Recent Submissions

  • Teaching a Geometry Unit on Solids Incorporating Blending Learning

    Wade, Carol H.; Shields, Allison (12/1/2019)
    This curriculum was developed to help teachers implement blended learning models into a unit on geometric solids. The curriculum incorporates group discussions, hands-on activities and virtual manipulatives to develop student’s conceptual understanding and mathematical reasoning. The materials are aligned with the Common Core State Standards (CCSS) and intended for a Non-Regents Geometry course.
  • Increasing Growth Mindset through Collaborative Learning in Algebra 1

    Wade, Carol H.; Rogers, Brianna (12/20/2019)
    This curriculum project focuses on instructional practices that promote a growth mindset through peer collaboration. Teachers seeking materials that support student learning in small groups or partnerships will find these lessons beneficial. The lessons focus on the first eight days of the school year towards developing sociomathematical classroom norms of collaboration, allowing for students to be challenged and encouraged by their peers. This curriculum project includes the following topics; order of operations, evaluating expressions, properties of real numbers and translating English to algebra.
  • Revised Bloom's Taxonomy: Providing Structure for Levels of Learning Required in Systems of Equations in Algebra 1

    Wade, Carol H.; Larkin, Michael (5/3/2020)
    This project was created by a teacher for other teachers. The project provides an in-depth look at how Bloom’s Taxonomy can be used by teachers to support student understanding of systems of equations using the following methods of graphing, substitution, and elimination. The lessons place an emphasis on higher level thinking to promote learning experiences throughout the unit. The lessons are aligned to Common Core State Standards and Next Generation Standards as well. Recommendations for how and when to use each lesson have been provided by the author.
  • Factoring in Algebra through a Flipped Classroom

    Wade, Carol H.; Arbore, Nicole (6/9/2020)
    The curriculum provided is to prepare teachers to use flipped classroom in the mathematics setting. The materials also provide the type of best practices for remote instruction that teachers referred to during the COVID-19 shutdown of schools. The curriculum covers a mini unit on factoring in an Algebra 1 classroom with materials that support the flipped classroom or remote instruction.
  • Solving Systems of Equations and Inequalities using Technology and Virtual Manipulatives

    Wade, Carol H.; Juba, Matthew (6/3/2020)
    This curriculum project was developed to assist teachers to utilize virtual manipulatives and technology in the New York State Next Generation Algebra I curriculum, specifically systems of equations and systems of inequalities. Technology has become an integral part of students’ lives and research has shown that incorporating technology in the classroom can impact student learning. This curriculum project includes lessons from the Algebra I curriculum through a variety of technological applications.
  • Implementing a Flipped Classroom in a Unit on Slope

    Wade, Carol H.; Tuggle-Haskins, Ryan (5/22/2020)
    As instructional technology increases, educators seek ways to incorporate it into their curriculum. One effective method teachers use is the flipped classroom. It can be challenging to incorporate a flipped classroom; thus, this curriculum project was designed to support its implementation. The curriculum project presents an exemplar on using remote instruction with the Algebra topic of slope. During the Spring 2020 global pandemic that resulted in the shutdown of public schools, many teachers looked to the flipped classroom for best practices in remote instruction. This project was designed to highlight instructional technology to support remote instruction as well as presenting the best practices for the flipped classroom.
  • Exploring Angles, Lines and Triangles Through Project-Based Learning

    Wade, Carol H.; Court, Micah (5/7/2020)
    This project was created by a teacher for teachers, providing a hands-on learning module for a geometry classroom. The project-based learning module emphasizes collaboration and communication as part of the task. Topics include congruence and similarity as well as theorems involving lines, angles and triangles. Students will also apply geometric methods to solve design problems. Recommendations for how implement each phase of the project have been provided by the author. Additionally, scoring rubrics have been provided. The project-based learning module is aligned to the New York State Next Generation Standards for Mathematics, specifically geometry standards throughout secondary grade levels.
  • Controversial Conversations in the ELA Classroom: Using Banned Books to Enhance Learning

    Giblin, Thomas R.; Markwica, Whitney (5/13/2020)
    Banned books are a hot topic in schools and libraries all across the nation. There are many reasons why a book may be banned or challenged and all of them are related to readers being exposed to topics that others deem unsuitable. Parents are reluctant to have their children exposed to controversial topics through books in the classroom setting when this is, in fact, a great place for them to have conversations about difficult subjects. The English classroom is a unique space in which students and teachers can have open discussions about topics such as violence, drugs, alcohol, language, and sex. The fact is, many students are having experiences that are comparable to these controversial topics whether adults want them to or not. Through carefully and purposefully studying banned books students have the ability to learn through the consequences of characters in a book. The Outsiders by S.E. Hinton is a perfect example of a book that has been challenged and banned on many occasions but can be used to teach students valuable lessons on things such as gang violence, drugs, alcohol, and death.
  • Reaction Rates in Chemistry: A Learning Segment Using the 5E/GRC Instructional Model

