High+School+Examples

**Nicholas Franklin (Mathematics) **
**Elizabeth Shoemaker (Chemistry) **
 * In my AP Calculus BC course and in my senior-only Precalculus course, all notes, handouts, and worksheets are distributed through my website.
 * In all my classes, lecture is used sparingly. Instead, I have my students read their textbook and fill in note-taking guides. We then discuss the reading the following day. The idea is that students get experience learning from multiple resources instead of relying solely on the instructor. Also, students must think about what they read, think about what they are supposed to learn, and formulate pertinent questions for me the following day.
 * I also use GeoGebra whenever possible to introduce concepts and ideas. I have created several discovery activities with GeoGebra and have even used it to animate approximations of the sine curve using Taylor Polynomials.
 * I have used Jing frequently to answer tech questions posed my fellow teachers. Here is an example.
 * I frequently make use of the Mathematica Demonstrations Site. Examples of demonstrations that I used can be found on my website.
 * I have exposed my students to Wolfram Alpha. This site was created by the makers of Mathematica and can solve equations, graph, find derivatives, integrate, find limits, etc. It is also has many applications not related to mathematics. For example, you can enter a person's first name and it will break down the data for that name (U.S. rank, popularity throughout time, and so on).
 * Students in all of my classes are intimately familiar with modern graphing utilities. Most commonly used are the TI-83/84, but I have numerous students in my AP Calculus BC course that use the more advanced TI-89 Titanium. These devices are incorporated in everyday instruction and are used to conjecture, verify, and discover.
 * Students stay current through our class websiteAll assignments and Powerpoint notes are posted for easy student access. There are also lists of website resources (games, flashcards, etc.) students can use for tutoring.
 *  Class lectures are interactive. Students are either able to use the Smartboard or the Airliner to participate. Both products are manufactured by Smart. Often, after writing into a Powerpoint, I will save the editing and post the edited Powerpoint on my class website for student viewing.
 * Many review sessions and some quizzes are taken with CPS clickersfrom eInstruction.
 * Videos from YouTube.com are converted into wmv files for easy integration into PowerPoint. I use the site zamzar.comfor quick file conversion. This is nice because once the file is a wmv file, I do not have to rely on the internet to play the video. If for some reason the internet at the high school is down or slow, my video will still play!
 * Students use text messaging for data collaboration during chemistry lab. Students are able to text their data to polleverywhere.com. Their data shows up on the screen for everyone to see. It sure beats writing the data on the chalkboard!
 * Students use scientific calculators for many chemistry calculations. For consistency, all students use the same model of calculator (purchased through a grant), the TI 30X. I have an overhead calculatorof the same model. I am able to teach students the functions of certain keys when I use the overhead calculator.
 * Students have used flip camerasto produce video projects. The best part of the flip camera is that students can edit a video in our classroom (instead of booking the media production lab). They can also edit a video at home.
 * Occasionally, my students listen to chemistry-related podcasts that have been downloaded on MP3 players. The podcasts are used as journal prompts. The podcasts are found at 60 Second Science.



** ​ Jason Gill (Government) **

 * My students have taken all of their tests on [|Moodle] quizzes. This allows for them to have advantages in preparing for college as much of what they will do in the way of tests at a university will be online.
 * We use the website [|polleverywhere.com] for a variety of activities. For example, students use their cell phones to vote on a controversial issue that we are discussing in class. They can also indicate whether or not they understand material. Finally, we use it as a discussion tool. Students can send text messages containing ideas they have about the key characteristics of a successful US president for example.
 * We use the website of the National Journal to occasionally show the students the "Play of the Day." This allows students to see current news events through the eyes of late night comedians. Statistics show that many young people get their news from Leno, Letterman, Stewart, Colbert, etc. These clips are obviously edited for appropriate content.
 * We have used [|tagcrowd.com]. This allows students to analyze the contents of a speech or primary source by insterting text and having the website create a text "cloud." This cloud will help students to summarize key ideas and see if overarching themes exist. One really good example of the effectiveness of this is by comparing presidential debates/speeches. What are the themes of the campaigns.
 * We have used [|webspiration.com]as an online visual mapping tool. It allows visual learners to organize content by creating a visual map. This is online and free. PLUS the students are able to collaborate online. This is an effective way to work with groups.
 * We will be using the social bookmarking site [|delicious.com] to have students compare media outlets, blogs, etc. and potential biases that exist in the media.
 * We have used the forum feature in Moodle to have students debate issues online. I have found that many students who may be reluctant classroom contributors are the most frequent contributors in online discussions.
 * We have used Moodle chat to hold live online review sessions. We have also used this feature to watch presidential debates or speeches "together" and comment on what we are seeing.
 * We make extensive use of Moodle choices. This serves a similar purpose as polleverywhere.com.
 * We take frequent "reading check" quizzes in AP Government using Moodle quizzes.
 * Every assignment we do as a class as well as lecture notes, review sheets, etc. are posted to our Moodle page.
 * Students have used [|ediscio.com]to work in groups to make collaborative sets of vocabulary flashcards to review for tests.
 * We have used an online simulation called [|redistrictinggame.com]to explain the very difficult concept of redistricting.
 * [|Ourcourts.org]is a website created by Justice Sandra Day O'Connor that has great simulations for our students involving the supreme court and civil liberties.
 * We used Timetoast.com to have students create interactive timelines that include links to relevant websites as well as video selections.
 * We have used xtranormal.com to have kids create cartoon debates on liberalism vs. conservatism.