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Martyn Steiner

MIT OpenCourseWare | Urban Studies and Planning | 11.127J Computer Games and Simulations for Investigation and Education, Spring 2009 | Home - 0 views

ocw.mit.edu/...index.htm

ICT classroom teacher training course education OER mit opencourseware games simulations TWB

shared by Martyn Steiner on 01 Feb 12 - No Cached
  • Martyn Steiner on 01 Feb 12
     
    In this project-based course, students learn how we learn from interactive computer environments, and delve into the process of designing and understanding simulations and games for learning.
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.
Tiffany Hoefer

Using Discussion Boards and Wikis - 0 views

cnx.org/latest

ict wikis discussion boards threads tech_integration

shared by Tiffany Hoefer on 12 Aug 12 - No Cached
  • Tiffany Hoefer on 12 Aug 12
     
    Discussion boards and wikis can supplement class instruction, extend class discussion, or introduce new topics. If they are effectively designed, they can encourage students to think critically about course concepts and deepen their level of comprehension. This document describes ways to implement these strategies within a course.
Tiffany Hoefer

Best Practices in Online Teaching - Pulling It All Together - Teaching Blended Learning Courses - 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.
Tiffany Hoefer

FreeBIEs | Project Based Learning | BIE - 0 views

www.bie.org/freebies

professionaldevelopment assessment pbl Projectbasedlearning learning resources rubrics handouts lessonplans

shared by Tiffany Hoefer on 09 Aug 12 - No Cached
  • Tiffany Hoefer on 09 Aug 12
     
    Buck Institute for Education "BIE" has created free materials - "FreeBIEs" - such as planning forms, student handouts, rubrics, and articles for educators to download and use to design, assess, and manage projects. Extensive links, tutorials videos. This is the link to the "FreeBIEs" page.
Teachers Without Borders

Best Practices in Inclusive Education for Children with Disabilities: Applications for Program Design in the Europe & Eurasia Region - Zunia.org - 0 views

zunia.org/...applications-for-program-desig

inclusive education disabilities study

shared by Teachers Without Borders on 04 Sep 10 - No Cached
  • Best Practices in Inclusive Education for Children with Disabilities: Applications for Program Design in the Europe & Eurasia Region
Teachers Without Borders

The open secret behind the Cherrypal Africa, or, a brand is a promise, or, understatement by design. | GreenOpenFair - 2 views

cherrypal.com/...comment-page-1

TWB ICT4D Cherrypal developing nations laptops

shared by Teachers Without Borders on 23 Dec 09 - Cached
  • We know how to build inexpensive laptops to get access to the Internet, however, the problem in consumer electronics is that high demand for particular components drives prices up. Success is kind of counterproductive to keep prices low. That’s why we procure components for the Cherrypal Africa in a different way, we buy access inventory, overcapacity, out-of-fashion shells, shells with minor cosmetic flaws, discounted limited batches, and other high quality though discounted components and systems, package them up and sell them under the Cherrypal Africa brand. Bear with me. What this means is that 5 randomly selected people ordering a Cherrypal Africa on any given day theoretically might get 5 different systems, with different configurations. However, their “Africas” would have one particular thing in common, you can browse the Internet, actually pretty fast.
Teachers Without Borders

Institute for Economics & Peace - Teacher Guides - 1 views

www.economicsandpeace.org/page.aspx

peace_education resources lesson_plans guidebook lessons peace teaching

shared by Teachers Without Borders on 17 Dec 10 - No Cached
  • Teachers Without Borders on 17 Dec 10
     
    "The Building Blocks of Peace is composed of four thematic modules on global peace. Downloadable in PDF format, the guide comes complete with teacher notes, lesson plans, student handouts, assessment suggestions and extension activities. Each module contains a range of activities that are both stimulating and challenging - offering a uniquely broad view of global peace. While these materials are designed to build upon each other to provide an extensive understanding of these important issues, they can also be used as separate exercises or to support existing class work."
Teachers Without Borders

