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SketchUp is a premier 3D design software that truly makes 3D modeling for everyone, with a simple to learn yet robust toolset that empowers you to create whatever you can imagine. We would like to show you a description here but the site won't allow us.

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LessonSketch Musical sampling trailer strings kontakt download free. is a multimedia platform that enables teachers and other human service professionals to represent, examine, share, and discuss their own practices, as well as the practices of other members of their profession. LessonSketch makes it easy for users to learn from representations of practice by hosting artifacts such as videos or student work in private or public forums for viewing, annotation, and discussion, and also allows users to create their own representations of practice in the form of storyboards depicting both exemplary and routine scenarios.

Advanced users have access to a full suite of authoring tools, including highly customizable annotation environments and forum discussions centered around these artifacts, allowing them to create opportunities for their fellow practitioners to learn from the experiences and perspectives of others.

Collections

LessonSketchCollectionsare a library of lessons represented in various media forms, such as videos, animations, and storyboards made with cartoon characters.

Tools

LessonSketchTools include Annotate, Depict, Inscribe, EQscribe, Voice, and Plan. These web-based software tools help create interactive, multimedia experiences.

Experiences

LessonSketchExperiences include interactive multimedia course modules, assessments, and research instruments created by educators and researchers, and made available to selected LessonSketch users.
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Sharing

LessonSketchSharing functionalities allow users to engage in experiences, contribute items to collections, and collaborate using multimedia resources with customized Groups. Hopper disassembler 2 8 8.

SMP Modules

LessonSketch has developed a series of eight online, practice-based modules designed to support teams of teachers as they develop the capacity to support students' enactment of the Standards for Mathematical Practice in the Common Core State Standards for Mathematics (CCSS-M). These Standards for Mathematical Practice (SMP) establish expectations about how students will carry out mathematical activity in classrooms and beyond, with a focus on sense-making and perseverance in problem solving, abstraction and quantification in reasoning, argumentation, use of mathematical models and tools, attention to precision, use of structure and regularities in reasoning.

LessonSketch has its origins in the NSF-funded research project Thought Experiments in Mathematics Teaching (ThEMaT), which ran from 2004 to 2011 (NSF Grant ESI–0353285). ThEMaT developed and used animations of cartoon characters to represent classroom scenarios in algebra and geometry, in order to stimulate discussions among groups of experienced teachers of algebra or geometry. The animations represented episodes that straddled the boundaries between what is more and less customary in classrooms. The project investigators were interested in examining those discussions using language analysis techniques to understand whether and how the practices represented in the scenarios might fall within what experienced teachers might consider reasonable to do in classrooms. Project ThEMaT was the origin of LessonSketch's original cartoon character sets (ThExpians), the Depict tool, and the animations that can be found in the Original Collection.

The integrated LessonSketch platform and most of its tools were developed as part of the NSF-funded project 'Supports for learning to manage classroom discussions: Exploring the role of practical rationality and mathematical knowledge for teaching' (also known as ThEMaT II or ThEMaT Online), which ran from 2009 to 2016 (NSF Grant DRL–0918425). This project sought to test some of the theoretical ideas developed in ThEMaT, by developing measures of teachers' recognition of norms and obligations (in the context of specific teaching scenarios), as well as to assess teachers' mathematical knowledge for teaching, with the goal of understanding how teacher decisions in specific situations could be explained as depending on those variables. To administer those instruments the project needed a way to create media-based questionnaires that could be delivered online. LessonSketch was developed to satisfy that need, as it included tools to create teaching scenarios, to create assessment items that included those scenarios, and to deliver those assessments to a national sample. The project also supported the development of content for teacher education, including the SMP modules that can now be used in professional development.

'Developing Rich Media-based Materials for Practice-based Teacher Education' (also known as ThEMaT III) was funded by NSF in 2013 and is ongoing (NSF Grant DRL–1316241). The project sought to explore how web based resources and tools such as those provided by the LessonSketch platform could support the work of teacher educators designing materials for practice based teacher education. A main thrust of the project is related to materials development: a group of fellows were recruited to develop and disseminate materials through a network of inquiry groups.

