There is a great deal of evidence that families play a critical …
There is a great deal of evidence that families play a critical role in their child’s learning. This resource details strategies for engaging families from culturally diverse backgrounds, families with English as an additional language, and families from refugee backgrounds, elaborating on the ‘promising approaches’ outlined in AERO’s family engagement for learning practice guides.
There is a great deal of evidence that families play a critical …
There is a great deal of evidence that families play a critical role in their child’s learning. This resource details strategies for engaging with families of children in out-of-home care (OOHC) to support children’s learning outcomes. These strategies elaborate on the ‘promising approaches’ outlined in AERO’s family engagement for learning practice guides.
The promising approaches include:
- recognising and supporting family engagement in learning at home - supporting two-way, positive communication and providing light touch updates about learning - promoting a literacy-rich environment at home (primary school guide) - collaboratively planning and problem solving with families.
There is a great deal of evidence that families play a critical …
There is a great deal of evidence that families play a critical role in their child’s learning. This resource details strategies for engaging with families of children in out-of-home care (OOHC) to support children’s learning outcomes. These strategies elaborate on the ‘promising approaches’ outlined in AERO’s family engagement for learning practice guides.
The promising approaches include:
- recognising and supporting family engagement in learning at home - supporting two-way, positive communication and providing light touch updates about learning - promoting a literacy-rich environment at home (primary school guide) - collaboratively planning and problem solving with families.
There is a great deal of evidence that families play a critical …
There is a great deal of evidence that families play a critical role in their child’s learning and development. This resource details engagement strategies for families of children with disability by elaborating on the ‘promising approaches’ outlined in the Australian Education Research Organisation’s (AERO) family engagement for early learning practice guides (which target early childhood services for 3- to 5-year-olds). In this resource, the term ‘disability’ also encompasses any children with developmental delay who may require additional support within an education and care setting. The Disability Discrimination Act 1992 protects Australians from discrimination based on disability. A child with a disability is entitled by law to be provided with an education program that is appropriate for their development and academic needs. Under the Disability Standards for Education 2005 (‘the standards’), education providers are obligated to make reasonable adjustments, consult with children and their families, and eliminate harassment and victimisation. The standards place responsibility for family engagement on services, educators and teachers. This supports the requirements to build partnerships with families set out in the Early Years Learning Framework and National Quality Standard.
There is a great deal of evidence that families play a critical …
There is a great deal of evidence that families play a critical role in their child’s learning and development. This resource details engagement strategies for families of children with disability by elaborating on the ‘promising approaches’ outlined in the Australian Education Research Organisation’s (AERO) family engagement for learning practice guides. The Disability Discrimination Act 1992 protects Australians from discrimination based on disability. A child with a disability is entitled by law to be provided with an education program that is appropriate for their development and academic needs. Under the Disability Standards for Education 2005 (‘the standards’), education providers are obligated to make reasonable adjustments, consult with children and their families, and eliminate harassment and victimisation. The standards place responsibility for family engagement on schools, teachers and leaders. Families are important partners in supporting the learning of their children, so it is vital to understand how to work with them effectively as part of this engagement responsibility.
This guide makes recommendations based on the best available research evidence about …
This guide makes recommendations based on the best available research evidence about how primary school teachers and leaders can engage with families to bring about improvements in students’ learning outcomes. It sets out ‘promising’ and ‘not promising’ approaches drawn from multiple studies which have measured the effects of different strategies. While there is room for improvements in the quality of available research evidence,2 these approaches provide ‘best bets’ for guiding practice. This guide also sets out next steps for considering how the findings relate to your individual practice or whole school strategy. Note that some of the examples offered may not apply in all contexts. Reasonable adjustments should be made where necessary to ensure full access and participation for all families.
There is a great deal of evidence that families play a critical …
There is a great deal of evidence that families play a critical role in their child’s learning. So how can secondary school teachers best work with families to support student learning?
This guide makes recommendations based on the best available research evidence about how secondary school teachers and leaders can engage with families to bring about improvements in students’ learning outcomes.
