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Tiffany Hoefer

Best Practices in Online Teaching - Pulling It All Together - Teaching Blended Learning... - 1 views

cnx.org/latest

learning online teaching best practices blended learning practices

shared by Tiffany Hoefer on 12 Aug 12 - No Cached
  • Tiffany Hoefer on 12 Aug 12
     
    This module focuses on strategies that faculty might use when teaching blended learning courses that include both online and face-to-face teaching elements. While designed for higher ed can be applicable for k-12. This module is part of the Best Practices in Online Teaching Course created by Penn State University World Campus as a guide for faculty who are new to teaching in an online environment.
Meghan Flaherty

A Culture Of Teaching Peace - 2 views

www.commondreams.org/...0616-01.htm

peace_education culture_of_peace

shared by Meghan Flaherty on 15 Jul 10 - Cached
  • Teaching peace also places importance on the process of education, i.e. the structure of the classroom, shared power between teacher and student, and a cooperative, co-creative learning process where factors like race, religion, background and learning ability are honored as swaths of fabric in a colorful cultural quil
  • he case of the Program Pendidikan Damai , a peace education program specifically designed for the province of Aceh, Indonesia, is a good example of a culture of teaching peace. In response to the pandemic brutal war between the Free Aceh Movement and the Indonesian military which has caught tens of thousands of civilians in the crossfire, local educators solicited the advice of international non-governmental organizations in creating a curriculum rooted in principles of nonviolence. The curriculum incorporates tenets of Islamic teaching as well as Acehnese culture, and is thus aptly relevant to the students who, frustrated with the level of violence in their cities and countrysides, decided to participate in workshops and trainings to learn how they can be agents of positive change in their communities. The local schools have adopted the curriculum and have begun teaching the lessons during school hours.
  • teaching peace gives students the tools to constructively deal with the problems they encounter on both a personal and global level, and it helps them understand their responsibility for elevating the collective human experience.
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  • Since formal education often leads to future job prospects, a culture of teaching peace ought to offer dynamic examples of careers with a conscience, or choosing a vocation which utilizes their unique gifts and talents and which is ecologically sound, morally upright and globally-minded. Giving evidence that peace is a viable and tangible career option can open doors and broaden students' perspectives.
  • Science teachers can teach peace by promoting environmental awareness and ecological thinking. Foreign language teachers can read and/or translate primary-source texts from the target language which detail experiences in personal, local, national and global peacemaking efforts. Physics classes can learn about the subatomic exchange of matter and energy which binds all humans to one another. Themes of peace and justice can be infused in every content subject so that peace is pervasive in the curriculum.
  • A comprehensive global network of educators promoting peace will create waves of new teachers who are motivated to teach peace
Teachers Without Borders

Education Week: State of Mind - 0 views

www.edweek.org/...08publicagenda_ep.h29.html

teaching teacher education teacher development in-service teachers

shared by Teachers Without Borders on 24 Oct 09 - Cached
  • Researchers at Public Agenda conducted a cluster analysis of the survey results, revealing three distinct groups of teachers. Based on their individual characteristics and attitudes about the profession, teachers naturally fell into three broad categories, which the researchers call the “Disheartened,” “Contented,” and “Idealists.”
  • The view that teaching is “so demanding, it’s a wonder that more people don’t burn out” is remarkably pervasive, particularly among the Disheartened, who are twice as likely as other teachers to agree strongly with that view. Members of that group, which accounts for 40 percent of K-12 teachers in the United States, tend to have been teaching longer and be older than the Idealists.
  • Only 14 percent rated their principals as “excellent” at supporting them as teachers, and 61 percent cited lack of support from administrators as a major drawback to teaching. Nearly three-quarters cited “discipline and behavior issues” in the classroom, and seven in 10 cited testing as major drawbacks as well.
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  • By contrast, the vast majority of teachers in the Contented group (37 percent of teachers overall) viewed teaching as a lifelong career. Most said their schools are “orderly, safe, and respectful,” and are satisfied with their administrators. Sixty-three percent strongly agreed that “teaching is exactly what I wanted to do,” and roughly three-fourths feel that they have sufficient time to craft good lesson plans. Those teachers tend to be veterans—94 percent have been in the classroom for more than 10 years, a majority have graduate degrees, and about two-thirds are teaching in middle-income or affluent schools.
  • However, it is the Idealists—23 percent of teachers overall—who voiced the strongest sense of mission about teaching. Nearly nine in 10 Idealists believe that “good teachers can lead all students to learn, even those from poor families or who have uninvolved parents.” Idealists overwhelmingly said that helping underprivileged children improve their prospects motivated them to enter the profession
  • and 36 percent said that even though they intend to stay in education, they plan to leave classroom teaching for other jobs in the field.
  • half the Idealists believe their students’ test scores have increased significantly as a result of their teaching, a higher percentage than the other teachers in the survey.
  • A 22-percentage-point difference separated the Idealists and the Disheartened (88 percent to 66 percent) in their faith that good teachers can make a difference in student learning. Idealists strongly believe that teachers shape student effort (75 percent), whereas just 50 percent of the Disheartened believe that. Only one-third of the more disillusioned teachers were very confident in their students’ learning abilities, compared with nearly half among the other groups (48 percent of the Contented and 45 percent of the Idealists).
anonymous