'Implementing EMATHS (Embracing Mathematics, Assessment & Technology in High Schools) through LessonSketch StoryCircles' (also known as EMATHS) is a Mathematics and Science Partnership grant awarded in 2015 by Michigan's Department of Education in which Macomb County consultants use the LessonSketch platform to remotely engage groups of teachers in the process of creating representations of lessons from the EMATHS curriculum using a StoryCircles approach (developed by the GRIP at University of Michigan). Through the StoryCircles process, teachers share their experience and knowledge of practice to anticipate student responses to mathematical tasks and construct diverse ways of addressing student mathematical contributions.

'SIMTEACH: What Can Practical Knowledge Modeled in a Teaching Simulator Contribute to Support Mathematics Teacher Learning?' (a.k.a., SIMTEACH) is a research and development grant funded by NSF in 2014 and currently ongoing (NSF Grant DRL–1420102). The project uses ideas from the study of practical rationality of mathematics teaching to develop teaching simulations (view a demo) that can be used to teach novices how to flexibly respond to the demands of an instructional situation. The project has developed simulations and used them to compare the performance of novices and experts as well as used the simulation to provide context and stimulus to learn how experts coach novices in the management of an instructional situation.

Pat Herbst
Pat is a professor of Education and Mathematics at Michigan. He studies the knowledge and rationality involved in teaching mathematics and the use of digital technologies to represent and communicate professional knowledge.
DAN CHAZAN
Dan is a professor in the Department of Teaching and Learning, Policy and Leadership at the University of Maryland. His research interest includes animations as representations of teaching, mathematics teaching as a societal endeavor, and technology-supported, student-centered mathematics teaching.
Amanda Milewski
Amanda is a researcher at the University of Michigan that studies teachers' instructional practices and innovative approaches for intervening in those practices through pd. She has a PhD in Mathematics Education and MA in Mathematics.
Srikanth Lavu
Srikanth has an MS in Computer Science. His work mainly involves designing and developing Software Applications for the GRIP team which are used for research studies.
EILEEN S. DRUSJACK
Eileen is a faculty research assistant in the Department of Teaching and Learning, Policy and Leadership at the University of Maryland. She has been working for ThEMaT III since 2013 as a project coordinator.
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Inah Ko
Inah has a PhD in mathematics education and MA and MS in statistics and applied mathematics. Her research interests lie in mathematical knowledge for teaching and quantitative research methods in educational studies.
Irma Stevens
Irma Stevens is a postdoc who earned her Ph.D. in Mathematics Education and MA in Mathematics at the University of Georgia. Her main research interests are understanding students' meanings for formulas when reasoning about dynamic situations and teachers' decision making about mathematical tasks.
Nicolas Boileau
Nicolas Boileau is a Ph.D. candidate in the Educational Studies program at the University of Michigan. He studies mathematics teaching with particular attention to the norms of that work.
Mollee Shultz
Mollee got her M.S. in math from Cal Poly SLO where she also was a lecturer. She is a PhD candidate in math education at the University of Michigan. Her research focuses on teacher decision making and Inquiry-based Learning.
Emanuele Bardelli
Emanuele Bardelli is a mathematics education Ph.D. student at the University of Michigan. His current research interests include teacher decision making and professional development of in-service teachers.
Michael Ion
Mike Ion is a mathematics education PhD student at the University of Michigan. His research interests include inquiry-based learning and the use of errors as a focus of mathematical inquiry.
Claudine Margolis
Claudine Margolis is a Mathematics Education Ph.D. student at the University of Michigan. Her research interests include the use of visual representations in building conceptual understanding and how teacher content knowledge enables them to leverage those visual representations.
Scott Bridges
Scott Bridges is a mathematics education Ph.D. student at the University of Michigan. His research interests include teacher decision making in the face of competing obligations.
Jinzhi Zhou
Jinzhi Zhou has a Master's in Design and Technologies for Learning at the University of Michigan. She is interested in investigating the affordances of innovative learning technologies.

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