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.

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! 


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
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

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 
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
Plus – STEMfest to be streamed globally to 1 million schools through New York Film Academy and South East Asian Ministers of Education Organization
Exhibition Opportunities still available, mention STEMconnector® for a 10% discount. Send an email to for more information

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
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

Solving the Equation: AAUW’s Campus Action Projects

This is a guest blog post from AAUW

The American Association of University Women (AAUW) is the leading voice promoting equity and education for women and girls. Every year, AAUW campus leadership programs shape the lives of thousands of college women to be the next generation of leaders. Applications are now open for one of these leadership opportunities: the Campus Action Project (CAP) grants. The 2015-16 CAP grants are inspired by AAUW’s latest research report, Solving the Equation. Student led teams can apply for up to $5,000 put their ideas into action this spring. Encourage students to apply today and put an end to the stereotypes and bias that women still face in engineering and computing. Applications close September 27, 2015. 


MA Elementary Teachers Selected for Oracle STEM Professional Development Awards

This is a press release from the Museum of Science, Boston

Will receive award-winning curriculum developed at Museum of Science, Boston

BOSTON, August 11, 2015 | Thanks to support from the information technology company Oracle, 20 Massachusetts elementary teachers will implement the award-winning STEM curriculum Engineering is Elementary® (EiE®) in their classrooms. The program is made possible by a grant from Oracle to the National Center for Technological Literacy® (NCTL®) at the Museum of Science, Boston, where EiE is based.
The teachers were selected through a competitive process; each one will receive a complete set of EiE curriculum materials and attend a professional development (PD) workshop at the Museum on August 18, 2015. “High-quality professional development in the STEM fields—science, technology, engineering, and math—is a critical need for elementary teachers,” says EiE director Christine Cunningham. “By helping teachers build their skills, Oracle is helping to make a difference for Massachusetts students for years to come.”
This is the second year that Oracle has supported elementary engineering education with a grant to the Museum; last year, elementary educators in California’s Silicon Valley were the recipients of the PD awards.
"Oracle's generous support helps us to expand our preparation of elementary teachers nationwide who can engage young children in the STEM skills and concepts they need in today's engineered world," says Museum president and NCTL founder Ioannis Miaoulis.
“As one of the world’s leading technology pioneers, Oracle is thrilled to support the next generation of innovators at the beginning of their engineering journey,” said Colleen Cassity, Executive Director of Oracle Giving & Volunteers and the Oracle Education Foundation.  “Teacher training in STEM fields is critical to the growth, creativity and professional trajectory of tomorrow’s leading minds.  Engineering is Elementary shares Oracle’s commitment to advancing engineering education to a diverse range of students across the country.”
The Oracle-EiE PD scholarship recipients include the following Massachusetts teachers: 
Jennifer Brown, McKay Arts Academy, Fitchburg, MA
Jaclyn Campos, Frank M. Silvia Elementary School, Fall River, MA
Patricia Cormier, Webster Middle School, Webster, MA
Nicole Donofrio, Louise A. Conley Elementary School, Whitman, MA 
Kerien Driscoll, STEM Academy at the Edith Nourse Rogers School, Lowell, MA
Carolyn Dubois, Carlos Pacheco Elementary School, New Bedford, MA
Jaime Leger, C. A. Farley Elementary School, Hudson, MA
Nathan Lewallen, McKinley Middle School, Boston, MA
Katie LoBuono, South Street Elementary School, Fitchburg, MA
Rachel Matzdorff, Wollaston Elementary School, Quincy, MA
Heather McKusick, Warren Community Elementary School, West Warren, MA
Julie Muldoon, Sacred Heart School, Roslindale, MA
Rebecca Neet, Undermountain Elementary School, Sheffield MA
Stephanie Rennie, STEM Academy at the Edith Nourse Rogers School, Lowell, MA
Patricia Romer, Berlin Memorial School, Berlin, MA
Heidi Schnabel, Miriam F. McCarthy Elementary School, Framingham, MA
Hilary Seager, Design and Engineering Academy - Dr. Elmer S. Bagnall Elementary School, Groveland, MA
Caitlin Woods, H. B. Lawrence Full Service Community School, Holyoke, MA
Lisa DiPersio, Columbus Elementary School, Medford, MA
Theresa Noons, North Elementary School, Somerset, MA
About Engineering is Elementary
EiE is a project of the Museum of Science, Boston, developed with support from the National Science Foundation. The EiE curriculum includes 20 units that integrate science topics with a specific field of engineering. Through the use of storybooks, EiE introduces students to children from different cultures and backgrounds who are trying to solve engineering problems. EiE students as young as six years old conduct their own experiments to collect the data needed to solve a similar problem using a five-step engineering design process.
About the Museum of Science, Boston 
The Museum of Science, Boston is the nation's first science museum with a comprehensive strategy and infrastructure to foster technological literacy in science museums and schools across the United States. Having reached an estimated 8.3 million students and 93,600 teachers, its NCTL also received the National Science Board's Public Service Award in May 2015. One of the world's largest science centers and Boston's most attended cultural institution, the Museum of Science introduces about 1.4 million visitors a year to science, technology, engineering, and math (STEM) via dynamic programs and hundreds of interactive exhibits. Founded in 1830, the Museum was first to embrace all the sciences under one roof. Highlights include The Science Behind Pixar, the Hall of Human Life, Thomson Theater of Electricity, Charles Hayden Planetarium, Mugar Omni Theater, Gordon Current Science & Technology Center, 4-D Theater, and Butterfly Garden. The Museum also leads a 10-year, $41 million National Science Foundation-funded Nanoscale Informal Science Education Network of science museums. Visit:

