This way, Valtrex helps to regulate the immune system within a short period of time and restrict possibilities of the infected cells After the purchase of Ventolin the situation was changed a lot.
The doctor prescribed me Flagyl. Zithromax without prescriptionPremarin works just fine for me. I used this pill for three months after a full hysterectomy at the age of 50.

In Case You Missed It: STEM Town Hall - Leveraging Game-Based Learning to Increase STEM Engagement

    
Click Here to Watch
Leveraging Game-Based Learning to Increase STEM Engagement
Tuesday, August 25, 2015 | 2:00 - 3:30 PM EDT
 
 

STEMconnector®in collaboration with MIND Research Institute, hosted a STEM Town Hall on August 25th entitled "Leveraging Game-Based Learning to Increase STEM Engagement."

For this event, we looked beyond the achievement gap and into the "experience gap" where too many students are lacking the rich mathematical experiences that lead to deeper mathematical understanding and greater joy in the learning process. In a STEM-focused world, students of all backgrounds need these experiences to see themselves as capable mathematical thinkers and problem solvers.

 

Game-based learning is widely used in classrooms to engage students while fostering deeper learning that meets educational goals. The Town Hall saw an authority on game-based learning, a professional game designer, educators , a corporate supporter, and students discuss their experiences building their own math games and getting hands-on with learning.

Speakers:

 

Eileen Buckley

US Corporate Responsibility Senior Manager
PwC

 

Eileen Buckley leads PwC's youth education efforts as part of the firm's Corporate Responsibility team. Her responsibilities include overseeing Earn Your Future, a $190 million, multi-year commitment to education that incorporates student and educator outreach, research, and collaboration with select nonprofit organizations, including the MIND Research Institute, with a focus on innovation and impact. Eileen is a graduate of the University of Florida (B.S., Psychology) and Vanderbilt University (M.Ed., Organizational and Community Development).

 

Shannon Duncan

6th Grade Math and Science Teacher
McPherson Magnet School, Orange County, Ca.

 

Shannon Duncan is a 6th grade math and science teacher at McPherson Magnet School in California's Orange Unified School District. There, she uses a BOYD (Bring Your Own Device) policy to incorporate academic rigor with game-based learning in fun and engaging ways in her classroom. Previously, as a teacher in Lynwood, California, Shannon led her class of inner-city students to participate in the Lego Mindstorms Robotics program. A U.S. Army veteran, Shannon has a master's degree in multicultural education with an emphasis in critical pedagogy.
 
Jemma
Past National K-12 Game-a-thon winner
7th Grade Student, Nj.
 
Kedar and Uma
Programming Enthusiasts
Nazareth, Pa.
 
Kedar is a six-year-old programming enthusiast from Nazareth, Pa. who enjoys making games and stories inScratch. He was featured as a young Maker for his invention of an interactive book called "Codeylocks and the 3 Bears" that teaches young kids to use puzzle-like pieces to learn coding without a computer. This year, he entered MIND Research Institute's Game-a-thon with the JiJi Multipli-Cake Dance, which adds music to math. Kedar's mom, Uma, started Little Code Ninja with her son to share insights with fellow programming enthusiasts. She previously ran the Quality & Program Management Office for a leading healthcare company and implemented Six Sigma, Lean, Agile & Scrum methodologies in a mentorship and coaching role to cross-cultural/functional teams.

 

Nigel Nisbet

Vice President of Content Creation
MIND Research Institute

 

Nigel Nisbet is vice president of content creation at MIND Research Institute. Previously, he was a mathematics specialist for the Los Angeles Unified School District, where he designed and delivered professional development programs and implemented the transition to Response to Intervention (RTI) programming. Before that, Nigel taught high school mathematics, Advanced Placement (AP) Physics, and AP Computer Science, where he integrated technology into the classroom and utilized project-based learning to engage students' critical thinking skills. Nigel received his bachelor's degree in mathematics at Queen Mary University of London and his master's degree in educational administration at California State University, Northridge.

 

Becky Renegar

Gifted Intervention Specialist

Piqua Central Intermediate School, Piqua, Oh.

 

Becky Renegar is a Gifted Intervention Speciliast for students who are identified as gifted in math at Piqua Central Intermediate School in Piqua, Ohio. This is her thirteenth year of working with gifted students. She has a Masters of Arts in Gifted Education and is currently the Teacher Division Chair for the Ohio Association for Gifted Children. Becky uses game-based learning and technology in her classroom to meet the academic and creative needs of her students. She has had students participate in the Game-a-thon for the past two years and had three teams that placed in the top five last year.

