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"What Makes a Great Teacher? Image credit: Veronika Lukasova Also in our Special Report: National: "How America Can Rise Again" Is the nation in terminal decline? Not necessarily. But securing the future will require fixing a system that has become a joke. Video: "One Nation, On Edge" James Fallows talks to Atlantic editor James Bennet about a uniquely American tradition-cycles of despair followed by triumphant rebirths. Interactive Graphic: "The State of the Union Is ..." ... thrifty, overextended, admired, twitchy, filthy, and clean: the nation in numbers. By Rachael Brown Chart: "The Happiness Index" Times were tough in 2009. But according to a cool Facebook app, people were happier. By Justin Miller On August 25, 2008, two little boys walked into public elementary schools in Southeast Washington, D.C. Both boys were African American fifth-graders. The previous spring, both had tested below grade level in math. One walked into Kimball Elementary School and climbed the stairs to Mr. William Taylor's math classroom, a tidy, powder-blue space in which neither the clocks nor most of the electrical outlets worked. The other walked into a very similar classroom a mile away at Plummer Elementary School. In both schools, more than 80 percent of the children received free or reduced-price lunches. At night, all the children went home to the same urban ecosystem, a zip code in which almost a quarter of the families lived below the poverty line and a police district in which somebody was murdered every week or so. Video: Four teachers in Four different classrooms demonstrate methods that work (Courtesy of Teach for America's video archive, available in February at teachingasleadership.org) At the end of the school year, both little boys took the same standardized test given at all D.C. public schools-not a perfect test of their learning, to be sure, but a relatively objective one (and, it's worth noting, not a very hard one). After a year in Mr. Taylo

An important part of the role of any educator is that of planning learning sequences. Perhaps you are tasked with designing curriculum or more likely you are translating a mandatory curriculum into workable units of learning. The task is complex and there are multiple arrangements. The goal is to design units that connect students with learning in ways that are meaningful and relevant. A well-designed unit of learning fits seamlessly alongside other learning opportunities and the overall sequence of learning should match the learners developing expertise. As we plan units of learning we must consider a great variety of factors which impact the learning we design. Our knowledge of our students and where they are with their learning is crucial and a strong place to start. We also need to know what it is we are required to teach and have a grab bag of pedagogical moves that bring this content alive.

"Blended Learning" is often used to define learning solutions that include parts of the content, or experiences, being delivered in different ways. Each may use different instructional methods more appropriate to each lesson or module of content. Whilst everyone seems to have their own view of what a blended solution looks like, most will agree that 21st century "courses" will contain lessons/modules that vary in their media selection, and mode of delivery." "Blended learning is not new. Long before the internet, and computer-based training, innovative teachers and designers of instruction have blended a variety of media, and methods, to present learners with a blended learning experience. However, today's use of the term speaks more to our history of migrating completely from the classroom to CBT, and learning from that experience. And finding a place where we all realize there will always be a place for ILT, and CBT, and all micro forms of learning in-between."

Infographic summarising learning trends. Research is indicating that complementing or replacing teacher-centred with student-centred learning offers improved learning. Lessons that are technology-enabled and offer learning strategies and learning guidance rather that memorization and repetition improves learning, supports knowledge retention, and raises achievement. These methods seem to encourage engagement and are a way to connect with all students whatever level they are at.

For schools the concept of a learning organisation should make perfect sense, after all learning is our core business, or it should be. Perhaps that almost three decades after Peter Senge identified the importance of learning within organisations the idea is only now gaining traction in schools tells us something about the approach taken to learning and teaching within schools. With an increased focus on the development of professional learning communities as a response to the complex challenges that emerge from a rapidly changing society, it is worth looking at what a learning organisation requires for success.

Learning to learn, do not be afraid of the exam. In fact, success in examinations depends on the craft and the way students learn. Identify the correct way of learning. You need to choose the best and suitable for learning or studying. Focus on all subjects. Discipline yourself and resist the negative requirement.

