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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

Educators looking together at student work using structures and guidelines ("protocols") for reflecting on important questions about teaching and learning.">
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Iinterweaving three approaches - Research-led Teaching, Inquiry-based Learning, and Research on Teaching and Learning - into one distinctive model called Research-led Learning & Teaching (RLT).

When research is widely available and effectively communicated, people can put it to use in their everyday lives. Making education research more accessible helps both teachers and ed tech developers make informed decisions based on the scientific evidence of how people learn. In this post the author shares suggestions gathered from researchers, developers, and educators at a recent Research Summit on how to increase access to academic research, and communicate it more clearly to the public.

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.

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.

" We investigate the ways in which digital technology is changing learning environments, social and civic institutions, and youth culture. We work to support the growth of the emerging digital media and learning field and community. We spread thought leadership and best practices for next generation learning and civics. How we do it Carry out an extensive agenda of original research Provide a gathering place for those interested in new models of learning Host a weekly webinar series  Produce blogs, websites, a report series, other publications Hold an annual conference Support emerging scholars by sponsoring workshops, working groups and a weeklong summer institute Partner with like-minded research organizations and individuals"

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

Neuroscience has shown that our brains are plastic and that education, gaming and the use of technology can change our brains' connectivity, function and structure. (1, 2) But learning is more than just biology - it is affected by our learning environment and the people with whom and from whom we learn. So how do you take what neuroscience reveals about the plastic, learning brain and combine it with educational research, expertise and common sense? Klevar, in association with Flinders University, are offering you the chance to explore this with Dr Paul Howard-Jones of the University of Bristol, researcher and author of "Introducing Neuroeducational Research: Neuroscience, Education and the Brain from Contexts to Practice".

"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."

"Policy makers and researchers have long focused on trying to combat 'disengaged' behaviours, rather than on understanding and promoting engagement among students. This focus only captures part of the issue - engagement is a complex cognitive process, including a student's psychological investment in their own learning and personal learning strategies.1 The internal nature of much engagement means that it is difficult to define and measure. As such, it has been hard for researchers and policy makers to determine which solutions can aid engagement and the impact student engagement can have on learning outcomes."

Education 2.0? Designing the web for teaching and learning. A Commentary by the Technology Enhanced Learning phase of the Teaching and Learning Research Programme (UK)

"Theories and Models of Learning for Educational Research and Practice. This knowledge base features learning theories that address how people learn. A resource useful for scholars of various fields such as educational psychology, instructional design, and human-computer interaction. Below is the index of learning theories, grouped in somewhat arbitrary categories. Note that this website is an iterative project and these entries are a work in progress;"

In this issue we present articles that push the boundaries of research on digital cultures, teaching, and technologies in fruitful and generative directions.  Researchers and practitioners in this issue present case studies and analysis of practical classroom use of copyright literacies, learning management systems, mobile/cell phones, social video, Twitter, and Google Reader.  The articles demonstrate how the affordances of digital culture have shifted our understandings of how pupils learn as content can be accessed, designed, and shared.  Despite the affordances of digital culture, teaching and learning-with and through digital technologies-requires effective pedagogy.  Digital technologies are not 'teacher-proof' tools; they require thoughtful and thorough integration into pedagogy, in a manner that reflects carefully articulated instructional and learning goals

What becomes clear, as you dive further into the emerging research that connects what we know about learning, mindsets, dispositions for learning and the development of mathematical understandings, is that a new approach is required. We need to move away from memorisation and rule based simplifications of mathematics and embrace a model of learning that is challenging and exciting. We can and should be emerging all our students in the beauty and power of mathematics in learning environments full of multiple representations, rich dialogue and collaborative learning. 

According to recent research findings, e-learning has reached the point in the Australian Vocational Education and Training (VET) sector where it has tipped over into the mainstream with 50% of employers and 51% of Registered Training Organisations (RTOs) saying they use some online learning activities with learners. 90% of trainees say they want it. Yet for the past four surveys, practitioners are rapidly losing confidence in the ability of e-learning to improve learning outcomes for students. What's going on?

"Genius Hour in the classroom is an approach to learning built around student curiosity, self-directed learning, and passion-based work. In traditional learning, teachers map out academic standards, and plan units and lessons based around those standards. In Genius Hour, students are in control, choosing what they study, how they study it, and what they do, produce, or create as a result. As a learning model, it promotes inquiry, research, creativity, and self-directed learning."

world are embracing and developing new "ingredients" of learning: superclasses of 90 to 120 students; vertical learning groups; stage not age; schools within schools or "Home Bases;" [all education concepts Stephen talks about more later] project-based work; exhibition-based assessments; collaborative learning teams; mixed-age mentoring; children as teachers; teachers as learners

A reflection on some powerful learning in the classroom. Some of the highlights, with examples of student work, and some amazing student feedback are described. It was a great way to develop learning skills and address research standards. It also exemplified personalized learning by some high motivated students.