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Collection: Edutopia Teaching Modules (GLEF)
(Complete Item Description)
- Abstract: The assessment module is meant for use either after completion of the project-based learning module or with participants who are familiar with project-based learning. The module is designed for a two to three hour class or session, divided into two parts. Part One, Guided Process, is designed to give participants a brief introduction to assessment. It answers the questions "Why is Assessment Important?"; "What are Some Types of Assessment?"; and "How Do Rubrics Help?" Part Two, Group Participation, assigns readings and activities for experiential, project-based learning. Ideally, the tasks will be accomplished using group collaboration and with the use of technology.
(Complete Item Description)
- Abstract: This module about the digital microscope is meant for use either after completing the project-based learning and technology integration modules or with participants familiar with these topics of interest. The module is designed for a two- to three-hour online learning session for pre-kindergarten through fifth-grade teachers. It can also be used in conjunction with technology for teacher training sessions in classroom settings.Part One, Guided Process, is designed to give participants a brief introduction to using the digital microscope. It answers these questions: What is special about the digital microscope? How do you use the digital microscope? and How can the digital microscope be used in pre-kindergarten through fifth-grade classrooms? Part Two, Group Participation, assigns readings and activities to expand the use of the digital microscope and related articles about using technology in the classroom. Ideally, the tasks will be accomplished using group collaboration and with the use of technology.
(Complete Item Description)
- Abstract: The Project-Based Learning (PBL) module is designed for either a two- to three-hour class or session or a one- to two-day workshop, and is divided into two parts. Part One, Guided Process, is designed to give participants a brief introduction to project-based learning. It answers the questions "Why is Project-Based Learning Important?"; "What is Project-Based Learning?"; and "How Does Project-Based Learning Work?" Part Two, Group Participation, assigns readings and activities for experiential, project-based learning. Ideally, the tasks will be accomplished using group collaboration and with the use of technology.
(Complete Item Description)
- Abstract: CSI (Cemetery Scene Investigators) is a project-based learning module. Why did we have students learn about their local cemetery? As a local resource, cemeteries are more than just a collection of headstones; as a repository of primary-source documents, they tell a story about a community. In this project-based learning module, students and community members become part of a "CSI" task force that investigates the entire cemetery. It is much more than just an occasion for making headstone rubbings; it is an opportunity for focused insight into the community's past-scientifically, mathematically, and historically speaking.
(Complete Item Description)
- Abstract: This module helps introduce the role of principal as instructional leader.
Teacher development is a common theme in any school leadership training program, so the traditional textbooks will provide a foundation. This module offers examples of how to build on that foundation in a variety of settings, illustrated by master school leaders. These "professors of practice" are meeting the challenges of teacher development and supervision each day in their schools.
(Complete Item Description)
- Abstract: The technology integration module is meant for use either after completion of the project-based learning module or with participants who are familiar with project-based learning. The module is designed for a two- to three-hour class or session. It can be used in conjunction with trainings of software applications that are used in classroom settings. Part One, Guided Process, is designed to give participants a brief introduction to technology integration. It answers the questions "Why is technology integration important?"; "What is technology integration?"; and "How do you integrate technology into the classroom?" Part Two, Group Participation, guides participants in envisioning technology integration. It asks participants to visit various educational Web sites. The participants are then asked to brainstorm ideas for technology integration garnered from visiting and discussing these sites. The tasks will be accomplished using group collaboration and hands-on use of technology the Internet.
(Complete Item Description)
- Abstract: The language arts and social studies technology integration module is meant for use either after completion of the Project-Based Learning module and Technology Integration module or with participants who are familiar with both modules. This module is designed for a two- to three-hour class or training. It can be used in conjunction with trainings of software applications that are used in classroom settings. Ideally, the module would be the core of a training where participants develop ideas, go back to their classrooms to implement them, and then come back together to regroup, reflect, and refine projects designed at the first training session. Part One, Guided Process, is a brief introduction to technology integration into language arts and social studies. It answers the questions "Why is technology integration important in language arts and social studies?" "What is technology integration in language arts and social studies?" and "How do you integrate technology into language arts and social studies?" These questions are generically addressed in the Technology Integration module. In this module, the curriculum will elicit the responses. Part Two, Group Participation, guides participants in envisioning technology integration in language arts and social studies. It asks participants to visit various educational Web sites. The participants are then asked to brainstorm ideas for technology integration in the areas of language arts and social studies garnered from visiting and discussing these sites. Ideally, they will design projects and assessments that they can take back to their students and their classrooms.
(Complete Item Description)
- Abstract: The math and science technology integration module is meant for use either after completion of the Project-Based Learning module and Technology Integration module or with participants who are familiar with both modules. This module is designed for a two- to three-hour class or training. It can be used in conjunction with trainings of software applications that are used in classroom settings. Ideally, the module would be the core of a training where participants develop ideas, go back to their classrooms to implement them, and then come back together to regroup, reflect, and refine projects designed at the first training session. Part One, Guided Process, is a brief introduction to technology integration into math and science. It answers the questions "Why do we need to integrate technology into Math and Science Curricula?" "What does it mean to integrate technology into Math and Science?" and "How can technology be integrated into Math and Science Curricula?" These questions are generically addressed in the Technology Integration module. In this module, the curriculum will elicit the responses. Part Two, Group Participation, guides participants in envisioning technology integration in math and science. It asks participants to visit various educational Web sites. The participants are then asked to brainstorm ideas for technology integration in the areas of math and science garnered from visiting and discussing these sites. Ideally, they will design projects and assessments that they can take back to their students and their classrooms.
(Complete Item Description)
- Abstract: The multiple intelligences module is designed for a two- to three-hour class or training. It can be used in conjunction with trainings of software applications that are used in classroom settings. Ideally, the module would be the core of a training where participants develop ideas, go back to their classrooms to implement them, and then come back together to regroup, reflect, and refine projects designed at the first training session. Part One, Guided Process, is a brief introduction to multiple intelligences. It answers the questions "Why is the theory of multiple intelligences important and how does it fit into the context of individualized instruction?" "What is the theory of multiple intelligences?" and "How can the theory of multiple intelligences be integrated into teaching and learning?" Part Two, Group Participation, guides participants in envisioning the theory of multiple intelligences in their classrooms. It asks participants to engage in a variety of activities that deepen their understanding of multiple intelligences, and how it might be incorporated into their instructional practice. Ideally, participants will develop activities they can take back to their students and their classrooms.
(Complete Item Description)
- Abstract: In this module, you will learn about initiatives focused on helping principals develop strong organizational and leadership skills, as well as initiatives that provide principals with strategies and tools to improve academic performance. You will also meet three innovative school leaders and visit their schools. Through these materials you will have an opportunity to view the job of principal in a number of different settings -- a view of the principal and the job!
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