities that fall outside of your regular academic curriculum. All of the resources make great center activities and can also be used on computers. While some of the interactive whiteboard activities can be related back to a specific curricular area, these sites are perfect for just letting your students explore, get creative, and have fun!<br />
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Chapter One: Build and Construct<br />
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<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg4wcGLVZIq7FS6RMiVHUVAeORpvxlPNZOXK7z5ct10yH_o5YRMa_XcetS8Kz5PBBsAXDBUTo60WdNxWjuaw56oB8BhdR2SKJL4SBnq4pMggk7IMk5fysw1X6x6RbDX_ydATgxH6ZiQdq4/s1600/ball+droppings.jpg" imageanchor="1" style="clear: left; cssfloat: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" gu="true" height="81" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg4wcGLVZIq7FS6RMiVHUVAeORpvxlPNZOXK7z5ct10yH_o5YRMa_XcetS8Kz5PBBsAXDBUTo60WdNxWjuaw56oB8BhdR2SKJL4SBnq4pMggk7IMk5fysw1X6x6RbDX_ydATgxH6ZiQdq4/s200/ball+droppings.jpg" width="200" /></a></div>Ball Droppings<br />
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<a href="http://www.balldroppings.com/js/">http://www.balldroppings.com/js/</a><br />
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Experiment with this application by drawing lines to affect the direction of the balls, by changing the rate the balls drop and by modifying the effect of gravity on the balls. Notes: While the tones the dropping balls produce are fun for awhile, you may want the students to use headphones if in the computer lab or to mute the sound on the IWB. Also, I had difficulty getting this site to work correctly in Internet Explorer but had no issues in Firefox. <br />
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<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhMLfSZ3OV2K-0CtPak6ilRQlU7a-IBTe4H_hIJIJdzzRkf40zmqnyxCSpMrrv3HZSf14_nKgkS2Xp9GZ7o1op5C0ETu8lsjNGVe5mF8i1E8GJuXZY80WLrgsthWRgp1m1wYG-mhf9_FMg/s1600/drawminos.jpg" imageanchor="1" style="clear: right; cssfloat: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" gu="true" height="138" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhMLfSZ3OV2K-0CtPak6ilRQlU7a-IBTe4H_hIJIJdzzRkf40zmqnyxCSpMrrv3HZSf14_nKgkS2Xp9GZ7o1op5C0ETu8lsjNGVe5mF8i1E8GJuXZY80WLrgsthWRgp1m1wYG-mhf9_FMg/s200/drawminos.jpg" width="200" /></a></div>Drawminos<br />
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<a href="http://drawminos.com/">http://drawminos.com/</a><br />
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Knock down some popular formations or create your own. You can even save your creation at a url to send to your friends!<br />
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<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj6tXb-rdZLDwHvWbDUjPz_bcVhSoAY1vDb4DHYxO31wWRezCB6z_y1IuwK6hCTMsE0H1SMRPibhMkg9Ig2Hl-AalMfaYB61UApsTd-A9yU-HV4domm5fzKPCILm93VZ-r21OZJRHqVxHc/s1600/tinker+ball.jpg" imageanchor="1" style="clear: left; cssfloat: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" gu="true" height="153" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj6tXb-rdZLDwHvWbDUjPz_bcVhSoAY1vDb4DHYxO31wWRezCB6z_y1IuwK6hCTMsE0H1SMRPibhMkg9Ig2Hl-AalMfaYB61UApsTd-A9yU-HV4domm5fzKPCILm93VZ-r21OZJRHqVxHc/s200/tinker+ball.jpg" width="200" /></a></div>Tinker Ball<br />
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<a href="http://www.inventionatplay.org/playhouse_tinker.html">http://www.inventionatplay.org/playhouse_tinker.html</a><br />
Use the given array of objects to build a path that will guide the ball into the cup. How many different paths can you build? Can you build a path that uses all of the objects? What is the fewest number of objects you can use and still be successful?<br />
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Thank you to @sharnon007 for guiding me to this resource!<br />
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<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgWNayiOUxO5iIxSOQasKWAf7n7MOEydCqeozQo3QtSeAcMurP8VNDm8K5HGQYnUICyY8ShIf6ucZdUNpkLdLNp9we9NyWozqDqGbNBGS8MvbM1YthPaKdQbia5RgeWGwQgliuFlTMlg1c/s1600/launch+ball.jpg" imageanchor="1" style="clear: right; cssfloat: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" gu="true" height="114" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgWNayiOUxO5iIxSOQasKWAf7n7MOEydCqeozQo3QtSeAcMurP8VNDm8K5HGQYnUICyY8ShIf6ucZdUNpkLdLNp9we9NyWozqDqGbNBGS8MvbM1YthPaKdQbia5RgeWGwQgliuFlTMlg1c/s200/launch+ball.jpg" width="200" /></a></div>Launch Ball <br />
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<a href="http://www.sciencemuseum.org.uk/launchpad/launchball/play_launchball.swf">http://www.sciencemuseum.org.uk/launchpad/launchball/play_launchball.swf</a><br />
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Place blocks in the correct locations to guide the ball into the goal. Different blocks have unique properties which makes each level challenging. You can save your work and go back later to continue at the level where you left off. The site also offers an open ended application where you can build challenges for your friends to complete.<br />