 

Greg Toppo

National K-12 Education Reporter
USA Today
 
Greg Toppo is USA Today's national K-12 education reporter. His new book, The Game Believes in You: How Digital Play Can Make Our Kids Smarter, was published in 2015 by Palgrave/MacMillan. He was a 2010 Spencer Fellow at the Columbia University Graduate School of Journalism, and in 2011 he co-led the team that investigated cheating in the nation's public schools, most prominently in Washington, D.C. A graduate of St. John's College in Santa Fe, New Mexico, Greg taught in both public and private schools for eight years before moving into journalism.
 
Resources:
 

 

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Back-to-school boost: Duke Energy awards $3 million in education grants

This is a press release from Duke Energy Foundation

More than 50 NC schools and organizations to receive support

RALEIGH, N.C., Aug. 27, 2015 (PRNewswire) | Students and teachers are getting a back-to-school boost through grants totaling $3 million to more than 50 schools and educational organizations in North Carolina.
 
The grants, from the Duke Energy Foundation, will enhance programs and initiatives focused on childhood reading proficiency, along with science, technology, engineering and math (STEM).
 
"It is essential that our children are well-equipped with the basic skills needed to thrive in the classroom and in life," said David Fountain, Duke Energy's incoming North Carolina president. "We're proud to support these organizations and their efforts to give our students the best chance for success – from kindergarten through high school."
 
The Duke Energy Foundation awarded $865,000 to childhood literacy programs aimed at closing the achievement gap and ending the cycle of poverty that often separates low-income students from their peers.
 
The remaining $2.17 million supports STEM initiatives that provide real-world relevancy and engaging experiences to prepare students to enter math and engineering career fields.
 
 
"Duke Energy recognizes that a deep foundation in science and mathematics for all students is essential for our state's competitive edge," said Tony Habit, president of NC New Schools/Breakthrough Learning. "We value our partnership with Duke Energy to support our teachers and provide them the resources they need to build their knowledge and skills in delivering high-quality STEM education. The generous investment by Duke Energy over the years represents a promise of a bright future for North Carolina students."
 
"Communities In Schools of North Carolina has had a long-standing partnership with public schools all across our state to bring dynamic wraparound services into schools to drive strong student outcomes in attendance, behavior and coursework – the best predictors of student success," said Dr. Eric Hall, president and CEO of Communities In Schools of North Carolina. "Thanks to a grant from Duke Energy, CISNC is closing the summer reading gap for students living in poverty in Western North Carolina. Also, at the beginning of the school year, we will launch a reading program in Eastern North Carolina using technology to propel reading success in the elementary setting. Together, CISNC and Duke Energy are working to change the picture of education for students all across North Carolina."
 
"Duke Energy is helping to build the next generation of scientists, engineers, doctors, and innovators in our state," said Tim Hurley, Teach For America-Charlotte executive director. "Thanks to their support, we've been able to increase the number of STEM teachers we bring to North Carolina, thereby helping to address a serious gap in STEM educational opportunity, particularly in our rural communities. These talented educators spark imagination, curiosity and creativity in their students, all while preparing them to be the leaders on which our shared future depends."
 
Duke Energy Foundation
The Duke Energy Foundation provides philanthropic support to address the needs vital to the health of its communities. Annually, the Foundation funds more than $25 million in charitable grants, with a focus on education, environment, economic and workforce development, and community impact. Duke Energy has long been committed to supporting the communities where its customers and employees live and work, and will continue to build on this legacy. For more information, visit www.duke-energy.com/foundation.
 
Follow Duke Energy on Twitter, LinkedIn and Facebook.
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Visualizations the Focus of New Earth Science Week Site

This is a press release from Earth Science Week

Alexandria, VA | Science teachers and students can go online today to use a new educational resource of the Earth Science Week website, the "Visualizing Earth Systems" page, which features instructive visualizations of Earth science phenomena.
 
Educators know the power of compelling visualizations, those that graphically depict data in ways that help students grasp challenging concepts. Now Earth science teachers have a collection of such visualizations, right at their fingertips at http://www.earthsciweek.org/visualizations.
 
