FACETS

A video worth "modelling" for FACET website. American based - from Teaching Channel Teams.

30hands is taking the elearning platform to the next level by combining the free flow and conversational aspects of Collaborative, Social Learning with the structured and comprehensive classroom aspects of more traditional Learning Management (LMS). Add to this the ability to easily use pre-integrated digital content and standards, and you have a powerful web and mobile learning studio.

Bilingual education and second language immersion programs have operated on the premise that the bilingual student's two languages should be kept rigidly separate. Although it is appropriate to maintain a separate space for each language, it is also important to teach for transfer across languages. In other words, it is useful to explore bilingual instructional strategies for teaching bilingual students rather than assuming that monolingual instructional strategies are inherently superior. The paper explores the interplay between bilingual and monolingual instructional strategies within dual language programs and suggests concrete strategies for optimizing students' bilingual development

It is ironic that, with all we know about the benefits of collaborative, inquiry-based learning for students, we struggle to create the same rich learning opportunities for teachers. Reports like Reading Next[1] and What Makes Middle Schools Work[2] highlight the benefits of collaboration for both students and teachers, while emerging research suggests that inquiry-based approaches empower teachers to advance their practice and student learning.

The SETT Framework is a four part model intended to promote collaborative decision-making in all phases of assistive technology service design and delivery from consideration through implementation and evaluation of effectiveness. SETT is an acronym for Student, Environments, Tasks, and Tools.

Goddard and colleagues conducted a study in a large urban school district in the Midwest. First, the researchers surveyed 452 teachers in 47 elementary schools to determine the extent to which they worked collectively to infl uence decisions related to school improvement, curriculum and instruction, and professional development. To determine the relationship between teacher collaboration and student achievement, the researchers used reading and math achievement scores for 2,536 fourth-graders, controlling for school context and student characteristics such as prior achievement. They found a positive relationship between teacher collaboration and differences among schools in mathematics and reading achievement.

Teacher collaboration, overview of teaching styles, result of planning together, etc.

Includes many downloadable templates for different types of collaboration

This Web site contains resources such as a practical guide to action research: Action Research as a Model to Guide Collaborative School Improvement (doc)

Although there is no one universally accepted set of processes that constitute conducting action research, it is generally agreed that it focuses on researching an issue of interest to the teacher and usually takes place inside the classroom to determine what is currently occurring. Action research involves the teacher systematically collecting information about this issue and then acting on the information to make improvements to the issue.

This part of the video focuses in part on the last part of action research, action: reflecting, assessing, formulating solutions, share results, etc. The benefits for teachers and students, opportunities for the community

This video focuses on the difference between traditional research and action research; explanation of the 5 steps of methodology; difference between quantitative and qualitative research.