We were in London last week and finally paid Vagabond Tattoo Studio a visit! Nestled on the Hackney Road, they stand for all things badass and share a lot of P&Co's chief interests. The studio was set up 4 years ago by tattooist Paul & graphic designer Rebecca. The Vagabond family has now reached 5 resident

Over the next 35 years, communities will converge with new neighborhoods, creating a district blends present-day strengths with future opportunities.

Stations are an excellent opportunities for incorporating movement and collaboration into learning in the classroom. Middle school and high school English Language Arts teachers discussed using stations for reading and writing activities as well as collaborative versus independent station work, assessing student learning, and managing student behavior during station work. Read through the chat for ideas to implement in your own classroom.

16. Guerreiro Amarelo Número 16 Em maia Cib Poder Inteligência Ação Questionar Essência Intrepidez Arquétipo O Descobridor Palavras-chave Inteligência, questionamento, intrepidez, astúcia, confiança, voz interior, coragem, consciência cósmica. O Guerreiro Amarelo nos convida sempre a reanalisar nossas convicções para ter certeza de que elas representam a nossa verdade, questionar nossas suposições e confrontar terrenos não explorados. Exercite a sua consciência, encare obstáculos como uma oportunidade de fortalecimento, questione todas as aparências e informações para ganhar inteligência, e todos os seus medos para transcendê-los. Seu número é dezesseis, o número da unidade com a fundação cósmica da evolução ressonante. Ao incorporá-lo, você se torna ancorado à sua conexão com a consciência cósmica. O número dezesseis também pode ser visto com o o início de uma nova oitava – uma oitava mais alta caracterizada pelo equilíbrio orgânico e por uma nova Terra debaixo dos seus pés. As cores do Guerreiro são índigo e dourado,...

Get Outta That Spaceship and Fight Like a Man Ed Ruscha, 1982.

I am SO excited about our new Interactive Math Packet (Addition up to 20)!!! Hands down, it is the BEST math product I have ever created! I have been

So this is the final part in this not-so-mini-series! If you missed any of the posts, click below to go back: My Math Block Mini-Series {Part 1} My Math Block Mini-Series {Part 2} My Math Block Mini-Series {Part 3} My Math Block Mini-Series {Part 4} My Math Block Mini-Series {Part 5} So... ...you have learned about Number of the Day... ...Mystery Number, and calendar time. I know what you're wondering--what else are you doing?? Well, I will tell you, my friends! Math Lesson/Stations At the conclusion of calendar time, half of my class goes to stations and the other half goes to the mat with me for the day's lesson. My class is, literally, half and half in the area of academics, so I have them split high and low (yeah, yeah, I know all the arguments about ability grouping, but I have tried it several different ways and this works best for us). Lesson Almost all of my lessons are taught in these small groups, though some days are whole group if the lesson warrants. My district has adopted CSCOPE (woohoo!--no, really, I like it) so each lesson is loosely based on the activities described in the CSCOPE exemplar lessons (if you have ever used CSCOPE you know that tweaking and supplemental materials is a necessity!). Lesson time is great in small groups! I am really able to zero in on struggles the students may have OR provide extensions for those doing well. In fact, my groups may be on different lessons on the same day if one group has trouble understanding. For lesson/station time, I have 50 minutes, so I spend 25 minutes with each group. My lesson typically starts with a review of some sort in the form of a discussion or short game. After that, we dive right in! During the lesson, we use manipulatives, play games, have discussions, do partner work, and maybe even complete a recording sheet or worksheet. I obtain grades from the worksheets or with a checklist of skills they need to master. We end the lesson with a little reflection time, either as a discussion or write it on a sticky and put it on a chart. Stations My kids love station time and (for the most part) do a great job of staying focused and completing work. (Don't judge her numbers, that pic is from much earlier in the year!!) The station activities don't really follow a set pattern (they vary by the day or week) and we do not do rotations. Instead, the students simply follow the sequence of the activities I have laid out for them. Here is an example from last week: They know to work in order from left to right. I typically give 3-4 activities because they will be at stations for about 25 minutes. All of the activities are able to be completed within the timeframe, though I sometimes will choose an activity that takes more than one day to complete, such as my friend, Mr. Moneybags McGee here!: On the above pictured day's stations, the students first completed a worksheet on time (I also will use station activities for grades). After that, they did a coin sort: Then animal plate fact families (wayyyyyy fun!): If they finish all of that then they work on the number boards until it is time to switch. I purchased two sets from Really Good Stuff for really cheap! The kids love them and I love how they are an easy time filler. During station time and for the station group, I assign an "Ask Me" person to assist those who have questions while I am working with the small group. That person also gets to wear this ever-so-coveted tag: I do this because the small group time goes by so fast, so it is important that it remains uninterrupted. I also want to ensure that the station kids are taken care of and aren't wasting time by doing the wrong thing (since I am not directly supervising the activities they are involved in). If the "Ask Me" person cannot answer a question, then he/she may come and ask me (better to have 1 ask than 15 others; even then, I rarely have to answer questions). Grab a copy of the tag, if you need one, by clicking below! I store mostly all of the station activities I have in these drawers: Baggie games ready to go. The drawers are sorted by concept or "big idea" (number sense, place value, money, time, addition/subtraction, etc.). I also have some supplies stored in these drawers. Wrap-Up We usually conclude the day's math work with Lone Star Math on the Promethean board. Whew--well, this series is now finished! Thanks for checking it out! Feel free to comment or email with any questions! :) And remember the little giveaway I have going right now! The winners will be announced this evening. Here is what is at stake: Check it out by clicking here! Happy Saturday!

