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Highlighted area is just one good example of a nice teaching tool that some teachers could use for effective classroom teaching. Could be used as an example and ask teachers in the PD certificate to share another one. Teachers.Net Gazette may actually be a good resource as part of the curriculum build (have teachers locate an archived article and choose something they would implement.)

Chris Dede, Professor in Learning Technologies at Harvards Graduate School of Education, and Michael Geisen, 2008 National Teacher of the Year, discuss Examples of project-based learning in the classroom.

RAMALLAH, West Bank (AP) - Do Palestinian school textbooks "teach terrorism," as Newt Gingrich claimed in a recent debate among U.S. Republican presidential hopefuls? His example - that Palestinians "have text books that say, 'If there are 13 Jews and nine Jews are killed, how many Jews are left?'" - is not in any of the texts, researchers say. As for Gingrich's broader claim, the textbooks don't directly encourage anti-Israeli violence, but they also don't really teach peace, studies say.

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

Provides a theoretical justification for PBL, and a clear worked example of its use. 

An example of implementing PBL in a higher education setting

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

This article describes several of the more successful critical peace education methodologies and perspectives that I was able to bring to my classroom in a juvenile detention home.  For example, reflective writing and community analysis of nonviolent peace movements formed the core of my curriculum, as did critical analysis of the social processes of stereotyping and dehumanization.   As a result, numerous students grew in their ability to write, express empathy with others, identify bias and articulate critical analysis of their schools, among other political systems.  This analysis will contribute to the growing body of work on the practice of critical peace education.  

The book "Open Educational Resources in Brazil: State-of-the-Art, Challenges and Prospects for Development and Innovation"(author - Andreia Inamorato dos Santos)  has been out of print. This is the second IITE publication within the series of case studies summarizing best practices of OER development in non-English-speaking countries. The study contains an overview of the Brazilian educational landscape, national educational policy and the strategies of ICT use in education. The author describes existing open digital content repositories with due emphasis on the copyright situation and considers several examples of successful international OER projects which involved Brazilian partners. The book is destined for those who study OER initiatives and projects on a national scale as well as promotion of OER movement worldwide. 

* Provides an justification for the use of ICTs in the classroom. * Describes the ways in which ICTs can be used to improve efficiency, educational management and pupil learning. * Provides examples of ways that ICTs can be used to enhance classroom learning.

Text-based description of the use of virtual fieldtrips in the elementary school classroom. Classroom based examples are listed, advantages and disadvantages of using this technology are described, and tips for effective implementation are reviewed for exploring virtual fieldtrips in the classroom.

Why, what and how can educators teach about the Holocaust? A symposium at UNESCO Headquarters entitled "Teaching difficult issues in primary schools: the example of the Holocaust" (15 December) will deal with the relevance and objectives of addressing the genocide of the Jewish people in primary schools.

Diverse Charter Schools: Can Racial and Socioeconomic Integration Promote Better Outcomes for Students? Poverty & Race Research Action Council; Century Foundation Kahlenberg, Richard D.; Halley Potter Published: May 2012 Examines how current policies and philanthropic priorities create high-poverty, racially isolated charter schools, benefits of socioeconomically diverse charter schools, and approaches taken in successful examples. Proposes policy and funding reforms.

Interactive lectures include lecture material interspersed with short activities that call upon students to review or develop their knowledge of the lecture topic. This module describes some of the benefits of using interactive lectures. Descriptions and examples of selected interactive lecture strategies are also given.

"We have textbooks that exist within our system and other systems ... science books, for example, (that) are outdated. We still have science books that call Pluto a planet," says Coteau. "So, with digital technology and digitization of materials, we could really put together a course curriculum that is flexible and has the ability to be changed instantly." The school board spends $8 million per year on textbooks. Over a 10-year period, if half the books are digitized, it could save up to $50 million.

This e-learning module uses the example of the Darfur refugee crisis to demonstrate how the Minimum Standards for Education: Preparedness, Response, Recovery-the foundational tool of the Inter-Agency Network for Education in Emergencies (INEE)-can be used as a framework for designing quality education programmes in conflict-induced situations.  Throughout this module, you will watch short video clips, look at photographs, and read relevant articles and reports.  A series of questions will help you understand how the INEE Minimum Standards can be used to improve the quality of education assistance.

"Reflection" is a vital component of service-learning. This manual was designed for educators and leaders of service groups who have an interest and a commitment to provide reflection opportunities for students and community partners alike. College professors, K-12 teachers, community organization leaders, and leaders of service organizations have all found, "Facilitating Reflection: A Manual for Leaders and Educators," a useful supplement to their work. This manual was written during the summer of 1995. The primary author, Julie Reed, was interning at the Georgetown University Volunteer and Public Service Center at the time. I had asked her to pull together a compendium of reflection activities that would be useful for educators and leaders of service groups. None of the ideas represented in this manual are original. We borrowed examples from a variety of sources, which you will find in the "Acknowledgements" section at the end of the manual.