    Veronesi, Peter; Hollister, Corey (12/1/2019)
    The following project utilizes the 5E Instructional Sequence and the Gather, Reason, Communicate Instructional Sequence to promote a single-cohesive learning segment. The content covered is that of chemical reactions specifically discussed in the Next Generation Science Standards as HS-PS1-5. Included are a literature review, the learning segment, materials, student prompts, and the rationale behind the various parts of the segment.
  • High School Chemistry Curricular Redesign: The Spiral Curriculum

    Veronesi, Peter; Posillico, John (12/13/2019)
    The purpose of this project is to highlight the effectiveness of interleaved practice, commonly referred to as the Spiral Curriculum. Embedded in interleaved practice is the process of forgetting. The robust body of research that serves as the foundation for this project supports the idea that randomized presentation of material that students have had previous exposure to fosters stronger learning. Students that experience an interleaved curriculum show more success with retention of concepts than students who receive blocked or repetitive instruction. This project outlines a Spiral Curriculum in a high school chemistry classroom. It includes lesson plans, assessments, and activity rationales that serve as a guide for prospective teachers to adopt this practice.
  • Multiple Intelligences in the Mathematics Classroom: A Curriculum Project on Linear Equations and Inequalities in One Variable

    Wade, Carol H.; Rocchio, Angelina (5/15/2020)
    This curriculum project explores the utilization of Howard Gardener’s Multiple Intelligences theory in the mathematics classroom. There are eight distinct multiple intelligences that can be found in heterogeneous classrooms of students and often students have a blend of these eight intelligences. This curriculum project discusses different methods for integrating certain multiple intelligences into the mathematics classroom. The multiple intelligences that have been included in this curriculum project are Verbal/Linguistic, Logical/Mathematical, Visual/Spatial, Kinesthetic, Interpersonal, and Intrapersonal. The Algebra unit this curriculum project focuses on is Linear Equations and Inequalities in One Variable. The curriculum provided includes a variety of ways to incorporate the multiple intelligences theory throughout each of the thirteen lessons within the unit.
  • Improving Depth of Student Understanding of Physics Content Using Standards Based Grading

    Veronesi, Peter; Carbone, Elizabeth (12/4/2019)
    Much of the research in education shows that grading and reporting are foundational elements in every educational system, but the key to keeping the system healthy is making the grades meaningful. Through this process, this study established multiple qualities necessary for effective grading methods based on the most current and up-to-date research studies. Teachers, parents, and administration are constantly referring to the significance of students grades. Students are consistently encouraged to increase their grades and are told that these grades will affect how they do in life. However, even with a continual focus on grades and grading policies, many studies over the most recent years have demonstrated that these grades are virtually arbitrary. Students are often graded on their participation class, their effort outside of class, and their ability to turn in homework on time in addition to the content pertaining to the subject at hand. A student who receives a report card grade of an 82% in science has no concept of what that grade means. Did they not understand a topic? Were they late with turning in homework? Did they have a bad day when taking a quiz? Were they talking during silent work period? Did they complete bonus work? It may be different for every case. While focusing on any of the above items is not wrong, making the assumption that this student understands 82% of course material based on their grade is inaccurate. Maybe this student did poorly on each assessment but was an excellent participant in class discussions and added to class culture. The objective of standardized grading is to use grades as a tool help students, teachers, parents to understand what content the students have mastered and what standards they should continue to be working towards. Students often have no idea where their grade comes from. They see numbers go in they see a calculation and a grade appears as a result. Standardized grading proposes to take the mystery away from the grade, so that students can have power over improving the grade, if they so choose, in dissecting their understanding of various topics. Through this method, grades reflect what students actually know and help inform teaching. This project is designed to be a compilation of seven modules based on seven units taught in a high school physics classroom following a standards based grading strategy.
  • You CAN Handle the Truth: How to Create a Caring Classroom Culture in which to Address Uncomfortable Topics

