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Global SchoolNet: Home

Global SchoolNet: Home
Global SchoolNet's mission is to support 21st century, brain-friendly learning, and improve academic performance through content-driven collaboration. We engage educators and students in brain-friendly e-learning projects worldwide to develop science, math, literacy and communication skills, foster teamwork, civic responsibility and collaboration, encourage workforce preparedness and create multi-cultural understanding. We prepare youth for full participation as productive and compassionate citizens in an increasing global economy. Founded in 1984, GSN is a 501(c)3 non-profit education organization. Let's work together to give youth the skills they need. Get Involved Connect With Us - For the ultimate collaboration!

http://www.globalschoolnet.org/

Project-Based Learning (PBL) Some additional practical resources about getting started with PBL in your classroom are here on my wiki. One very holistic approach that has emerged to put constructivism into action is Project-Based Learning (PBL) which also infuses technology into learning activities in a very natural way. Experts in this field aim to cultivate the life of the child’s mind in a way that develops not only cognitive processes but also emotional, aesthetic and spiritual contexts, as well as social relationships (Katz, 2000).

Photos of Children From Around the World With Their Most Prized Possessions Chiwa – Mchinji, Malawi Shot over a period of 18 months, Italian photographer Gabriele Galimberti‘s project Toy Stories compiles photos of children from around the world with their prized possesions—their toys. Galimberti explores the universality of being a kid amidst the diversity of the countless corners of the world, saying, “at their age, they are pretty all much the same; they just want to play.” But it’s how they play that seemed to differ from country to country.

Grades 9 to 12 - The Project Approach Grades 9 to 128pccdj2014-10-21T10:13:41+00:00 This New House (10th-grade math/chemistry) Guided by essential questions and implemented at High Tech High, a project-based school in Chula Vista, California, this project exposed students to the concept of sustainable architecture and enabled them to try their hands at designing a sustainable home.

How Much Math is in a Math Game? To answer that question you should first know that a lot of math and math concepts are used in creating games. That is true even in such simple games as Space Traffic which is shown and can be played below. Just click on the big Start button in the middle of the screen. If you are thinking about writing games, plan on getting at the very least, comfortable with basic math. The language learning theories of Professor J. Cummins The information and advice on this page was written for FIS teachers in advance of the visit to the school of Professor J. Cummins. Cummins is one of the world’s leading authorities on bilingual education and second language acquisition. Mainstream teachers who have a knowledge of his theories and act on his advice will be in a much stronger position to help the ESL students in their classes. Cummins makes the distinction between two differing kinds of language proficiency. BICS are Basic Interpersonal Communication Skills; these are the "surface" skills of listening and speaking which are typically acquired quickly by many students; particularly by those from language backgrounds similar to English who spend a lot of their school time interacting with native speakers.

BICS/CALP What is BICS & CALP? These terms are commonly used in discussion of bilingual education and arise from the early work of Cummins (1984) in which he demonstrated his ideas about the two principal continua of second language development in a simple matrix. BICS describes the development of conversational fluency (Basic Interpersonal Communicative Skills) in the second language, whereas CALP describes the use of language in decontextualized academic situations (Cognitive Academic Language Proficiency ). According to Baker (2006) "BICS is said to occur when there are contextual supports and props for language delivery.

Driving Questions Now that we have looked at how to ask questions, let's look at why we ask questions. What is our objective? The kind of question we ask our students changes depending on how far along we have progressed in a project and on the mastery level of our students. As students proceed through a project, we can identify two levels of progression: horizontal and vertical. 12 Ways To Integrate (Not Just Use) Technology In Education There are a couple dozen ways to ‘use’ technology in education. There are also a couple dozen ways to integrate technology in education. Think those two things are the same? Think that throwing a few iPads and a few Edudemic blog posts into a classroom is the best way to launch a 1:1 initiative? In case you couldn’t guess, it’s not. So here’s a hypothetical to clear up my rhetorical questions even more:

Crafting Questions That Drive Projects Which comes first, the driving question or the learning goals? I think it depends. The most successful projects feed off of students’ passions. Don’t be afraid to tap into them. Take what they are interested in and find a way to connect that interest to learning standards. Multimedia Educational Resource for Learning and Online Teaching Return to MERLOT II Home Page Search all MERLOT Select to go to your profile Click to expand login or register menu

Course 4 – Final Project Ideas It’s time for the FINAL PROJECT!!! Do I have a clear idea on exactly what I will do with my kiddos? Definitely not! Teaching Online 3: Online teacher skills Friday 1 October 2010 by Nicky Hockly What makes a good online teacher? What are some of the key skills needed? Earlier this year, I asked our own team of very experienced online moderators what they thought. This is the list of top ten skills that we came up with:

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