Supporting the Earth Science Week 2015 theme of "Visualizing Earth Systems," this new page on the program website links educators and students to dozens of recommended visualizations dealing with energy, climate, minerals, water, hazards, and other topics. In addition, the page offers links to overviews of these topics provided by AGI's Critical Issues Program at http://www.americangeosciences.org/critical-issues.
 
Users are invited to help improve the page by sharing their favorite Earth science visualizations. Please submit the URLs for favorite online geosciences visualizations to info@earthsciweek.org. Help strengthen Earth science education by sharing effective resources with fellow educators!
 
Reaching over 50 million people annually, AGI leads Earth Science Week in cooperation with the geoscience community as a service to the public. Each year, community groups, educators, and interested citizens organize celebratory events. Earth Science Week offers the public opportunities to discover the Earth sciences and engage in responsible stewardship of the Earth.
 
To view the visualizations page, please visit: http://www.earthsciweek.org/citizenscience/index.html.
 
About Earth Science Week
Earth Science Week 2015 will be celebrated October 11-17. To learn more, please visit www.earthsciweek.org. To order your Toolkits, please visit http://www.earthsciweek.org/materials. You may also call AGI Publications to place your order at 703-379-2480.
 
About The American Geosciences Institute
The American Geosciences Institute is a nonprofit federation of geoscientific and professional associations that represents more than 250,000 geologists, geophysicists and other earth scientists. Founded in 1948, AGI provides information services to geoscientists, serves as a voice of shared interests in the profession, plays a major role in strengthening geoscience education, and strives to increase public awareness of the vital role the geosciences play in society's use of resources, resiliency to natural hazards, and interaction with the environment.
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Middle School STEM Competition Semifinalists Announced By Broadcom Foundation and Society for Science & the Public

This is a press release from Broadcom

Fifth Annual Broadcom MASTERS Semifinalists Include 300 U.S. Students Now in Consideration for Trip to Silicon Valley and $25,000 Grand Prize 

IRVINE, Calif. and WASHINGTON – August 19, 2015 | Broadcom Foundation and Society for Science & the Public (SSP) today announced the selection of 300 students as semifinalists in the fifth annual Broadcom MASTERS® — the nation's most prestigious Science, Technology, Engineering and Math (STEM) competition for middle school students. Semifinalists' names and a state-by-state breakdown can be found at http://www.broadcomfoundation.org/masters/semifinalists/2015 or https://student.societyforscience.org/broadcom-masters-2015-semifinalists.

The Broadcom MASTERS (Math, Applied Science, Technology and Engineering for Rising Stars) rewards sixth, seventh and eighth grade students who have followed their personal passions in science or engineering and inspires them to continue their studies in math and science throughout high school. As the students focus on Project-Based Learning, the scientific method and the engineering process through hands-on challenges and competitions, they are taught the 21st century skills of critical thinking, collaboration, communication and creativity. 
 
“Broadcom MASTERS enables middle school students to harness their potential as future scientists, engineers and innovators to solve problems and create inventions that will impact their world," said Paula Golden, President and Executive Director, Broadcom Foundation, and Director, Community Affairs, Broadcom Corporation. "We are extremely proud of the many thousands of young men and women who were nominated to compete because of their amazing science fair projects and congratulate 300 semifinalists from around the United States who have reached this exciting stage of the competition.”
 
Semifinalists' independent research projects include a broad range of topics such as: 
  • Communication Protocol: Self-driving Vehicles at Intersections
  • Solar Desalination: An Eco-Friendly Solution for California's Water Independence
  • 2-Gether We Make Football
  • How can the Ebola Virus Disease be cured through inhibition of Viral Protein 35?
  • Can You Get Your Transistors In Line?
  • Developing Assistive Technology for Autism Spectrum Disorder: A Wireless, Wearable, and Customizable Electronic Solution to Predict and Prevent Autistic Meltdowns
Semifinalist Data Points:
  • Semifinalists represent 226 middle schools (the majority of which are public schools) in 39 states and American Samoa, and represent 127 regional and state science fairs across the U.S.
  • Semifinalists were selected from more than 6,000 nominees and 2,230 applicants.  Each application received three independent readings and evaluations by distinguished scientists, engineers and educators. Nominees qualified to enter the Broadcom MASTERS by placing among the top 10 percent of the participants at their SSP-affiliated science fairs.
  • The 30 Broadcom MASTERS finalists will be announced on September 2. Finalists will receive an all-expense paid trip to Silicon Valley, California from October 1 - October 7 to showcase their science fair projects and compete in a four-day STEM competition for awards and prizes, including the top education award of $25,000 presented by the Samueli Foundation.
“We are extremely proud to join with the Broadcom Foundation in congratulating the 300 semifinalists selected,” said Maya Ajmera, President and Chief Executive Officer of Society for Science & the Public and Publisher of the Science News family of media properties. “This year we are celebrating the fifth anniversary of Broadcom MASTERS, and I am more impressed each year by these talented students. We hope competitions like Broadcom MASTERS inspire them to pursue their passions and become the next generation of scientists and engineers.” 
Sponsored by Broadcom Foundation, a nonprofit public benefit corporation funded by Broadcom Corporation, the Broadcom MASTERS is a program of Society for Science & the Public. SSP has run some of the world's most prestigious science competitions for more than seven decades.
 
