Pi Day 2015 – Yummier Than Ever!

piDay

Ever since the ancient Egyptians, teachers have celebrated March 14th with a combination of pastry and math. The 18th century addition of the Greek symbol π to represent the ratio of the circumference of a circle to its diameter gave the number 3.14 a unique gravitas all its own.

This month, we get to add our own flourish to this historical math juggernaut–in the form of a unique sequential time event. Twice that day, just before 10:00 o’clock both a.m. and p.m., the unique month/date/time alignment of Pi Day 2015 will yield this amazing computation of Pi out to 10 places: 3/14/15 9:26:53. That’s just about as far as you can go, and a sequence that only happens once every 100 years.

So start planning your Pi Day festivities! To get you in the mood, here’s a great little video from our free SAS Math Stretch app. You can use the app to list Pi out as far as you can image!


Learn more about our mobile resources for math, reading, and writing!

 

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How to find the perfect app: The Great App Checklist

Last summer at the Apple developer conference, WWDC, we learned that there were more than 1.2 million apps in the Apple App Store alone. That's a lot of choices. In a sea that large, finding the truly great apps can be challenging. In speaking with numerous educators, we learned that most app downloads result from a colleague's recommendation (i.e., word of mouth) or from choosing the first app in the search results. These are both sound strategies given the limited time educators have to explore each new app. But a larger point has become clear: learning to swiftly evaluate apps has become an essential skill in the fast-growing, ever-changing mobile classroom.

The Great App Checklist, go.sas.com/MobileLearning.

The Great App Checklist, go.sas.com/MobileLearning.

We offer this checklist to help educators zero in on the app they need and to judge how well it performs key functions. This rubric can help developers understand how educators choose apps, what information would help someone in this audience, which details to mention in the app store summary, and what is the essential functionality. The checklist's themes – Purpose, Alignment, Pedagogically-based, Personalization, Sharing, Ease of Use, Privacy, App Citizenship, and Access – are those discussed throughout Mobile Learning: A Handbook for Developers, Educators, and Learners.

Our checklist is the result of a meta-analysis, based on several popular app checklists, as well as our own contributions, completed through research and extensive conversations with educators. Tony Vincent, Kathy Schrock, and Jeff Dunn have put together app evaluation tools here, here, and here.

Be sure to let us know what you think of the checklist and how it might evolve as mobile learning continues to change. To download the Great App Checklist, read Chapter 1, and explore more about Mobile Learning head over to sascurriculumpathways.com/MobileLearning.

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Ten Things That Make Mobile Devices Amazing

In our book, we interviewed dozens of educators and administrators, and we heard again and again: There’s just something about these devices. Well, we were curious about this statement and tried to dive a little deeper … Just what is it about these devices?

3.110 distinguishing factors set the mobile learning experience apart from other technologies – whether pencil and paper or a laptop! We believe what makes mobile devices so different is their creative synergy. More specifically, mobile devices are...

 

