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The Afterschool Alliance's new report, "Afterschool Programs: Inspiring Students with a Connected Learning Approach," discusses the role afterschool programs play in the ecology of learning, where programs can help bridge the divides that exist in terms of access to additional learning opportunities, access to caring mentors, and access to resources and peer networks that can excite young people about the acquisition of knowledge. The report also dives into connected learning, exploring this educational approach that is the intentional linkage of ones' interests, peer groups and academics, and how it capitalizes on the benefits of all three areas to create a learning experience that is both powerful and enduring.

The Afterschool Alliance's new report, "Afterschool Programs: Inspiring Students with a Connected Learning Approach," discusses the role afterschool programs play in the ecology of learning, where programs can help bridge the divides that exist in terms of access to additional learning opportunities, access to caring mentors, and access to resources and peer networks that can excite young people about the acquisition of knowledge. The report also dives into connected learning, exploring this educational approach that is the intentional linkage of ones' interests, peer groups and academics, and how it capitalizes on the benefits of all three areas to create a learning experience that is both powerful and enduring.

This is a beautiful opinion piece from the NY Times that makes an interesting argument about how/why we learn science and science-y things.

We use conceptual and empirical lenses to examine synergies between inquiry science and literacy teaching and learning of K-12 (kindergarten through high school) curriculum. We address two questions: (i) how can reading and writing be used as tools to support inquiry-based science, and (ii) how do reading and writing benefit when embedded in an inquiry-based science setting? After elaborating the theoretical and empirical support for integrated approaches, we discuss how to support their implementation in today's complicated curricular landscape.

What does it mean to be a museum...and I would add, how does learning fit into the equation?

""Coupling practice with content gives the learning context, whereas practices alone are activities, and content alone is memorization," an executive summary of the standards says. "The integration of rigorous content and application reflects how science and engineering is practiced in the real world.""

science learning and writing, discussion of darwin's field notebooks. 

Glasslab has been producing these "Developer Diaries" about their process of making educational video games. Intersections teams working with young people to make games may find these a valuable research to share with educators and young people learning to make games

A report on Expeditions curriculum in a Maine Middle School.  I love it

Mark St. John shared this program as an example of a place-based program.

From Mark St. John-- this might be helpful to teams, especially MT and AZ in their place-based work. Enjoy!