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Thank you to @ktenkely for guiding me to this resource!<br />
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<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiXPikqFfF8Yl6OX8pOE_O2vIxMiIYIkV_MoHCVZvTXkpKg6-Zwz34TdwguE7f_xde_dMZfr0vKZjqn6lDfaU8hsX_ewhE-esSfVS4l0QqTvIyNAmqCitdVJHI0afEx2CvEatdtyfaJV9s/s1600/creative+builder.jpg" imageanchor="1" style="clear: left; cssfloat: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" gu="true" height="136" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiXPikqFfF8Yl6OX8pOE_O2vIxMiIYIkV_MoHCVZvTXkpKg6-Zwz34TdwguE7f_xde_dMZfr0vKZjqn6lDfaU8hsX_ewhE-esSfVS4l0QqTvIyNAmqCitdVJHI0afEx2CvEatdtyfaJV9s/s200/creative+builder.jpg" width="200" /></a></div>Creative Builder<br />
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<a href="http://creative.lego.com/en-us/games/builder.aspx">http://creative.lego.com/en-us/games/builder.aspx</a><br />
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Build an online lego structure according to a set of plans or build a structure as quickly as you can while being timed. You can even choose a blank template to build your own unique and creative formation.<br />
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Thank you to @vanessascassie for guiding me to this resource!<br />
<div class="separator" style="clear: both; text-align: center;"><a href="http://www.starrmatica.com/for_teachers"><img border="0" height="97" ox="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg8kvmFg2_d-Z32MQ3Or8ADcwLmpJm6qfAJwUX-QU_nIlNP-QS0osrctcucG53jtRW_By4gsHYMFPoOLVnbo9jiNA2Lt_ddSzzTYzMvtc_qcBjJ9Duhx4El52vTgCyLBF_V7-aEfwCqKyE/s400/IWInsights+Banner.png" width="400" /></a></div>Emily Starr, CEO StarrMatica.comhttp://www.blogger.com/profile/07737402980846358373noreply@blogger.com2tag:blogger.com,1999:blog-4742361519893731161.post-53593960309205619962010-05-12T20:49:00.005-05:002011-02-11T11:39:37.729-06:00The Reasons Why Interactive Whiteboards Are Being Attacked<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiFpl5V3xXdynxGU8tLttK0OpOmfUDBbgfNU-OzP4gO81gdrB70e_b6rjBH_dFsE35fJ2X1PeYNZ8B_GxYtvjdviePSaHyTMg4c63uWKRFFkSBKESyKDPOEnaVAcT4ad7itXx0qiHkls_Q/s1600/iwb+comic.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="127" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiFpl5V3xXdynxGU8tLttK0OpOmfUDBbgfNU-OzP4gO81gdrB70e_b6rjBH_dFsE35fJ2X1PeYNZ8B_GxYtvjdviePSaHyTMg4c63uWKRFFkSBKESyKDPOEnaVAcT4ad7itXx0qiHkls_Q/s400/iwb+comic.jpg" width="400" wt="true" /></a></div><div class="separator" style="clear: both; text-align: center;">(Click the image for a larger view.)</div><div class="separator" style="clear: both; text-align: center;"><br />
</div>I am a teacher. I have great respect for my colleagues around the world and for the profession itself. I chose to share this comic because it is an obvious exaggeration and in no way should be taken literally. It sheds light in a comical way on the ridiculous notion that IWBs in and of themselves are “bad” technology. Technology is just a tool. Hardware and software do not help our students learn in the absence of a teacher. It is completely up to the teacher whether or not an IWB is used effectively in the classroom. <br />
Let me be clear, I don’t believe IWBs are appropriate for every classroom, but I do believe that interactive technologies in some form are. <br />
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Below I offer a list of the main arguments against IWBs and my responses. I write this with the background of using interactive technologies in my own classroom and from the experiences I have had using every brand of interactive whiteboard and pad since leaving the classroom.<br />
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1. IWBS are a waste of money.<br />
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In times of tight budgets, a target has been placed on IWBs for one primary reason—cost. Most IWBs are expensive, and when schools spend thousands of dollars per classroom, it is usually with the accompanying expectation of tangible results from the investment. So when people see IWBs used poorly in classrooms where there was a lack of professional development or where the IWB was paired with a teacher whose teaching style was not enhanced by an IWB, a natural hatred toward IWBs grows because money has been wasted. <br />
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To argue that money should not be spent on expensive technology is a very valid point. But, it only goes so far for two reasons:<br />
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a) Schools frequently spend money on more expensive technologies when equivalents are available. One example: Mac computers are hundreds of dollars more expensive than their PC counter-parts, yet many schools are all Mac when a majority of student applications can be performed on either platform. I bring this up not to ignite a Mac vs PC debate but because the argument that schools shouldn’t invest in expensive technologies when less expensive alternatives are available is not unique to the IWB debate.<br />