  1. Connected – The instant-on, instant-access  feature of mobile devices is something that has changed many facets of our society at large: the way we communicate with one another, gather and store data, indulge our curiosity, and more. All of these have huge implications for education. Instead of waiting for a machine to boot up and connect to the Internet, mobile devices are on and connected to the web almost instantly, allowing for efficient use in schools (with less time wasted waiting for machines to catch up). The connectedness also encourages students to find answers on their own devices, with a web search being a few clicks away.
  2. Aware – The myriad of sensors available on many devices – such as camera, microphone, touchscreen, gyroscope, and geolocation – combine to make the mobile experience unique. It can “see” what you see, know where you are, hear what you hear, and respond accordingly. Sometimes, these sensors are viewed as “creepy,” but they can also improve and change the user experience, making it more relevant and personal. Beyond cool peripherals (like iBeacons and things like blood sugar monitors and stethoscopes), the camera feature has changed the game by becoming easier to use and integrate with other media.
  3. Multi-modal – This characteristic expands on the sensory features and encompasses the ability of mobile devices to integrate features in a completely new way. While digital cameras were pervasive and advanced before mobile devices, the process of taking a picture and downloading it to the computer, and subsequently using it or printing it, is unarguably clunky. With a tablet, students can take a picture, edit it, share it, and use it in a project seamlessly, enabling lessons that use photos (like exploring and identifying plants and construction of ebooks). What’s more, learning about technology occurs seamlessly alongside learning of the subject matter.
  4. Familiar – Look around: mobile phones and tablets are everywhere, and many students (and even higher percentages as they get older) have their own devices or access to them at home. When teachers begin using mobile devices in the classroom, there is often little to no instruction needed on how to use them because they’re so pervasive in our culture .
  5. Personal – In BYOD (bring your own device) and 1:1 settings, the personal nature of mobile devices can be fully realized. As students approach their learning on the device, they can have their choice of note-taking apps, for instance, and can customize where the apps are kept for ease of use. Users with special needs or interests can use personalized learning resources, seamlessly. Personalizing learning has been on the horizon in edtech, and mobile devices deliver more than any technology to date.
  6. Comprehensive – We’ve all heard the tagline: “There’s an app for that!” It’s certainly catchy, but also rings true. When the iPad came onto the market in early 2010, we didn’t really know what to make of it. As app offerings have grown, expanded and matured, there are vast offerings for users. A device can be a calculator, camera, flashlight, compass, pedometer, textbook, audio recorder… and on and on. There are many types of apps, and apps for nearly every lesson we can imagine. A key point we make in our book is that pedagogy should always precede technology, and we also suggest the Great App Checklist to aid in evaluating apps. (Post coming tomorrow!)
  7. Consolidated – Having all of the features we’ve mentioned in one device – being able to consult an ebook, YouTube, your calendar, and the Internet seamlessly – offers a consolidated experience. Innovative teachers in mobile classrooms devise lessons that stack apps so that creativity and learning correspond directly to standards or learning objectives. The consolidated nature of mobile devices also presents a great way for students to stay organized (and even learn organizational skills!)
  8. Portable – As the name suggests, mobile devices make the aforementioned benefits available anytime, anywhere. On-demand answers to any of your questions, problem-solving resources, creativity spaces, data collection and documentation tools, vehicles for communication and sharing, and much more – all this can fit comfortably in your pocket. Having access on-the-go to homework and research also enables students to make more productive use of their time; car trips or time between sports practices can be used to do reading or collaborate with classmates.
  9. Relevant – When students observe their parents or other adults in the workplace, they likely see mobile devices being used for much more than games, social media, and communication with friends. They see mobile devices being used for research, navigation, data collection and analysis, and a myriad of other applications. Therefore, when mobile devices are integrated in the classroom, we have the opportunity to teach students how to use them productively and in ways that are relevant for thriving in today’s workplace. As we’ve noted, there is a big difference between using devices and using them productively, which is a key tenet of any mobile learning program. Giving students the opportunity to gain these real-world skills while in school is a huge benefit of mobile devices and today’s technological landscape.
  10. Secure – Yes, data privacy and security concerns abound in the educational technology environment. Because of mobile devices’ intrinsic vulnerabilities (they’re easily stolen or lost, especially in the hands of young users), mobile platforms and apps have been designed to be even more secure than traditional desktop computers. Many require passwords to unlock the device or access sensitive information, and offer further protections against loss and theft (including GPS locational tracking). Mobile devices are also easily updated (more easily than desktop and laptop computers) with the latest software and are less susceptible to malware attacks. The security environment is always changing, but the point stands: mobile devices in education are protected and on the ball.

CP_deviceWe agree with teachers: there is something different about mobile devices. And the biggest perk is bigger than any device: mobile learning. Sure, the devices are shiny, exciting, and state of the art, but what's most exciting are the possibilities they bring to the classroom. Ultimately, it’s not about what the devices offer; it’s about how they change the learning environment and experience for the student. Check out our suite of free mobile learning tools.

 

 

 

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#MLearning & Higher-Order Thinking Skills

Higher-order thinking skills
21st-century skills
The 4 C's (Creativity, Collaboration, Communication, Critical thinking, and Problem Solving)

No matter the educational buzzword or phrase you choose, we're talking about complex cognitive processes that are rarely outlined in any set of standards or curriculum. Yes, we can hear you gasping from here employers and business owners. Since job-specific content can easily be taught through training sessions, today's employers are looking for critical and creative thinkers, problem solvers, collaborators, and communicators. This is what separates experts from innovators.