Thousands in Cash Prizes Available in Verizon Innovative App Challenge!

This is a guest blog from Verizon

Student teams across the nation are now invited to create novel ideas for the mobile app marketplace in the Verizon Innovative App Challenge. The competition offers middle and high school students the opportunity to apply their STEM knowledge and submit an idea for a mobile technology application that can be used to solve a societal or community problem. Registration for this contest is now open and eight teams will win “Best in Nation” honors, each earning a $20,000 cash grant for their school.
No app building experience is necessary! Only an app idea is required for submission by a faculty advisor, who guides a team of five to seven students in the conceptualization process. This is the fourth year for this exciting competition by the Verizon Foundation, in partnership with the Technology Student Association. Registration and entry instructions can be found on the Verizon Innovative App Challenge website.

Founder and Leader in STEM Education to Step Down from Award-Winning National Nonprofit Techbridge

This is a press release from Techbridge

Board of Directors Praises Her Accomplishments and Plans for Transition

OAKLAND, CA (PRWEB) AUGUST 07, 2015 | The Techbridge National Board of Directors announces today that the co-founder of Techbridge, Dr. Linda Kekelis is stepping down as CEO/Executive Director effective December 18, 2015. They offer thanks and praise for her outstanding stewardship of the organization from its beginning.
“I am fortunate to have had a dream job that was my life’s calling,” said Kekelis. “Over the past fifteen years, we’ve accomplished so much positive impact for girls and families, for STEM educators, for partners, and for the field. It has been an incredible privilege to watch Techbridge grow from a small dedicated team of three in Oakland to a staff of 28 across the country. Together, we’ve made a truly extraordinary collective impact around Oakland and the San Francisco Bay and across the country. Now I move onto my next chapter knowing that I have helped put in place a Techbridge team that is as passionate about equity and making a difference in the world as I am.”
Kekelis has taken Techbridge from an idea to a national organization that serves thousands of girls through direct services and professional development that builds the capacity of national partners like Girl Scout councils and YMCA of the USA. Kekelis has achieved many accomplishments and awards for herself and the organization including the 2015 Most Influential in STEM by the National AfterSchool Association, 2014 East Bay Innovation Award for Education, and 2012 Silicon Valley STEM Innovation Award.
“I am humbled by the impact of our collective efforts to support a mission that both inspires girls to change the world and that works to change the world so that the talents and dreams of girls can be realized,” said Kekelis. “I know Techbridge is ready for what’s ahead with a staff, partners, funders, and board that collectively bring synergy to write the next chapter in Techbridge’s story and accomplish something very special.”
The Techbridge National Board of Directors, under Chair Kim Ondreck Carim, has formed a transition team to guide the national search for a replacement and ensure seamless leadership of the organization’s programs during the transition. “The entire Board and staff join me in thanking Linda for her extraordinary service and dedication to Techbridge and the field,” Carim said. We will miss her passion, and wish her well in her future endeavors. We look forward to announcing plans to celebrate Linda’s fifteen years at the helm of Techbridge in the near future.”
About Techbridge
The mission of Techbridge is to empower girls to realize their dreams through science, technology and engineering. Its innovative after-school and summer programs inspire 5th through 12th grade girls from underserved communities to change the world, providing girls with hands-on projects and career exploration through curriculum, role models, and field trips. Techbridge girls also build confidence, problem-solving skills, perseverance, and public speaking abilities that will serve them well in any career. Techbridge’s holistic approach gives girls a strong support network that includes their peers, teachers, families, and role models. Through its national professional development efforts, Techbridge has reached over 15,000 adults through trainings and resources for role models, educators and families.

