MSM 351:  Fire that Fox (or Bringing Shawn’s web to it’s knees), Moodle Use and Grading.


Jokes You Can Use:


What’s the difference between Roast Beef and Pea Soup?  


If fortune tellers know the future, how come it’s so difficult to find a happy medium?


The manager of a large city zoo was drafting a letter to order a pair of animals. He sat at his computer and typed the following sentence: “I would like to place an order for two mongooses, to be delivered at your earliest convenience.”

He stared at the screen, focusing on that odd word “mongooses.” Then he deleted the word and added another, so that the sentence now read: “I would like to place an order for two mongeese, to be delivered at your earliest convenience.”

Again he stared at the screen, this time focusing on the new word, which seemed just as odd as the original one. Finally, he deleted the whole sentence and started all over. “Everyone knows no fully stocked zoo should be without a mongoose,” he typed. “Please send us two of them.”

Middle School Science Minute  

by Dave Bydlowski (k12science or


Citizen Science — Nova’s Energy Labs


I was recently reading the December 2016 issue of “Science Scope,” a magazine written for middle school science teachers, published by the National Science Teachers Association.  

In this issue, I read the the Citizen Science article, “Power Up Science Learning with NOVA’s Energy Lab.” It was written by Jill Nugent.  The article describes the process by which students and teachers can get involved in a citizen science project — NOVA’s Energy Lab..  For more information, please visit:


From the Twitterverse:  

Dr. Justin Tarte‏ @justintarte

The problem with typical grading methods visualized beautifully here by @tguskey: #sblchat #education #edchat

Graph showing passing as A-D, and failing as F. Passing is thus a large area versus failing being a small area. Another graph shows percentage grading scale where passing is a small area (100-70) and failing is a large area.

Miguel Guhlin‏ @mguhlin

RT An excellent resource for helping students discern fake news: . #students #cybersecurity via #TCEA


Middle Level Education Month is in full swing. Shine a spotlight on the great things at your school! #MLEM17

MiddleWeb‏ @middleweb

See our TOP POST this week? Teaching writing doesn’t have to be scary. @jserravallo #elachat #educoach #nwp #ntchat …

Jonathan Oosting‏Verified account @jonathanoosting

Michigan schools can avoid potential closure under a new ‘partnership’ model from state.  

Miguel Guhlin‏ @mguhlin

MT Chrome Extension: AnyoneCanView … … via …


#mschat every Thursday at 8:00 pm Eastern Standard Time.  And as Troy says, “The Twitter never stops!”  




Who uses computers for math drill and practice? [SLIDE]


12 structures to keep kids focused when using the internet in class



How to search for publicly shared Google Documents, Presentations, and Spreadsheets.



Three Myths About “Reading Levels”


Psychologists love to measure things, and perhaps nothing has been measured as much by psychologists as reading–both texts and readers.  


Such misguided policies and practices are based on three very prevalent myths about reading levels:

Myth #1: Each text has a discrete, accurately measurable reading level.

Myth #2: Each reader has a discrete, accurately measurable level of reading skill.

Myth #3: Readers should (almost always) read texts very near their reading level.


Reading research has repeatedly demonstrated the effects of prior knowledge on reading comprehension; simply put, it is easier to read and understand texts that talk about things you already know a lot about.


Web Spotlight:




A few weeks back, a local news channel here in the Triangle covered an issue that they feel is a major problem:  Teachers who are “chronically absent.”  

Their definition of “chronically absent?”

Any teacher that misses more than 10 days of school in a single school year.

  • 6 for PD and conferences
  • 2 for a sick daughter
  • 1 for being sick “as a dog”
  • 1 to get first hour covered to set up for students.


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Random Thoughts . . .  

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