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Schools have the ability to support teacher innovation, risk-taking, and collaboration by setting up a support and mentoring system in their schools.

Report on how Tweeting for Teachers can support PD. 

What happens when academic support that is time sensitive, event sensitive, and machine aware is delivered to online learners via their own mobile devices? The University of Washington Tacoma (UWT) and Persistence Plus are seeking to apply analytics to this question with a system of behavioral interventions and support to enhance student learning.

"Giving One Percent supports Australians giving their fair share to life-saving work with the world's poor. Everyone can give. We help you decide how much to give, who to help, and how. Take a look at our information, tools, links and support to help you make the simple decision to be part of the solution in your lifetime. "

"In the last five years UK schools have spent more than £1 billion on digital technology. From interactive whiteboards to tablets, there is more digital technology in schools than ever before. But so far there has been little evidence of substantial success in improving educational outcomes. Something is going wrong. Nesta commissioned the London Knowledge Lab (LKL) and Learning Sciences Research Institute (LSRI), University of Nottingham, to analyse how technology has been used in the UK education systems and lessons from around the world. Uniquely, we wanted this to be set within a clear framework for better understanding the impact on learning experiences. Decoding Learning finds proof of technology supporting effective learning, emerging technologies that show promise of impact, and exciting teacher practice that displays the potential for effective digital education."

"A striking assumption animates arguments on both sides, namely that nonfiction is seldom literary and certainly not literature. Even Mr. Coleman erects his case on largely dispiriting, utilitarian grounds: nonfiction may help you win the corner office but won't necessarily nourish the soul. As an English teacher and writer who traffics in factual prose, I'm with Mr. Coleman. In my experience, students need more exposure to nonfiction, less to help with reading skills, but as a model for their own essays and expository writing, what Mr. Gladwell sought by ingesting "Talk of the Town" stories. I love fiction and poetry as much as the next former English major and often despair over the quality of what passes for "informational texts," few of which amount to narrative much less literary narrative. What schools really need isn't more nonfiction but better nonfiction, especially that which provides good models for student writing. Most students could use greater familiarity with what newspaper, magazine and book editors call "narrative nonfiction": writing that tells a factual story, sometimes even a personal one, but also makes an argument and conveys information in vivid, effective ways."

"What schools really need isn't more nonfiction but better nonfiction, especially that which provides good models for student writing. "  Totally supports my belief that nonfiction longreads are out there on the internet and are not being taken advantage of by teachers -- enough.

When we get together with others, even at a weekly meeting, it either works, or it doesn't. For me, it works - If everything is on the line, if in any given moment, someone is going to say or do something that might just change everything - If there's vulnerability and openness and connection .If there's support If it's part of a movement

"the USC Shoah Foundation Institute for Visual History and Education reflects the broadened mission of the Institute: to overcome prejudice, intolerance, and bigotry-and the suffering they cause-through the educational use of the Institute's visual history testimonies. Today the Institute reaches educators, students, researchers, and scholars on every continent, and supports efforts to collect testimony from the survivors and witnesses of other genocides."

"What is new is the talk of "inclusion" and "self-regulation," "authentic assessment" and "DIBELS" and "scaffolding" and, no joke, "positive behavioral interventions and supports.""

Fascinating article by Jane McGonigal on How Might Video Games be Good for us. Includes links to research in support of each of her claims. 

Nicki Hambleton's fabulous collection of resources to support Visual Thinking

Pana's website with links to support coding and computational thinking in the Early Years

Interesting blog post advocating for the use of analysing images in support of literacy skills.

Welcome to the 20th Century History Series Website! The podcasts below are meant to be used as revision for the International Baccalaureate (IB), Advanced Placement Programs (AP), as well as AS and A2, AQA, OCR, Edexcel. They can also be used as support for College Foundation Year, or for general entertainment, if you just enjoy history!   The podcasts are free, and are intended as a supplement to regular learning and for general entertainment. They are heavy on historical evidence; numbers, names, dates, events and keywords, which is the basis for writing a solid paper or project. Created by Kim Sønderborg  Head of Humanities, IB examiner, Franconian International School, Germany.

YouTube can be a good place to find educational videos to support your lessons. We've all had students who struggle to hold their comments until the video has stopped. One strategy that many teachers have used in those cases is to tell students to "write it down." The web makes it possible to take that strategy a step further and have students not only "write it down" but also enable teachers to instantly respond to students' comments while watching a video. Here are three tools that enable users to watch videos online and discuss them with others at the same time.

Teachers must remember: 1) we are not teaching subjects, we teach children 2) children are more than test scores. Teachers must also do two things: 1) support your students in doing work that is worthy of the world 2) ensure each child knows they matter

"When I listen to my colleagues in this connected coaches course, I think one area we have in common is that we see the urgent need for change and we are impatient. I read the article "What can we do about teacher resistance" by Jim Knight. Teachers are unlikely to implement a new practice successfully, if they implement at all, if they have had only workshops without coaching or other forms of follow-up support."