Sarah Capitelli Overview I am a 1st/2nd Spanish bilingual teacher in Oakland, California. This snapshot tells part of the story of my inquiry journey in my classroom. Based on my prior research I structured a new program last year in which I had a heterogeneous ELD class and organized multiple opportunities for students to talk with one another in English. (Note: This site requires the Quicktime and Flash plugins.) Video Library | cset.stanford.edu Videos of Teaching Practice InsideTeaching is a collection of multimedia records around teaching practice. This was a project of the Carnegie Foundation for the Advancement of Teaching and now hosted by CSET. InsideWritingWorkshop is a collection of videos around teaching that highlights key strategies of system-wide professional development, classroom coaching and assessment of student work. The project was part of the Every Child a Reader and a Writer Initiative and a project of the Noyce Foundation and Carnegie Foundation for the Advancement of Teaching.
Charles A. Dana Center - Advanced Mathematical Decision Making Every classroom is unique, but take a look inside one AMDM classroom at Bowie High School in Austin Independent School District, Austin, Texas (many thanks to Kelly Flickinger and her students). In Spring 2009, Kelly agreed to field-test a couple of AMDM lessons with her students and let us video her classroom during these lessons. Students are studying one aspect of numerical reasoning as they build on their algebra and geometry background to work on the mathematics of tire sizes and aspect ratios. (After the numerical reasoning unit, they will go on to deal with statistics, finance, discrete math, trigonometry, and modeling with algebra and geometry.) The full video runs 21:35 minutes, edited from a lesson (Student Activity Sheet I.B.5, pdf 978kb) taught during a 50-minute class period. The video may take a minute to load. Download a video transcript (pdf 120kb).
FAQs - Institute of Cultural Affairs in the USA 4750 GreenRise Uptown Learning Laboratory The Institute of Cultural Affairs (ICA) has been involved with community development initiatives locally in Chicago and globally for nearly fifty years. The organization is a registered nonprofit with the mission to "release the capacity for positive social change and sustainable futures.” The ICA is uniquely positioned in the nonprofit world because it owns a large eight story building in Chicago’s diverse Uptown neighborhood. This year, coming upon the 50th anniversary of the organization, we are re-imagining the residential floor within our building. A benefit to community life is that it lends to a more affordable lifestyle than having to furnish and rent an entire apartment space. There is a base fee of $220 (single) or $350 (roommates) per month in addition to a charge of $1.10 per square foot of a room. Frequently Asked Questions What does "intentional community” mean? Is there an age requirement for living within the building?
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Making Meaning in Literature Building a Literary Community About This Video Clip "…My goals are to have them have meaningful interactions with texts, to have meaningful interactions with literature, to frame literature the same way they might frame talking about…something as common as…wrestling or a TV show." Joe Bernhart, Teacher Fondren Middle School Houston, Texas Students in Joe Bernhart's classroom explore literature in book groups, each one selecting a novel to read from a set of 10 choices. Students often receive their first or second choices. View this video==> In this lesson, students are at various stages in the book group process that Mr. The role of the teacher in all phases of these literary activities is that of facilitator, knowledgeable reader, monitor, and coach. Students in Joe Bernhart's classroom are empowered to make their own reading choices, monitor their own reading progress, and take ownership over their own learning. next
Questions and Answers: What is hands-on learning, and is it just a fad? David L. Haury and Peter Rillero, 1994 Questions and Answers 1. What is hands-on learning, and is it just a fad? Hands-on learning has become a common phrase in science education. Teacher Responses Hands-on learning is learning by doing. Hands-on learning is not just a fad because it enables students to become critical thinkers, able to apply not only what they have learned, but more importantly, the process of learning, to various life situations. Developer Thoughts Hands-on learning means many different things to different people. Notes from the literature "Hands-on activities mean students have objects (both living and inanimate) directly available for investigation" (Meinhard, 1992, p. 2). The historical roots of hands-on science teaching Science education in elementary schools first existed as selections contained in the eighteenth and nineteenth century children's didactic literature (Craig, 1957; Underhill, 1941). Summary