Teacher resources and professional development across the curriculum

Teacher professional development and classroom resources across the curriculum

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Incorporate Writing Across the Curriculum

Writing is a crucial skill we rely on daily. We write to communicate, entertain, inform, and persuade. Finding ways to include writing, revising, and sharing in and outside language arts classrooms can be challenging. The following resources support teachers who want to incorporate writing across disciplines and grade levels, and give them tools to create writing communities in their classrooms.

One of our newest resources Reading & Writing in the Disciplines shows multiple opportunities to engage students in middle and high school classrooms in writing across disciplines. In a 10th grade math class, students use writing to prove the Pythagorean theorem. Science students write a scientific report assessing hydraulic fracturing on New York City’s watershed. Watch students in a journalism class create seven-minute podcasts for This Reading Life, which is loosely modeled after the radio program This American Life. Students in a social studies class learn how to write about cause and effect and complicated issues in a unit on the Crimea conflict. Find the full list of purposeful writing activities here.

In Teaching Reading K-2 Workshop, session 5, “Teaching Writing as a Process,” learn why it is important to allow students to create their own writing topics.  Also, watch as a kindergarten teacher models the use of an illustration as a writing prompt.

Inside Writing Communities: Grades 3-5, “Activities,” prompts you to examine your attitude towards writing, analyze lesson plan ideas, learn to generate writing ideas, and develop writing schedules that allow students to write about any topic.  Session 7, “Learning to Revise,” provides tools on incorporating revision and shows why revision is fundamental to the writing process.

In workshop 1, “Creating a Community of Writers,” of Write in the Middle, learn how to turn your classroom into a safe place for students to share their writing. Watch teacher Jack Wilde explain how he uses read-alouds to encourage mutual support among students.  In workshop 5, “Teaching Multigenre Writing,” 7th graders prepare a portfolio of multi-genre pieces based on personal experience.

Developing Writers: A Workshop for High School Teachers, workshop 6, “Providing Feedback on Student Writing,” shows teachers how to give feedback that helps students grow as writers. Create your own feedback form with the “Build a Rubric” interactive.

Habitable Planet, when used as a classroom resource, includes many topics that can inspire student writing. In unit 10, “Energy Challenges,” Professional Development Guide, essential questions, such as “What are the benefits and drawbacks of current energy sources?”, serve as great prompts for students to access prior knowledge and for you to assess what they have learned after the lesson.

More resources for teacher writing:

Teaching Math: Grades 3-5, session 2, “Communication” Students use writing to expand their understanding of mathematical concepts.

Social Studies in Action: A Methodology Workshop K-5, session 5, “Using Resources”  Kindergarteners write advertisements after reading a book on making pasta.

Literature” interactive What makes a good short story?

Elements of a Story” interactive for elementary students

Six Ways Learner Can Support You This School Year

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Teachers learning together at the 2016 Annenberg-Newseum Summer Teacher Institute.

Welcome back for the 2016-17 school year. Time to start working on those new ideas that have been brewing all summer. While we hope that many of you have spent part of your summer relaxing, we also know you participated in professional development workshops (like the Annenberg-Newseum Summer Teacher Institute) and developed new strategies and curricula for your students. In the Learner office, we have a big year ahead of us. We are excited for a year of partnerships and community-building, all to support your hard work in the classroom. Below is a reminder of resources we provide to charge your teaching batteries throughout the year.

1. Monthly Update E-Newsletter

Do you receive our monthly newsletter? If not, you can subscribe here. We look forward to connecting you to our free online ad-free resources and letting you know when new resources and PD opportunities are developed. Stay tuned each month for more from Annenberg Learner.

2. Resources for Lessons

Complement your textbooks with streamed videos in social studies, science, math, language arts, world languages, and the arts. Click on “View Programs” on the homepage to see a list of all our resources.

3. Interactives and Lesson Plan Search Functions

When brainstorming for lesson ideas, search the interactives database for online activities to enhance and improve students’ skills in a variety of curricular areas.  Search the lesson plans database for plans in all subject areas and grade levels.

4. Learner Express

Learner Express provides short video clips in math for Common Core and science for STEM curriculum.

5. Blog and Social Media

The Learner Log blog highlights specific teaching strategies and subject area resources from Learner.org and other educational organizations. It also provides a forum to discuss them with your peers. Tell us what topics you would like to see in the blog at blog@learner.org.

Our social media links provide instant connections to resources related to topics in the news, current events, and historical dates. Check us out on FacebookTwitterGoogle+, and Youtube.