As a semifinalist, each student will receive an award ribbon, semifinalist certificate of accomplishment, Broadcom MASTERS backpack, a Broadcom MASTERS decal, a one year family digital subscription to Science News magazine, and a one year subscription to Mathematica+, courtesy of Wolfram Research. In recognition of the role teachers play in the success of their students, each semifinalist's classroom will receive a collection of Sally Ride Science Career Books courtesy of Deloitte.
 
Resources:
For more information on the Broadcom MASTERS, visit the Broadcom Foundation and SSP websites or visit Broadcom Foundation's Newsroom and read the B-Inspired Blog. 
To keep up with the Broadcom MASTERS on Twitter, use hashtag #brcmMASTERS or follow Broadcom and SSP. And to stay connected, visit the Broadcom MASTERS and SSP Facebook pages.
 
About Broadcom Foundation 
Broadcom Foundation was founded to inspire and enable young people throughout the world to enter careers in science, technology, engineering and mathematics (STEM) through partnerships with local schools, colleges, universities and nonprofit organizations. Broadcom Foundation is the proud sponsor of the Broadcom MASTERS®, a program of Society for Science & the Public – a premier science and engineering competition for middle school children. The Foundation's mission is to advance education in STEM by funding research, recognizing scholarship and increasing opportunity. Learn more at www.broadcomfoundation.org.  
 
About Broadcom
Broadcom Corporation (NASDAQ: BRCM), a FORTUNE 500® company, is a global leader and innovator in semiconductor solutions for wired and wireless communications. Broadcom® products seamlessly deliver voice, video, data and multimedia connectivity in the home, office and mobile environments.  With one of the industry's broadest portfolio of state-of-the-art system-on-a-chip solutions, Broadcom is changing the world by Connecting everything®. For more information, go to www.broadcom.com.
 
About Society for Science & the Public
Society for Science & the Public is a 501(c)(3) nonprofit membership organization dedicated to the achievement of young researchers in independent research and to the public engagement in science. Established in 1921, its vision is to promote the understanding and appreciation of science and the vital role it plays in human advancement. Through its acclaimed education competitions, including the Intel Science Talent Search, the Intel International Science and Engineering Fair, and the Broadcom MASTERS, and its award-winning publications, Science News and Science News for Students, Society for Science & the Public is committed to inform, educate, and inspire. Learn more at www.societyforscience.org.
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Game On! Why figuring out game-based learning matters now more than ever

This is a guest blog from Marina Stenos, Vice President and Director at Widmeyer Communications.

Whether it’s the fight over higher standards, assessments, school choice or teacher quality, national opinions are fraught with the emotional load of parental and societal concerns that we do right by our children. Education, once the mom and apple pie of bipartisan collaboration, has become a battleground of politics and privilege, which is to say nothing of the disruption technology has brought into our nation’s classrooms over the past decades—accelerating disparities of access and equity; deepening the divide between the haves and have nots; and raising the specters of cybersecurity and data privacy for even the youngest learners.

While parents, school communities, industry and legislators struggle to get education right, especially when it comes to technology in the classroom, our children, the so-called digital natives of Generation Z, are clicking happily away in a wired world that even millennial parents may be hard-pressed to recognize. According to a recent survey from Project Tomorrow, a national education nonprofit, the majority of school administrators (more than 9 out of 10) say that the effective use of technology within instruction is important for achieving their school or district’s core mission of education and preparation of students. In addition, a whopping 78 percent of parents believe that regular in-class use of technology is the best way for their child to develop the college and career skills they will need for future success. Perhaps most importantly, students agree: 64 percent of middle schoolers claim that effective technology use increases their interest in what they are learning at school. So why is this such a challenge to pull off?

