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Tiffany Hoefer

Questioning Techniques for Use in the Elementary School Classroom | Mindgate Media - 1 views

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    This video shows a student teacher demonstrating questioning techniques during a 5th grade history lesson. The video can be used to illustrate both more and less effective methods.
Tiffany Hoefer

PSYCH303: Educational Psychology « The Saylor Foundation - 0 views

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    OER course from Saylor PSYCH303. cational psychologists work to understand how to strcture educational systems in order to meet the mental and emotional needs of students. They study how people learn, identify and suggest efficient teaching methods, and evaluate the effectiveness of various educational policies and practices.
Teachers Without Borders

Researchers blast Chicago teacher evaluation reform - The Answer Sheet - The Washington... - 0 views

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    Scores of professors and researchers from 16 universities throughout the Chicago metropolitan area have signed an open letter to the city's mayor, Rahm Emanuel, and Chicago school officials warning against implementing a teacher evaluation system that is based on standardized test scores. This is the latest protest against "value-added" teacher evaluation models that purport to measure how much "value" a teacher adds to a student's academic progress by using a complicated formula involving a standardized test score. Researchers have repeatedly warned against using these methods, but school reformers have been doing it in state after state anyway.
Tiffany Hoefer

Educational Software : Course Home - 0 views

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    Learning module - aim is to provide understanding and practical experience related to the key principles, methods and theories of educational software. Ties major learning theories and principles to the successful use of educational software.
Tiffany Hoefer

Planning instruction: Formulating learning objectives - 0 views

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    A module with methods for how to formulate learning objectives for students, including two versions of Bloom's Taxonomy applied to student learning.
Tiffany Hoefer

Commonwealth of Learning - Training Educators - 0 views

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    Nice resource from which to pluck particular needs. Module 1 & 9 could help ict, module 2 with teaching theory, design principles, module 5 with methods of delivery and learner support - other modules could help back up theory and/or practice - modules for guides, needs analysis, etc.
Gwen Stamm

Africa Peace and Conflict Journal - 0 views

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    The Africa Peace and Conflict Journal offers some interesting articles on the use of indigenous methods of conflict resolution.
Teachers Without Borders

About International Professors Project - International Professors Project - 0 views

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    "International Professors Project is a worldwide organization focused on the long-term development of new International Professors as ambassadors of global education in search of understanding and learning. Our team of professors, fellows, and universities, using culturally appropriate methods and attitudes, works toward the goals of providing: University teaching; mentoring and curriculum development; dissemination of pertinent data and research; global collaborations and alliances. Cultural sophistication and background needed to address global pedagogical and curriculum issues."
stephknox24

Design Thinking for Educators - 3 views

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    Design Thinking for Educators The Design Thinking Toolkit for Educators contains the process and methods of design, adapted specifically for the context of education.
Tiffany Hoefer

Harry & Rosemary Wong: Effective Teaching - Teachers.Net Gazette - 0 views

  • The I Can’t Funeral Amanda ended her first day of school with an “I Can’t Funeral.” “This is a stolen treasure that has worked wonders for my class.  During my years of college I had to bring in a classroom method that I wanted to use in my class.  While browsing the Internet I came upon a true jewel,” she said. The I Can’t Funeral started with every student thinking of one thing they either did not feel successful in last year, or that often made them think, “I can’t do that.”  They each wrote their “I Can’t” on an index card.  Then, while playing very sad music, they placed the card in a “funeral box” and said their farewells to their “I Can’ts.”  They buried the “I Can’t” funeral box in Amanda’s car trunk. Amanda informed her students they were burying the words “I Can’t,” and wouldn’t be seeing them again.  They would dig up the funeral box at the end of the school year and celebrate how they had conquered their “I Can’ts.” Amanda said, “The students really enjoyed this, and I assured them each thing they couldn’t do or felt unsure about would be mastered during the school year.  It was an awesome day.” In January Amanda sent a note saying, “My students often ask when we are going to resurrect our ‘I Can’ts!’ . . . I often hear students saying they just conquered their ‘I can’t’ and we high five.” 
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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.)
Teachers Without Borders

El Sistema, Venezuela's Plan to Help Children Through Music - NYTimes.com - 0 views

  • El Sistema’s aim is to address a depressingly universal problem: how to remove children from poverty’s snares, like drugs, crime, gangs and desperation. The method, imagined by El Sistema’s founder, the economist and trained musician José Antonio Abreu, was classical music. Orchestras and music training centers around the country were established to occupy young people with music study and to instill values that can come from playing in ensembles: a sense of community, commitment and self-worth.
Meghan Flaherty

Which way to peace? - 0 views

  • an attempt to maintain consistency between means and ends: 'There is no way to peace, peace is the way'. The stress in education for peace is thus as much on method as on content.
  • If one is teaching for peace and not merely about peace, a close relationship needs to exist between ends and means, content and form. If one is concerned about developing self-respect, appreciation of others, concepts of justice and nonviolence, they must also be part of the process of learning itself. This puts the teacher in the role of a facilitator rather than in authority, creating a personcentred learning climate which involves much more than just the intellect. Such a climate will encourage participatory and experiential learning, it will involve democracy in action through the development of social and political skills in the classroom.
Teachers Without Borders

