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Teachers Without Borders

INEE | Inter-Agency Network for Education in Emergencies - 0 views

www.ineesite.org/...er_inee_pocket_guide_to_gender

agency inee education emergencies pocketbook guidebook gender gender_equality

shared by Teachers Without Borders on 07 Apr 11 - No Cached
  • Teachers Without Borders on 07 Apr 11
     
    INEE's Gender Task Team is pleased to announce the publication of the Pocket Guide to Gender! With the input of many INEE members, the Task Team has developed this tool as a quick reference guide to help practitioners make sure that education as part of emergency preparedness, response and recovery is gender-responsive and meets the rights and needs of all girls and boys, women and men affected by crisis.
Teachers Without Borders

open thinking » Visualizing Open/Networked Teaching - 0 views

educationaltechnology.ca/...1335

communities of practice practitioner inquiry professional identity teacher education pd

shared by Teachers Without Borders on 19 Feb 09 - Cached
  • Open teaching is described as the facilitation of learning experiences that are open, transparent, collaborative, and social. Open teachers are advocates of a free and open knowledge society, and support their students in the critical consumption, production, connection, and synthesis of knowledge through the shared development of learning networks.
  • Through the guiding principles of open teaching, students are able to gain requisite skills, self-efficacy, and knowledge as they develop their own personal learning networks (PLNs). Educators guide the process using their own PLNs, with a variety of teaching/learning experiences, and via (distributed) scaffolding.
  • This metaphor projects the role of teacher as one who “knows the terrain”, helps to guide students around obstacles, but who is also led by student interests, objectives, and knowledge. The terrain in this case consists of the development of media literacy (critique & awareness), social networks (connections), and connected/connective knowledge
Teachers Without Borders

Guided Instruction - 0 views

www.ascd.org/...111017.aspx

teacher_development teacher in-service teacher education instruction classroom_practice

shared by Teachers Without Borders on 30 Dec 10 - No Cached
  • Teachers Without Borders on 30 Dec 10
     
    Guided Instruction: How to Develop Confident and Successful Learners
Teachers Without Borders

INEE Toolkit - Welcome - 0 views

www.ineesite.org/Home.php

teaching education toolkit guide guidebook emergencies pocketbook teachers training inee

shared by Teachers Without Borders on 07 Apr 11 - No Cached
  • Teachers Without Borders on 07 Apr 11
     
    Welcome to the INEE Toolkit! In this Toolkit you will find a wide variety of tools to guide humanitarian aid workers, government officials and educationalists working in the field of education in emergencies. For more information, please visit the toolkit overview.
Teachers Without Borders

Collaborate Smart: Practical Strategies and Tools for Educators | CEC Store - 1 views

www.cec.sped.org/...ProductDetail.cfm

educators collaboration teacher development book co-teaching

shared by Teachers Without Borders on 23 Mar 12 - No Cached
  • Teachers Without Borders on 23 Mar 12
     
    From Susan M. Hentz, noted educational speaker and author of Teach Smart, and Phyllis M. Jones, a teacher administrator and educator; Collaborate Smart: Practical Strategies and Tools for Educators is a masterful tool for improving co-teaching and collaborative communication among members of teaching teams. The evolving process of collaboration in the classroom involves negotiation, re-negotiation, respect, trust, and the creation of a level of comfort in the partnership that allows for risk taking in thinking and practice, which yields cohesive instruction that best impacts a student's learning experience. A "how-to" guide for every educator, Collaborate Smart enhances your resources for instruction through its fully developed, comprehensive yet practical information.
Teachers Without Borders

Education Week: Spotlight on Professional Development - 3 views

www.edweek.org/...essional-development-2011.html

professional development report spotlight teacher development

shared by Teachers Without Borders on 10 Feb 12 - No Cached
  • Teachers Without Borders on 10 Feb 12
     
    The Education Week Spotlight on Professional Development is a collection of articles hand-picked by our editors for their insights on: Using social media and networking for professional development New guidelines for teacher learning Integrating face-to-face and online professional development Using classroom visits to learn best practices from peers Supporting teachers to meet the needs of English-language learners You get the nine articles below and a resource guide in a downloadable PDF.
erin pizzo

