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Pedagogy Let’s begin with engagement. Successful remote learning is dependent on the consistent utilization of effective teaching strategies and pedagogy that empowers all kids to think and apply their thinking in relevant ways. Additionally, the digital divide is wider than many perceived.
We are beginning to see some schools across the country take the lead in merging sound pedagogy with the effective integration of technology. To truly create an innovative culture of learning we must not fear failure either. There are also numerous free webinars available throughout the year.
As a writer, my Indigenous culture shows up in my poetry. This past June, I received an email inviting me to participate in a webinar on Gratitude-Based Learning (GBL). At first, I was convinced I found a pedagogy ingrained with Indigenous wisdom that could further decolonize my teaching. The short answer: it starts with us.
To round out the series, the maker learning research group hosted a webinar with researchers Shirin Vossoughi and Paula Hooper from Northwestern University, and Meg Escudé from San Francisco’s Exploratorium. Watch the webinar below: Can your maker learning program benefit from this framework?
Individuals and organizations that embrace this mindset shift develop dynamic behaviors that impact their organizational culture while leading to school improvement. Use the wealth of TED Talks, webinars, and YouTube content online to get inspired. The characteristics of entrepreneurial thinking go well beyond just that of innovation.
Join APSA for our third webinar in a series exploring the 2024 U.S. Election Webinar Series: Watch the Past Events National campaigns and elections allow citizens to reflect and participate in their democracy. Election Webinar Series showcases how political scientists understand and teach American democracy’s quadrennial event.
In recent edWeb webinars , Digital Promise’s Learner Variability Project explored two important strategies for helping every student meet high expectations in math: enabling productive struggle and creating a sense of belonging. Incorporate Productive Struggle and a Sense of Belonging to Improve Math Learning.
For the past four years, applied learning pedagogies, including digital tools like game-based platforms, have been explored within LAUSD to build math, literacy and social-emotional learning competencies using applied learning pedagogy. Celebrate and showcase students’ achievements and learning outcomes.
These experiences provide a framework for learning that uses surroundings, communities, and cultures to invite inquiry, investigate biases, and deepen understanding. Over the past two years, TDSB has taken significant steps to shift their culture of equity to better support all students to be their authentic selves.
This concept really does underpin all of our pedagogy. As a company, we’ve established a series of ongoing initiatives to ensure we maintain a strong culture and continue to foster a world-class working environment. We like to say that while others teach what , we teach why. Why am I doing this? How does it relate to the real world?
Professor Levy is passionate about infusing social justice pedagogy in the teaching of Political Science courses and is committed to developing academic conference professional development sessions that focus on decolonizing pedagogy with an emphasis social justice in the teaching of Political Science Courses.
Those who do community and grassroots organizing, who advocate for socio-cultural supports at many levels, know that a title will get you very little. That inclusive pedagogy and inclusive design is iterative and is necessarily supported by ethical citation practices. The proof is in the work; the work is the work.
There is something to be said about how moral injury in academe is a by-product of a lack of cultural and information capital. A "need to know" culture often leads to a need to leave eduspace (I just typoed this as eduscape and that definitely that works as well).
This is often why we get such differing summaries of conferences or webinars from folk. We talk about this in relation to culturally-informed pedagogical practices, but holistically, we have so much work to do to make these trusting spaces of real community and inclusive knowledge exchange.
Then I was going to write about something tangentially connected to that which is how post-secondary eduspace has become a literal wasteland of folk elbowing each other in the ribs for the scraps of money that remain for workshops and webinars where folk are looking for quick approaches to inclusion (your free hint, it doesn't work like that).
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