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Ambicioso proyecto de educación estadounidense sobre el clima, energía y educación ambiental. The Climate Literacy and Energy Awareness Network (CLEAN) Portal was launched in 2010 as a National Science Digital Library (NSDL) Pathways project. It is led by the science education expertise of the Cooperative Institute for Research in Environmental Science (CIRES) at the University of Colorado Boulder and the Science Education Resource Center (SERC) at Carleton College. As of 2012, CLEAN has been syndicated to NOAA's climate.gov portal. CLEAN's primary effort is to steward the collection of climate and energy science educational resources and to support a community of professionals committed to improving climate and energy literacy. The three key components of the CLEAN project are: The CLEAN Collection of Climate and Energy Science resources- high-quality, digital resources---including learning activities, visualizations, videos, and short demonstrations/experiments---geared toward educators of students in secondary through undergraduate levels. Guidance in Teaching Climate and Energy Science pages designed to help educators understand and be equipped to teach the big ideas in climate and energy science. The CLEAN Network a community of professionals committed to improving climate and energy literacy.

En este portal ofrecen, anualmente, desde el 2012 informes con una selección de estrategias educativas punteras de acuerdo con expertos de diferentes entidades británicas e internacionales. Sin duda, son un referente a tener en cuenta. This series of annual reports explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation. The reports are collaboratively authored by researchers in the Institute of Educational Technology at The Open University, UK, together with different external partners every year. The 2020 report, the eighth in the series, has been written as a collaboration between researchers at the Institute of Educational Technology, The Open University, UK, and the National Institute for Digital Learning (NIDL), Dublin City University, Ireland.

"A Systemic Approach to SEL RULER is a systemic approach to SEL developed at the Center for Emotional Intelligence. RULER aims to infuse the principles of emotional intelligence into the immune system of preK to 12 schools, informing how leaders lead, teachers teach, students learn, and families support students. RULER is an acronym for the five skills of emotional intelligence."

"Discover Moodle and teach with Gnomio We are just a few Moodle fans offering free tools for the e-learning community. With us you can discover the most widely used open source learning tool, and create your own online learning community. In a few minutes you can have your virtual classroom active, with your own subdomain, secure access, complete administration privileges and totally free."

"The EJ Atlas is a teaching, networking and advocacy resource. Strategists, activist organizers, scholars, and teachers will find many uses for the database, as well as citizens wanting to learn more about the often invisible conflicts taking place."

"Teaching climate science & action can seem daunting: for university-level lecturers, Teaching to younger children can be quite intimidating. For primary-level teachers, the science and scope can seem too vast and fast changing to cover. For everyone, the content can be overwhelming. As adults, how do we present this topic to children: give them the information they need without crushing them? I decided to face the challenge, and over the course of one rather sleepless night, put together some materials for my 6 year-old son's class. This post summarizes and communicates that experience, in the hope that others can take ideas and inspiration, and will be encouraged to volunteer to teach about climate in primary schools. Teaching and engagement in schools is now part of all of our work, as researchers, academics, parents, activists, advocates, so I hope this idea spreads. The 4-part lesson plan worked quite well: the topics & materials held the children's attention, gave them varied aspects to think about and interact with, and they seemed to come away with deeper understanding. The whole thing took roughly 1 hour. This is doable!"

Esta es la mayor plataforma del mundo que recolecta proyectos de ciencia ciudadana. Es decir, proyectos científicos en los que se pide al gran público que contribuya a la adquisición de información (e.g. búsqueda de meteoritos a partir de imágenes de hubble). No he encontrado ninguno de carácter educativo, pero se me ocurre que es un ámbito potencialmente interesante para la investigación educativa "Discover, teach, and learn The Zooniverse enables everyone to take part in real cutting edge research in many fields across the sciences, humanities, and more. The Zooniverse creates opportunities for you to unlock answers and contribute to real discoveries."

