This book--for teachers, teacher educators, school and district administrators, policy makers, and researchers who want to know about literacy, cultural diversity, and students who speak little or no English--offers a rich picture of the incred\nThis book is for teachers, teacher educators, school and district administrators, policy makers, and researchers who want to know about literacy, cultural diversity, and students who speak little or no English. It offers a rich picture of the incredible diversity of students who enter secondary school as immigrants--their abilities, their needs, and their aspirations. The studies reported are part of a large longitudinal study of about 25,000 immigrant students in a district in which the policy is English-only instruction. These studies: *provide multiple views of the students' lives and their success in schools where the language of instruction differs from the languages they speak with their friends and families; *explore the students' views of teaching and learning; *describe the potential differences between the students views and those of their teachers; *look at issues related to students' views of their identities as they work, study, and socialize in a new environment; and *examine different reading models designed to facilitate the learning of English as a second language (ESL). Educators and researchers will find the descriptions of students' simultaneous learning of English and of academic content relevant to their view of whether instruction should be English only or bilingual. For teachers who view multicultural education as an important endeavor, this book may on occasion surprise them and at other times confirm their views. The author does not attempt to develop a particular political viewpoint about which approach works best with immigrant students. Rather, the objective of the studies was to develop a full, rich description of the lives of immigrant high school students enrolled in classes where the medium of instruction is English. The reader is left to evaluate the results.
What is the difference between Primary and Secondary succession? Primary succession occurs in the land with no initial vegetation. Secondary succession...
This list of computer games targets essential reading, speaking, writing, and listening skills through the interactive context of computer games. Students can enhance their skills through gaming, which is a high-interest way to motivate students-- especially struggling students.
Back-to-school bundle for ESL/ELL teachers: annotating and reading strategies handout and bookmarks, ESL assessment grids (speaking, reading, writing), colour-coded error correction code and feedback cards, bell-ringer journals and task cards ( paragraph writing activities), Taking Risks Competency-based unit, reading response journal and final assessment ideas for novels, differentiated opinion text guided writing packet, response journal for any film/movie and documentary, ESL posters (ESL skills/competencies, student interaction, genres, spatial prepositions, feature article). ⭐This bundle contains 12 resources: Annotating and Close Reading Strategies Handout, Bookmarks, Reference Cards ESL Assessment Grids and Scoring Rubrics (Speaking, Reading, Writing) Colour-coded Error Correction Code/Feedback Cards (Writing Skills) Taking Risks Competency-based & Differentiated Thematic Unit Distance Learning 100 Bell-Ringer Journals and Task Cards (Paragraph Writing) - Home Packet Reading Response Journal & Final Assessment Ideas for Novels Engaging Writing Journal Prompts 1 (Motivation and Success) Differentiated Opinion Text/Persuasive Writing Home Packet & Distance Learning Movie/Film Response Journals for Any Movie and Documentary Posters BUNDLE - Skills, Student Interaction, Genres, Prepositions, Feature Article Make sure you read the product description and take a look at the preview file of each individual resources to determine if the items included in this bundle are appropriate for your learners. ⭐FILE DETAILS: Paper size: 8.5" x 11" (Standard US Letter). Documents are not editable unless otherwise stated. Resources are available either in a PDF or PPT file. ❤️SATISFACTION: Before downloading a product, read the product description and check out the preview document to determine if the resource is appropriate for your students. Do not hesitate to contact me if you have any questions. ©️TERMS OF USE: Copyrights reserved to Versatile Teacher Toolkit - ESL and ELA Resources. For personal or educational use. You may make copies for your personal or classroom use. Sharing, posting, redistributing, or selling this resource or any part of it on the Internet is prohibited. You can read my full TOU here: Terms of Use ☀ Follow me on TpT ☀ Don't forget to leave feedback to earn TpT credits.
Find out levels of applications and places at individual schools, the number of applications per place and the percentage of 'first preference' applications that were successful
I’m linking to a great success story from Klein Forest High School in Houston, Texas, which recently deployed OneNote Class Notebooks across subjects in the secondary school. You can read the full blog post here. It’s worth reading in detail for the approach and how they opted to roll it out: To prepare for our...
