Teacher Learning Experiences

Each learning experience builds on the work of our learning community. When we post a learning experience in our public incubator, we acknowledge the development effort that helped inform the design process that resulted in the birth of a new learning experience. At this stage of development the author participates in a peer review process, and warm and cool feedback are posted in the Comments section of the learning experience. At the author’s discretion, a collegial circle is formed and a rigorous administrative process is initiated, to explore the potential of developing the learning experience into an exemplar, to inform the development of new and existing learning experiences. Our On-line Public Incubator ("Fishbowl") currently includes the learning experience posted below; (To date we do not have a learning experience that has completed our administrative review process.)
Fishbowl
Connie Kudrna "What's the Problem?" (Math - 12/05) The purpose of this learning experience is to assess students' ability to apply basic math problem solving skills and strategies after completing a variety of practice activities.	Heather Hunter "Pegging Down Area" (Math - 12/06) This learning experience will clear up students' misconceptions about area, and use their prior knowledge of geometry to generate new knowledge.
Melanie Alice Jeanne Koch "On or Off?" (Math - 12/06) This learning experience's purpose is to assess students' ability to apply and communicate basic addition skills and strategies using the base of ten after completing a math game.	Marilyn Foote-Kragbé "Seeing With Scientific Eyes" (Science - 12/07) This learning experience is designed to lead students to formulate questions, accumulate data, provide descriptions and illustrations, compose sketches, in order to clarify and assess visual models critically. In real-life, mathematicians and scientists need language arts skills to conduct experiments, publish, and communicate findings.
Jennifer R. Conklin "It's Hip to be Square!" (Science - 2/08) This learning experience's purpose to assess students’ ability to define key components of a community, understand the interrelationships found in a community, and to value communities that are part of their everyday lives.
	Catherine Sedota "Exploring DOA" (Science - 8/08) This learning experience helps students understand that their cells provide the mechanism for ATP (energy) production by the process of respiration. This energy is needed for the maintenance and repair of an organism’s body systems and is derived largely from cellular respiration that requires the movement of oxygen and sugar through the cell membranes by the processes of diffusion and active transport. The movement is driven by an attempt to achieve equilibrium. Students differentiate between the processes of diffusion and active transport by playing a game and physically moving each molecule through the cell membrane following the proper concentration gradient. The movement of the molecules allows respiration to occur by providing the raw materials for this process.