“Matching” develops fundamental grouping and numeral recognition skills as your child connects numerals with groups of objects.
Play "Spot the difference" and talk about fruit and vegies
=> http://bit.ly/VY0PZI
[Via Bright Ideas]
‘Lyn finds fun plus learning equals smart kids’ is an interview by the Melton Weekly with the inspirational 2011 Victoria Teachers Credit Union Outstanding Primary Teacher Award Winner, Lynette Barr. Lynette is a teacher at Rosyln Primary School and uses 3D games to provide engaging, authentic learning experiences for her students. Lynette explains how teaching needs to reflect the needs of the students: => http://bit.ly/irxAgK
There are few things that LMS courses could learn from games design and defeat the cursed scroll of deathly dullness – but hey ‘nice graphic on the header there dude’ kind of activity screams quality does it not. Many LMS courses are there to suit the teacher, the organisation and occasionally the content, not the student. They must battle bravely to overcome crap design, suspect teaching knowledge, ill-thought out assessment demands and use of tools defined by that knowledge and their willingness to learn how to use them. The LMS might be a pillar of technological-wonderment, hey, we’ve put dogs in space, so why not dump content and questions in locked box and call it teaching.
From personal experience of being in LMS course as a student – here are my top 5 things reasons I’d would rather play the Xbox http://bit.ly/mS3ITP
A Sports for the Mind class. Instead of grades, students receive report cards with levels of expertise like ‘‘novice’’ and ‘‘master.’’
One morning last winter I watched a middle-school teacher named Al Doyle give a lesson, though not your typical lesson. This was New York City, a noncharter public school in an old building on a nondescript street near Gramercy Park, inside an ordinary room that looked a lot like all the other rooms around it, with fluorescent lights and linoleum floors and steam-driven radiators that hissed and clanked endlessly.
Doyle was, at 54, a veteran teacher and had logged 32 years in schools all over Manhattan, where he primarily taught art and computer graphics. In the school, which was called Quest to Learn, he was teaching a class, Sports for the Mind, which every student attended three times a week. It was described in a jargony flourish on the school’s Web site as “a primary space of practice attuned to new media literacies, which are multimodal and multicultural, operating as they do within specific contexts for specific purposes.” What it was, really, was a class in technology and game design.
more => http://linkee.com/40RD
Distance-Time Graphs
A key stage 3/4 maths activity using the 100m sprint to examine distance time graphs.