You know that collective sigh, the one that choruses around the room when you enthusiastically announce, "Class, the next unit we'll be entering into is poetry!" If poetry is taught the right way, students should be cheering at the thought of a Poetry Workshop day. Below I will outline the "why" of Poetry Workshop along with tips and tricks that I have picked up to make any poetry unit a raging success in your middle school classroom. If you like what you read below and want to implement a Poetry Workshop in your classroom, make sure you check out the Poetry Workshop resource available in my TpT store. This resource will walk you through every single step of implementing Poetry Workshop in your classroom, along with the assembly of a student Poetry Workshop binder that can be utilized across the entire school year. Lesson plans, graphic organizers, grading rubrics, and so much more awaits you in this comprehensive resource. Why Use Poetry Workshop? *It’s a change of pace. We immerse students so heavily into Reading Workshop and Writing Workshop day after day. It’s nice to have the option to mix things up a bit with Poetry Workshop. It is also a great transition between units. For instance, maybe you’ve just completed a three-week persuasive writing unit and you’re about to head into a round of literature circles. Take a day or two hiatus in between to do Poetry Workshop once the Poetry Workshop Kick-Off lessons are completed. Poetry Workshop can serve as a natural transition between the big, heavy units throughout the whole school year. *It will reach unexpected students. You may have a pretty good idea right away of who in your class excels at writing or can already read college-level material, but you may be surprised at which students soar while writing poetry. Poetry Workshop is a great way to hook in students who struggle or are unmotivated when it comes to reading and writing because it appears to be a manageable chunk. The thought of writing a five-paragraph essay or reading a 300-page book scares them half to death, but reading or writing a poem may not seem as scary. *It’s a great way to teach literary elements on a smaller scale. Sometimes it’s too daunting for students to come up with the theme of an entire book, but starting out teaching theme through poetry is the perfect scaffold before teaching theme in relation to a novel. The concept of theme will transfer perfectly between a poem and a book, but more students will understand the concept if you start teaching it through a poem all students understand and can easily read and reread. The same goes for teaching figurative language. Poetry is the perfect pathway to finding examples of figurative language and teaching them how to identify and use it. Point of view is also a great lens to look at poems through and teach students about through poetry. *It gets students to appreciate words and how words can evoke images. Poets have a gift for saying a lot with only a few words. It’s important that we’re teaching students how to be impactful writers in few words and make every word count. A poet keeps his/her audience in mind and thinks about what emotions he/she would like the reader to feel. Teaching-wise poetry allows so many pathways into teaching students about word choice, organization, sensory images, and audience awareness. *Poetry removes the need for perfect capitalization and punctuation. The poet gets to structure his/her poem how he/she wants to, and there is an art in playing around with punctuation and capitalization while writing a poem. Releasing this pressure of having to write “right” will allow students to write freely and openly. *A lot of times when we think about teaching poetry we think about having every student write a haiku, an “All About Me” poem, a name poem, a limerick, and then we call it good. Students publish a few poems, and we call it good for the year. This is not what Poetry Workshop is. Poetry Workshop gets students to read poems, analyze poems, consider techniques poets use that they would want to use, and write their own poems once they feel comfortable doing so. Teach students what poetry really is. As teachers, sometimes I think we’re afraid of poetry ourselves and then default into teaching poetry through a set of “form” poems. We hate it and are uncomfortable with it, so these views get passed right down to students. Let’s shift this attitude! Poetry can be a beautiful thing that teachers and students alike have a positive attitude about. Tips for Teaching with Poetry Workshop: Tip One: Teach Poetry in Phases I was first introduced to the idea of teaching poetry in phases when I read Fountas and Pinnell's book, Guiding Readers and Writers. Here's how I've taken the idea of phases and broken them down to work for my middle school students. Phase One: Collecting & Responding Have students read through poetry books or poetry websites, reading as many poems as they can. If they come upon a poem that they really enjoy or relate to, they can copy the poem down. I also like to have my students respond to the poems they write down in Phase One using prompts from the anchor chart below. Phase One exposes students to poetry in a non-threatening way. Students think about the poetry they enjoy. As they copy down poems, they also have to focus on how the poet structured the poem, what letters they capitalized, and how they punctuated it. Phase Two: Mimicking Techniques This is where it gets fun. Students now take techniques they've noticed other poets use and mimic these techniques to create poems of their own. Take a look at the anchor chart below to get an idea of the types of techniques students could mimic. Phase Three: Original Poetry Students can now create poetry of their own choosing. Give them the green light to let their creative spirits fly. Also discuss with them what they've learned from the first