Ravaged Nigerian Village Is Haunted by Massacre - NYTimes.com - 0 views

  • DOGO NA HAWA, Nigeria — Nightmare images haunt this dusty sun-baked village, fresh memories of tall young men emerging from darkness to slash the unarmed with long knives in a frenzy of ethnic and religious hatred.
  • On Tuesday, a day after hundreds were buried in mass graves here, groups of villagers in this Christian farming community a few miles south of the central Nigerian metropolis of Jos sat mutely among their mud-brick homes, remembering Sunday’s horror.
  • Some of the small houses had been burned in the attack: tin roofs were caved in and twisted, facades were charred and carbonized hulks of vehicles littered the dirt streets. Traces of blood were evident in the sandy soil.
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  • Estimates by officials and human rights groups of the number of dead have ranged from 300 to more than 500 in the attack here and in two nearby villages, Zot and Ratsat.
  • The people here spoke of a well-organized gang of dozens who stealthily surrounded the village before dawn. They had come on foot from the low hills surrounding this rocky plateau, Muslim herdsmen apparently bent on revenge for similar killings in January and angry over what one rights group said were cases of cattle rustling.
  • A separate corps — men with machetes, or “cutlasses” as some villagers described them — began their work. “I saw them with very long, white swords,” Mr. Pam said. “Some were dressed in black, and some in camouflage.” The men were ruthlessly efficient, and in halting sentences the villagers described the carnage that followed. “They killed my daughter and my son,” Ezekiel Chwang said. “It was Sunday night. They surrounded our house. They were shouting.” He climbed into a tree to escape the marauders, and dropped back down after they had left, to find a horrific scene in his home. The men, he said, had discovered his 6-year-old daughter and 4-year-old son sleeping in the bedroom. They slit their necks with a machete, then set them on fire.
  • human rights experts on this region said it was all too reminiscent of previous episodes, including the killing of Muslims by Christians in January. “There many similarities as far as the targeting of unarmed residents, including women and children,” said Eric Guttschuss of Human Rights Watch.
  • Perhaps 3,000 have died in these ethnic-religious conflicts in the region surrounding this village since 2001, in the estimates of rights groups. There have been investigations and commissions of inquiry, but little retribution. The police here, known for their summary methods, say they have already arrested around 100 people in connection with Sunday’s killings.
Teachers Without Borders

The Standard | Online Edition :: Teachers told to lead way to attain MDGs - 1 views

  • The educationist was speaking at a ceremony to award certificates to teachers who had attended an in-service training with Teachers without Borders (TWB). The US organisation supports teachers worldwide with professional development opportunities.
  • In the TWB course, teachers learn how they can enlighten learners and the society on MDGs to fast-track their achievement."One chooses an MDG to focus on. They either teach it in their schools/community or contribute to an existing initiative that focuses on the MDG," said Mr Mathias Osimbo, a representative of teachers without borders.
  • Osimbo said the course, taught free to teachers at primary and secondary schools, aims at increasing the impact of teachers in society."It makes teachers to be instruments of change beyond the classroom border by working with communities," he said.Michael Ndung’u, a beneficiary of the program says that the course has helped him enrich his teaching skills."It makes one move from being a passive disseminator of information to an active collaborator and inquirer," he notes.Besides MDGs, teachers also train in effective classroom management methods and teaching multi-cultured learners.Members of the organisation are also offered a platform where teachers can interact with others across the world and share experiences.
Teachers Without Borders

Soon, tougher eligibility for school teachers - The Times of India - 0 views

  • MUMBAI: Becoming a primary school teacher will get tougher. Beginning from next academic year (2012-2013), the state government is making passing graduation compulsory for those aspiring to be educators.
  • Admitting that with change in education system such as virtual classes, e-library, internet learning and other hi-tech education methods, it is a need of the hour to change the decade old rules and qualification needed to take up the job of required a teacher. But, the minister refused to reveal details of the department plans on the issue.
  • Some teachers have supported the move, while few have objected it. "Raising the qualification limit for becoming a primary schoolteacher will not help in improving the quality of education. There is need to change their mindset of teachers in view of Right To Eductaion (RTE)," said Ramesh Joshi, who heads Brihanmumbai Mahapalika Shikshak Sabha, the largest BMC teachers` union.
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  • However, Aruna Pendse, associate professor with the Mumbai University`s department of civics and politics, supported the move. "Raising the pre-qualification condition (for a primary schoolteacher`s job) may result in children getting quality education," she said.
  • According to the existing rules, to become a primary schoolteacher one needs to pass the Higher Secondary Certificate (HSC) exam and then enrol for a diploma in elementary education (DEd).
Teachers Without Borders