Rebuilding Haiti's education system one year after the earthquake | Back on Track - 0 views

www.educationandtransition.org/...-one-year-after-the-earthquake

emergency_education earthquake_education Haiti schools children

shared by Teachers Without Borders on 14 Jan 11 - No Cached
  • Ms. McBride, who recently returned from three weeks in Haiti, said the children she spoke with who had moved from school tents into semi-permanent structures seemed “really happy to be back at school”. “One interesting thing about this,” Mr. Vasquez added, “is the fact that, believe it or not, children were afraid of going back to schools that were made out of bricks or reinforced concrete because they associate collapse with a certain type of construction.”
  • “That was also part of our initial design concerns when we were thinking about the semi-permanent schools,” Mr. Vasquez continued, “If you are able to pick on how children perceive space and how do they perceive the disaster, if you’re paying attention as an architect, you should be able to integrate their concerns into your design process.”
  • “On the surface of it the children seem very happy at school, learning, playing with their friends, interacting with their teachers, but one particular mother [I spoke with] told me that her children weren’t actually doing so well,” Ms. McBride said. “Her youngest daughter, who was about five,” Ms. McBride continued, “didn’t sleep well at night, they didn’t like to be separated from her for too long, and she, as a parent, didn’t like to be separated from her children.”
Teachers Without Borders

Coburn Primary School's Anti-Bullying Program - 0 views

www.theage.com.au/...eps-fit-in-20110220-1b14p.html

Australia bullying school

shared by Teachers Without Borders on 25 Feb 11 - No Cached
  • Teachers Without Borders on 25 Feb 11
     
    Hundreds of schools throughout Australia take part in the program, which is designed to create caring primary schools and help prevent bullying. ''Our grade five and six students and newly welcomed preps will be buddied up for the year to learn off each other and support each other in what can be a difficult community with a number of social issues,'' says grade 6 teacher Stephen Carlton. He says while bullying has not been an inherent problem at Coburn Primary, the school wanted to take a proactive approach, which would also equip the older students with leadership skills and confidence for high school.
Teachers Without Borders

International Leaders in Education Program (ILEP) | IREX - 0 views

www.irex.org/...aders-education-program-ilep-0

education leaders international collaboration exchange teachers teacher development teacher development

shared by Teachers Without Borders on 03 Jun 11 - No Cached
  • Teachers Without Borders on 03 Jun 11
     
    The International Leaders in Education Program (ILEP) brings outstanding secondary school teachers from around the globe to the United States to further develop expertise in their subject areas, enhance their teaching skills, and increase their knowledge about the United States. The program also brings US secondary school teachers to the home schools of international alumni to collaboratively develop workshops and share best practices. International alumni are eligible to apply for small grants to implement self-designed projects that benefit their home schools and communities. ILEP is a program of the Bureau of Educational and Cultural Affairs of the US Department of State.
stephknox24

Societies Tackling AIDS through Rights (STAR) | Soul Beat Africa - 1 views

www.comminit.com/?q=africa/node/271534

STAR peace_education participatory learning human_rights_education

shared by stephknox24 on 14 Jun 11 - No Cached
  • stephknox24 on 14 Jun 11
     
    Societies Tackling AIDS through Rights (STAR) is designed to be a comprehensive integrated methodology which combines the strength of participatory learning about HIV and AIDS with empowerment and social change
Teachers Without Borders

Teaching Excellence and Achievement Program (TEA) | IREX - 0 views

www.irex.org/...ce-and-achievement-program-tea

IREX teaching program teachers teacher development

shared by Teachers Without Borders on 28 Jul 11 - No Cached
  • Teachers Without Borders on 28 Jul 11
     
    The Teaching Excellence and Achievement Program (TEA) brings outstanding secondary school teachers from around the globe to the United States to further develop expertise in their subject areas, enhance their teaching skills, and increase their knowledge about the United States.The program also brings US secondary school teachers to the home schools of international alumni to collaboratively develop workshops and share best practices. International alumni are eligible to apply for small grants to implement self-designed projects that benefit their home schools and communities.
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.
  • ...1 more annotation...
  • 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

INEE | Inter-Agency Network for Education in Emergencies - 0 views

www.ineesite.org/...know_e-learning_module

inee education emergencies e-learning refugees

shared by Teachers Without Borders on 07 Apr 11 - No Cached
  • Teachers Without Borders on 07 Apr 11
     