Eerlijk is eerlijk, soms is het oké om trots te zijn op de foto's die je maakt door ze op Instagram te plaatsen. Om jouw feed compleet te maken tijdens een tripje naar Rotterdam, delen we hieronder een aantal van onze favoriete plekken waar je gegarandeerd een toffe foto kan maken. Vergeet ons niet te taggen als je een foto plaatst met #WeekendsinRotterdam zodat we mee kunnen genieten van jouw fotografie skills ;). Check ook zeker ons Instagram account voor meer inspiratie voor mooie plekken in Rotterdam!

Medcezir Original title Medcezir First air date Sep. 13, 2013 Last air date Jun. 12, 2015 ENGLISH VERSION : 77 SPANISH VERSION : 163 Synopsis Yaman, who lives in the suburb of Tozludere (Istanbul), is arrested and put in jail with his brother because his brother decided to steal a car at a petrol station. Until that day he tried to change his destiny by working hard to earn a good life. That evening he was unwillingly introduced to crime and his clean dossier was tainted. He meets a rich lawyer, Selim Serez.

En 1993, a bordo del transbordador Discovery, se convirtió en la primera hispana en viajar al espacio. Este viernes, su nombre entra en el Salón de la Fama de los Astronautas de EE.UU. Habló con BBC Mundo desde la NASA, donde tiene un papel clave para llegar a Marte.

This past school year was a great one. With every school year that passes, I like to take a moment and reflect on activities that were successful in the

ISS045E090023 (11/02/2015) --- The Expedition 45 crew gathers inside the Destiny laboratory to celebrate the 15th anniversary of continuous human presence aboard the International Space Station. Front row: Japanese astronaut Kimiya Yui (left) and NASA astronauts Scott Kelly (middle) and Kjell Lindgren. Back row: Russian cosmonauts Sergey Volkov (left), Oleg Kononenko (middle) and Mikhail Kornienko (right). Yui is seen holding the mission patch for Expedition 1 which arrived at the station on Nov. 2, 2000.

These beginning sounds alphabet puzzles are a hands-on way for preschoolers and kindergarten students to learn letters and letter sounds.

Here are some activities for teaching More, Less, and Same in Pre-K and Preschool. Find more math ideas on the Math Resource Page Pocket Chart Graph We

See fine motor morning work in action in this kindergarten classroom. Gain ideas and activities to use in your own classroom.

These errorless file folders include 40 seasonal tasks to help your students learn how to do matching folders. These are perfect for independent work tasks in your special education classroom.   The beauty of errorless learning is there is no wrong answer! Students learn how to complete left to right tasks. Errorless file folders can be a great way to guarantee success for early learners, reluctant and/or anxious students.   Some of the targeted skills include: Fine motor - pincer grasp Left to right task routine One to one correspondence Contents: 40 file folders - 10 for each season folder labels Resources included in this bundle: Summer Fall Winter Spring VIEW PREVIEW Please note: This is a digital download.  You will download, print, and prep as needed. No physical items will be sent to you.