    Giblin, Thomas R.; Andalora, Delia (12/13/2019)
    High school teachers have the job of equipping students with a set of skills and knowledge that will help them be successful, functioning members of society in this complex world. Unfortunately, public schools across the country are failing to adequately prepare young adults for the adversity that each of us must inevitably face in our lives. By avoiding topics such as race, sexuality, sexism, immigration, and other topics because they are uncomfortable, teachers are lying to their students about the world which can lead to a pervasive and damaging ignorance. Creating a caring classroom in which teachers and students respect themselves, each other, and other cultures opens the door to addressing these sensitive subjects. This paper outlines methods and techniques for creating a caring classroom in order to teach about touchy topics.
  • A Spiraling Curriculum Project on Factoring for Grade 7-Algebra 2

    Wade, Carol H.; Jones, Dawn; Meehan, Marissa (12/11/2019)
    This curriculum project was designed in response to the shift to the New York State Next Generation Standards to help teachers implement the updated standards for factoring in grades 7-12. These standards depend on spiraling curricula, but this aspect is often lost in implementation. This curriculum project provides units on factoring spanning grades 7, 8 (Pre-Algebra), Algebra I and Algebra II. This project has an emphasis on Mathematics Practice Standards 7 and 8.
  • Developing a Curriculum for the ELA Inclusive Classroom That Meets the Shifts in the CCSS

    Giblin, Thomas R.; Sharpe, Allison (8/1/2019)
    Educators of 2019 are required to meet the Common Core State Standards (CCSS) in inclusive classrooms while also engaging students in meaningful connections. The CCSS provide an outline of academic content, knowledge, and skills that students need in order to be college and career ready. Teachers are the connection between the standards, the academic content, and the students. It is up to the teachers to reach and engage their students by creating meaningful connections between the academic content and the real-world. Students who are engaged and making connections to the instructional material are creating learning that lasts beyond the classroom. Learning that lasts beyond the classroom means students are learning skills and strategies that they will utilize in the real-world. Education in 2019 should not be based on the goal of students memorizing academic content to only regurgitate that content on the standardized test. Students must engage in authentic learning activities that align with the changing CCSS while connecting their learning to the real-world. The following capstone project discusses the engaging strategies used in authentic learning that meet the changes in English Language Arts CCSS in an inclusive setting, while also cultivating learning that lasts beyond the classroom.
  • Developing Phenomena-Based Storylines for Middle School Next Generation Science Standard Units

    Veronesi, Peter; Russo, Kelly (12/4/2019)
    With the publication and subsequent work of teachers toward implementation of the Next Generation Science Standards, the need for newer and more engaging methods to teach science must be developed. One of the greatest challenges to this shift is the current lack of curricular materials that reflect these changes, especially at the middle school level. This new three-dimensional learning approach requires the creation of new curriculum materials to allow these changes to take effect in the classroom. One such method that has been instituted to meet the demands of these new challenges is the development and use of the Next Generation Storylines. At present, curriculum kits are costly for many districts. Thus, many teachers have begun to look elsewhere for resources. The goal of this thesis was to provide middle school science teachers with eight phenomena storylines and several sample performance assessments that are engaging and aligned to the Next Generation Science Standards.
  • Science Concepts Visualization and Classroom Engagement Through Technology and Simulations

    Veronesi, Peter; Santos, Kaylee (10/1/2019)
    This paper discusses different online simulations that help deepen students understanding of chemistry concepts. These simulations are suggested to coincide with NYS chemistry curriculum and will help supplement current lesson plans in the classroom.
  • Equity and Democracy: A Push Towards Social Justice in the ELA Classroom

    Giblin, Thomas R.; Formato, Sean (5/29/2019)
    Despite the fact that schools demand character education, very little in terms of resources is devoted to infusing social justice into the ELA curriculum. Since our ELA instruction has stagnated, our national discourse has become more divided than ever, and many of our core ethical values once thought to be the bedrock of America are now in dispute. It is essential that we re-imagine the ELA curriculum to contain a focus on social justice education in order to instill the values of empathy and equity in our students. If ELA classrooms incorporated the four components of social justice education, schools would begin providing students with many more opportunities to have more meaningful and complex discussions about democracy, culture and fairness, which are fundamental concerns for any person interested in civic responsibility. With this increased focus on social justice, we can actually improve the civic awareness and engagement of our students so that they become more thoughtful participants in society.
  • Curriculum to Support the Flipped Classroom in 8th Grade Mathematics

    Wade, Carol H.; Parker, Haley (1/1/2019)
    In mathematics classrooms much time is spent on instruction leaving little time for student questions and almost no time for student-teacher interactions during problem solving. One solution that addresses this problem is the flipped classroom model. This thesis will provide teachers with curriculum to teach a unit on systems of linear equations using a flipped classroom model of instruction.Provided are notes for instructional videos, bellwork, classwork, a unit review and unit test. The curriculum provided is intended to give teachers a template to use to record their own instructional videos, and work for students to do during class time.

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