two phases that will help them as they create poetry. Check out the anchor chart below to see ideas for what makes a good poem. Tip Two: Whole Class Poetry Stalking I teach grammar in my classroom through pulling mentor sentences from our class interactive read aloud and have students "sentence stalk" the sentences by noticing everything the author did to construct that sentence. I transferred this concept into our poetry unit by having students notice everything they could about a particular poem as shown below. What has been great about poetry stalking is we have realized together words to use to describe poet's techniques. It has also been a great way to show that poetry has flexible rules for capitalization, punctuation, and poem structure. Not all poets construct their poems the same, but it's fun to infer why poets make the choices they do while writing poems. Check out this website for a great list of poems to use with middle school students while sentence stalking. Tip Three: Use Poetry Interactive Read Alouds There are so many great books out there written in verse. As you kick-off Poetry Workshop for the year with a poetry unit, consider doing a read aloud with one of the amazing book choices below to complement the work students are doing in Poetry Workshop. Tip Four: Teach New Types of Poetry Mix is up with your students by showing them poems different types of poems. Three of my favorites are below. Book Spine Poems: Give book boxes from your classroom library to students and have them create a book spine poem of their own. Blackout Poems: Copy off pages from several different books and make photocopies, allow students to select one, and then have them black out the words they don't want leaving the words they'd like to use to create a poem. Sandwich Poems: Students take the first and the last line from a poem they copied down during Collecting & Responding and write a poem filling in the middle. Tip Five: Make Everyone a Poet Show your students that everyone is and can be a poet, even you. Model the work you complete alongside your students during Poetry Workshop. Also, make sure you give plenty of time to have students share what they're doing in Poetry Workshop with one another.
Differentiation in the secondary classroom can be managed. You will need to plan and be prepared to make mistakes. Here is how to manage.
This guest blog post was written by my friend Becca over at Science Rocks! She is a terrific teacher with a lot of experience working with ELL students in her science classroom and I collaborated with her in writing this post. I think her ideas are full of fantastic tips for teachers who teach English Language […]
Explore the Ontario Secondary School Diploma (OSSD) requirements at USCA Academy, your pathway to academic success.
pH…. one of those chemistry topics that us biology teachers get to teach. In biology I don’t make my students calculate pH and pOH values, but they need to understand what pH is and why maintaining a healthy pH in your body is so important. You may love biochemistry, or you may hate it, but ... Read more
Scholaroo ventures to discover and evaluate public school rankings, identifying the best and worst school systems across three factors.
As I am looking forward to a new school year in my new school, I have already started planning and creating new resources. Since I have my classroom now and I can finally make the big decisions about the teaching materials I would love to use, I am all excited to be able to say good-bye to textbooks and use what I believe best responds to my learners’ needs. If you are looking for some engaging and valuable resources for your textbook-less ESL class or you wish to supplement your own materials,
Teaching symbolism for literary analysis: symbolism is throughout literature and once students can understand the concept.
Trigonometry is one of my favorite units to teach. It is super visual which is a huge plus for my students. All the problems in this unit are easily tied to real life. And when I say real life, I m…
Book clubs for middle school and high school have become the new version of literature circles. Book clubs in school represent a more authentic and organic means of literary study because they are more student-directed whereas literature circles are more teacher-directed. Check out this guide with
Reading is one thing that many students struggle with. Some students get the underlying messages right away, while others need a little extra help. By the time students reach the high school level, we hope their reading levels have improved from their elementary years. While the majority of students' understanding have improved by the time they reach high school, there are still many students who get frustrated and struggle to read. Below, I will explain and discuss five important and helpful strategies that teachers can incorporate into their lessons, in any class that they teach. 1. Inference: As we read, we can use inference to further reading comprehension. When we infer while reading, we use knowledge that we already have and combine that with evidence from the text passages to come to conclusions with what we are reading. Students can formulate a question they may come upon while reading. In order to answer that question, they need to first determine what they already know about the subject in the text and then look for evidence in the text that supports their question. This information will help to lead them to their answer. If you're in the neighborhood of trying something different, I have created these FREE Reading Strategies Bookmarks. I thought that these bookmarks would be a great addition to an existing novel study and an opportunity for students to try something new. Simply, give each student a bookmark during various sections of a novel. The bookmarks will give students an opportunity to look at specific elements in the section of the book they are reading one at a time so that students are not overwhelmed by having to examine more than one thing at a time. Students need a bookmark anyway, so this bookmark is a win-win for both students (as they will learn more reading strategies), teachers (as they can use these bookmarks over and over) and the book itself (no more corner-page creases!) 