July 2 - "Teaching and Learning Weekly" is out | Studying Teaching and Learning | Scoop.it - 0 views

www.scoop.it/...ing-and-learning-weekly-is-out

teaching learning resources education

shared by anonymous on 03 Jul 12 - No Cached
  • anonymous on 03 Jul 12
     
    An online newspaper that collects together the week's news relating to teaching and learning - particularly for those interested in finding resources and inspirational stories about education.  Read and subscribe free at: http://paper.li/f-1328546324
Tiffany Hoefer

Emerging Perspectives on Learning, Teaching and Technology - 2 views

projects.coe.uga.edu/...index.php

learning education teaching pedagogy theory Projectbasedlearning scaffolding modeling articulation reflection

shared by Tiffany Hoefer on 29 Aug 12 - Cached
  • Tiffany Hoefer on 29 Aug 12
     
    Wiki page housing an entire textbook on learning, teaching and technology. Focus placed on emerging perspectives. Covers traditional, socially oriented, direct instruction and learner-centered theories. Provides strategies for teaching from project based learning to the mind of the learner. Links to modeling, scaffolding, and other learning tools.
Teachers Without Borders

Reflective Practice and Inquiry in Professional Development for Online Teaching - 3 views

jolt.merlot.org/...eliason_0610.htm

online_learning assessment teacher development reflection reflective practice

shared by Teachers Without Borders on 17 Jun 10 - Cached
  • Teachers Without Borders on 17 Jun 10
     
    This article is a resource for those new to online professional development. It describes professional development training for faculty preparing to teach online. The primary focus of the training is on pedagogical rather than technical skills. This focus is central for encouraging reflection and inquiry to improve teaching practices. The discussion and summary of results provide an overview of the training and evidence of reflection and inquiry. Keywords: Faculty development, online teaching and learning, assessment, student-centered learning, constructivism
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.
Tiffany Hoefer

Learners and Learning: Module | OER Commons - 1 views

www.oercommons.org/...view

teacher education learners learning school application theories practical

shared by Tiffany Hoefer on 27 Aug 12 - No Cached
  • Tiffany Hoefer on 27 Aug 12
     
    Module that addresses most directly the central, core business of schooling. The aim of the module is to improve the teaching abilities of teachers. It accordingly promotes a theoretically informed understanding of what learning is,how it takes place, and how teachers may go about organising systematic learning. The module enables teachers to analyse learning, and, in so doing, to reflect on what they can do to improve it. Thus, while the module draws on the learning theories of writers like Piaget and Vygotsky, it grounds these examples, practical exercises, and case studies drawn from schools. From SAIDE
anonymous

June 9 - "Teaching and Learning Weekly" is out | Education Futures | Scoop.it - 1 views

www.scoop.it/...ing-and-learning-weekly-is-out

teaching learning education technology resources online oer publishing openaccess

shared by anonymous on 10 Jul 12 - No Cached
  • anonymous on 10 Jul 12
     
    An online newspaper that collects together the week's news relating to teaching and learning - particularly for those interested in finding resources and inspirational stories about education. Read and subscribe free online at: http://paper.li/f-1328546324
anonymous

Aug 13 - Teaching and Learning Weekly | Education Futures | Scoop.it - 0 views

www.scoop.it/...3-teaching-and-learning-weekly

teaching learning education technology resources tools online open-education

shared by anonymous on 14 Aug 12 - No Cached
  • anonymous on 14 Aug 12
     
    An online newspaper that collects together the week's news relating to teaching and learning - particularly for those interested in finding resources and inspirational stories about education. Read and subscribe free at:  http://paper.li/f-1328546324
anonymous

July 30 - Teaching and Learning Weekly is out | Education Futures | Scoop.it - 0 views

www.scoop.it/...ing-and-learning-weekly-is-out

teaching learning education news updates technology resources

shared by anonymous on 31 Jul 12 - No Cached
  • anonymous on 31 Jul 12
     
    An online newspaper that collects together the week's news relating to teaching and learning - particularly for those interested in finding resources and inspirational stories about education. Read and subscribe free at:  http://paper.li/f-1328546324
anonymous