5.2 Bloom's Revised TaxonomySo, why aren't more schools focused on higher-order thinking skills? They are difficult to teach and even more difficult to assess. Think about creating a quiz to assess a student's knowledge of the events leading up to the Civil War. A standard multiple-choice test can not only give you a pretty good idea, but it can also be machine graded. Now, think about creating a quiz to assess a student's creativity. Things are a little more complicated, huh?

It should be noted, however, drawing a hard line between higher-order thinking skills and content knowledge is arbitrary as these two go hand-in-hand. A powerful communicator becomes obsolete if she does not have sufficient expertise of the subject matter. A similar story is told for problem solving, creativity, and critical thinking. This is why instruction of such skills is most effective in context. For example, projects and activities that challenge students to apply what they've learned and make connections beyond the material tap into these higher-order skills.

Traditionally, creating such projects and activities required a great deal of planning and moving parts. While this is still somewhat true, we believe mobile devices go a great way in mitigating some of these obstacles and expanding potential. For example, compare the skills and quality of learning present when students passively receive a lecture on butterflies with the mobile-based project in the video below. In the video we see students' creativity thrive. We see students making hypotheses, drawing conclusions, and communicating their findings. We see a lot more than students sitting in rows listening to a lecture or watching a video.

Beyond developing students' higher-order thinking skills, mobile-based activities such as the one portrayed above teach students how to use mobile apps productively. One young boy in the video states he did not know how to make a video on his iPad. Yet, through the project, he learned not only about butterflies, but also how to create videos--a skill that can be transferred to other learning environments.

In our latest book, Mobile Learning: A Handbook for Developers, Educators, and Learners we go into great detail about the science behind higher-order thinking skills and ways in which mobile devices can aid in their development. Here is a brief list of apps and lesson ideas we recommend for engaging students in each skill:

  • 9781118894309_500X500Problem Solving. When solving problems, provide students with adequate resources to create external representations (as opposed to holding information in memory) of the task. This will free up cognitive resources allowing students think deeper about the problem. Using apps like Google Drive to take notes or create spreadsheets or SAS Gloss to draw diagrams or pictures can serve as an "external brain" as students analyze the problem at hand.
  • Creativity. Everyone can be creative--it isn't something reserved for the left-brained, artists of the world. Creativity is not a talent; it is learned and occurs in every domain, especially domains in which we are most well-versed. When sparking students creativity, create lessons that appeal to their personal interests. Moreover, with creativity often comes a great deal of failure. The personal experience provided by mobile devices makes them the perfect companion to creative thought. Students are free to fail without fear of embarrassment or great risk. For example, our virtual lab series allows students to experiment with variables without the risk of chemical combustion or a vacuum space. Similarly, Adobe Voice is a great, easy-to-use video-production app with loads of preloaded content for explaining concepts or creating videos.
  • Critical Thinking. In a society that consumes information for an estimated average of 12 hours/day, critically analyzing information has never been more relevant. Any project that requires students to go out and conduct their own research necessitates critical thinking as "relevant, credible information has to be selected, interpreted, digested, evaluated, learned and applied or it is of no more use on e computer screen than it is on a distant library shelf" says Diane Halpern. Instead of protecting students from the unknown of the Internet, leverage this variance by teaching students how to critically analyze the credibility of sources. For younger students such breadth might be overwhelming, making apps and resources like NewsEla, CNN for students, and YouTube Kids great ways to introduce critical analysis skills.
  • Communication & Collaboration. Using devices for collaboration and communications seems like a no-brainer. After all that is what most of us use our devices for everyday. However, in a recent Gallop Poll, 86% of students surveyed said they often use computers or technology to complete assignments or projects, but only 14% reported using technology for video conferencing or other collaboration tools. Obvious contenders for apps that foster collaboration include Google Drive, Skype, and Dropbox. But, what about collaborating and communicating with individuals outside of your school walls? Research shows performance significantly increases when students work on projects intended for an audience other than their teacher. Networking sites such as Twitter are wonderful resources for connecting with professionals and local businesses to collaborate on projects or receive expert consultation.

 

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Five Components for Successful Mobile Learning

Over the past couple of years, we've done a vast amount of research to publish our latest book, Mobile Learning: A Handbook for Developers, Educators, and LearnersThe primary takeaway? [SPOILER ALERT!] Mobile learning initiatives are complex, confusing, convoluted... You get the idea. There is no silver bullet, and with so many variables in play, every scenario is different. Nonetheless, after conducting numerous interviews, pouring through the latest research literature, and analyzing best-practices for mobile learning, we discovered 5 general themes with respect to achieving a successful mobile learning initiative.

