This book,"Blended Learning in K-12", is an overview of the concept of "blended learning" and how it relates to the integration of technologies in the K-12 environment. Dr. N.I. Scagnoli, the course instructor, has guided the students of the CTER 7 cohort in the creation of this book. This could not have happened in the 1980s. (By way of explanation to non-Americans, K-12 means all primary and secondary schooling).
In this course, teachers be introduced to thematic learning and cooperative learning techniques. Teachers will have a chance to develop lesson plans with these ideas in mind. You are given practical tools for classroom management and ways in which you can guide students to think about their own process of learning. Portions of this course have been reproduced from the encyclopedia of informal education: www.infed.org
An online, video-based methods course focusing on best practices in foreign language education for classroom management.
An online, video-based methods course focusing on best practices for foreign language instruction at the high-school and college levels. It features 12 interactive media-rich modules taught by different professors from the University of Texas at Austin. Modules include Listening, Speaking, Reading, Writing, Vocabulary, Grammar, Pragmatics, Culture, The Language Learner, Technology, Classroom Management, and Assessment.
Resources pertaining to creating a human-centered, progressive classroom space, with a focus on systems-based thinking and implementable pedagogy in K-12 schools. Resources include a Path to Purpose Handbook, ungrading resources, interdisciplinary lesson plans, and creating progressive virtual spaces.
Four teachers at Urban Academy Laboratory High School talk about how they use the inquiry approach in their teaching. History teacher Adam Grumbach talks about how using the inquiry model is a helpful strategy for teaching students of mixed abilities while History teacher Avram Barlowe discusses how the inquiry model is enriched by diverse participants. As students are shown having an inquiry-based discussion, we see evidence of different points of view and the importance of having these discussions in the context of the classroom. Adam shares the significance of having discussions with students from diverse backgrounds and diverse viewpoints and points out that this has as much educational value as more traditional learning opportunities. At the close of the video, four components of the inquiry approach are identified: it promotes a diversity of voices, it creates opportunities for students to share opinions, it teaches students how to use evidence and builds students' confidence.
This seminar explores experiments in education and discusses how education and learning might be done, through reading and discussion. This seminar is not a survey of experiments in education, but rather, its goal is to determine how learning should happen and what kinds of contexts allow it to happen.
Madison Metropolitan School District used these quotes and images during their We Want to Do More Than Survive Book Study with educators from across the district.
This course examines the philosophical and theoretical foundations of constructionism as a paradigm for formulating and evaluating new theories for learning and approaches to education. One of the goals of this course is to help new learning researchers situate their work within the constructionist framework through readings and projects that will focus on the rich interplay between the process of knowledge construction and the development and co-evolution of ideas, learners, tools, and contexts.
In this interview hosted by Bianca Williams-Griffin, English Language Arts Education Consultant with the Wisconsin Department of Public Instruction, and Tamara Mouw, Director of Teaching and Learning with the Wisconsin Department of Public Instruction, Dr. Love shares what mattering means and why it is foundational for students of Color to not just survive but to thrive. She also explains what is means to be an abolitionist teacher.