July 16 - Teaching and Learning Weekly is out | Education Futures | Scoop.it - 0 views

www.scoop.it/...ing-and-learning-weekly-is-out

teaching learning education online newspaper weekly resources

shared by anonymous on 16 Jul 12 - No Cached
  • anonymous on 16 Jul 12
     
    An online newspaper that collects together the week's news relating to teaching and learning - particularly for those interested in finding resources and inspirational stories about education.   Read and subscribe free of charge at:  http://paper.li/f-1328546324
Teachers Without Borders

Jerry Large | Baby, what a lesson! Kids learn a little empathy | Seattle Times Newspaper - 1 views

seattletimes.nwsource.com/...2015090129_jdl19.html

empathy Character_Education teaching US Canada

shared by Teachers Without Borders on 30 May 11 - No Cached
  • What makes Asa Berg such an effective third-grade teacher is that he is not quite 11 months old. It's an ideal age for the subject he's been teaching for more than half his life. The course is called Roots of Empathy. Asa is teaching the students about emotions, and his are right on the surface, easy to observe. In 47 classrooms around Puget Sound, in seven public-school districts and seven private schools, babies are part of the learning experience. The idea, which began in Canada and is spreading in the United States, is that children need to learn more than letters and numbers, they need emotional and social literacy in order to learn well now, and to grow into good parents and constructive citizens.
  • "I was a kindergarten teacher and I realized early on, as in the first week, that there was a great injustice, that some children came to school so ready to learn and a lot came with a lot of problems that prevented them from taking advantage of what schools had to offer," she said.
  • The program finds mothers or fathers from the neighborhood around each school. They don't look for super parents, just caring ones who are doing a good job with their own children. The students learn to read other people's emotions by watching the baby and parent interact, and they learn to think about the underlying causes of various behaviors.
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  • Studies have shown reduced levels of aggression in schools that use the program. Kids are more attuned to each other's feelings and they police each other. But bullying prevention is just a side benefit. The core purpose is breaking that cycle.
Tiffany Hoefer

TEA5101 - 0 views

ocw.usq.edu.au/...view.php

pbl project_based_learning collaborative practices development teacher education

shared by Tiffany Hoefer on 07 Aug 12 - Cached
  • Tiffany Hoefer on 07 Aug 12
     
    University of Southern Queensland (Australia) OpenCourseWare course designed to help tertiary educators delve into teaching and learning in a tertiary environment. Participants create a "Teaching Capacity Enhancement Plan" in collaboration with professional colleagues. Incorporates relevant professional development/staff activities. Participants must have access to teaching/learning environments in a tertiary setting.
Teachers Without Borders

Angola is facing a teaching crisis that seems without end | Alex Duval Smith | Global d... - 0 views

www.guardian.co.uk/...ovince-angola-teacher-shortage

teaching teachers shortage Angola teacher development education

shared by Teachers Without Borders on 14 Oct 11 - No Cached
  • In her job as a teacher-training co-ordinator in Huíla province, 43-year-old nun, Sister Cecília Kuyela witnesses school overcrowding every day. Primary School 200, which serves the poor area of João de Almeida, has 7,348 pupils for 138 teachers and eight permanent classrooms. At peak periods, classes are held in the street. But that is the least of Sister Cecília's worries.
  • During the war, people with only a grade 3 or 4 education became teachers. Since 2002, the pressure to meet MDG2 and to reduce Angola's 27% teenage illiteracy rate has seen the country recruit thousands of untrained school-leavers into teaching.
  • According to Unicef, less than 10% of five-year-olds have access to preschool. Only 76% of children between six and 11 are in primary school. Overall, more than 1 million six- to 17-year-olds are out of school.
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  • The shortage is so great," he says, "that those who do come into the system choose where they will work. We do not have the resources to pay incentives to place them where they are most needed.''
  • In his office in the provincial capital, Lubango, director of education Américo Chicote, 48, describes a "crisis'' that seems without end. "Our biggest challenge is to get children into school but then we have to find people to teach them. In Huíla province we have about 700,000 children of school age and 19,000 people teaching them. At the end of the war we had 200 schools. We now have 1,714 schools but we are still teaching 40% of our pupils under trees, and the school-age population is growing at a rate of 3% per year. Results are suffering. There are 171 days in the school year but there are not 171 days of good weather. We just have to do our best.''
  • Currently, anyone with a grade 10 education can sit the exam to become a teacher.
  • "We estimate that around 40% of our teachers are not properly qualified. So far, training initiatives have reached about 3,000 teachers in the province. The scheme needs to be expanded to reach more teachers across more subjects,'' he says.
  • "I am doing my best,'' says Florinda, who has a grade 10 education and eight years' experience as a teacher. She hopes in due course to be given on-the-job training. "I would love to learn some methods for animating my teaching. But to tell you the truth, in all this dust and heat, if I can just keep their attention for a whole lesson I feel I have done well.''
Teachers Without Borders

