The Blended Learning Toolkit supports the course redesign approach, and interest in its openly available clearinghouse of online tools, strategies, curricula, and other materials to support the adoption of blended learning continues to grow. When the resource originally launched in July 2011, 20 AASCU institutions used it, but now universities, colleges, and K–12 schools from around the world access the Blended Learning Toolkit.
This grantee profile from Next Generation Learning Challenges (NGLC) provides at-a-glance information, course model design details, grant project activities, results and outcomes, participant impressions, next steps, and additional resources.
NGLC accelerates educational innovation through applied technology to dramatically improve college readiness and completion in the United States. To learn more about NGLC and the grantees it supports, visit nextgenlearning.org
It is incredible what kids can do when we believe in them, coach them, and get out of their way! Our students recently participated in a robotics competition that was invented from the ground up by staff and students. We designed and printed 3D "exoskeletons" that fit over our Sphero robotic droids...and SpheroExo was born.…
6 Tips For Personalization In eLearning At PulseLearning we’ve taken a look at how personalization can create individualized, relatable learning to satisfy a healthy learner appetite: Allow for personal content customization.
With iOS 8, Apple expanded the iPad’s ability to share information in many different ways. This has long been a frequently requested feature that was already available on various other mobile platforms in one form or another. Sharing information and data, in any form, can be a very useful tool for all iPad owners. I want to discuss three of the best ways iPad users can share information, and the processes they can use to make this possible.
"The popularity of Minecraft is flabbergasting. With over 70 million copies sold (20 million on PC alone), it ranks as the #1 best-selling PC game of all time and the #3 best-selling video game of all time ..."
When students reflect in order to reframe negative experiences, they find themselves better able to learn from failure and eventually move beyond it.
Inviting kids to reframe perceptions that cause them anxiety, grief, or pain is important work that all teachers should be prepared to do.
Reframing begins with the awareness that our unique values, beliefs, and experiences shape how we make meaning of different events. When we understand this, we realize how limited our perspectives often are.
Reframing a negative experience allows us to consider different possibilities, explore varied interpretations of it, consider alternative actions and behaviors, and shape potential solutions.
Questions like these can help students reframe negative experiences and manage their stress. They also shine a bright light on what can be gained from their struggles.
The SciGirls find an existing bicycle-powered ice cream maker and take it for a spin to talk about the pros and cons of the design. They take the ideas and start brainstorming what their bike-powered ice cream maker might look like.
We all experience stress in our lives. Some of us experience stress once in awhile, while others face it on a daily basis.
Whether you’re one of the few people who perform better under stress or not, the side effects of stress are clear. Stress has been shown to increase the risk of disease or illness, lead to premature aging, and weaken your immune system.
Here’s a helpful diagram of how chronic stress works and how it can act as a negative feedback loop in our brain.
The easiest way to take notes synchronized with videos! Automatically synchronized All the notes you type are automatically synchronized with the video. Later, just click on a line for the video to jump to the relevant part. Integrated with Google Drive Create and manage your VideoNotes directly via your Google Drive and access them from …
I believe that every child has the right to invent, tinker, create, innovate, make, and do. The maker movement has created opportunities for all educators to give students authentic learning opportunities that go beyond the typical classroom experiences and to rethink traditional learning environments to include those that nurture the kinds of creativity and innovation that will benefit our students both in school and beyond. We know children learn by exploring and playing and doing and making and that these kinds of things lead to deeper engagement. The maker movement embodies opportunities for experimentation and innovation to occur across all grade levels and all content areas.
Physical makerspaces have allowed us the opportunity to pull some of this excitement of the maker movement into our schools. Makerspaces can help set the stage for meaningful student learning, as well as help cultivate a culture of innovation within a school. My makerspace inspires innovation, passion, and personal motivation and interests, and has encouraged students to pursue STEM subjects and careers.
Since I first started my Makerspace at Stewart Middle Magnet School in January 2014, I have received a lot of positive feedback. I’ve given talks, presented at conferences, and shared about our experiences through my blog and through social media.
Since I first started my Makerspace at Stewart Middle Magnet School in January 2014, I have received a lot of positive feedback. I’ve given talks, presented at conferences, and shared about our experiences through my blog and through social media. Some of the questions I am most frequently asked are: Why should makerspaces be in the library? Why not just convert a classroom into a STEM lab?
In a similar vein, I often hear from librarians who are struggling to get their administration/teachers/community to understand the rationale for having a Makerspace in their library. Aren’t those kids just playing? Shouldn’t libraries be quiet and clean? How does this tie in with the curriculum?
How we react to these types of questions are crucial in our advocacy for our spaces. Here’s some ways to respond.
Students perform poorly in our courses for a variety of reasons. Here are some students you’ve likely encountered over the years, as well as a few ideas on the type of feedback that best helps them turn things around.
"I brought a superhero into my classroom the other day. He wasn't wearing a cape. He didn't have an alias. But he had the greatest superpower of all: inspiration.
When you teach using project-based learning (PBL), one brings outside expertise into the classroom. My eighth graders begin the year creating science fiction based origin stories for original superhero characters as an introduction to a greater advocacy unit. Therefore, it seemed natural to bring in an actual scientist. Which brought me to CalTech and Dr. Spyridon Michalakis."
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Creating engaging newsletters with your curated content is really easy.