😄 Tip: Consider printing the bookmarks on cardstock paper for more durability! 2. Questioning: While students are reading their text, they can start to create questions as they go along. They need to actively question what they are reading. Questions they have may be about the text, or about what the author means by a specific sentence or paragraph. By questioning, students are now thinking about what they are actually reading and can analyze passages more deeply and thoroughly. There comes a connection between the reader and the text, which also helps to increase comprehension. Due to the fact that many of my students were struggling to come up with effective questions during their lit circle discussion, I created this Reading Response Interactive Notebook Flipbook, as a guide to help their discussions. This flipbook provides students with sentence starters, before, during and after reading questions. It's a handy tool that can be referenced over and over. 3. Summarizing: One of the more difficult types of reading strategies is summarizing, mainly because students don't know what they are supposed to do. Some students end up providing too many details, while others not enough. By doing either, they may miss the main point and end up making no sense at all. With proper and frequent practice, summarizing will help students to write down the main ideas of a longer passage, help them to focus on key points and ideas that the author wants the reader to understand, and be able to use keywords and phrases properly. 4. Main Idea: Finding the main idea of a text is sometimes difficult for students to understand. Students need to first understand the focus of the text, then they can figure out what is so important about that focus. Combining the two creates the main idea of a passage. Students can do this with any text by finding supporting evidence in the text that describes the focus. 5. Synthesizing: Synthesizing is another difficult strategy for students, so frequent practice and modeling is essential for students. Synthesizing works as a reading strategy by breaking down all of the parts of a text into pieces, such as the characters, the plot, the climax, and the setting, while discussing or thinking about how they all come together to create one whole text. As the students read the text, they will begin to think differently about the text. They will learn more information about characters that will promote them think differently. Their opinions will change, as their comprehension increases. I hope one, if not more of these strategies will work with your struggling students. These strategies require repeated practice, so if students are able to continue to use them regularly, they will have a much better understanding of them, as well as the fact that they might be encouraged to read more and challenge themselves with different books! Looking for more reading strategy ideas? Check out these ideas from the other Secondary English Coffee Shop bloggers! Getting Your Teens to Actually Read from Room 213 Editable Reading Guide for Novels from Nouvelle ELA During Reading Bookmarks from Secondary Sara
These visual tools allow students to synthesize learning, but some kids don't think they're talented enough to make them. A bit of creative constraint helps.
School governors offer strategic guidance, rather than getting involved in the operational aspects of a school. This involves...
Want your students, especially those that struggle in math, to be successful in dimensional analysis all year long? In that case, I highly recommend that chemistry teachers start off using units that are relevant to students, as well as incorporating dimensional analysis on a continual basis (more on the latter later). When I first started teaching chemistry I began the dimensional analysis (DA) unit with metric problems. The challenge here in the USA is that we don't use the metric system like other countries do and so not only was I facing a battle teaching DA, I was also battling student knowledge concerning the metric system. I was frustrated. The students were frustrated. It was a lose-lose situation. I decided to change my approach my second year of teaching based on what I believed most, if not all, students would be familiar with - money. My students were grouped in fours and each group received a bag of coins...yes, actual coins and I always received the exact amount back. Of course this could be done with fake money or without it as well; however, I wanted my students interacting with objects and discussing - so decide fake or real $$$ if you wish to do this. I would start off by asking the students to make me a dollar out of each set of coins. They all knew how to do this (100 pennies, 20 nickels, 10 dimes, 4 quarters). I would then choose a set of coins (for example, quarters and dimes or nickels and pennies) and ask the students to discuss in their groups for approximately 30 seconds to 1 minute if these measured the same quantity. Group answers were always yes. Then I would ask students to try to write a mathematical relationship to show this. Most groups would write 4 quarters = 10 dimes or 20 nickels = 100 pennies. I would then write the equality as a fraction on the board (both ways as shown in the two graphics above) and ask the students to discuss in their groups for approximately 30 seconds to 1 minute if both fractions were the same. As I walked around I would hear some groups agreeing and others disagreeing. I would then