6. Graduate Credit and CEU Opportunities
Advance your career, sharpen your teaching skills, and update content knowledge in the subjects you teach with the following graduate credit and CEU opportunities for Annenberg Learner courses from PBS TeacherLine, Colorado State, and The University of San Diego.

PBS TeacherLine provides certificates of completion and partners with many colleges to offer graduate credit for five Annenberg Learner professional development courses. Search Annenberg Learner to see what is available.  For general information, including pricing, see the main PBS TeacherLine site.

Colorado State University (CSU) offers graduate credit for Annenberg Learner professional development and content courses, as well as continuing education units (CEUs) for a selection of reading, education, math, and science courses. Register for either graduate credit or non-credit continuing education units on Colorado State’s Online Plus website.

K-12 educators (and some courses are applicable toward community college level instructors) looking to earn credit for time spent on planning for the successful implementation of a new idea to enhance student learning and/or school improvement can take courses online through The University of San Diego.  View information about the Annenberg Learner Implementation Planning Series here.

What does great teaching look like?

TM K-4 students1

from Teaching Math Library, K-4, program 46 “Buffalo Estimation”

Are you new to teaching? Do you want to refine your teaching strategies after reflecting on your practice? One of the best ways to improve is to watch veteran teachers guide their students in the learning process. We encourage you to observe teachers in your school and to look to Learner.org for great classroom moments you can watch on your own time. Take ideas from our workshops that show real teachers effectively engaging with their own students. Here are a few highlights with additional resources listed below by subject:

Making Meaning in Literature
shows teachers facilitating discussions to create a literary community in their classrooms. For example, in program 4, teacher Tanya Schnabl’s students develop discussion questions and connect their experiences with the dilemmas in the assigned texts as they explore “government limits and personal freedoms.”

See examples of every step of an inquiry-based lesson, from fostering a learning community, to designing how students will explore the materials, to collecting and assessing data, in Learning Science Through Inquiry. In workshop 6, “Bring It All Together: Processing for Meaning During Inquiry,” watch the teacher draw out meaning from students’ observations of their soil decomposition experiment. Shuffle to 8:42 in the video.

Find ideas for teaching about civic engagement in Making Civics Real.  Teacher Matt Johnson leads his Constitutional Law 12th graders in applying what they’ve learned to new hypothetical cases that mirror actual students’ rights cases presented to the Supreme Court in workshop 8, “Rights and Responsibilities of Students.”

Other examples of effective teaching:

Language Arts and Literature Classrooms-

Reading & Writing in the Disciplines

Teaching Multicultural Literature: A Workshop for the Middle Grades

Write in the Middle: A Workshop for Middle School Teachers

The Expanding Canon: Teaching Multicultural Literature in High School

Mathematics Classrooms-

Reading & Writing in the Disciplines

Teaching Math: A Video Library, K-4, 5-8, 9-12

Insights Into Algebra 1: Teaching for Learning (high school)

Science Classrooms-

Reading & Writing in the Disciplines

Science in Focus: Force and Motion (K-8 teachers)

Reactions in Chemistry (high school)

Foreign Language Classrooms-

Teaching Foreign Languages K-12: A Library of Classroom Practices

Social Studies/History Classrooms-

Reading & Writing in the Disciplines

The Economics Classroom: A Workshop for Grade 9-12 Teachers

Social Studies in Action: A Teaching Practices Library K-12

Arts Classrooms-

Connecting With the Arts: A Teaching Practices Library, 6-8

The Art of Teaching the Arts: A Workshop for High School Teachers

Differentiated Instruction By Subject

RWDs_BlendTechMathsq

A blended learning approach to instruction allows students to collaborate using technology. See Reading & Writing in the Disciplines.

As you plan for the new school year, think about how you structure your classroom and lessons to engage all students and meet each learner’s needs. While differentiating instruction can be daunting, it can also be a lot of fun. Differentiation involves recognizing individual student’s talents, interests, and challenges. It also involves varying ways you present content and use the classroom space. Below are examples of teachers differentiating their classrooms. Jump to the subject you teach or read them all. For a deeper look into what differentiation is and how to recognize the potential in all students, listen to the “Differentiated Instruction Works: How and Why To Do DI” podcast on the ASCD website.

Arts and World Languages

Tap into students’ love for the arts. In The Arts in Every Classroom, program 2, “Expanding the Role of the Arts Specialist,” watch how dance, visual art, and theatre teachers coordinate with teachers of other subject areas.

Use the arts to teach students how to express their ideas in multiple ways. In Connecting With the Arts, program 12, “Finding Your Voice,” middle school students use music, art, and dance to explore the concepts of conflict and protesting.