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1. Prioritizing pedagogy over technology

Dropping iPads in students laps is not mobile learning. Neither is taking the SAT outside on a laptop. Although our world was rocked in 2010 when Steve Jobs announced the iPad, high-quality teaching remained the same: defining learning objectives based on the needs of the student and planning instruction accordingly. However, with ever-growing pressure to integrate technology and shiny new apps emerging in the App Store, it is tempting to design lessons around the technology rather than the student. We must remember: "The technology is a tool. The technology gives us exponential potential to do things we haven't been able to do before. But the focus is on curriculum and instruction," said edtech expert, Scott Smith.

2. Favoring tools over content-based apps

We believe the promise of mobile learning lies in the tool-based apps--apps that allow students to create, collaborate, and solve meaningful problems. As opposed to content-based apps, those aimed at presenting students with specific content, tool-based apps often charge students to transact with the material and engage in complex cognitive processes. Also, these apps become a tool in their educational toolbox, one they can rely on in future situations. Think about your favorite apps, the apps you use on a daily basis to aid in productivity: Email, text, and phone (communication/collaboration), note taking, social media (communication/collaboration), maps (problem solving), publishing apps (communication/collaboration/creativity/problem solving), health apps (problem solving). Becoming proficient with these tools serves students beyond learning specific content as it can teach them not what but rather how to think. It is through these on-the-go, tool-based apps that we feel mobile devices have truly revolutionized education.

3. Collaborative efforts in development and implementations

As mentioned earlier, the complexity of mobile learning implies a great deal of collaboration. Most of the time, this conversation centers on integrating mobile devices at the school level. With so many moving parts, administrators, teachers, students, IT staff members, curriculum specialists, and parents must all do their part to be successful. Tech support must ensure reliable internet, administrators need to provide adequate training, parents and students often take on responsibility for the device, and teachers remain responsible for creating engaging lessons that capitalize on the technology at hand. As many educators know, it takes one minute of bad wi-fi to completely derail a lesson, leaving many teachers wondering, why spend so much time creating two lessons (one with tech, one backup)? It takes a village.

Rarely, however, do we hear from the other side of mobile learning: app development. It takes a village here too! When we, staff members at SAS Curriculum Pathways, embark on creating a new app, we call in all of the troops from developers to design--curriculum and user-interface experts. While our curriculum specialists dig through the research and collaborate with in-service teachers to develop functionality specifications, our designers are hard at work analyzing the target population to optimize things like color, button size and placement, and flow. Then, it is all tossed over to the developers and the cycle continues. Finally, our new app is tested both in house and in the classroom before shipping it off to the App Store.

4. A strong feedback loop

Once an app has been released, the development process still continues. Even if the app is functioning as specified or "cool" from a development standpoint, "If kids don't like it, then it doesn't work. It's as simple as that." We believe that quote applies to anyone at the school level, not just students. Educators should not simply accept or retrofit what is out there to fit their instructional needs; there is a great need for two-way communication. Here at Curriculum Pathways, feedback is our number-one source for update ideas, so please, send us your comments and requests!

It's a Mobile World - Color5. An openness to using mobile technology rather than a fear of the unknown

Finally, the biggest hurdle of mobile learning: overcoming fear. If you've ever been in a classroom before, there is a tenuous relationship between productive collaboration and mass chaos. Just imagine adding cell phones, iPads, and unlimited access to the internet to that mix; it is easy to imagine things getting out of hand in a hurry. However, there are far too many examples of exceptional learning happening with mobile devices; thus, it is time to move past the fear and instead leverage the potential of mobile devices. Digital Media Specialist, Mimi Ito, argues, “We tend to see [mobile devices] as a distraction from learning because adults aren’t participating in [formalizing the process]…It’s a bit of a chicken or the egg problem. They’re not partici­pating in shaping the kind of influence these devices [could have]. By embracing mobile devices in our classrooms, we empower students in the learning process.” Using the SAMR model as a guide, we say, "if it ain't broke...redefine it!"