Learning to learn, do not be afraid of the exam. In fact, success in examinations depends on the craft and the way students learn. Identify the correct way of learning. You need to choose the best and suitable for learning or studying. Focus on all subjects. Discipline yourself and resist the negative requirement.

The new era of workplace learning - Jane Hart This is the second of a two-part article that looks at the emerging trends in learning tools and workplace learning. In this part, Jane Hart, a Social Business Consultant from the Centre for Learning & Performance Technologies - www.C4LPT - and a member of the Internet Time Alliance, looks at the future of workplace learning and the implications for Learning & Development.

Professor MacFarlane discusses many issues which ring true to me. In particular: - lack of vision for what education could be like with new technology (around 4 min mark) - the web2.0 and technology revolution is great for the 15% of people who have a good life anyway because of their suituation and culture (5:30) - others don't benefit from the access to the technology - they need help (6:00) - no change in classroom over last 20 years with computers and in danger of no change in next 20 years (7:30) - instruction vs. construction (8:30) - expect learning to change with introduction of technology (10:30) - but hasn't really done so - student self-directed learning is separate from school work i.e. at home and not related to school (14:30) - much of what kids do on computers at home is trivial (16:00) - the ones that do have good experiences are the same 15% (16:30) - kids that are missing out have a computer at home probably but no access to the community that enables them to have these experiences (17:10) - doing something by themselves does not really benefit them - it is being part of a community that had benefit for learning - what are we dong for these people? (19:10) - talking about missing pedagogical model for how to teach (22:00) - teachers are expected to use technology to provide innovative learning but no model against which to do so, some don't use it at all, some use it inappropriately - there maybe some individual examples but not overall (23:00) - schools bad at connecting with their communities in a learning sense (26:00) - talks about chinese online writing community and how they comment, collaborate (34:00) - community (47:30) - communitites aren't formed when people are brought together in schools etc. - need to have a common problem or interest (48:30) - Plant's definition? - in education the problem is because assessment is done individually (49:00) - so forming groups and sharing ideas is not attractive for students - worried about not getti

"Being able to solve everyday complex problems through communication and cooporation with others are the skills that students need to learn and practice to prepare for the future. Communicating effectively and efficiently with diverse audiences and solving everyday problems are important in a society that is moving at a rapid pace in a Global Market. The ability to solve everyday complex problems is an important and necessary skill for students today. Problem based learning (PBL) provides a learning environment students require to resolve everyday problems while applying previous and learning new knowledge. Cooperative learning, as a part of PBL, allows students the opportunity to communicate ideas and knowledege. As a teacher it is also important to communicate effectively with students to guide the learning process as well as model how to question and reason through a problem. The web-enhanced 3 part seminar series is designed to review and apply the basics of PBL to allow you to create a PBL unit to use within your own classroom."

" How do people learn, and how can they do it better in a constantly evolving context? In pursuit of answers, the theme of "21st century learning" is the popular label often surfaces. It still seems to be necessary cliche as we iterate learning models, fold in digital media resources, and incorporate constantly changing technology to an already chaotic event (i.e., learning)." " In this model, there are 6 distinct channels. Obviously this doesn't mean that these are the only 6 channels-or pathways-for learning, but rather these 6 are emerging or have always existed as powerful players in how learners make meaning: identifying, decoding, evaluating, and sharing fluid media and information."

In a heutagogical approach to teaching and learning, learners are highly autonomous and self-determined and emphasis is placed on development of learner capacity and capability with the goal of producing learners who are well-prepared for the complexities of today's workplace. The approach has been proposed as a theory for applying to emerging technologies in distance education and for guiding distance education practice and the ways in which distance educators develop and deliver instruction using newer technologies such as social media.