In Somalia, UNICEF constructs classrooms and trains teachers for children dis... - 0 views

www.educationandtransition.org/...children-displaced-by-conflict

somalia children education teacher development teachers UNICEF classrooms

shared by Teachers Without Borders on 01 Jun 11 - No Cached
  • “You can’t compare what we have now with how it used to be. Now we have good space for the children to learn, we have classrooms and furniture, toilets and hand-washing facilities.” says Mr. Odol. There are now 305 children – 234 of them girls – enrolled at the small school. It runs two shifts, one in the morning and the other in the afternoon, to accommodate the increasing number of students. The effect has been startling. “Children are learning better now. We have a better environment and enrolment has doubled because children prefer to spend their time in school,” says Mr. Odol.
  • Although the incentive he receives is not much, Mr. Odol says that he will keep teaching in his community. “I want to continue to teach these children, my children,” he says. “I hope that the children I teach will grow up to know how to help themselves and their families.”
  • UNICEF is constructing classrooms, training teachers, supplying learning and teaching materials and school uniforms, and distributing vouchers to families to ensure that children are released to spend time in school instead of working to support their families. UNICEF is also providing financial incentives for teachers.
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  • NICEF is helping to pay incentives to over 1,100 teachers across Somalia,” says UNICEF Education Officer Salad Dahir. At Shabelle School, each child has a complete set of textbooks and learning materials that have been provided with UNICEF support.
Teachers Without Borders

EGYPT: Modern Teaching Practices Spur 15-Year Old to New Beginnings | CREATIV... - 0 views

creative-associates.us/?p=1072&utm_source=Master+Newsletter+List&utm_campaign=f259076929-Newsletter_3_18_113_18_2011&utm_medium=email

Egypt girls girls' education education schools teaching USAID

shared by Teachers Without Borders on 06 Apr 11 - No Cached
  • “I believe the school environment was the main reason I dropped out. Mainly, I didn’t feel that I was learning anything. Teachers preferred using force and intimidation instead of listening to the students. I wasn’t able to understand a thing during class, and was constantly so scared.”
  • “I thought many times of going back to school, especially since my new school is very close to home. But at the time, my parents said I was too old to go back and that I’ll soon get married and have a home of my own. I still felt something missing from my life, and it was difficult for me to see my peers at the preparatory level going to school every day, while I stayed home.”
  • Safaa had the unique chance to tell her story to the USAID Mission Director, Mr. Jim Bever, on a surprise visit to Abou Harb School. “It was a really nice visit and had a huge impact on me. People came from such a far off place to visit our school, and spend time to talk to me! It really made a difference to me personally. I felt important and people were interested in listening to me and what I had to say.”
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  • Upon returning to school, Safaa was surprised by the changes in mindset, in teaching practice, and in the classroom environment as a whole. Although she was overwhelmed to be returning to the 6th grade after leaving school in the third, the changes she witnessed motivated her greatly to overcome her obstacles. “My first impression was my amazement with the class set up. The girls were sitting in groups, thinking together, discussing, and working as a team. No punishment, no intimidation, and everyone trying to help each other learn.”
  • “I have something to say to every girl thinking of dropping out of school: you will regret every day you spend away from school and from learning, for the rest of your life. I am very happy and would like to thank everyone who helped me and encouraged me to return to school. “Thank you TILO for helping my school to change and for helping me to learn again.”
Teachers Without Borders