Successful mobile learning initiatives cannot happen overnight. Obtaining the funds to purchase mobile devices is only a small part of the battle. While it might seem extremely daunting, aligning to these themes and the work of several successful #mlearning pioneers--like Forsyth County Schools, Oak Hills School District, Franklin Academy, just to name a few--harnessing the power of mobile is an achievable goal. And well worth the fight! To read more about these mobile learning themes and more, get your copy of Mobile Learning: A Handbook for Developers, Educators, and Learners today!

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SAS Math Stretch: Now with Fractions and Decimals!

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The latest version of SAS Math Stretch includes several exciting new features!

Designed to develop elementary math skills and number sense, this free app includes activities focused on counting, number relations and operations, and telling and manipulating time. Students can even calculate pi!

The all new activities include Number Bonds and Largest or Smallest.

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And we've added the option to include fractions and decimals wherever appropriate in the activities.

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Finally, each activity now includes audio instructions. The owl speaks!

Here's a complete list of the activities available in SAS Math Stretch. Ready for you, free, right now!

Place Picker – Build numbers by placing the correct value in each position.
Ordering Numbers – Arrange numbers in order from lowest to highest.
Largest or Smallest – Find the largest or smallest number among a collection.
Skip Counter – Complete number patterns of varying difficulty.
Number Bonds – Complete the number bond from a selection of numbers.
Number Comparison – Compare numbers (both whole numbers and fractions).
Even/Odd – Sort numbers into evens and odds.
Number Line – Add and subtract using a number line.
Find the Time – Manipulate the clock to display the correct time.
Time Conversion –Convert time measurements to hours, minutes, and seconds.
Pi – Practice building pi and see how many places you can memorize.
Hundred Chart –Identify missing numbers in a chart containing numbers from 1 to 100.
Math Drag-and-Drop – Count, add, and subtract using number blocks, a virtual math manipulative.
Ten Grid – Count in groups of 10.
Math Grid – Add and subtract using number grids.
Daily Numbers – View three new numbers every day. Practice writing the word form and take a photo of the number in action.

What would you like to see in the next version of SAS Math Stretch? We're starting the planning process for the next release—let us know!

 

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Ta-da! We Wrote A Book!

We are excited to introduce our new book: Mobile Learning: A Handbook for Educators, Developers, and Learners.  Starting Monday, it’ll be available wherever books are sold.

What’s it about? Let’s start with what inspired us to write.

Every day, we think about the exciting possibilities mobile devices bring to the traditional classroom. Those thoughts are intimately connected to what we do at SAS Curriculum Pathways. We are especially interested in, and focused on, the intersection of educational content and technology development. Our book grew out of these experiences.

Without good educational content, mobile learning initiatives in schools are doomed to fail. Without input from teachers, mobile-app developers won’t be able to make tools that meet students' needs. Much rides on these mobile learning initiatives: not only high levels of financial investment, but our children's education. And yet, very little has been written on this crucial topic!

Educators and developers need each other to make learning succeed.

Mobile Learning: A Handbook for Developers, Educators, and Learners.

So we wrote the book.

Our aim was to create a handbook for a broad audience:

  • Developers who want to make apps for students and teachers to use in and out of class
  • Educators with any level of technology access at their schools – from an iPad cart or computer lab to a 1:1 environment

Because we believe there is an inherent value in having all the stakeholders reading from the same page (literally), our book contains resources for both these groups. Here are some highlights included in Mobile Learning:

  • Discussions of higher-order thinking skills and the science of learning, and their application to mobile technologies
  • Guidelines on how to implement various levels of technology, whether it's 1-to-1 or an iPad cart.
  • Evidence that mobile devices, properly used, have special promise for education
  • Best practices in mobile-app development, including multi-disciplinary teams and foundations in educational research
  • Roadmaps of the market and business models for educational apps
  • Applications of mobile devices for special populations
  • Details about data privacy and digital citizenship (which we’ve blogged about here, here, here, here and here)
  • Our vision for the future of mobile learning

Over the next week, our posts will explore these kinds of key topics. And since social media and mobile learning are interconnected, let us hear from you! Please share our updates and tweets; we’ll be using the hashtag #MLearningBook. Let us know what if you have questions or feedback.