I’ll admit, when I first began using stations the main reason was so I didn’t have to make copies for 200 students. The copy machines at my school were frequently broken, out of toner, and often inaccessible due to high need from other teachers and the lack of regular and predictable planning periods. If I wanted to make copies, I either had to get to school around seven or stay well after the final bell rang. Even then I might not be able to print what I needed for my students because the paper might be locked away to save the district some money. Stations were a perfect solution to my copy machine dilemmas. However, once I began using stations I found many more reasons to keep using them in my seventh grade science classes. Perhaps most importantly, students love stations and are motivated simply because they can be out of their seats and be more in charge of their learning (more on that later). Stations are super easy to differentiate and can be used to meet the needs of all of your students. Also, they are easy to use and quick to set up. If you’ve never heard of stations, ever considered using stations, or if you currently use stations and they aren’t quite as effective as you’d like, keep reading. Students practice identifying variables and writing hypotheses with these Scientific Method Stations. What are stations? Stations are a way for students to practice lesson content while moving around the classroom instead of being seated at desks. (That might sound scary when considering certain classes—believe me, I’ve been there. However, I’ve used stations with even my most rambunctious, out of control classes of 35+ seventh grade students. It can be done successfully.) Stations can be questions or short tasks posted on the perimeter of the room. In my science classes I typically used questions that could be answered with students’ notes, textbooks, knowledge, or skills. I included a variety of question levels—some easy and straightforward and others rigorous and challenging. I have also set up measurement stations with tasks to complete such as finding the volume of an object using the water displacement method or predicting the mass of an object and then using a balance to see how close their predictions were. When I noticed students had a hard time finding information in textbooks, I had stations where students had to find a specific piece of information using glossaries, tables of contents, or indexes. I’ve even cut up a worksheet and posted it around the room as stations. Answering the questions on a worksheet can be tedious, but when that same worksheet is in station form it becomes more engaging and meaningful. When students are up and around the room doing stations they’ll need to record their answers. This can be done on notebook paper that they hand in when they’re finished or in their interactive notebooks. How do I set up stations in my classroom? Start off by writing the questions or tasks you want your students to answer. Use fairly large font so they are easy to read from a distance of several feet. Then print them out and cut them up. If you want, you can laminate them so they are in good condition by the time the last class of students goes through them. I personally did not laminate them, so I always had some rips or pencil marks on the papers by the end of the day. Instead of laminating I just used extra tape to prevent the majority of damage. Once you have your stations printed, cut out, and maybe laminated you can tape them around the room on walls, windows, or tables. Finding space in my classroom was always easy because my room was ginormous. I also had countertops bordering the walls of three-quarters of my classroom. The space you leave between stations obviously depends on how many stations you have, but whenever possible try to leave at least a yard between them. This helps the students stay focused on their task instead of socializing with nearby groups. It also helps the teacher spot misbehavior earlier and sprout fewer gray hairs. When should I use stations? There were two purposes for using stations in my classroom: practice or review. If I was using the stations as a way to reinforce the material we learned, I scheduled them after taking notes and doing a whole class practice. Basically, I wanted my students to have the fundamentals down and the ability to be decently independent before beginning stations. If students needed to review material, I typically used stations as a review activity the day or two before a test. I’ve also had luck using stations before big breaks like Thanksgiving break, winter break, spring break, or summer vacation. Whenever students are especially squirrelly, stations are usually a good choice because students can move around the room and still engage in the material they need to learn and understand instead of wasting learning time. (Stations have kept me sane on more than one occasion before a break.) What behavioral expectations should be established before beginning stations? Before beginning stations, you MUST go over your behavior expectations. Otherwise, the students have a 95% chance of turning feral within three minutes. Here are the station expectations I went over every time we did stations. Students will have no more than three students to a station at any time. If there is already a group at that station, then they must go to another station. Students do not have to go in order. They may skip around to any station as long as they write their answers in the correct location on their own papers. As long as students are on task and working, students may pick the student(s) they want to work with. Students may also work individually. Students will receive only one warning for off task behavior. If they are off task a second time, they will have to complete the assignment individually in their seat using a worksheet form of the stations. Students may only visit the answer sheet twice during the stations. When students finish the stations they need to check all of their answers and return to their seats. How do I monitor behavior during stations, and what do I do about misbehavior? If you aren’t directly supporting a group of students, walk around the room and monitor behavior. Keep an eye and ear out for horseplay. Whenever students misbehave or don’t follow a station expectation give them a warning. If students have a second problem, direct the offending students back to their seats and give them a worksheet form of the stations to complete individually. Remind students they cannot get out of their seats for the remaining station time, otherwise you might find them messing with their friends and wandering around the room “working on the stations.” Depending on whether your stations consist of questions or tasks, your students might not be able to do every station on their worksheet. In that case instruct