This PowerPoint is a generic description of the Engineering Design Process that …
This PowerPoint is a generic description of the Engineering Design Process that walks students through the 6 step process that works in a continual loop of defining the problem, generate concepts, develop a solution, construct and test a prototype, evaluate a solution, and present a solution. This PowerPoint offers stopping points to encourage question and answer sessions as well as discussion opportunities if teachers choose to relate it to a particular problem. It was originally posted and authored by Alexandrea Dunkelberger.
Numerous recent studies have shown that the U.S. has relatively low percentages …
Numerous recent studies have shown that the U.S. has relatively low percentages of students who enter science and engineering and a high drop-out rate. Some other countries are producing many more scientists and engineers per capita than the U.S. What does this mean for the future of the U.S. and the global economy? In this readings and discussion-based seminar you will meet weekly with the Dean of Undergraduate Education to explore the kind of education MIT and other institutions are and should be giving. Based on data from National Academy and other reports, along with what pundits have been saying, we’ll see if we can decide how much the U.S. may or may not be at risk.
The Open for Antiracism (OFAR) Program – co-led by CCCOER and College …
The Open for Antiracism (OFAR) Program – co-led by CCCOER and College of the Canyons – emerged as a response to the growing awareness of structural racism in our educational systems and the realization that adoption of open educational resources (OER) and open pedagogy could be transformative at institutions seeking to improve. The program is designed to give participants a workshop experience where they can better understand anti-racist teaching and how the use of OER and open pedagogy can empower them to involve students in the co-creation of an anti-racist classroom. The capstone project involves developing an action plan for incorporating OER and open pedagogy into a course being taught in the spring semester. OFAR participants are invited to remix this template to design and share their projects and plans for moving this work forward.
The Open for Antiracism (OFAR) Program – co-led by CCCOER and College …
The Open for Antiracism (OFAR) Program – co-led by CCCOER and College of the Canyons – emerged as a response to the growing awareness of structural racism in our educational systems and the realization that adoption of open educational resources (OER) and open pedagogy could be transformative at institutions seeking to improve. The program is designed to give participants a workshop experience where they can better understand anti-racist teaching and how the use of OER and open pedagogy can empower them to involve students in the co-creation of an anti-racist classroom. The capstone project involves developing an action plan for incorporating OER and open pedagogy into a course being taught in the spring semester. OFAR participants are invited to remix this template to design and share their projects and plans for moving this work forward.
The Open for Antiracism (OFAR) Program – co-led by CCCOER and College …
The Open for Antiracism (OFAR) Program – co-led by CCCOER and College of the Canyons – emerged as a response to the growing awareness of structural racism in our educational systems and the realization that adoption of open educational resources (OER) and open pedagogy could be transformative at institutions seeking to improve. The program is designed to give participants a workshop experience where they can better understand anti-racist teaching and how the use of OER and open pedagogy can empower them to involve students in the co-creation of an anti-racist classroom. The capstone project involves developing an action plan for incorporating OER and open pedagogy into a course being taught in the spring semester. OFAR participants are invited to remix this template to design and share their projects and plans for moving this work forward.
This is an antiracist unit that utilized open educational resources and open …
This is an antiracist unit that utilized open educational resources and open pedagogy for a Critical Thinking and Writing course. My students co-created parts of this unit and also published their work for future students to access and read and use as models.
This is a resource for teaching the first half of an English …
This is a resource for teaching the first half of an English Literature course. The material covers Anglo-Saxon literature through the 18th century, including readings across 1,000 years of literature.This material would be useful for teaching a course that aims to instruct students on how to read, analyze, and write critically about English literature. The resources comprise important terms, readings, and information on how to engage with literary scholarship.
A pronoun can replace a noun or another pronoun. You use pronouns …
A pronoun can replace a noun or another pronoun. You use pronouns like "he," "which," "none," and "you" to make your sentences less cumbersome and less repetitive. In this video, Santha A. Kumar describes pronoun and its usage in the English language.
A chapter on using English idioms for describing people for intermediate ESL …
A chapter on using English idioms for describing people for intermediate ESL learners. The chapter includes audio, guessing meaning from context, and controlled and communicative practice.
A chapter on using English idioms for talking about school for intermediate …
A chapter on using English idioms for talking about school for intermediate ESL learners. The chapter includes audio, guessing meaning from context, and controlled and communicative practice.
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