Please know that these lists are not all inclusive!! Individual Teachers will provide their classes with a list of required supplies during the first days of school. Students will need a notebook w / paper and a pen/pencil the first day of school.

The purpose of this lesson is on the writing process as it relates to writing historical summaries. The catalyst for this lesson is the visual Christ’s Descent into Hell by Hieronymus Bosch and the music “We Didn’t Start the Fire ” by Billy Joel. Students interpret their own meaning of the visual and song as they focus on the chaos created in both the art and music. Discussion is led to “chaos ” in world history. Students choose their own historical event to research and write a historical summary.

While leading whole class conversations, as a teacher, I aim to remain aware of students ’ powers to appreciate and express generality. In this paper I focus on a whole class conversation that took place during a game of ‘algebra bingo’. I consider the various types of generalities and examine

-stimulated interviews offers additional insight into participants ’ intentions, actions and interpretations. This paper first postulates the existence of co-constructed whole class patterns of participation and then documents one such pattern of participation: Kikan-Shido (walking between desks), both as it is enacted

In England and Wales, National Strategies promote pedagogies that emphasise interactive whole class teaching, although this is not defined precisely. In recent years major investment has been made in Interactive White Boards (IWB) and, whilst they do not determine pedagogy, as cultural tools

Ptolemy is an environment for simulation and prototyping of heterogeneous systems. It uses modern object-oriented software technology (C++) to model each subsystem in a natural and efficient manner, and to integrate these subsystems into a whole. Ptolemy encompasses practically all aspects

category cue validity, and are, thus, the most differentiated from one another. The four experiments of Part I define basic objects by demonstrating that in taxonomies of common concrete nouns in English based on class inclusion, basic objects are the most inclusive categories whose members: (a) possess

on the programming model allow the nesC compiler to perform whole-program analyses, including data-race detection (which improves reliability) and aggressive function inlining (which reduces resource consumption). nesC has been used to implement TinyOS, a small operating system for sensor networks, as well

Abstract not found

Although plenary sessions are common to mathematics lessons, they are often characterized by traditional approaches that endorse the position of mathematics as a kind of received knowledge and the teacher as sole validator of students ’ input. A socio-constructivist view of mathematics calls for a more conversational style of interaction among participants. In this paper an account will be given of a lesson in which children aged 9 – 10 years calculated the sum of integers from one to one hundred. Particular attention will be paid to one pupil, Anne, and her reassessment of a conjecture that she made early in the lesson. I suggest that particular teacher ‘moves ’ facilitated engagement of other students with her idea and that this was one factor that led to her new insight. Mathematics as conversation The traditional classroom interaction structure is the Initiation – Response – Follow-up (I-R-F) model in which the teacher initiates an exchange and the student then makes a contribution and the teacher then makes a follow-up move (Sinclair and