"Open with a question or two. Another favorite education writer of mine, the cognitive psychologist Daniel Willingham, argues that teachers should focus more on the use of questions. "The material I want students to learn," he writes in his book Why Don't Students Like School?, "is actually the answer to a question. On its own, the answer is almost never interesting. But if you know the question, the answer may be quite interesting." My colleague Greg Weiner, an associate professor of political science, puts those ideas into practice. At the beginning of class, he shows four or five questions on a slide for students to consider. Class then proceeds in the usual fashion. At the end, he returns to the questions so that students can both see some potential answers and understand that they have learned something that day. What did we learn last time? A favorite activity of many instructors is to spend a few minutes at the opening of class reviewing what happened in the previous session. That makes perfect sense, and is supported by the idea that we don't learn from single exposure to material - we need to return frequently to whatever we are attempting to master.But instead of offering a capsule review to students, why not ask them to offer one back to you?Reactivate what they learned in previous courses. Plenty of excellent evidence suggests that whatever knowledge students bring into a course has a major influence on what they take away from it. So a sure-fire technique to improve student learning is to begin class by revisiting, not just what they learned in the previous session, but what they already knew about the subject matter.Write it down. All three of the previous activities would benefit from having students spend a few minutes writing down their responses. That way, every student has the opportunity to answer the question, practice memory retrieval from the previous session, or surface their prior knowledge - and not just the students most likely to

"The Minute Paper comes in many variations, but the simplest one involves wrapping up the formal class period a few minutes early and posing two questions to your students: What was the most important thing you learned today? What question still remains in your mind? Taken together, those two questions accomplish multiple objectives. The first one not only requires students to remember something from class and articulate it in their own words (more about that in a moment), but it also requires them to do some quick thinking. They have to reflect on the material and make a judgment about the main point of that day's class. The second question encourages them to probe their own minds and consider what they haven't truly understood. Most of us are infected by what learning theorists sometimes call "illusions of fluency," which means that we believe we have obtained mastery over something when we truly have not. To answer the second question, students have to decide where confusion or weaknesses remain in their own comprehension of the day's material. Closing connections. If we want students to obtain mastery and expertise in our subjects, they need to be capable of making their own connections between what they are learning and the world around them - current events, campus debates, personal experiences. The last five minutes of class represent an ideal opportunity for students to use the course material from that day and brainstorm some new connections.The metacognitive five. We have increasing evidence from the learning sciences that students engage in poor study strategies. Likewise, research shows that most people are plagued by the illusions of fluency. The solution on both fronts is better metacognition - that is, a clearer understanding of our own learning. What if all of us worked together deliberately to achieve that?Close the loop. Finally, go back to any of the strategies I introduced in my recent column on the first five minutes of clas

"The book examines the underlying principles that guide effective teaching in an age when all of us, and in particular the students we are teaching, are using technology. A framework for making decisions about your teaching is provided, while understanding that every subject is different, and every instructor has something unique and special to bring to their teaching.The book enables teachers and instructors to help students develop the knowledge and skills they will need in a digital age: not so much the IT skills, but the thinking and attitudes to learning that will bring them success. Book release date (final version): 1 April 2015."

"El flipped classroom o clase al revés o invertida es una estrategia metodológica que está de moda, que llama la atención de docentes, familias y alumnado y que está extendiéndose por las aulas de manera exponencial, por lo que podríamos hablar de un "boom" de esta estrategia. Sin embargo, también pienso que hay alguna confusión sobre qué es y, sobre todo, sobre cómo es. Como dicen sus iniciadores, los estadounidenses Bergmann y Sams, no hay un modelo de clase al revés, porque se trata de una estrategia que debe adaptarse a las condiciones del aula teniendo claro que hay que utilizar un enfoque diferente del proceso de aprendizaje. Por eso, el flipped classroom es mucho más que utilizar un vídeo para sustituir la tradicional clase magistral del profesor, es mucho más que hacer las actividades en clase en vez de en casa y es mucho más que utilizar las tecnologías más recientes y de moda. Es, además de todo eso, otras muchas cosas que consiguen demostrar que se debe y se puede aprender y enseñar de otra forma mucho más motivadora, personalizada y eficaz, por lo que deberíamos hablar no sólo de flipped classroom sino, sobre todo, de flipped learning y flipped teaching. Es, en definitiva, plantearse el aprendizaje y, por tanto, la enseñanza de otra manera y con un enfoque que dé protagonismo al alumnado, que lo ayude a ser crítico y, sobre todo, autónomo, para que esté preparado ante la incertidumbre y ante lo inesperado. Para el futuro."

"Teaching children according to their individual "learning style" does not achieve better results and should be ditched by schools in favour of evidence-based practice, according to leading scientists. Thirty eminent academics from the worlds of neuroscience, education and psychology have signed a letter to the Guardian voicing their concern about the popularity of the learning style approach among some teachers. ..."

"Create Animated Videos and Presentations. Engage, explain, sell and teach successfully with Moovly"

"Create Animated Videos and Presentations. Engage, explain, sell and teach successfully with Moovly"