From the debacle of LA’s iPad roll out to the colossal disconnect of Amplify, it seems implementing sound education technology policies is a conundrum we are not quite able to solve. Even presidential imperatives like ConnectED, or the fact that there’s a need for this kind of effort, are telling about our current challenges. If we can’t get the devices, data systems and networks right, how can we even think about concepts like game-based learning and how they may best be scaled and leveraged as tools of inclusion and learning for all students? And yet, that is exactly what we must do…and quickly.

Whether it’s to teach proper research methods or the ABC’s of good digital citizenship, young people need proper instruction on navigating the digital landscape. They are dealing with everything from trolls to cyber bullies alongside the excitement and novelty brought by the myriad devices and social platforms of the current marketplace on a near daily basis. Indeed, games such as Minecraft have not only found their way into the classroom, they are revolutionizing the way in which students interact with abstract science and engineering concepts, as well as each other. Project-based learning has long been looked to as a way to bring the real-world into the classroom and allow students to not only learn core concepts, like math and science, but also the soft skills of communication, collaboration and persistence, which are more and more in demand. In much the same vein, game-based learning holds the promise of engaging a wide variety of learners, particularly those who are at risk or disengaged enough to not quite do their best. Educators who utilize game-based learning in their classrooms report more self-directed learning and collaboration from students—allowing excellent students to further excel, while bringing along those who often struggle with traditional learning methods.

While there is no silver bullet when it comes to education, game-based learning holds the promise of not only engaging a much broader swath of students in meaningful learning, it may even open up ways to teach content we have long wrestled to get right. Think about what game-based computer science class might look like. Imagine students sharing coding projects across social media channels, learning more deeply from peers around the classroom, school, district, state, nation or world… Consider how game-based learning might facilitate learning concepts like empathy—which is more and more needed in today’s virtual interactions. We owe it to ourselves and our future leaders to make the most and best use of our digital tools. Integrating game-based learning into day-to-day schoolwork may not only help more students learn more, it may transform how we define learning altogether.

Marina Stenos is a Vice President and Director at Widmeyer Communications. Widmeyer Communications, a Finn Partners company, is the nation’s oldest communications firm with a dedicated PreK-12 education practice. We now have more than 25 years’ experience working in education public policy, advocacy and marketing communications. Widmeyer Communications possesses a deep understanding of the critical issues the field faces, and what it will take for all children to reach their potential in a public education system. We partner with philanthropies, nonprofit organizations, associations, corporations and local, state and federal government entities to craft and deliver education messages and communication strategies that advance our clients’ ideas and agendas and help them achieve results. For more information, visit http://www.widmeyer.com/

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ISS Astronauts Chat with Students and Teachers in San Antonio

This is a press release from Challenger Center

Special Guest Capt. Mark Kelly On-Hand for Conversation with Brother Scott


Kjell Lindgren (on screen left) and Scott Kelly (on screen right) aboard the international Space Station (ISS) spoke with Captain Mark Kelly (far right), Challenger Center educators and San Antonio students and teachers during a recent in-flight event.
 

SAN ANTONIO, TX | In conjunction with the organization’s annual conference, Challenger Center and special guest, Captain Mark Kelly, hosted a downlink with Expedition 44 Flight Engineers Scott Kelly and Kjell Lindgren of NASA. Capt. Mark Kelly, former astronaut and brother of Scott Kelly, is a member of Challenger Center’s board of directors. Kelly briefly spoke with his brother and Lindgren before opening up the event for questions from San Antonio students and teachers, and Challenger Learning Center educators. Kelly and Lindgren discussed life and work on the orbital laboratory, and answered questions about sleeping patterns, misconceptions about the ISS, and advice for today’s students who are interested in pursuing a STEM career. Twin 15-year-old boys had the chance to ask Kelly about preparing physically and mentally for his year long trip.
 