pull the class back and use Popsicle sticks to call random students to share (either they could share what they believed or if they were not confident in their response they could share what their group discussed). After a few student responses, I would talk about conversion factors and equalities (still using the illustrations shown above). I would ask students to write a conversion factor for $1 using dimes and nickels just to ensure they were understanding and following along. Next, I would move to another topic students were familiar with - time. I don't know about you, but students are always asking for the time or when class is over or when something is beginning; it's probably the reason I didn't have a classroom clock. Anyway, to see if students understood the money concept, I would ask them to write a conversion factor for 1 hour and 60 minutes (shown below). Other years I've written the conversion factors on the board and asked if the fractions were the same. I would challenge groups to come up with as many time conversion factors as possible within a 1-2 minute period (examples: 24 hours = 1 day; 365 days = 1 year; 10 years = 1 decade). After this, I would move into the heart of dimensional analysis (DA). My main focus was ensuring that students understood and could show the steps of the process. Even if they calculated the answer incorrectly but set up the problem correctly that was okay (at least for now as that was a technical issue). I had a magnetic white board and printed out colored pieces similar to the illustration above and used magnetic tape (you can use different colored paper versus color ink). I would then tell the students: Criss-cross apple sauce. At this point I would get laughed at and also felt a little silly no matter how many times I had said this in the past; however, it was an instructional tool I used throughout the lesson. I would mention criss-cross apple sauce and ask students to look at the magnetic pieces on the board (shown above). Of course, I purposely mixed some of the units around to show students the idea of canceling units that were similar in the numerator and denominator as it does not matter mathematically where they are at in the problem. However, if you think that might confuse them, then put the units in order from given to unit wanted. At this stage of the game I would incorporate the Gradual Release model (I do, We do, You do) and work a few problems making sure I said Criss-cross apple sauce as often as possible while working problems. I should note that I had large student white boards and each student practiced on them during this part of instruction. Additionally, for each problem, I would give students the conversion factors (example shown above) and stress that they could only use a conversion factor once and to cross it out when they did. I would stress this because sometimes students would use the same conversion factor twice in the problem (written in both forms - see examples at top for reference). Some teachers might be against this, however, my goal is to build comprehension and capacity for solving these problems. In the beginning I want students to show me they understand the concept/skill of dimensional analysis, not whether they can memorize a bunch of conversion factors - at least that is not the standard here in Texas and probably not the standard in many places. Last but not least, is how I grade student work. As we practice (during instruction or a warm-up), I go over the points system and show students how they earn points per problem. This problem is worth six points: 1pt. per conversion factor step, 1pt. for the correct answer, 1pt. for the answer written with the correct number of significant figures, and 1pt. for the unit. By the time students take a quiz or test they realize the importance of showing their work and it usually is not a hassle. I continually incorporate DA warm-ups and tricks throughout the fall semester so students have had plenty of practice by the time stoichiometry comes around. I like to be evil during labs and tell students to weigh out a unit of a substance not in grams (for example 50mg of sucrose) and quietly laugh as students go back and start weighing. Some groups will realize right away that the balances only measure in grams, while others will not; but it's a great way to incorporate DA throughout the school year. :p Whew! That was a lot. I hope this helps. I would be remiss if I didn't highlight a few of my products geared toward this topic. The first one is a Dimensional Analysis: Time Conversions Cut & Paste activity for the Interactive Notebook. The other is a bundle of items for a measurement unit - Numbers in Science for the Chemistry Interactive Notebook and has a metric cut & paste activity, as well as dimensional analysis notes and problems. Check out the reviews and if you have any questions, feel free to comment here or leave a message at Bond with James: Q&A (click on the tab)
This is a printable product! That means you are purchasing a downloadable PDF-file which you can then print as many times as you'd like. I highly recommend you laminate the cards after printing, as your students will want to play this game over and over again! I am a secondary school ESL teacher (students of ages between 13-16). All the listings I offer in this shop is teaching materials I have made and tried myself. I'm only listing resources that has proven highly successful and well liked in my own classes. About this listing: -A set of 200 different Taboo Game Cards. -There is no specific theme for this particular game - the cards include a lot of different themes, such as food, animals, celebrities, movies, feelings and every-day items. -It's for anyone and everyone, however I'd suggest 12 years and over as some of the subjects may be unknown to a younger audience. -Designed for ESL and EFL students.
