Group items tagged

How do we use information? How can we look at it?

Consider useful article from Henry Jenkins MIT on New Skills and new curricula

"Most simply put, fractals are patterns that that are created using mathematical formulas that strictly control and guarantee their shape. "

Website designed to teach children about the internet and FALSE information. A SPOOF site. Useful materials.

Another SPOOF site to use with your class. How can they tell it is fabricated? There is so much information given on this site they might be convinced.

Using business, entrepreneurs and consumers to move to a better world. Considers island cultures and their energy problems.

Useful overview of windspeeds for wind tue=rbine potential.

Might be useful

"Teaching with PEEP\n\nThe following resources have been put together to support teachers in managing discussion based lessons and to suggest sources of useful information for planning lessons."

Lots of extra ideas on how to make good use of Diigo

"Days of world consumption: A warning label for oil and gas discoveries\nby Kurt Cobb "\n"We should leave fossil fuels before they leave us."

any use?

This booklet helps teachers address the challenge of using technology in daily school life. It provides case studies and practical hints and tips including a checklist and web links.

This page contains definitions and explanations for some of the more frequently used words relating to ESD.

"From 2010 onwards many of the resources will be made available online. We also offer support to schools, colleges, and STEM partner organisations who wish to make use of the onsite facilities to enhance their STEM education activity."

The Deep Ecology Platform 1. All life has value in itself, independent of its usefulness to humans. 2. Richness and diversity contribute to life's well-being and have value in themselves. 3. Humans have no right to reduce this richness and diversity except to satisfy vital needs in a responsible way. 4. The impact of humans in the world is excessive and rapidly getting worse. 5. Human lifestyles and population are key elements of this impact. 6. The diversity of life, including cultures, can flourish only with reduced human impact. 7. Basic ideological, political, economic and technological structures must therefore change. 8. Those who accept the forgoing points have an obligation to participate in implementing the necessary changes and to do so peacefully and democratically.

Welcome to the teacher zone … the place where you can learn to teach rubbish. Use this part of recyclezone to find information specially for teachers and school managers.

Bringing the real world into the classroom using ICT.

The WorldAware website provides a useful introduction to ESD and also links to a range of development education resources for primary and secondary schools.

UNESCO has developed Teaching and Learning for a Sustainable Future, a multimedia teacher education programme containing 25 modules divided into four sections: curriculum rationale; teaching about sustainability across the curriculum; interdisciplinary curriculum themes; and teaching and learning strategies. This material is available on the internet and as a CD. UNESCO has developed Teaching and Learning for a Sustainable Future, a multimedia teacher education programme containing 25 modules divided into four sections: curriculum rationale; teaching about sustainability across the curriculum; interdisciplinary curriculum themes; and teaching and learning strategies. This material is available on the internet and as a CD.

Teaching and Learning for a Sustainable Future is a multimedia teacher education programme published by UNESCO. It contains 100 hours (divided into 25 modules) of professional development for use in pre-service teacher courses as well as the in-service education of teachers, curriculum developers, education policy makers, and authors of educational materials.