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b) Schools spend large sums of money on many technology products that support students but do not directly impact classroom instruction. When is the last time you asked the yearly price of your online school management system, lunch account system, synchronized clock/intercom system, etc. When we need to save money on technology, the first consideration should not be a one-time hardware purchase that directly impacts students in the classroom. <br />
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2. Other technologies perform the same functions as IWBs.<br />
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The crux of this argument is that a tablet and projector can offer the same functionality as an IWB. IWBs and the tablet/projector combination each offer a way to control the computer screen remotely.<br />
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Most of this argument I agree with. I often recommend to schools to that they start their interactive content integration with pads and projectors rather than leaping into IWBs. It is simply a more cost effective solution. But, there are three considerations related to this point:<br />
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a) Some students have difficulty with hand-eye coordination. If you are using an interactive tablet, which is much more cost effective than a tablet pc, you write on the tablet but view what you have written on the projected image. For younger students and some special education students, this is extremely difficult. If you are using a tablet pc, which includes a display, the cost of current options which allow functionality beyond basic “e-readers” are nearly equal to the cost of an interactive whiteboard.<br />
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b) The following difference was first introduced to me via Chris Betcher’s book: The Interactive Whiteboard Revolution, but it is a phenomenon I experienced firsthand in my classroom. I began teaching with interactive content in my classroom with a projector and a wireless mouse. I would pass the mouse from student to student to answer questions and solve problems projected on my board. When I shifted to an IWB and students began to come up and physically interact with the content up close, there was a difference in how the students engaged with the task at hand. Remotely manipulating items from their seats with the mouse creates a gap between the students and the content. When the students came to the board and were able to physically touch the content, the hardware barrier between the student and the content was blurred, and the students seemed to be controlling the content directly versus controlling the content via the mouse. Because this difference is not easily measured it is difficult to argue, or even to describe, but it is an important distinction that is not without merit.<br />
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c) There are valuable tools for content interaction and content creation found in the software provided with interactive whiteboards. While there are several online interactive whiteboard space applications, none are as robust, particularly in terms of content creation resources, as the software provided by IWB manufacturers. The advantage to using portable pads produced by IWB manufacturers is that you still have access to the manufacturer’s software.<br />
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3. IWBS promote teacher centered instruction.<br />
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Ah, yes. This argument and its associated phrases “chalk and talk” and “sage on the stage” promote the idea the IWBs somehow are designed for teacher use only. There are four reasons this argument doesn’t ring true: <br />
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a) For some teachers, yes, I agree. They will use the IWB as a teacher centered instructional tool. But those teachers are already teacher centered instructors. (See the comic above) It is not the tool. It is the teacher operating the tool that determines if it is used effectively.<br />
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b) According to research, introducing technology into the classroom requires teachers to rethink their curriculum. (The research is summarized in this blog post: <a href="http://interactivecontentcorner.com/2009/06/08/justification-for-teaching-with-interactive-content/">Justification For Teaching With Interactive Content</a>) Teachers go through phases in their use of interactive whiteboards. Initially, they may use them as glorified projection screens with power points for whole class lectures. (And I concede that some teachers get stuck here.) But other teachers go on to use them for group projects, center work, team problem solving, student project sharing and a host of other student-centered instructional strategies. Teacher collaboration fostered by the introduction of technology also has the potential to introduce teachers to new instructional strategies they may not have discovered independently.<br />
