Suggests and addresses the need for further curriculum development within the IB PYP in terms of additional (often foreign) language learning within the diverse community of International schools that follow the IB curriculum, in order for schools to become more explicit and unified in their language policies. Includes suggestions for how additional language learning can be linked to the process of inquiry and the promotion of the core values of the IB, embodied in the PYP learner profile.
Designer Emily Pilloton moved to rural Bertie County, in North Carolina, to engage in a bold experiment of design-led community transformation. She's teaching a design-build class called Studio H that engages high schoolers' minds and bodies while bringing smart design and new opportunities to the poorest county in the state.
What makes these findings so interesting are the implications for pedagogy. If teachers wish to maximise the power of tablets and mobile devices, they should create contexts in which students are encouraged to be proactive in their study,
Higher education has never been primarily about learning actual things or actual skills. It has always been (and I mean all the way to the first universities) about peer acceptance for the graduates and meeting the requirements of the institution for the students. That’s not to say that a lot of people don’t learn lots of useful things while attending university. But if that was enough lawyers wouldn’t need the bar, doctors wouldn’t need their residency and university teachers would not have to learn everything all over again when they start teaching a new subject.
Mills continued his conscilience by saying that he is skeptical about a lot of university instruction. But I think that is the wrong approach to take. University instruction has always been just abominable. The vast majority of classes most university students have attended throughout history were taught by drones more or less competent in their subject sometimes reading out of a textbook sometimes cracking a joke. If that really mattered how would have we ever gotten to where we are now? Massive innovation and erudition as far as the eye can see. Even those we disagree with (like the neocons and creationists for me) cannot really be accused of a lack of intelligence or erudition. We talk about the need for better historical education but some of the worst political decisions have been taken by people who studied history meticulously (and it’s no good saying “if they had only read that one paper I wrote on that issue”). We talk about the need for better science education but some of the best innovations have come out of school drop outs who flunked the foundational STEM subjects. Why on earth would we think tinkering around with instruction would make a dent in any of that?
עם פרוץ מגפת הקורונה, לשכת המדען הראשי יזמה והקימה חמש קבוצות עבודה שמטרתן הייתה להבין את האתגרים עמם מתמודדים צוותי ההוראה בהקשר של למידה מקוונת ולסייע בידם בהתמודדות זו באמצעות גיבוש עקרונות והמלצות מבוססי מחקר.
אל קבוצות העבודה הוזמנו חוקרים שמומחיותם רלוונטית למשימה ושיש באפשרותם לסייע בגיבוש מתווה פעולה בהיבטים שונים. הקבוצות עסקו בסוגיות פדגוגיות, רגשיות, חברתיות ומקצועיות שעולות במסגרת הלמידה המקוונת. האתר מאגד את מסקנותיהן של קבוצות העבודה בצורה אינטראקטיבית ונגישה לקריאה.
The Association exists to bring about improvements in the teaching of mathematics and its applications, and to provide a means of communication among students and teachers of mathematics. Its work is carried out through its Council and committees.
Welcome to The Geometer's Sketchpad® Resource Center This Resource Center supports users of the award-winning Dynamic Geometry® mathematics visualization software, The Geometer's Sketchpad.
The team found that students remembered the pairs much better when they first tried to retrieve the answer before it was shown to them. In a way this pretesting effect is counterintuitive: Studying a pair for 13 seconds produces worse recall than studying the pair for 5 seconds, if students in the latter condition spent the previous 8 seconds trying to retrieve or guess the answer. But the effect averaged about 10 percent better recall, and occurred both immediately after study and after a delay averaging 38 hours.
a popular series of articles that the British Medical Journal published in 2003. Full text for these articles is available free online. BMJ is available free online through PubMed Central.
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