Filamentality - 0 views

www.kn.pacbell.com/fil

shared by erin pizzo on 04 Aug 10 - Cached
  • erin pizzo on 04 Aug 10
     
    Filamentality is a fill-in-the-blank tool that guides you through picking a topic, searching the Internet, gathering good Internet links, and turning them into online learning activities. Support is built-in along the way through Mentality Tips. In the end, you'll create a web-based activity you can share with others even if you don't know anything about HTML or serving web pages
Emily Vickery

The Busy Teacher's Guide to Using the Smartboard - 0 views

www.lgfl.net/...mansell

shared by Emily Vickery on 14 Nov 08 - Cached
  • The Busy Teacher's Guide to the Interactive Whiteboard
Teachers Without Borders

Publications: SRN LEADS - 0 views

www.srnleads.org/...nsdc.html

professional_development teacher professional development report teacher education

shared by Teachers Without Borders on 13 Feb 09 - Cached
  • United States Is Substantially Behind Other Nations in Providing Teacher Professional Development That Improves Student Learning; Report Identifies Practices that Work
  • Every year, nine in 10 of the nation’s three million teachers participate in professional development designed to improve their content knowledge, transform their teaching, and help them respond to student needs. These activities, which can include workshops, study groups, mentoring, classroom observations, and numerous other formal and informal learning experiences, have mixed results in how they effect student achievement.
  • embedded in the work of collaborative professional learning teams that support ongoing improvements in teachers’ practice and student achievement.
  • ...10 more annotations...
  • the type of support and on-the-job training most teachers receive is episodic, often fragmented, and disconnected from real problems of practice.
  • Teachers lack time and opportunities to view each other’s classrooms, learn from mentors, and work collaboratively,”
  • “The research tells us that teachers need to learn the way other professionals do—continually, collaboratively, and on the job. The good news is that we can learn from what some states and most high-performing nations are doing.”
  • Professional Learning in the Learning Profession: A Status Report on Teacher Development in the U.S. and Abroad
  • Research shows that professional development should not be approached in isolation as the traditional “flavor of the month” or one-shot workshop but go hand-in-hand with school improvement efforts
  • U.S. teachers report little professional collaboration in designing curriculum and sharing practices, and the collaboration that occurs tends to be weak and not focused on strengthening teaching and learning.
  • Teachers are not getting adequate training in teaching special education or limited English proficient students
  • United States is far behind in providing public school teachers with opportunities to participate in extended learning opportunities and productive collaborative communities. Those opportunities allow teachers to work together on instructional planning, learn from one another through mentoring or peer coaching, conduct research on the outcomes of classroom practices, and collectively guide curriculum, assessment, and professional learning decisions
  • other nations provide: • Extensive opportunities for formal and informal in-service development. • Time for professional learning and collaboration built into teachers’ work hours. • Professional development activities that are ongoing and embedded in teachers’ contexts. • School governance structures that support the involvement of teachers in decisions regarding curriculum and instructional practice. • Teacher induction programs for new teachers that include release time for new teachers and mentors, and formal training of mentors.
  • U.S. teachers average far more net teaching time in direct contact with students (1,080 hours per year) than any other OECD nation
Teachers Without Borders

The School Leader as Bricoleur: Developing Scholarly Practitioners for Our Schools - 0 views