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c) Direct instruction should not be eliminated from the classroom. Teaching students concepts through lecture isn’t innately bad teaching. Some concepts still need to be directly taught, particularly in elementary school. It is only when that becomes your primary means of teaching that issues arise.<br />
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d) The fact that even with multi-touch functionality or multi-user software only 1-4 students can interact with the IWB at one time is part of the teacher centered argument. To me this is the same as arguing that only one student at a time can speak an answer to a question aloud. The same instructional strategies we use to insure all students are involved in class can be used with the IWB. Pair and share, writing answers on wipe off marker boards, and coming to consensus in small groups, are all strategies that can be used to engage all students. These strategies have the potential to be more successful with the added motivation of being chosen to use the interactive technology if you actively participate.<br />
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4. There is no proof IWBs are effective.<br />
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This argument is that IWBs should not be used because there is no research to show that they raise student achievement. (I have seen the Marzano study, but after considering peer reviews of the study, I personally don’t feel this particular study can be held up as evidence.)<br />
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There are three issues with this argument:<br />
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a) When asking for evidence, it is often assumed that increased standardized test scores are the measurement that should be used to show effectiveness. In fact, this is the only standardized method we currently use to measure effectiveness, and as teachers, we understand that this one method of assessment is not adequate. So, how can we measure the ability of specific technologies to improve student achievement? There isn’t a good method currently, and I invite you to read Doug’s insightful post as to why it is nearly impossible to measure: <a href="http://www.doug-johnson.com/dougwri/trick-question.html">Trick Question</a> <br />
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b) IWBs are seen as ineffective by some because they do not revolutionize education in a significant way. Expecting one piece of technology to revolutionize the way in which we teach our students is unrealistic. Furthermore, enhancing common practices is still a valuable use of technology. Once again, I invite you to read Doug’s explanation of this technology value: <a href="http://doug-johnson.squarespace.com/blue-skunk-blog/2010/5/10/smartboard-survey-a-follow-up.html">Enhancing Common Practices</a> <br />
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c) Effectiveness can be defined in ways other than student achievement and test scores. To a classroom teacher increased enjoyment in teaching, increased student motivation and more enthusiasm towards learning are significant achievements that are difficult to measure. They are valuable outcomes in and of themselves and should not be minimized as they are also contributing factors to raising student achievement. <br />
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In the end, it is my belief that it is not the tool but the content and the way the teacher integrates that content into classroom instruction that ultimately determines the end value of an IWB in the classroom as discussed in my previous post: <a href="http://interactivewhiteboardinsights.blogspot.com/2010/01/interactive-content-is-key-to.html">Interactive Whiteboards Alone Are Not Interactive</a> Most teachers lack adequate professional development on how to create and find quality interactive lessons and on how to integrate the technology effectively into classroom instruction. This is a huge contributing factor to the climate of distaste for IWBs, and I understand the frustration. Unfortunately, it has manifested itself in an attack on interactive whiteboards.<br />
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I offer that instead of making blanket sensational statements that all IWBs are bad, our discussion should center on helping teachers choose or advocate for interactive technologies that best fit their individual needs and helping them use those interactive technologies—in whatever forms they take--effectively to the benefit of their students.<br />
<div class="separator" style="clear: both; text-align: center;"><a href="http://www.starrmatica.com/for_teachers"><img border="0" height="97" ox="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEggELEAY4K9ndMs41fR8QePeN9npq4sIzY6LjgIOpBnLQsJSlYVbCAsrPfr2bwaB52c-cR6w6JovFaK_dSLKKCBkAQ6r9FC8vmcBDGZkFM-nsLapMkjAUac6gPKhR6eEijUU-Bfn_AfNeI/s400/IWInsights+Banner.png" width="400" /></a></div>Emily Starr, CEO StarrMatica.comhttp://www.blogger.com/profile/07737402980846358373noreply@blogger.com23