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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.

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.

Looks at whether teacher use of ICT is a true change in deep practice or simply a box-ticking exercise.

Evaluating and Rewarding the Quality of Teachers: International Practices

Full ebook available for download under Creative Commons. Theories and practices of online learning. Was part of the curriculum in a recent class I took in my Masters in Educational Technology program.

This site is the result of a graduate class of practicing teachers studying the principles and practices of advanced educational psychology. It offers an overview of Behaviorism, Cognitive Psychology, Developmental Psychology, Biology & Learning, Constructivism, Motivation, Learning & Technology, and Instructional implications. The website links to additional information and related educational materials.

The objectives of this report are to raise awareness about the causes and consequences of violence faced by children in and around schools, to share good practices and strategies on how to prevent and address it, and to discuss the importance of cooperation at local, national, regional and international levels.

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

"This document presents general practices of safe school construction and the retrofitting of existing school buildings through typical design and drawing of schools as developed and practised in Aceh and West Sumtra Earthquake Response programmes. The programmes aim to create greater awareness of safer school construction in new schools, while at the same time making sure that the existing school buildings are safe. It is based on good practices from Indonesia, the most seismic prone country in the world. It is intended to be used by other countries facing similar challenges as well as other organizations working on building the capacities of local authorities to effectively implement safe and child friendly school buildings."

Reports on the use of PBL in initial teacher education itself i.e. for training teachers.

Research paper outlining the strategies of designing effective learning environments for multidisciplinary collaboration and problem-based learning and reports the effectiveness of those strategies. NCPEA peer reviewed/approved.

This paper describes how teams of teachers and researchers have developed ways of embedding ICT into everyday classroom practices to enhance learning. Includes some discussion of the impact of home use of ICT.

Considers the links between (local) ICT policy and classroom practice. Describes the perception of policy by those working in schools.

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

Open education course on learning theories - specifically acquisitive, constructivist and experiential models of learning. Promotes an active approach to learning, thinking and doing versus simply reading information. Theoretical, practical, academic and vocational focuses. Provides strategies for dealing with the demands of learning, but does not focus on general study skills.

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.

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.

A series of 13 videos that can be played online and illustrating the application of learning theories to classroom practice. The website also contains extensive support materials that can be used to guide study of the videos. Note that you have to 'click down' a few times to view the videos, but they are good quality and free.

Factors that impact the Implementation of Peace Education Training