Peru’s Ministry of Education and EDC are working together to improve education quality and promote digital literacy in the Junin, Pasco, and Ucayali regions. Photojournalist Karl Grobl recently traveled to the Pasco region in Peru to document the work we’re doing with teachers to develop project-based learning through the use of technology to engage and enliven the classroom. By project-based learning, we mean the use of strategies that encourage active, student-centered learning and provide opportunities for students and teachers to work and learn together.
By 2015 and in accordance with Education for All (EFA), the Government of Honduras seeks to have 50 percent of its pre-school age population in school. Currently, less than a third of preschool age children are able to attend pre-primary institutions, most of which were private.
Since 1997, EDC has been working to improve elementary education for nearly every child in the West African nation of Guinea. The program, funded by the US Agency for International Development (USAID), is reaching more than 6,000 schools and nearly one million children through teacher training, radio based instruction, and other educational materials.
For many students, the prospect of writing a report can be overwhelming: collecting information, extracting relevant facts, analyzing them, and organizing the material into original nonfiction. For teachers as well, the process may be fraught with frustration. How can they help students manage the research and writing process? And especially, how can they help their students with learning disabilities, for whom the writing process is even more intimidating?
Teachers from across the Everett, Washington pathway meet weekly in faculty study groups to tackle a variety of topics in teaching and learning. The study groups have taken different forms as they’ve evolved over five years, but they are all driven by student and teacher needs and interests.
Eugene Collins, Director of Natural Sciences and Math at Fisk University, credits a high school teacher with encouraging him to study science. So does Arthur Washington, who today serves as Dean of Arts and Sciences at Florida A&M University. Both share a concern, however, about where the high school science teachers for the next generation of African American students will come from.
This past summer, a group of science teachers from northern Illinois
spent six weeks poring over student work from Japan, Germany, the
Czech Republic, and six other countries. As part of an EDC online
workshop, the Illinois teachers logged on to a website to review
student work and accompanying commentary from teachers.
Carlo, a New York seventh-grader, had composed several questions for an interview his class would conduct with a local cardiologist. He and his classmates were preparing the interview for their social studies class, but they had composed the questions in science class and role-played the interview in language arts.