As we mentioned in our post Wednesday, Scott McQuiggan, co-author of the book and leader of SAS Curriculum Pathways, will be a Mentor at SXSWEdu, coming up soon! He and Lucy will be armed with a selfie stick and books. We hope you’ll look for them and say hello!

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Headed to Austin for SXSWedu

sxswlogoThe thing I love most about conferences is the opportunity to think. I am able to break out of the box a bit, collaborate with folks from around the world, listen to some great ideas, and generate a few of my own. SXSWedu fosters these opportunities. It is one of the hottest #edtech conferences you'll find: innovation in learning abounds, and the latest startups share their new ventures. The only problem is finding a way to take in as much as you can.

This year is the first we'll be jumping from attendee to participant – a new and exciting change. Our colleague from the North Carolina Museum of Natural Science, Liani Yirka will be speaking about the result of the collaboration between the museum and SAS. You can catch her talk on Monday, March 9, at 5:10 p.m. in Austin Convention Center Room 15. For those of you not able to join us in Austin you can read more about the app we developed.

Additionally, I'll be participating in the inaugural SXSWedu 2015 Mentors program. This is a great opportunity to meet 1:1, hopefully with folks that I otherwise may not run into at the conference. My mentoring session is Tuesday, March 10, at 12 p.m. in Austin Convention Center Room 11AB. If you will be in Austin, you can sign up to chat here. For those not attending SXSWedu this year, look for an upcoming post following the event.

Finally, this year, in addition to talking about SAS Curriculum Pathways, edtech, innovation in education, and more, we are excited to share our new book being released just ahead of SXSWedu. Mobile Learning: A Handbook for Developers, Educators, and Learners launches March 2. You can learn more about it in this post.

If you'll be at SXSWedu, drop by one of our sessions and say hello. And you can always find us on Twitter: @SASEducator, @ScottMcQuiggan, and @LucyKosturko.

Most of all, enjoy the conference. As for that pesky #SXSWeduProblem, we'll be tweeting our notes with the #SXSWedu hashtag and session video and audio have been available following past conferences. So there is always a chance to catch the best sessions post-conference, anytime, anywhere!

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Mobile, Mobile Everywhere: Learning Anytime

CP_deviceMobile devices are arriving in classrooms around the world in soaring numbers. Chromebooks and iPads are everywhere – from 1:1 programs to BYOD to carts classes can share.  Why is that important? Because these devices have the power to change the classroom, provided teachers have the right integration strategies and lesson plans to differentiate instruction – and the right apps.

While we continue to build web-based resources in HTML5 to support browsers on any device, we are also developing native apps that integrate seamlessly with features of mobile devices. As with all of our resources, you'll find them available at no cost in their respective app store.

Let’s take a look at a few of our mobile highlights through the lens of math, reading, and writing.

Math

SAS Math Stretch for the iPad provides a suite of activities to develop elementary math skills and number sense. These activities can be customized to meet students' knowledge and challenge them throughout K-5. Teachers tell us they love using it in middle school as warm-up exercises. We’ve recently added decimals and fractions throughout the activities.

SAS Math Stretch

SAS Math Stretch QL #8004

  • Exercises target counting, number relations and operations, and telling and manipulating time.
  • Settings allow students, parents, and teachers to control the level of difficulty for each activity.
  • Practice sessions and completed quizzes can be shared with parents and teachers.

Reading

We have two apps designed to support student reading development. First, SAS Read Aloud helps students develop a love for reading through shared reading experiences. Teachers, parents, and students can record themselves reading any of the over 40 free books and still get that great word-by-word highlighting that helps students as they develop reading skills such as print knowledge.

SAS Read Aloud

SAS Read Aloud QL #8003

Also available for free on the web, in the App Store and the Chrome Web Store, SAS Reading Records is a flexible tool designed to support many methods for conducting running records. Running records of students’ reading are a valuable source of data for reading instruction, but also a significant time sink; they can also be tricky to administer. Reading Records is an anytime, anywhere solution that promises to yield the same valuable data without compromising class time (and also providing several enhancements to the old paper-and-pencil method).

 

Writing

SAS Writing Navigator, available on the web, iPad and Chromebook, is a suite of four tools, one for each step in the writing process – planning, drafting, revising, and publishing. Each tool offers numerous instructional features that help students create an effective plan, draft well-constructed sentences and paragraphs, revise their work in thoughtful ways, and prepare their written work for sharing with an audience.