Education |P6 in Uganda pupils cannot do fractions - report - 2 views

www.monitor.co.ug/...-

education assessment teachers evaluation professional development Uganda

shared by Teachers Without Borders on 28 Jul 11 - No Cached
  • Although the introduction of Universal Primary Education (UPE) has boosted enrollment in primary schools (Uganda boasts 8.3 million children in primary schools compared to 2.3 million before 1997), numerous pupils continue to perform poorly at one of the most important aspects of basic education.
  • The report stated that, “Few primary six pupils demonstrated skills in other competences of ‘measures.’ Only about a third of the pupils (35.2 per cent) could for example tell the time shown on the clock face and merely 4.1 per cent of the pupils could apply the concept of capacity in real life situations.”The tests sampled pupils in 1,098 schools from all the districts in Uganda between the ages of nine and 15 and over.
  • Findings indicate that the main reason why pupils cannot practically apply what is taught in class is the teachers failure to identify the weakness of the pupils in the various areas of study.
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  • The report says: “the cause of this is failure to use assessment to diagnose pupils’ and to guide teaching and inadequate practice as these pupils do their work. Primary Six pupils, whose teachers had a university degree or Grade III teaching certificate, performed better than those whose head teachers had a Grade V teaching certificate. Pupils with head teachers who reside at school performed poorer than those whose head teachers live outside the school.”
  • Mokurai Cherlin on 29 Jul 11
     
    It is evident that the sources of these problems must be sought in earlier grades, and even in the experiences of Ugandan pre-schoolers. Compare them with what I describe at http://replacingtextbooks.wordpress.com/2011/07/25/higher-mathematics-for-children/ for children in the US. There are excellent materials on fractions online. See http://wiki.sugarlabs.org/go/Open_Education_Resources for links to some sites that have as many as 100,000 e-learning resources available. Even if students do not have computers, teachers who can access these lessons can adapt them for the classroom or for individual practice, and share them with teachers who do not have Web access. On the issue of fractions, see also http://wiki.sugarlabs.org/go/Activities/TurtleArt/Tutorials/Fractions for an approach that requires no computers, but will be enhanced with software activities fairly soon. If your students have trouble with these exercises, and you can tell us why, we will work with you and them to develop materials that meet their needs. You will also have to tell us if there are circular Ugandan foods that we can use in lessons for children who are not familiar with European/American cakes, pies, and pizza. ^_^ When you have a 4.1% success rate on a particular topic, and thus a 95.9% failure rate, it cannot be said that individual teachers have failed to recognize individual difficulties. This is evidence that the entire curriculum is misdesigned. I assume that this is some part of the holdover colonial education system from before independence, designed originally for European children, with no relation to the prior experi
Teachers Without Borders

Video Games and Learning: Teaching and Participatory Culture in the Digital Age - 0 views

www.tcrecord.org/Content.asp

games learning students teaching education

shared by Teachers Without Borders on 04 Apr 12 - No Cached
  • Teachers Without Borders on 04 Apr 12
     
    ideo Games and Learning: Teaching and Participatory Culture in the Digital Age
Teachers Without Borders

Using technology in the classroom requires experience and guidance, report finds - The ... - 2 views

www.theglobeandmail.com/...article2338719

technology classroom edtech education edchat teachers

shared by Teachers Without Borders on 17 Feb 12 - No Cached
  • It’s older, more experienced teachers – not younger, so-called digital natives – who are experimenting more with new technology in the classroom, a new report suggests.And although Twitter, YouTube and mobile devices have infiltrated Canadian classrooms, the study finds that educators have serious concerns that students are “not-so-savvy surfers” – too prone to accept information published online as fact and be led astray.
  • “At the ground level, across the country, our impression is that teaching how to use technology takes precedence over the key critical thinking and ethical skills that youth really need,” said Matthew Johnson, director of education at Media Awareness Network, the not-for-profit group that conducted the research.
  • The report’s scope is small, involving just 10 elementary and high school teachers from across the country, but detailed. Titled Young Canadians in a Wired World, it is the third phase in an ongoing examination by Media Awareness Network of youth online. It takes a narrow focus on how teachers are using technology in the classroom and what barriers exist to maximizing these newest teaching tools.
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  • The Ottawa-based group will use the findings to shape a larger national survey it hopes to conduct next year.
  • n order to teach students how to be better digital citizens, the teachers surveyed said the training wheels have to come off the Internet: The filters schools use to block unverified websites prevent students from learning how to exercise good judgment.One elementary school teacher described a learning opportunity that arose when his students stumbled across a website sympathetic to the Nazis. The site’s racism, which was cloaked in careful prose, wasn’t obvious to the students.
  • The teachers said filters are also problematic because they prevent access to useful teaching aids. Teachers in Quebec and Ontario described not being able to show videos in class because YouTube was blocked. And one teacher in Atlantic Canada described a failed campaign to get Twitter unblocked so her students could collaborate on math questions.
  • “I don’t see a lot of new teachers coming in knowing how to apply technology,” said Zhi Su, a teacher and technology director at John Oliver Secondary School in Vancouver.Fresh out of college, few new teachers experiment with new technologies because they have the potential to be disruptive. It’s experience, and the confidence that comes with it, that is allowing teachers in their 40s and 50s to lead the way, according to the report.
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