Students are most engaged when they are talking about what they know. In Teaching Foreign Languages, K-12, “Comparing Communities,” students compare community life at home and abroad while practicing language skills. The video is captioned in English for all language teachers.

English and Language Arts

In Teaching Reading, K-2, workshop 6, “Differentiating Instruction,” learn what flexible grouping looks like and apply examples to your own classes.

Think outside of the essay and use your students’ kinesthetic and creative skills. Watch middle school students explore characters in literature by creating ceramic place settings in Connecting With the Arts, “Revealing Character.”

Vary methods of communicating with students using technology to give feedback. Jen Roberts uses Google Tools to collaborate with her students on their work. Watch “Blended Learning: Acquiring Digital Literacy Skills” from Reading & Writing in the Disciplines. Under the video, see the Differentiated Instruction paragraph to learn more about how Ms. Roberts scaffolds the lesson to meet different students’ needs.

History and Social Studies

In Social Studies in Action, program 4, “China Through Mapping,” Ms. Norton offers multiple entry points into a lesson on Chinese culture and history. Elementary students create salt-dough maps, sing songs, and complete a group mystery puzzle using printed maps of China. At 20:24 in the video, Ms. Norton explains how she assigned the roles for group work.

Try lesson plans that use photographs to hook visual learners and students interested in photography. The Essential Lens video, “A Closer Look,” explains the Focus In strategy for examining the meaning and point of view of photographs. Browse several photo collections connected to activities and big ideas that can be used in the social studies classroom. Themes include “Economies and Empires” and “Change and Resistance.”

Ms. Ambrose’s students discuss racial profiling as they develop an understanding of constitutional law and criminal law in Making Civics Real, workshop 7, “Controversial Public Policy Issues.” One of her students reflects “… if she sees that something is boring us, if something’s not working, she’ll get at the problem. She’ll change it to make sure that we’re always interested, so that we’re always learning something. As soon as you lose interest, you stop caring, you stop learning.”

Mathematics

In Teaching Math K-4, video 17, “Choose a Method,” the teacher provides multiple learning experiences for exploring problem-solving methods with her fourth graders. Two groups work independently, one on computers and another on puzzles and games. The teacher and students in a third group investigate different computational methods, including base-10 blocks, calculators, mental math, or paper and pencil.

A blended learning approach to instruction allows students to collaborate using technology. Math students evaluate arithmetic sequences and share work on a Smart Board. While some students also practice speaking and teaching skills, other students focus on concepts. Watch “Blended Learning: Using Technology to Learn Math Concepts” in Reading & Writing in the Disciplines.

In “Creating Opportunities for Mathematical Discourse” from Reading & Writing in the Disciplines, Ms. Langer lets students choose from different types of classroom materials to explore content, provides scaffolding to students as needed, and allows students to work in groups or independently as they study graph theory.

Science

Young kids love animals. Bring the outdoors inside to young citizen scientists with Journey North. Students answer the essential question, “How do animals in different parts of the world respond to seasonal change?” while completing activities in the viewing guide and watching animal cams by Explore.org of bears, birds, and more.

Use photographs to hook visual learners and students interested in photography. The Essential Lens video, “A Closer Look,” explains the Focus In strategy for examining the meaning and point of view of photographs. Browse several photo collections connected to activities and big ideas that can be used in the science classroom. Themes include “Processes of Science,” “Energy,” and “Genetics and Bioengineering.”

In Reading & Writing in the Disciplines, “Creating a Culture of Collaboration,” learn how Mr. Berryman develops students’ understanding of scientific terms in multiple ways, from using an interactive web app, a word wall, drawing activities, and more.

Teaching About the First Atomic Bomb, Dropped August 6, 1945

Nagasaki, Japan under atomic bomb attack / U.S. Army A.A.F. photo [9 August 1945], LC-DIG-ds-05458

Nagasaki, Japan under atomic bomb attack / U.S. Army A.A.F. photo [9 August 1945], LC-DIG-ds-05458

In the early hours of August 6, 1945, the United States dropped the world’s first atom bomb on Hiroshima, Japan, killing over 120,000 Japanese citizens as a result of the blast and the after-effects of the fallout. President Harry S. Truman justified the use of the bomb, saying that there would have been a much greater loss of life had the U.S. invaded Japan by land.

In A Biography of America, program 23, “The Fifties,” try the You Decide; The Atom Bomb? interactive to determine if President Truman made the correct decision to drop atomic bombs on Hiroshima and Nagasaki with the goal of ending World War II.