What Does An Engineer Look Like: #ILookLikeAnEngineer

Could you look at a crowd of people and identify who is an engineer or scientist? More than likely you can't, and that is exactly the point behind the hashtag that recently went viral "#ILookLikeAnEngineer."

I love that people are posting pictures of themselves and embracing this hashtag. As I say in my own post, you can't identify an engineer by their gender, race, or even their hobbies... You can only identify an engineer by the quality of their work.

Here is the post that got it all started!

Browse through some of the Instagram posts below to see all the different faces of engineers and engineering students! (Mine is the first one)


Class of 2001 @NYUPolytechnic #CompE #ILookLikeAnEngineer

A photo posted by Eli Brown (@elirbrown) on

Aug 4, 2015 at 5:44pm PDT


OSTA President: Teachers Lead Shift to New Science Standards through Collaboration

The following is a guest blog by Bradford Hill, President of the Oregon Science Teachers Association

If policymakers want to see improved student achievement, they must begin by supporting teachers.

It’s an exciting time to be a science teacher. Here in Beaverton and across the state of Oregon, teachers are leading a transformation in how we engage young people in science. My colleagues and I are eager to make the instructional shift to our Oregon 2014 Science Standards, a new set of benchmarks that establish what students need to know and do in K-12 science. Adopted last year by the Oregon State Board of Education, these standards, also known as the Next Generation Science Standards (NGSS), will fully integrate into Oregon classrooms in 2018.

But as much as teachers are looking forward to the change, we know that we shouldn’t underestimate its complexity. Like other professional fields, teachers thrive on opportunities to reflect and make critical changes in our practice.

One of the most important changes we’ll see because of the NGSS is an aim to combine real-world relevance with the scientific practices that build knowledge. In doing so, the NGSS are more explicit about asking students to use data as evidence to form an argument or tackle a challenge. With that long overdue shift also comes a need for teachers to develop learning arcs, or coherent stories that frame our lessons.

One of the greatest challenges teachers face is the lack of time and professional development to create lessons thoughtfully. That’s why collaborating with colleagues to develop lesson plans and share ideas and resources is one of the best investments we can make. When we can exchange resources and work together, we collectively transform science education.

I am fortunate to teach in a district that facilitates robust, effective professional development opportunities for teachers rooted in collaboration. This summer, my colleagues and I will gather for a series of educator-led workshops focused on three-dimensional learning, a cornerstone of the NGSS. We’re fortunate to have these opportunities to develop ourselves and our profession, thanks to the Portland Metro STEM Area Partnership and Portland State University. The Oregon Science Teachers Association is also leading weekend workshops for teachers statewide.

There truly is untapped expertise among our talented teacher corps, which is why this summer holds so much promise for advancing our teaching capabilities even further. In the past year or two, I’ve gained more from these communal professional development experiences than I could have accomplished on my own in 10 years. After all, teaching a room of 36 students is a complex business. Like other professional fields, teachers need and deserve structured, ongoing and paid opportunities for this important training and development.

The NGSS have refocused us on the kind of high-quality science education we have always hoped to teach. We have successfully started the transformation but some of the most important training, preparation, and innovation is on the horizon to ensure we all can get there.

Bradford Hill, recently honored with the Presidential Award for Excellence for Mathematics and Science Teaching, is a physics teacher at Southridge High School in Beaverton and the president of the Oregon Science Teachers Association.



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