The special out-of-this-world event took place on the campus of San Antonio College and also included presentations by NASA Astronaut Joe Acaba and Dr. Graham Scott, Chief Scientist, National Space Biomedical Research Institute (NSBRI). Read more here: http://www.challenger.org/2015/08/13/challenger-center-chats-with-iss-astronauts/
 
About Challenger Center for Space Science Education (Challenger Center)
As a leader in science, technology, engineering, and math (STEM) education, Challenger Center and its international network of Challenger Learning Centers use space simulations to engage students in dynamic, hands-on opportunities. These experiences strengthen knowledge in STEM subjects and inspire students to pursue careers in these important fields. Centers reach hundreds of thousands of students and tens of thousands of teachers each year. Founded in 1986, Challenger Center was created to honor the crew of shuttle flight STS-51-L: Dick Scobee, Gregory Jarvis, Christa McAuliffe, Ronald McNair, Ellison Onizuka, Judith Resnik, and Michael J. Smith. Learn more about Challenger Center at www.challenger.org and connect with us on Facebook, Twitter and YouTube.

 

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Incorporating Games into Math Class: A Perspective on Leveraging Game-Based Learning to Promote STEM Enagement

The following blog post was written by Shannon Duncan, a sixth grade math and science teacher at McPherson Magnet School in Orange County, Ca. Join Shannon and other panelists focused on game-based learning in STEM in next week's virtual Town Hall, hosted by STEMconnector and MIND Research Institute at 2pm ET on Tuesday, August 25th. For more information on how to register and other speakers, please click here.

Counted hopscotch, solitaire and tile games are all things that come to mind when you ask about math games I played as a kid. Today, though, these are a thing of the past, and the value of getting our students up and moving while they learn is more relevant than ever. Over the past two years, I’ve hosted many math game days resulting in both success as well as some trial-and-error when connecting physical movement to learning. These are a few of things I’ve learned about incorporating games into math class.

  • Engage a love of learning

Regardless of the success of the game mathematically speaking, the resounding claim by my students is how much they LOVE the chance to be outside, active and learning all at the same time.  It is often forgotten, in the hustle and bustle of meeting all the benchmarks, testing deadlines and chaos of the daily grind in teaching math, that it still has to be fun. Yes, FUN!  Kids respond to learning when engaged, challenged and enjoying their tasks.  The discussions in my classroom have helped mold many changes in mathematic fun and learning and the feedback from my kids was amazing:

“I love the games because even though I struggle in math, I feel like I’m just as smart as everyone else but I can learn more when we play.”

“I would enjoy practicing my math more if it we could play these games all the time.”

  • Mind-body connection

The other benefit of playing math games is in the amount of retention it creates.  A lot of teachers use basic forms of TPR (Total Physical Response) like moving your arm or waving hands to help with learning, but many forget that getting kids all the way up and active sparks a connection in the neurons of the brain to help with processing and retention. 

Games like MIND Research Institute’s Hop to It, have been one of best tools for my kids struggling with basic number sense, and it also actively challenges my advanced-level students. They have to move to the corresponding numbers related to a set question and be aware of how they physically move to get there, such as on one foot or with their left hand. The physical connection to what the brain needs to know to make the number decision is instant and long lasting while the laughter and discussions they have well after the game time ends also create a lingering learning affect that lends to all student levels feeling equal and yet challenged to complete the tasks. 

  • Reach students at all levels

Many of the teachers I speak with notice an increase in the numbers of kids who need extra help, as well as a wider gap between the kids who easily understand the math concepts and those who don’t.  Using physical math games allows us to take our kids to modified settings where we can continue to differentiate and make gains without always having to use groups leveled by ability. Within the ability-leveled groups, many kids simply shut down when they are repeatedly placed in the low groups; they find little to no desire to continue to work so hard when they feel they are always behind the others in class.  Generating a game environment fosters the constant connections minus the feelings of segregation.

So how can you start incorporating more games into your classroom?

  • Consider your personal growth

Setting up a game based learning environment does take some organization and planning.  It also takes the ability to step back and be able to handle the failures as well as the successes.  The learning curve of teachers shouldn’t stop at the doors of, “I understand and can confidently teach this content.”  The learning curve needs to be constant and forever developing.  Our students depend on us to continue to strive toward using the best methods for the current groups while improving on the methods we hold in our toolboxes.  If we are going to ask our students to continue to step out of their comfort level and challenge their personal learning curves, we it owe it to them to continue to do the same. 

  • Take baby steps

Game-based learning has been an integral part of student development for years and yet we do not give it the support it deserves for the level of knowledge growth it creates.  The best method is to start small and work your way up to an entire day.  Begin your process with introductory lesson starter games and work your way into a full math rotation and eventually find your comfort with a math games day.  It takes time to develop the games that work and eliminate what doesn’t.  Give yourself the freedom to try things, have AAR (After Action Reviews) with your students and see how they feel things went, make changes and try again. There is no failure in the attempts to generate the environment; the only failure comes from never attempting in the first place. Give the concept time to mature, get ideas from your fellow teachers and tweak them to be what will work best for you!  Find some enjoyment and laughter in the process, after all it is supposed to be fun, and it will be….for them and for you! 

