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Teachers Without Borders

MOFET ITEC - Seeking Knowledge for Teaching Teaching: Moving beyond Stories - 1 views

itec.macam.ac.il/...ArticlePage.aspx

teacher education reflection stories practitioner inquiry

shared by Teachers Without Borders on 11 Feb 11 - No Cached
  • Many self-studies are derived from the issues, problems and concerns that emerge out of a teacher educator's practice. These self-studies are accounts of a teacher educator's search for meaning in teaching about teaching. This search is commonly driven by a teacher educator's desire to know if he/she is making a difference in students' learning. The author argues that what makes these self-studies so powerful is the knowledge about practice that is derived from the study itself. This article sets out to question a common feature of self-study by exploring why stories are so prominent.
  • Teachers Without Borders on 11 Feb 11
     
    Many self-studies are derived from the issues, problems and concerns that emerge out of a teacher educator's practice. These self-studies are accounts of a teacher educator's search for meaning in teaching about teaching. This search is commonly driven by a teacher educator's desire to know if he/she is making a difference in students' learning. The author argues that what makes these self-studies so powerful is the knowledge about practice that is derived from the study itself. This article sets out to question a common feature of self-study by exploring why stories are so prominent. 
Emily Vickery

VoiceThread - DuFour PLCommunities - 0 views

voicethread.com/

voicethread plc pd

shared by Emily Vickery on 24 Sep 09 - Cached
  • Emily Vickery on 24 Sep 09
     
    Collect the stories behind your pictures.
  • Emily Vickery on 24 Sep 09
     
    Collect the stories behind your pictures.
  • Emily Vickery on 24 Sep 09
     
    The one who is doing the talking is the one who is doing the learning.
Teachers Without Borders

middleclassgirl.com » The concept - 0 views

middleclassgirl.com/?p=73

virtualclassroomproject VCP sleducation second life

shared by Teachers Without Borders on 17 Feb 09 - Cached
  • One of the reasons I think I became a little disengaged at the end of last year with Second Life was because I had reached a ‘now what?’ stage. Having been part of the community of learners on the Islands of Jokaydia was great, but personally I felt I had plateaued in what I could offer or do.
  • ut what I began to obsess over was this: if anyone came to my plot .. why would they? Why would they come into Second Life merely to click on a few urls that would take them to the internet? To me, that wasn;t a good use of the platform.
  • How could Second Life compliment some of the traditional practices that exist at the moment? These are characteristics of the space I would like to create: Low skill level required for a new user or visitor to the space. Basic knowledge of moving, collecting and navigation required. One of the biggest obstacles is *time* - I don’t want visitors first experiences to be one of frustration or pitched at a level that they won’t be able to enjoy the experience. I want it to be ‘interactive’ by which, of course, I don’t want it to be merely a space where someone clicks on a scripted board merely to be taken to a 2D URL. Documents may be a feature, not necessarily the primary feature of the build. I would hope the space could interactive for whomever visited it. Invite collaboration, strategizing and provide points for debate.
  • ...5 more annotations...
  • However, considering the knowledge that I have on Australian History and the fact that this is one area of history that students find ‘boring’, I have decided to make this a space for Australian History. Particularly focusing on Frontier Life.
  • My idea is that when someone first visited the site they would be faced with a simulation of the Australian bush either as it appeared pre settlement. Uncleared. Perhaps with evidence of Indigenous inhabitants. Features of the natural Landscape.
  • Once armed with some of this foreknowledge, visitors would be invited to clear the land themselves taking into account the topography, geography and physical elements of the landscape. Provided with a ‘box’ visitors would be invited to build their own hut, or settlement. Here is where the strategizing and foreknowledge will come into play. Some of the objects provided in the box will not be historically accurate, so first the visitor will have to discern which objects are a)historically representative of the period and b) whether those objects are going to be of any use.
  • I think that there is room for, later on, for another ‘box of stuff’ which would include material and cultural objects of indigenous people. What aspects of their lives changed? What was the impact of European settlement on their land?
  • When people change or clear the land (if this is possible) they will do it differently. If anything, apart from being immersed in the new learning space, we want to show that historical inquiry is often open ended – sometimes there is not one neat story that has all of the loose ends tied up.
Teachers Without Borders

Researchers Push to Import Top Anti-bullying Program to U.S. Schools - Kansas City, Mis... - 0 views

www.infozine.com/...48669

Anti-bullying schools research Finland US bullying

shared by Teachers Without Borders on 22 Aug 11 - No Cached
  • An interdisciplinary team of researchers at the University of Kansas plan to bring a highly successful anti-bullying effort, the KiVa program, to American schools. Starting as early as the 2012-13 school year, a pilot program could kick off in selected classrooms in Lawrence, Kan. If shown to be successful there, soon afterward the model could expand nationally. KiVa, implemented in Finland in 2007, has impressed researchers with its proven reduction in bullying incidents.
  • The program takes a holistic approach to the bullying problem, including a rigorous classroom curriculum, videos, posters, a computer game and role-play exercises that are designed to make schools inhospitable to bullying.
  • “The KiVa program targets the peer environment, trying to create an ecology where bullying is no longer tolerated,” said Anne Williford, assistant professor of social welfare at KU. “Instead of targeting only a bully and victim for intervention, it targets the whole class, including kids who are uninvolved in bullying behavior.
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