 

And More...

With SAS Flash Cards, students can create desks easily, learn efficiently, and share their work with others on the iPad, iPhone, or iPod Touch. Students can also download and play decks in any subject and in various question formats. Decks have been created on virtually every subject from sight words and animal identification to nursing terminology and diagrams of atoms. This is a great one for students of any age!

SAS Flash Cards

SAS Flash Cards QL #8000


SAS Data Notebook lets students take control of their learning and monitor their progress. Built-in templates for mission statements, goals, checklists, plus/deltas, spelling lists, and histograms are included. Data Notebook even includes a scratch paper template where students can load pictures, create drawings, and more. A new text page enables students to take notes, keep a journal, or perform any other writing tasks organized in their notebook. Students can also add sections in order to set, monitor, and reflect on individual goals by subject. Notebooks can now be emailed to teachers, parents, or friends.

SAS Data Notebook

SAS Data Notebook QL #8002

 

We've added a helpful search filter for finding mobile friendly resources. As you begin your search at sascurriculumpathways.com, use the No Plug-in Needed filter to zero in on those mobile-ready resources.

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Black History Month: Honoring Science Pioneers

 

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Following up our Black History Month look at mathematicians, let's take a look at  African Americans who have made their mark in science. 

Dr. Mae Jemison (b. 1956) is an American physician and astronaut. She became the first African American woman to travel to space in 1992 when she went into orbit on the Space Shuttle Endeavor. In addition to being the first real astronaut to appear on an episode of Star Trek: The Next Generation, Dr. Jemison is an avid dancer and holds 9 honorary doctorates. She is a professor-at-large at Cornell University, and currently serves as a principal of the 100 Year Starship organization, a joint endeavor by the Defense Advanced Research Projects Agency (DARPA) and National Aeronautics and Space Administration (NASA) to create a business plan that fosters research for interstellar travel.

Dr. Jane Cooke Wright (1919-2013) was born in Manhattan to a public school teacher and one of the first African American graduates of Harvard Medical School. A graduate of New York Medical College, Dr. Wright spent much of her medical career advancing chemotherapy research – a largely experimental topic at the time. In 1955 she became an associate professor of surgical research at New York University and director of cancer chemotherapy research at New York University Medical Center. In 1964, President Johnson appointed Dr. Wright to his Commission on Heart Disease, Cancer, and Stroke. In 1967 she was named professor of surgery, head of the Cancer Chemotherapy Department, and associate dean at her alma mater, New York Medical College.  At the time, Dr. Wright was the highest ranked African American woman at a nationally recognized medical institution. In 1971, she became the first woman president of the New York Cancer Society.

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Dr. Charles Drew

Dr. Charles Richard Drew (1904-1950) completed his MD from McGill University in 1933 as well as a master of surgery degree. He also completed his Doctor of Medical Science from Columbia University, the first African American to do so. Having graduated in 1940, just before the United States entered World War II, Dr. Drew was recruited to help establish and run a pilot program for blood storage and preservation. Called the Blood for Britain project, the program gave U.S. blood to Great Britain for use by British soldiers. Leveraging his work, the American Red Cross subsequently established their network of blood banks.

Dr. Roger Arliner Young (1889-1964) was a zoologist, biologist, and marine biologist born in Clifton Forge, Virginia. After attending Howard University, Young completed her master’s work at the University of Chicago where she became the first African American woman to research and professionally publish in her field. After several years working with her mentor from Howard, Ernest Everett Just, Young returned to Chicago to start her PhD in zoology but failed her qualifying exams. After several years of struggle and a falling out with Just, Young went to the University of Pennsylvania where she completed her PhD in 1940. She was the first African American woman to receive a doctorate degree in zoology.

Dr. J. Ernest Wilkins Jr. (1923-2011) entered the University of Chicago at 13 making him the youngest student ever at the University. Wilkins completed his PhD in mathematics by 19 and later received both bachelor's and master’s degrees in mechanical engineering from New York University. In his career as a nuclear scientist, mechanical engineer, and mathematician, Dr. Wilkins worked on the Manhattan Project, researched the extraction of fissionable nuclear materials for use in the atomic bomb, discovered numerous phenomena in physics, and developed nuclear reactors for generating electrical power.

 

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