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Monsanto Fund Awards $1.9 Million Grant to Institute for School Partnership

This is a press release from Monsanto Fund

Grant To Help ISP’s MySci Program Develop Middle School Science Curriculum

ST. LOUIS (August 18, 2015) | The Institute for School Partnership (ISP) at Washington University has partnered once again with the Monsanto Fund to bring high quality science education to every student in St. Louis.
 
The Monsanto Fund has awarded the ISP with a $1,935,000 grant. Over the three-year grant, the ISP will create a hands-on, inquiry and project-based science curriculum for middle school students that integrate elements of engineering, mathematics and technology.
 
“Careers in STEM (science, technology, engineering and math) fields are growing,” said Deborah Patterson, president of the Monsanto Fund. “Extending the MySci program ­– which has been so successful with K-5 students – to include middle school will help prepare students to enter a world where STEM skills are essential.”
 
MySci launched in 2005 with the mission to cultivate the region’s next generation of scientists by engaging elementary students in science, technology, engineering and math (STEM) through interactive learning experiences and creative curriculum.
 
The Investigation Station was designed first with a set of three in-class units that could engage students in a fun and exciting way. This roving vehicle of innovative, hands-on exhibits and specimens made learning fun as the students crawled through and explored three zones in the 37-foot custom-built trailer.
 
The comments from the students and educators that experienced the Investigation Station made it clear that MySci was striking the right chords when it came to science education. “Our kids absolutely loved the Investigation Station,” said Annette Cook of the Brentwood Early Childhood Center. “The students and staff are still talking about it. What an amazing way to share science with children!”
 
Over the past three years, MySci has reached a whole new level. The K-5 MySci curriculum was created to fill the gap between engaging, hands-on science and content that met state education standards and prepared students for standardized testing. After three years, the MySci curriculum is now used in schools in seven districts in the St. Louis region.
 
However, the staff of the ISP knew more work needed to be done to prepare the next generation of not only scientists but of STEM professionals.
 
Research shows that there is a dramatic decrease of interest in the sciences during middle school years. Additionally, these grades are crucial to preparing students for the rigor of high school classes and beyond.
 
Using the successes of MySci’s K-5 curriculum, the staff will begin developing curriculum for grades sixth through eighth during the summer of 2015. These modules will be project-based in nature and will challenge students to connect science to real world problems.
 
“Middle school is where students decide whether they will pursue a STEM career,” said Victoria May, executive director of the ISP. “It is so important that science curriculum is engaging and allows students to envision themselves as problem solvers of the issues that our world faces today.”
 
About the Institute for School Partnership
The Institute for School Partnership is Washington University in St. Louis’ signature effort to strategically improve teaching and learning within the K-12 education community. Through ISP, local schools are connected with a world-class research university, teachers are inspired with new knowledge, and teachers and students are empowered with the best resources. Learn more about ISP at schoolpartnership.wustl.edu/.
 
About the Monsanto Fund
The Monsanto Fund, the philanthropic arm of the Monsanto Company, is a nonprofit organization dedicated to strengthening the farm communities where farmers and Monsanto Company employees live and work. Visit the Monsanto Fund at www.monsantofund.org.
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The 2nd International Festival of Science, Technology, Engineering and Mathematics (STEMfest)

This is a press release from STEMstates

"Skilling a Nation's Future"
Saskatoon, SK, Canada
 
 
STEMfest is a festival of events and conferences which all take place in one venue over one week. Each are asked to focus on research, issues and solutions within their specific industry or discipline, whilst also leading towards a declaration on their discipline's position on the festival's overall theme of "Skilling a Nation's Future". Simply select the discipline or industry that interests you below and check out the event for details. 
 
