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Absolutely fabulous video (6 minutes) on Connected Learning and how we must change the outcomes based focus of education to awaken the curiosity of each learner and engage with them in learning how to learn given the distribution of resources, ideas, experts, etc. while preserving the learners' autonomy, access to diversity, openness to others for learning, interactivity with similar and diverse co-learners, etc. Film by Nic Askew at Soulbiographies.com interviewing McArthur Foundation person and two professors of education

Douglas A. Guiffrida writes about Theories of Human Development That Enhance an Understanding of the College Transition Process, 2009. Could have implications for SLI curriculum development. "To encourage the moratorium that Erikson believed is necessary for establishing secure identities, colleges need to provide academic curricula that encourage students to think about the issues most important to their identity development, which can include in-depth study of diverse religious beliefs, political ideologies, career opportunities, and gender role attitudes. College student affairs personnel should provide social opportunities that encourage students to connect with a diverse range of peers and activities to test and challenge both new and old ways of thinking about themselves and their place in the world."

Part of Stanford University's School of Education, STEP cultivates "teacher leaders" who share core values, including an interest in social justice, an understanding of diverse student populations and a commitment to equity and excellence for their students.

"Communities of practice are bridges between the work being done and the diversity of social networks." Hypothesis: If you agree with this statement, facilitation is the means to building the bridge between work and learning that most organizations cannot do without outside support.

"In fact, one of the benefits of the assessment movement is that rigorous analysis of data about student engagement and learning is showing precisely what works and what doesn't. For example, data from the National Survey of Student Engagement have led to the identification of 10 "high-impact practices" that demonstrably increase student engagement, retention, and graduation rates. They are: first-year seminars and experiences; common intellectual experiences; learning communities; writing-intensive courses; collaborative assignments and projects; undergraduate research; diversity/global learning; service and community-based learning; internships; and capstone courses and projects."

Online resource for understanding and teaching science. The site was produced by University of California Museum of Paleontology, in collaboration with a diverse group of scientists and teachers and funded by National Center for Science Education.

Online resource for understanding and teaching evolution. The site, like Understanding Science, was produced by University of California Museum of Paleontology, in collaboration with a diverse group of scientists and teachers and funded by National Center for Science Education.

Lesson study is a professional development strategy that developed in Japan. Teachers study a lesson by collaboratively researching a topic and writing a research lesson. 

This is a member organization (whole districts join) that works to help "America's urban public schools to educate the nation's most diverse student body to the highest academic standards and prepare them to contribute to our democracy and the global community."

Great map that shows stereotypes that people in New York might have of people elsewhere, July 6, 2011