Educate the Girl, Empower the Woman - IPS ipsnews.net - 0 views

  • Picture a mother, hunching over a field with a Medieval-style hoe in hand, spending day after day tilling the soil under a beating hot sun - only to retire home to care for her family without electricity or running water.This is not a 12th century image, but a typical working day for scores of rural women in today's developing world, where lack of access to education and technology has forced many to resort to traditional and often painful methods of livelihood.
  • Women in Law and Development in Africa (WILDAF), a pan- African network bringing together individuals and organisations from 23 countries, is among the key regional groups tackling this issue head on. WILDAF believes lack of knowledge about education rights, specifically among young girls, is one of the main reasons forcing rural people to endure lives of agricultural hardship.
  • "We want to teach them how to develop projects, from tilling the ground to seeding, all the way through to packaging at an international level so the food will be accepted by everybody in other countries," she said. Agu cited a project where female farmers of moringa – a nutritious African plant – were able to increase the efficiency and ease of production, through simple modern conveniences.
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  • Bisi Olateru-Olagbegi, executive director of the Women's Consortium of Nigeria (WOCON) and board member of WILDAF, said educating girls with both formal and practical education was key to addressing the gender imbalances and breaking the cycle of poverty. "When a women is empowered and she can assert her rights in the community she can rise up to any position and be part of decision making and raise the status of women," Olateru- Olagbegi said.
  • Although enrolment levels have risen in many developing countries since 2000, UNICEF estimated there were still more than 100 million children out of school in 2008, 52 percent of them girls and the majority living in sub-Saharan Africa.
  • Subsequently there has been a measurable increase in girls attending school, a trend that has led to fewer early marriages and teenage pregnancies as well as a reduction in the number of youths who are trafficked and prostituted. In spite of the gains, however, girls are still largely underrepresented in the science and technology fields. "Even when girls go to school there is a bias that girls are not supposed to learn science and technology; they're still doing the social sciences and humanities," Olateru-Olagbegi said. "They don't think that the faculties of girls are developed enough and it's mere discrimination."
Teachers Without Borders

Will a More International Curriculum Help Indian Students? - India Real Time - WSJ - 0 views

  • Indian education has often been criticized for focusing on rote learning rather than problem solving. Experts say the curriculum in most schools is outdated and disconnected from the actual world.
  • Randeep Kaur, education adviser at Plan India, a New Delhi-based children’s organization, said most Indian students learned only with the aim of scoring marks but never with the intention of understanding and enhancing their knowledge. “How many of them (students) can actually make use of what they had learned?” she asked.
  • The new program of study, called the CBSE-i will put less emphasis on methods such as memorization and greater focus on developing analytical and communication skills.
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  • World literature will also have greater space in this curriculum.
  • Anjali Chhabra, education officer at the CBSE in New Delhi told India Real Time that subjects will be taught with a more global perspective. For instance, when it comes to history there will be more space for world history, rather than just Indian history, as is the case in the regular curriculum.
  • Languages are an important component of the international curriculum. The students are also expected to study three languages, rather than just two. Compulsory languages are English and either Hindi or another local language, as is already the case in the regular curriculum, plus a foreign language. Options could include French, Russian, Spanish, German and Portuguese.
  • So far, only ten schools across India have applied for the international syllabus.
  • In a major leap for India’s education system the country’s Central Board of Secondary Education has decided to go international with a brand new curriculum.
Teachers Without Borders

BBC News - UK pupils 'among least likely to overcome tough start' - 0 views

  • The UK performs poorly in an international league table showing how many disadvantaged pupils succeed "against the odds" at school. The Organisation for Economic Co-operation and Development (OECD) has studied how pupils from poor backgrounds can succeed academically.
  • It says that "self-confidence" is a key factor in whether such pupils succeed. The UK comes behind Mexico and Tunisia in the table - with the top places taken by Asian countries.
  • The study from the international economic organisation looks at whether there is an inevitable link between disadvantaged backgrounds and a cycle of poor school results and limited job prospects.
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  • Using science test results from the major international PISA study, which compares the performance of different education systems, it shows that there are wide differences in the levels of resilience.
  • Among countries, South Korea, Finland, Japan, Turkey and Canada are the most successful in terms of poorer pupils achieving high results.
  • But the UK is well below average and at the lower end of this ranking of resilience, with only 24% showing such examples of "resilience".
  • Believing that they are likely to succeed in exams is an important part of how they actually perform. The study argues that mentoring schemes can be particularly beneficial.
  • There is also a link between longer hours in class studying a subject and the improved chances of poorer pupils. It is also says that motivation is important - but in the form of a "personal, internal drive" rather than the promise of a reward or an incentive.
  • "All of these findings suggest that schools may have an important role to play in fostering resilience," says the report. "They could start by providing more opportunities for disadvantaged students to learn in class by developing activities, classroom practices and teaching methods that encourage learning and foster motivation and self-confidence among those students."
Teachers Without Borders

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

  • 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.
  • 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.''
  • 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.''
  • 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.
  • 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.''
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