Read “Living with the Atomic Bomb: Native Americans and the Postwar Uranium Boom and Nuclear Reactions” about the cultural and human consequences of the nuclear weapons race of the 1950s in American Passages, “Becoming Visible.”

The discussion of controversial issues can promote critical thinking skills. John Allen Rossi’s article “Creating Strategies and Conditions for Civil Discourse About Controversial Issues” raises questions about the decision to drop the bomb on Hiroshima. See Making Civics Real: A Workshop for Teachers, “Controversial Public Policy Issues.”

Mathematics Illuminated traces the origins of game theory to the work of Hungarian mathematician and physicist John von Neumann, who worked on the Manhattan Project, the top-secret plan to build the first atomic bomb.

More resources for teaching about World War II and the atomic bomb:

Reactions in Chemistry, workshop 3, “Energetics and Dynamics

The Western Tradition, program 48, “The Second World War

Share additional resources on this topic in the comments section below the post.

Summer Learning: Games

cattraptionIs it too rainy or hot to go outdoors? Pull out the familiar childhood games of cards, Mousetrap, and Rubik’s Cube. Or learn the mathematics behind game theory in unit 9, “Game Theory,” of Mathematics Illuminated.  Why is poker considered an imperfect game? How do different cultures define ‘fair’? How can language use work like a game?

Mousetrap

Ever wonder where the concept for the original Mousetrap (published in 1963) game came from? It was inspired by Rube Goldberg (born July 4, 1883) a Pulitzer Prize winning cartoonist, sculptor, and author known for his drawings depicting complicated and comical contraptions that perform simple tasks.  In workshop 3, “Transfer and Conversion of Energy,” of Science in Focus: Energy, see if you can tell where the energy comes from as you move through different stages of the Cat-Traption, a Rube Goldberg-style machine.  Try making your own Cat-Traption at home.

Rubik’s Cube

Erno Rubik, born July 13, 1944, is the Hungarian inventor of the Rubik’s Cube. Physics for the 21st Century, unit 9, “Biophysics,” section 5, Free Energy Landscapes, explains hierarchical states using a Rubik’s Cube. In biology, the distance between these states can explain, for example, how far two species are apart on the evolutionary tree.

What’s On Your Summer Reading List?

Bookstackbylake123rfYou deserve to relax a little. What better way to relax and escape than by reading about what interests you? It is hard to find time to pick up books just for fun during the school year. Kick back with that book that has been calling your name all year, or choose one from the programs below.

Escape into exotic worlds of fiction by reading books like The Tale of Genji and One Hundred Years of Solitude. Watch Invitation to World Literature to hear how artists, dancers, and others connect with their favorite reads. Go to the Connections section to find modern popular interpretations of these stories.

Take emotional journeys and visit landscapes of the mind with some of America’s greatest poets in Voices & Visions. Elizabeth Bishop lived both in Brazil and Maine, and captured the spirit of these places and their people in her poems. Feel the pulse of land and water in “The Map” and the murmurings of old people in “The Moose,” in program 1.

Langston Hughes evokes the rhythm of the people and the landscape of the African continent in “The Negro Speaks of Rivers,” in program 6. Stream the video or play the audio while closing your eyes and seeing the words paint the images.

Brush up on American history and culture while reading works by great authors. Visit American Passages to find an extensive list of writers and to explore writers and their works by themes such as “The Spirit of Nationalism” and “The Search for Identity”.

If math and science are more your speed, peruse the bibliographies from Mathematics Illuminated and Physics for the 21st Century. For example, in Mathematics Illuminated, “Geometries Beyond Euclid,” the bibliography list includes Brian Greene’s The Elegant Universe: Superstrings, Hidden Dimensions, and the Quest for the Ultimate Theory and Lederman and Hill’s Symmetry and the Beautiful Universe. Also, find book suggestions in the “Further Reading” sections of each unit in Physics for the 21st Century.

Read Rachel Carson’s Silent Spring and learn about her contributions to the environment on our blog.

What books will you read this summer?

Image copyright: perhapzzz / 123RF Stock Photo

It’s Over Already/Finally? Reflecting on the School Year

93rd st school classsmsqSummer is the perfect time to pause and look back at the school year. How did it go? What challenges did you face? What improvements can you make for next year? Is there anything new you would like to try with your students next year and how can you prepare this summer? The following resources offer guidance with your reflections.

What is your teacher metaphor? As a teacher, are you more of a conductor or an air traffic controller? Have you ever tried to define your teaching? The Metaphorically Speaking interactive in The Next Move workshop spurs you to think of a metaphor to describe your teaching to others, and also to help you develop a focus. Read what other teachers have used as metaphors for their own teaching. Share your own metaphor and how this metaphor influences or guides your teaching in the comments section!