    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.
stephknox24

Facilitating Reflection: A Manual for Leaders and Educators - 1 views

www.uvm.edu/...reflection_manual

peace_education reflection

shared by stephknox24 on 11 Apr 11 - Cached
  • stephknox24 on 11 Apr 11
     
    "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.
Teachers Without Borders

The bullying gender gap: Girls more likely to be targets - The Globe and Mail - 0 views

www.theglobeandmail.com/...article4456321

bullying gender girls cyberbullying report Canada

shared by Teachers Without Borders on 03 Aug 12 - No Cached
  • New research suggests that females such as Ms. Lee may be particularly vulnerable to bullying from other females, even as rates of male bullying decline. It’s a troubling finding that highlights where parents, educators and policy makers may need to focus their efforts to counter the effects of school-related bullying.
  • A comprehensive report released last month by researchers from the Toronto-based Centre for Addiction and Mental Health found that while overall rates of bullying have remained relatively stable in recent years, some significant gender disparities have emerged.
  • The study found that nearly one-third, or 29 per cent, of students reported being bullied since the start of the school year.
  • ...7 more annotations...
  • The report, called the Ontario Student Drug Use and Health Survey, has been conducted every two years since 1977, making it the longest continuing survey of young people in Canada and one of the longest in the world. Nearly 9,300 students in Grades 7 to 12 from 181 different Ontario schools participated in the most recent survey, which was conducted from October, 2010, to June, 2011.
  • Online or cyber-bullying was also much more common among females, with 28 per cent of girls reporting being targeted by cyber-bullying compared to just 15 per cent of boys.
  • The overall rates haven’t really changed since 2003, the first year CAMH monitored bullying at school. But the survey found that females are more likely to be bullied. Thirty-one per cent of adolescent girls reported being victimized in the most recent survey, compared to 26 per cent for boys.
  • This raises several questions: Do boys get along better than girls? Have programs aimed at curbing bullying failed to reach girls?
  • “The problem is girls do it all underneath the surface,” said Haley Higdon, a facilitator with the SNAP for Schools program.The SNAP (Stop Now and Plan) model is designed to help reach children with behavioural problems or other issues. As a facilitator, Ms. Higdon works in classrooms in the Toronto District School Board. Often, the behavioural problems she encounters stem from bullying.
  • With boys, bullying is typically much easier to detect because male bullies often resort to physical measures, such as fighting. With girls, the behaviour can be much more subtle, making it more difficult for teachers to detect.
  • Bullying can take on many forms. It’s not just one child pushing another in the schoolyard – it is any aggressive or unwanted behaviour that involves a real or perceived imbalance in power, according to StopBullying.gov, a U.S. government website.
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.
  • ...3 more annotations...
  • 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

In wake of conflict, students return to school in Kyrgyzstan | Back on Track - 0 views

www.educationandtransition.org/...return-to-school-in-kyrgyzstan

peace peace_education Kyrgyzstan school

shared by Teachers Without Borders on 22 Sep 10 - No Cached
  • Ms. Fanilievna added that Kyrgyzstan’s schools are planning to include peace and tolerance education in response to the recent strife. The first month of school will be dedicated to Peace and Reconciliation, and UNICEF has cooperated with The Ministry of Education to finalize the peace-building lessons which will be integrated in the regular curriculum.
  • As the head teacher speaks, several female principals from other Osh schools come to the distribution point at Lomonosov to pick up their School-in-a-Box kits – bundles of basic education supplies designed for up to 80 students in an emergency setting – which were delivered by UNICEF to some 277 schools in Osh and Jalal Abad provinces.
  • “All the rest of my life depends on my education, and you find your best friends at school,” she said. “Schools also have a great peace-building potential as they are uniting students from different backgrounds.“For instance, at Lomonosov School we have 14 ethnicities,” Nazbiyke added. “We communicate and stay friends. Our hope is that this, in turn, will influence our parents and the community.”Nazbiyke knows that her parents are aware of the major role schools play in bringing peace back to the communities. The vital effect of school starting, of teachers and students coming together, resounds through Osh. It is bringing a sense of normalcy to a province that desperately needs it.
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