cnx.org/latest

bricoleur pd practitioner inquiry professional identity leadership scholarship

shared by Teachers Without Borders on 21 Aug 09 - No Cached
  • Bricoleur, as presented herein, is used metaphorically and in a postmodern or post-formal (Kincheloe & Steinberg, 1999) sense to represent methods, practices and cultural materials that the scholar-practitioner uses as s/he interacts in the complex web of relationships among knowledge, inquiry, practice, and learning
  • The result of the bricoleur’s methods of practice is a bricolage (Denzin & Lincoln, 2000), a construction that arises from the reflexive interactions of different types of knowledge, mediating artifacts, and methods in relation to the social contexts, cultural patterns, and social actions and activities that comprise the daily events of the school.
  • First, the construct of scholar-practitioner leadership is examined, providing a background for exploring the intricacies of scholarly practice through the metaphor of bricoleur.
  • ...12 more annotations...
  • alternative epistemology of inquiry as practice, wherein the leader as scholar and his or her leadership practice are inseparable from scholarly and critically oriented inquiry.
  • not that of an aloof official imposing, authoritatively, educational ends and methods. He will be on the lookout for ways to give others intellectual and moral responsibilities, not just for ways of setting tasks for them . . .
  • More recently, efforts have been undertaken to reexamine the meaning of “scholar” within the context of educational leadership2 preparation and practice (Anderson & Jones, 2000; Jenlink, 2001b, 2001c; Riehl, et al., 2000). Preparing educational leaders as scholars invests largely in understanding a “scholar” as someone who values inquiry.
  • Relatedly, scholar-practitioner leadership, as a construct, represents a complex set of relationships among inquiry, knowledge, practice, and theory. These relationships have a critical intersect of the core value for and understanding of a “new scholarship”.3 This “new scholarship” defines practice, knowledge, and inquiry within the practice-based world of teachers and administrators, acknowledging the value of “local theory” and “knowledge-of-practice.” Also shaping the conceptual and practical meaning of scholar-practitioner leadership is a dimension of criticality that transforms leadership practice into leadership praxis.
  • In contrast, learning to lead for the scholar-practitioner is concerned less with transitional orientations of knowledge and inquiry and more with engaging in a “new epistemology” of knowledge and practice articulated through the inquiry as praxis.
  • A central element in scholar-practitioner leadership is criticality, which, depending on the degree of criticality, transforms inquiry, knowledge and practice.
  • The ideal degree of scholarly practice for school leaders seeking to create democratic learning communities would exist at a point along the primary axis, moving outward to a level of inquiry and/or knowledge-of-practice.
  • The criticalist “attempts to use his/her work as a form of social or cultural criticism” (Kincheloe & McLaren, 1994, p. 139). As a criticalist, the school leader engages in his or her work through leadership praxis5 guided by inquiry that is reflective, ethical, critical, and intentional. Praxis-oriented scholarly practice refers to “activities that combat dominance and move toward self-organization and that push toward thoroughgoing change in the practices of . . . the social formation” (Benson, 1983, p. 338).
  • A critical leadership praxis is also concerned with inequity and injustice that surface within the curricula and instructional systems of schools, as well as asymmetrical power relations that all too shape student and teacher identities along ideological lines that work to control and disadvantage some while advantaging others
  • leadership praxis is emancipatory, “grounded in a critical consciousness, which will manifest itself in action that will always be becoming emancipatory” (Grundy, 1993, p. 174). For the educational leader as criticalist, the question is not “Am I emancipated and how can I emancipate my staff?” but rather ”How can I engage in forms of critical, self-reflective and collaborative work which will create conditions so that the people with whom I work can come to control their knowledge and practice?” (p. 174).
  • The word bricoleur and its cognate bricolage come from bricole, a corruption of which is the English term brick wall. The root word of bricole means rebound. Bricoleur, as Levi-Strauss (1966) has noted, is “used with references to some extraneous movement” (p. 16)—movement in physical terms such as a ball rebounding off a wall, in sociological terms the social interaction in activities, and in psychological terms the interacting and cognitive rebounding of ideas, concepts, and feelings experienced as one individual works in relationship to others.
  • Noting the association with Baudelaire, bricolage, as Norris (1987) suggests, is a French word that refers to the “ad hoc assemblage of miscellaneous materials and signifying structures” (Levi-Strauss, quoted in Norris, p. 134). The bricoleur works in association with his or her culture and the material practices and artifacts available in the culture. Spivak (1976) says “the bricoleur makes do with things that were meant perhaps for other ends” (p. xix). Weinstein and Weinstein (1991) explain the bricoleur as a person who is “practical and gets things done” (p. 161). As Norris (1987) notes of the bricoleur, s/he is “happy to exploit the most diverse assortment of mythemes—or random combinartory elements” (p. 134).
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