Did you struggle with keeping your students’ attention or motivating them? Neuroscience & the Classroom  shows how brain research can inform instructional practices. Learn to effectively manage a variety of learning styles and attention spans. Use the course’s search function to find the topics you want to explore.

Connecting With the Arts, program 8, “Reflecting on Our Practice,” provides strategies for solo and group reflection to improve curriculum and refine lesson plans.

How can you encourage literacy in the home? How can you better support your English language learners? How can you work on comprehension skillsTeaching Reading Workshop, K-2, offers reflection worksheets for each session. Glean ideas from these reflection sheets, and adapt them to other subject areas and grade levels.

Consider creating informal professional learning communities over the summer or build your case to develop them during the next school year. Critical Issues in School Reform, videos on innovation in professional collaboration, outline group reflection activities (like the Tuning Protocol and the Consultancy) that examine student work and classroom instruction.

Image copyright: ljupco / 123RF Stock Photo

Fahrenheit Follows His Interests: Measuring Temperature

farenheit_celsius_thermometerGerman physicist and engineer Daniel Gabriel Fahrenheit was born May 24, 1686 in Danzig. After his parents died in 1701, he moved to Amsterdam where he developed an interest in making scientific instruments. This interest lead to the development of reliable thermometers, the creation of the Fahrenheit temperature scale, and the discovery that water’s boiling point can vary depending on atmospheric pressure.

Learn how Fahrenheit developed the temperature scale that bears his name and compare his scale with others that measure temperature in Chemistry: Challenges and Solutions, unit 2, “The Behavior of Atoms-Phases of Matter and the Properties of Gases,” section 3, Measuring Temperature.

Students can practice temperature conversions based on the Fahrenheit, Celsius, Kelvin scales and more using the British and Metric Conversions interactive.

Physical Science, session 7, “Heat and Temperature,” answers the question, “Why do we need three sets of temperature scales?” Remember to examine common ideas children have about heat and temperature as a prelude to planning your lessons on the topic.

Share your ideas for teaching about Fahrenheit and measuring temperature in the comments.

Diet, exercise, and weight: Why we are what we eat

AAO_27

Researchers lead by anthropologist Herman Pontzer used GPS units and heart rate monitors to track the physical activity of the Hadza in Tanzania. Photo from Against All Odds, unit 27.

Anyone who has struggled to lose weight knows that it can be a long, difficult process. But a study published this month in the journal Obesity offered new insights into just how hard it is, and why: Dieters’ own bodies resist their efforts to shed pounds.

In the study, federal health researchers followed 16 contestants from the television show The Biggest Loser for six years after they competed in 2009. They found that most of the subjects regained all or nearly all of the weight they had lost – sometimes over 100 pounds. A few contestants were even heavier at the end of the study than before they entered the competition.

“It is frightening and amazing,” Dr. Kevin Hall, a coauthor of the study, told the New York Times. “I am just blown away.”

It’s the latest addition to a growing body of evidence challenging the idea that as long as people burn enough calories, they can eat as much as they want without gaining weight. In fact, experts say, it’s very hard to change how much energy our bodies use every day. We can’t control our basal metabolic rate – the energy we use for basic functions like breathing – which accounts for roughly three-quarters of our daily energy use. We can control how much we exercise, but that’s only a fraction of our total energy use. And when we dial that portion up, our bodies dial down our basal metabolism to compensate.

Unit 27 of Annenberg Learner’s statistics program Against All Odds describes a study by Hunter College anthropologist Herman Pontzer that illustrated this process. Pontzer measured daily energy use by members of the Hadza, nomadic hunter-gatherers who live on the open savannah in Tanzania. He found that although the Hadza were much more physically active than white-collar American or European office workers, they burned about the same amount of calories. Pontzer concluded that Hadza used more energy for physical activity than Westerners, but less when their bodies were resting.

Other factors also limit what we can accomplish through exercise. Use the running interactive in Chemistry: Challenges and Solutions to see how running affects body conditions such as fluid and electrolyte balances. These parameters limit how far we can push ourselves during strenuous exercise although elite athletes learn to manage them and push farther. Note also that the elite runners in this interactive burn 5 to 9 calories per minute, so even if they run for a full hour, they would consume fewer than 600 calories. That workout could be more than offset by eating a hefty sandwich.

These studies send a clear message for managing weight: what we eat matters much more than how much energy we burn, and is also more within our control. While exercise provides many benefits and can help us regulate our weight, physical activity alone is not an effective strategy for losing weight.