• I spoke at the Phillips Exeter math conference last week where dinner featured an open bar. (Favorable circumstances for any speaker.) I wondered what went on during the rest of the week and, lucky for us all, Wendy Menard has blogged the experience.
• Neil Atkin is translating the three-act task design structure to science instruction.
• Speaking of math instruction in three acts, we have recent entries from John Scammell, Michael Fenton, Chris Hunter, and Jim Pai.
• Free resources are great, but Kate Nowak describes how to make the cost-less resources you’re putting online even more valuable to the Internet community. (cc: OER advocates.)
• Shawn Cornally, one of the best project-based bloggers around and a long-time friend of the blog, is now … running a project-based school? I can’t promise we’re not all getting punked here, but the lessons he’s learned in his first week are interesting either way.
• Christopher Danielson rounds up several opinions of what students will need for calculus. The answers vary wildly.
• Tim Erickson has been digging into the modeling practice lately and his most recent post, “Why (most) word problems are not modeling,” is dead on. Publishers may fit these tasks with a “CCSS — Modeling” icon and these tasks may involve a lot of great math but we should be territorial about the definition of modeling.

Comments closed here. I’ll check in with you over there.