Global Education Conference 2012

Computational Thinking - Global Education Conference:

Last week I presented my "Because the Cat Goes Left" webinar for the world's largest free educational conference:http://www.globaleducationconference.com/ 

Incorporating computational thinking and computer programming into our K-8 curriculum must be a priority! I heard loud and clear from the participants in the audience that we need to start providing more training for our K-8 teachers in this area, so that they can incorporate these skills within their classrooms and within their existing curriculum. 

I am a firm believer that these skills do NOT have to be a separate class for our children. It needs to become a way of thinking!

If you would like to see ways in which you can incorporate into your teaching, along with concrete examples and rubrics, feel free to view the recording of the webinar.

If you would like to review the recording of the conference, please click the following link:

https://sas.elluminate.com/site/external/recording/playback/link/table/dropin?sid=2008350&suid=D.6B09C52F60690A44FF9C2812DCC0CF

CCSS Math - no wonder students get confused!

Working on alignment of math learning targets with the CCSS.  No wonder the students get confused...?

North Carolina unpacking the standards:

Before considering the relationship of decimal fractions, students express their understanding that in multi-digit whole numbers, a digit in one place represents 10 times what it represents in the place to its right and 1/10 of what it represents in the place to its left.

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Darke School District (Ohio):

I can look at a multi-digit number and determine that the digit to the left is 10 times greater than a given digit.

I can determine that in a multi-digit number, a digit to the right is 1/10 of the given digit.

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CCSS website:

CCSS.Math.Content.5.NBT.A.1 Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.

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Align, Assess, Achieve: (flip book)

I can recognize that each place value to the left is 10 times larger in a multi-digit number.

I can recognize that each place value to the right is 1/10^th as much in a multi-digit number.

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NOW - I realize that all are correct...but I highlighted what the students see. Is this what they are getting at when say "rigor?" Or is it just semantics...

Which way makes more sense to you?