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"Teacher training in climate change education is in its infancy" | Education | United N... - 0 views

www.unesco.org/...ge_education_is_in_its_infancy teacher education teachers teacher development climate environment
shared by Teachers Without Borders on 10 Aug 11 - No Cached
  • UNESCO is launching a Teacher Education Course on Climate Change Education for Sustainable Development (CCESD) in late 2011
  • In a nutshell, the course is designed to give teachers confidence in facilitating  CCESD inside and outside the classroom so that they can help young people understand the causes and consequences of climate change, bring about changes in attitudes and behaviors to reduce the severity of future climate change, and build resilience  in the face of climate change that are already present.
  • First, it helps teachers to understand the causes, dynamics and impacts of climate change through a holistic lens. Second, teachers are exposed to a range of pedagogical approaches that they can use in their own school environment. This includes engagement in whole school and school-in-community approaches. Third, teachers can develop their capacities to facilitate students’ community based learning.  Fourth, teachers can develop future oriented and transformative capacities in facilitating climate change mitigation, adaptation, and disaster risk reduction learning..    
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  • The course is needed precisely because teaching about climate change is such a demanding task. Teachers need to understand what and how to teach about the forces driving climate change as well as its impacts on culture, security, well-being and development prospects. Their role is to show young people how they and their communities can respond to the threat.
  • Teachers Without Borders on 10 Aug 11
     
    "Teacher training in climate change education is in its infancy" ©Fumiyo Kagawa In advance of the tenth anniversary of the Rio Earth Summit (Rio+20), UNESCO is launching a Teacher Education Course on Climate Change Education for Sustainable Development (CCESD) in late 2011.
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Standardized Test Scores Can Improve When Kids Told They Can Fail, Study Finds - 1 views

www.huffingtonpost.com/...s-can-improve-w_n_1343020.html teacher development bestpractices Math activities classroom teaching assessment formative_assessment
shared by Teachers Without Borders on 23 Mar 12 - No Cached
  • As it turns out, Alcala's students aren't the only ones who can benefit from exercises like "my favorite no." A new study by two French researchers published in the Journal of Psychology: General shows how telling students that failure is a natural element of learning -- instead of pressuring them to succeed -- may increase their academic performance.
  • "We wanted to show that even if you put children in a situation where there's no pressure, the simple fact that they're confronted with difficulty could trigger a disruption in their performance."
  • To verify this hypothesis, Croizet and Autin conducted three studies among sixth graders in their city, Poitiers. In one experiment, they gave 111 sixth graders an impossible set of anagrams to solve. Then Autin told one group of kids that "learning is difficult and failure is common," but hard work will help, "like riding a bicycle." Autin asked a second group of kids how they attacked the problems after the test. When both groups, plus a control group, then took an exam that measured working memory -- a capacity often used to predict IQ -- the students Autin had counseled performed "significantly better" than both groups, especially on the tougher questions.
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  • He noted that similar studies in the U.S. have found that college students perform better after reading positive messages, and that he replicated the experiment by having older students tell younger students that they should "expect middle school to be difficult but doable" -- and found that state test scores increased dramatically.
  • The researchers also found that test relaxation techniques that seem obvious to most teachers, such as telling students that they can perform well, can actually make kids more anxious -- and thus perform at lower levels. "It makes sense to me," Alcala, the Berkeley teacher, said of the study. "I've been doing it [my favorite no] for four years now, and my kids' understanding is significantly better than before, as measured by test scores."
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Writing and practitioner inquiry: Thinking relationally - 0 views

education.waikato.ac.nz/...view.php inquiry pd practitioner inquiry professional communities professional development teacher professional development
shared by Teachers Without Borders on 25 Mar 08 - Cached
  • Reid envisions teachers as reflexive “inquirers into professional practice who question their routine practices and assumptions”.
  • His vision appreciates the value and possibilities of practitioner inquiry for enhancing an individual’s knowledge and professional learning, while also generating knowledge and capacity for professional communities.
  • Teachers Without Borders on 25 Mar 08
     
    The value of practitioner inquiry as contribution to individual knowledge and as a generator of knowledge for professional communities.
  • Teachers Without Borders on 25 Mar 08
     
    Graham Parr (Monash University, Australia)
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