"Blended learning is the foremost trend in education. While millions of elementary through high school students are participating in blended learning, it is a method, not a goal. The How to Choose Digital Curricula for Blended Learning Infographic provides answers to ten crucial questions educators should ask themselves when selecting digital curricula for Blended Learning:"

key points (see also my bookmark to the BLC '07 keynote by Professor McFarlane) - technology is not helping learning (1:30) - american high schools are counterproductive to success in knowledge society (Bill Gates) (2:30) - have a model where kids produce their own digital representation of how they see the world (4:00) - make learning deeper rather than try to cover a lot of content but shallow learning (5:00) - one suggestion is teaching people to be able to recognise an evidence-based argument and not be susceptible to incorrect information (6:00) - model for assessment based on this sort of change to curriculum (7:30) - meaningful coursework - mainly in school - not allowing homework to restrict their self learning - treat school like work in a way with emphasis on quality not quantity (10:00) - need to connect with parents who see school as different than their schooling and unsure about its benefits (11:00) - access to technology (12:00) - benefit based on having the access first bit also that their environment but also their culture at home helps them benefit - top 15% (from BLC keynote) are getting most benefit from access and their culture - but these normally high achievers can't see school as relevant to them based on what they experience at home and are failing at school (13:30) - community knowledge and learning capacity building in technology (14:00) - "digital challenge" program in Bristol (14:40) - community mentors that learn something then teach to others in the community - giving more people access and that means they can have choices on what they can do

Not all learning is created equal. Sometimes the learning that we achieve and the success generated through our engagement with a learning opportunity is spectacular. At its very best, our learning unlocks fresh understandings for ourselves and sometimes even for others. What conditions allow for such spectacular learning, and how might we bring these conditions into our classrooms?

the chances of successful outcomes are multiplied when every person in the group makes a commitment to active participation in helping others learn.

"Handheld computers are everywhere. From mobile phones to handheld games, it's a very familiar sight to see people of all ages gazing into screens that they can hold. Schools are discovering that handhelds like iPod touch and iPad make great learning tools. In fact, handhelds can play a big part in project based learning. Not only do projects motivate students because they use exciting handheld technology, but they also lend themselves to student voice and choice. Watch or read below to be inspired to bring project based learning into your classroom, learn strategies for creating effective driving questions, and see how an iOS handheld can play a role in the the planning, research/investigation, and presentation of projects."

"Project-based learning is centered on the learner and affords learners the opportunity for in-depth investigations of worthy topics. The learners are more autonomous as they construct personally-meaningful artifacts that are representations of their learning. This article examines the theoretical foundations of project-based learning, particularly constructivism and constructionism, and notes the similarities and differences among implementations, including project-based science (Blulmenfeld et al., 1991), disciplined inquiry (Levstik & Barton, 2001) and WebQuests (Dodge, 1995). In addition, an anatomy of a model case will be considered using a WebQuest example developed by the author, describing seven characteristics common among the various implementations of project-based learning. Finally, practical advice and recommendations for project-based learning are discussed, including beginning slowly with the implementation, teaching students to negotiate cooperative/collaborative groups and establishing multiple forms of performance assessments."

With our goal of deep-learning in mind where do we begin and what learning opportunities might result in this? Having clarified our key terms of understanding, learning and deep, we can turn to a set of questions which might be of use as we plan the learning our students will engage in along their way.

Discovering your students learning styles will help you better assist on their learning. Sylvan Learning has created this interesting visual that provides tips about how to engage with three different types of learners: Auditory learners, Visual learners, and Tactile learners.

From Dept of Ed & Child Development, SA. "We have thought deeply about what we value for our students' learning, how this is represented in the learning areas through the essence, and how this essence helps us work with all the components of the learning area. In this section we work with our colleagues using the BitL tool to ensure our pedagogy brings the essence of the learning areas to life in the classroom. It helps us engage our learners as scientists, as mathematicians, as historians, and as great communicators - so that they not only know about the important understandings and develop the skills within each learning area, but can bring this understanding to bear in their everyday contexts in powerful ways."