Are you struggling to make content area instruction accessible to your ELLs? Here are five tips to help your ELLs be successful in your content area classroom. Any teacher that has had a beginning ELL student in
Zamiast korepetycji wybierz codzienny angielski dla dzieci w Tychach nawet 14 razy w tygodniu. W Helen Doron English przygotowujemy uczniów do egzaminów Cambridge.
If you are considering homeschooling in the UK, particularly for a secondary school age child, you might be wondering how homeschoolers take GCSEs, or even if homeschoolers can take GCSEs. You'll find all the answers you need below. Do Homeschoolers have to take GCSEs? No, GCSEs are optional for homeschoolers, some take them and and
Get 10 quick assessment ideas for literature that work great when teaching stories, novels, or dramas in middle school. TeachingELAwithJoy.com
Helpful tips to running a successful Llt Circle in a secondary ELA classroom.
This infographic illustrates the various trajectories students can follow to become educated, socially valuable, successful members of their society -one of the high points of what I have seen in t…
In-school suspension programs are implemented as a means of holding students accountable for disruptive behavior without removing them from the campus. It is an alternative to traditional suspension, which can turn into a vacation for students who are sent home for days at a time. Effective in-school suspension ...
Teaching students to analyze relationships in math teaches them to connect and communicate mathematical ideas.
Teaching Literary Analysis Through Archetypes A few years ago I found myself beginning my journey into teaching World Literature to 10th graders. The first 2 weeks of school can be challenging. You…
An A4 transition booklet to support year 6-7 pupils with the transition to secondary school. It covers areas such as hopes and worries, dealing with change, being organised, setting goals, being independent, travel to school, asking for help, effective communication, staying safe online and making successful friendships. The booklet gets pupils to consider their own views, feelings and experiences before providing useful information. This booklet is also fully editable to allow you to make adaptations to suit your own setting should you wish to. Pictures show samples of the content included. You may also wish to look at our transition to secondary school form time tutorial. Available as an individual resource or as part of our annual subscription offer available from £29.99 and giving you access to all of our current and future resources with no automatic renewal to worry about. Please enquire by email if you would like this resource in a different lesson length or format. [email protected]
Have you considered the Fulbright scholarships for your Master’s or MBA degree studies in the US?
There are 30 leadership and success bell ringers in this resource. Each bell ringer includes a quote about leadership from a current or former national or world leader and a brief writing response. Students will read the quote and write either an argument, informational, or narrative response. These bell ringers are designed to help students focus their energy at the start of the class while also getting them thinking, writing, listening, and speaking. I find it most helpful when you select a few students to share their answers aloud. These writing prompts, which can double as leadership journal entries, can be used to begin a lively and engaging classroom discussion about leaders, leadership, and the attributes required to be a successful leader. *This resource is ideal for any subject level. However, they will be most beneficial in language arts, English, social studies, study skills, homeroom, and leadership type classes. Teachers display each bell ringer on the overhead each class period. This resource is ideal for grades 7-12. More Bell-Ringers That Might Interest You: Growth Mindset Bell Ringers Classroom Community Bell Ringers: Love, Acceptance, Tolerance, Diversity Connect with me! Follow Me on TpT! The Daring English Teacher Facebook The Daring English Teacher Twitter The Daring English Teacher Pinterest The Daring English Teacher Blog
Ecological Succession Worksheet High School. Ecological Succession Worksheet High School. Es Eco Succession Part 2 Interactive Worksheet
Finland's educational system was driven by a culture that supports a strong social contract, one the United States currently lacks.
Udgam School is a co-educational best English medium CBSE school in Ahmedabad that follows CBSE board syllabus. It is frequently cited in the list of top schools in Ahmedabad for its academic excellence and sporting achievements.
We all want students to know how to annotate and automatically do it when they are handed a piece of literature. The trouble is, for most students annotation is something they do for the teacher, and not for themselves. They don’t take any ownership of the process and don’t see any payout at the end. ... Read more
This free Quadratic Formula warm up template gives students the structure of the formula so that they can focus on the values to plug in and solving. This form allows you to differentiate in your algebra classroom so that all students can find success and feel successful during your quadratics unit.
A national panel recommends technology to fix a broken system. Here's how some teachers are using math tech.