them to skip the station or complete it individually later on. Biggest advice here: don’t let small misbehaviors get out of hand. Immediately give the warning/consequence and briefly explain to the student what they did wrong and why it’s a problem. Here is an example of how that might sound: “Billybobjoe, you were visiting another group again. When you do this it is distracting to other students and you can’t learn. Because you didn’t follow the station expectations, now you will finish the stations at your desk by yourself on this worksheet.” How can I use stations to meet the needs of all of my students? Stations are excellent for differentiation purposes. Students can choose what works for them. For example, I let my students determine if they wanted to work independently, with a partner, or in a group of three. They also determined the order in which they completed the stations. They could skip around or go in numerical order while working at their own pace. Posting an answer sheet gave my students support by allowing them to check their work or get help with a problem they were struggling with. While my students were working, I was free to meet with a small group of students who needed extra support. Sometimes I determined ahead of time who should be in that day's support group and other times I left it up to the students to come to me for assistance. Consider posting answer sheets (like I did with the Changes in States of Matter Stations) so students can check their work and get assistance if needed. Another way to differentiate is by arranging the stations from easiest to hardest. For the most part, students are pretty good at determining their levels of understanding. Whenever I arranged the stations this way, I explained it to my students and let them choose where they needed to be. Providing the right context and reasoning is important for this. Don’t just say: left is easy, center is medium, and right is hard. Then you’d have a flock of students on the left with no one really benefiting. Explain that the stations on the left side are for students who feel they are having difficulty with the content and need to build up their knowledge and skills first. The stations in the center are a medium level of difficulty for students who feel they have a fairly good understanding of the content and are ready for reinforcement practice. The stations on the right side of the room are for students who feel they understand the material very well and need a challenge. When I explained it this way, my students didn’t feel bad if they were on the left side. As for the right side, many were eager for a challenge and would start by looking at the questions to see if they were ready or needed to go more towards the center. When arranging by level of difficulty, give your students a number of stations to complete. If there are 30 stations, maybe have them choose any 10. Having students complete all of the stations can defeat the purpose of arranging them this way. What do I do when students finish the stations at different times? There are several solutions to this. You can set a timer and have students complete as many stations as they can in 20 minutes. If there are a small number of stations or if the questions/tasks are relatively quick to get through, you can start a five-minute timer after the first five students finish; then announce that everyone needs to be done in less than five minutes. You can have students begin their homework or an individual class assignment at their seats. They can read a book. I’ve tried all of these methods in my class and switched it up depending on the student or lesson needs. What stations do you use in your own classroom? I'm so glad you asked. :) In my Teachers Pay Teachers store you can find many of the stations I have used in my seventh grade science classroom. Currently, these are the stations in my store: Scientific Method Stations: These can be used in a variety of ways. Most often my students used these stations to identify independent and dependent variables and write hypotheses. Changes in States of Matter Stations: These stations give students practice with the key points of melting, freezing, vaporization, condensation, and sublimation. Genetics and Heredity Stations: These stations give students practice with a variety of genetics topics. They are great to see what students know or to review key concepts. Human Body Organ System Stations: Students practice the important characteristics of the skeletal system, circulatory system, respiratory system, muscular system, digestive system, and nervous system. Properties of Matter/Physical Science Review Stations: I use these stations to review physical science concepts before the unit test. They go over atoms, states of matter, changes in states, physical and chemical changes, law of conservation of mass/matter, homogeneous and heterogeneous mixtures, elements, and compounds. Measurement in Science Stations: These stations are all about the tools and units used to measure metric length, volume, mass, and density. Density Stations: My students always need extra practice with density before things really sink in. These stations help them understand. Volume Stations: These stations focus on finding the volume of solids and liquids and measuring correctly. Mass and Weight Stations: Students get practice with the difference between mass and weight with these stations. If you haven’t already, try using stations in your classroom. With the correct implementation, they can really benefit your students. Plus, you don’t have to make a bazillion copies ;) Are you a middle school science teacher? You might be interested in my newsletter. Sign up for my newsletter here. Just for signing up you'll receive an exclusive freebie that you can't get anywhere else.

This super fun, engaging Manifest Destiny Map Review Activity will have your students moving around the room in a cooperative learning atmosphere! Your students' aim: reviewing details and locations of the Manifest Destiny territories. Included in this resource: • Hardcopy and Google Classroom resource • 8 Manifest Destiny territory stations • 6 sets of questions for 6 groups • Answer Key for Teachers DIRECTIONS FOR ACTIVITY: With their group, students travel from territory to territory answering the questions. When they answer the question they'll travel to that territory. They "post" their colored post-it with the corresponding question number on it to that territory. After the activity, students answer the two follow-up questions with their group. I use six different sets of colored post-its labeled 1 through 15 for each group. NOTE: Post-its not included in this product! Differentiation: cooperative {students work in pairs/groups according to teacher's discretion for questions} © 2012 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.