Conferences, Events and Forums such as:
Science Education: Science on Stage Canada
Girl's and Women's Careers: Inspiring Girls in STEM Forum
Technology : SESTECH and Cybersecurity (request a brochure at events@stemstates.org) 
 
Free Events including: 
 
All in 1 Venue
Over 1 Week
Including 10,000 students
1,200 delegates
 From 55 Countries
Ministerial and Business Delegations
Discuss Nation Building Projects, Challenges and Solutions
185 Exhibits
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New Services from Discovery Education Help School Systems Nationwide Build Capacity for STEM Education

This is a press release from Discovery Education

Professional Development, Coaching, and Curriculum Development Combined in New Services Support School Systems or Single Schools

SILVER SPRING, Md. (August 4, 2015) | Discovery Education, the leading provider of digital content and professional development for K-12 classrooms, today announced the availability of three new services designed to help school systems nationwide grow capacity for STEM teaching and learning.  Produced and delivered by Discovery Education’s team of nationally recognized STEM and professional development experts, these new resources support school systems in building and sustaining a culture of STEM education through a unique combination of immersive professional development initiatives, job-embedded instructional coaching, rich digital content, and extensive community engagement.
 
The new services now available are:
  • STEM Foundations. Designed to grow educators’ and administrators’ core expertise in STEM instruction and leadership, STEM Foundations empowers participating school systems to build a custom combination of full-day professional development opportunities, job-embedded coaching, support in building community engagement and awareness, and more to create a unique STEM capacity building initiative.
  • STEMformation.  A comprehensive, three year-system for building a culture of STEM at individual school sites, STEMformation guides educators as they master STEM instructional strategies.  With a focus on developing high quality STEM lessons, creating transdisciplinary lessons and units, and vertically aligning STEM education school wide, STEMformation provides the robust professional development, job embedded coaching, and administrative leadership to create a center of STEM excellence.
  • STEM Leader Corps. A four-year system for scaling STEM education district wide, STEM Leader Corp is a sustainable capacity building model that develops and nurtures teachers and administrators as they build a culture of STEM teaching and learning in their school system.  Through a shared leadership model, robust professional development, ongoing coaching, and administrative leadership support, participating districts will develop a transdisciplinary curriculum that prepares students for success beyond the classroom.
The launch of these new capacity building services is part of Discovery Education’s continued commitment to supporting STEM education. For over a decade, Discovery Education has provided school systems worldwide the professional development, digital services, project-based learning opportunities, and other initiatives needed to build the engaging STEM learning environments that encourage students to solve real-world problems while improving academic achievement.
 
“To truly transform teaching and learning, we must invest in building the capacity of our educators and administrators,” said Tim Wyrosdick, Superintendent of Florida’s Santa Rosa County School District. “Discovery Education’s STEM professional development and resources will help Santa Rosa County School District build the innovative learning environments our teachers and students need, and support our educators in delivering world-class STEM instruction for every student, every day.”
 
Discovery Education’s Science and Math Techbooks also support educators as they transform STEM teaching and learning by utilizing an inquiry-based model of instruction which guides students in supporting claims through evidence, fact-backed reasoning and arguments. Additional resources available from Discovery Education to support STEM include Discovery Education STEM Camp, a dynamic series of standards-aligned STEM curricula available at no cost to schools, districts, non-profit organizations and parents; the Discovery Education 3M Young Scientist Challenge, the nation’s premier science competition for grades 5-8; and Support our Science (S.O.S.), a multi-year effort launched in partnership with Science Channel to empower educators with the resources necessary to create digital learning environments that spark and grow students’ curiosity in STEM.
 
“As the need to advance student achievement in STEM grows, so does the need for effective STEM educators who are empowered with the knowledge, tools, and strategies they need to bolster their students’ STEM skills,” said Dr. Cindy Moss, Discovery Education’s Director of Global STEM initiatives. “We are looking forward to partnering with school districts across the country to empower their educators to integrate STEM concepts into instruction and promote the growth of the critical STEM skills their students need for college, careers and citizenship.”
 
For more information on Discovery Education’s STEM services and initiatives, visit www.discoveryeducation.com/STEM.
 
About Discovery Education
Discovery Education is the global leader in standards-based digital content for K-12, transforming teaching and learning with award-winning digital textbooks, multimedia content, professional development, and the largest professional learning community of its kind. Serving 3 million educators and over 30 million students, Discovery Education’s services are in half of U.S. classrooms, over 40 percent of all primary schools the UK, and more than 50 countries. Discovery Education partners with districts, states and like-minded organizations to captivate students, empower teachers, and transform classrooms with customized solutions that increase academic achievement. Discovery Education is powered by Discovery Communications (NASDAQ: DISCA, DISCB, DISCK), the number one nonfiction media company in the world. Explore the future of education at www.discoveryeducation.com.
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