A group of Pakistani educators taking part in the EDC-led USAID Teacher Education Project visited classrooms in Fairfax, Virginia to observe U.S. teaching methods. The educators are asked about the young Pakistani activist, Malala, and EDC’s Rana Hussain and Nadya Karim-Shaw are interviewed.
Lesley Reilly of EDC’s EdTech Leaders Online says that using Twitter in online courses or communities provides for backchannel conversations that are great for large meetings. Also, she says, creating a hashtag makes it easy for students to participate on mobile devices.
Early Language and Literacy Classroom Observation (ELLCO) is a tool for evaluating and improving classroom environments and teacher practices as they relate to children’s language and literacy development. EDC offers training-of-trainers events to build a team of qualified professionals who can provide ELLCO training nationwide.
During the training, participants:
Learn foundational information about ELLCO
Practice ELLCO scoring using written scenarios and video vignettes
Twenty-four educators from across Pakistan, including college and university faculty, are visiting the United States this month to learn about curriculum development and teacher preparation, with a focus on U.S. student teaching programs.
YouthBuild USA’s Green Initiative provides opportunities for the program’s students and graduates to pursue green careers and environmental leadership, while increasing the production of green affordable housing. EDC’s EdTech Leaders Online partnered with YouthBuild to develop a seven-week online course to engage YouthBuild instructors in readings, activities, and discussions that develop knowledge and skills to incorporate green building and other environmental concepts into their classroom curriculums.
This three-year project, funded by the Bill & Melinda Gates Foundation, will create, test, and scale a suite of digital tools that will help teachers develop effective instructional routines and their own curricular resources for teaching middle-school social studies and history with primary sources.
EDC and the Lawrence Hall of Science (LHS) in Berkeley, California, are leading a national initiative to promote long-term professional development in project-based science for afterschool program providers.
The project is developing materials and training institutes to support a network of professional trainers from children’s museums, science centers, and 4-H affiliates across the country. These trainers will provide training and support to community-based organizations that implement high-quality, hands-on science and engineering projects for children.
The Somali Interactive Radio Instruction Program (SIRIP) provides high-quality interactive audio programs to Somali children attending formal, non-governmental, Quranic and community schools. With the assistance of the audio programs, teachers lead the classes and are thus trained in interactive teaching methods which include stories, activities, educational songs and other forms of active learning pedagogy. Supplemental materials accompany the programs, providing schools with the resources to support sound, primary-level instruction.
The Shaqodoon program was created to provide Somali youth with greater access to training, internships, work and self-employment opportunities in order to productively engage youth and add to the stability and development of the region. Shaqodoon is Somali for “jobseekers”.
The Autism Program enhances pre-service and in-service teachers’ preparation to serve children with severe and multiple disabilities from diverse cultural, ethnic, racial, and linguistic backgrounds in urban special education programs.
EDC, who is serving as the external evaluator for the program, will do the following:
Contribute to the refinement of the research design and instruments
Provide input on the analyses of data
Review the data collected
Prepare annual evaluation reports summarizing evaluation activities and findings
In collaboration with the Institute of Computer Technology, Intel Corporation has created Teach to the Future, a curriculum to help teachers integrate technology into their classroom practice.
Teach to the Future emphasizes the use of technology by students and supports teachers in creating technology-rich units for their existing curriculum. The program trains master teachers, who in turn train classroom teachers in their own districts.
The Common Core State Standards mandate mathematical habits of mind, which are ways of approaching and thinking about mathematical problems. EDC has two high school curricula specifically organized around mathematical habits of mind and strategically designed to help high school students develop these mathematical ways of thinking.
The CME Project and Transition to Algebra both use curricular devices-written dialogues occurring among a cast of students with different “mathematical personalities” and visual images of mathematical thought experiments.
EDC has developed the Young Scientist Series, a comprehensive curriculum designed to improve science teaching and learning for children ages 3 through 5. Each curriculum unit includes a teacher’s guide and multi-media professional development materials. The first unit, Discovering Nature with Young Children, was published by Redleaf Press in 2003; the second unit, Building Structures with Young Children, was published in 2004; and the final unit, Exploring Water with Young Children, was published in 2005.
The Lesson Study Communities project provides two years of professional development and support to teams of middle and high school mathematics teachers who are involved in the lesson study model of professional development. The project operates in the Greater Boston area.
Enhancing knowledge of mathematics and pedagogy
Introducing teachers to lesson study
Building a community of teachers interested in lesson study
Learning how the Japanese lesson study model can be adapted to become a successful professional development model for U.S.
Think Math! is a K–5 curriculum developed, piloted, and field-tested by EDC.
Think Math! provides:
A learning-by-doing model of professional development. This model allows teachers to gain a more profound understanding of fundamental mathematics through the natural course of their daily work.
High-quality mathematics content and pedagogy for school districts. This curriculum is appropriate for school districts that want to change but need additional help and for those that have tried and rejected other models of reform.
Funded by the National Science Foundation, Mathematics for Teaching is a joint project of EDC, the Park City Mathematics Institute (PCMI) of the Institute for Advanced Study, and the PROMYS for Teachers program of the Mathematics Department of Boston University.
Mathematics for Teachers provides specialized mathematics curriculum materials for in-service mathematics teachers. Courses are designed by EDC and PROMYS and delivered to the PCMI participants by specially trained secondary teacher-leaders.
Working with Vulcan Productions and the Paul G. Allen Family Foundation, EDC is developing, implementing, and evaluating a set of materials designed to help leadership teams be more effective leaders of quality instruction in their schools and districts.
The toolkit features:
A keynote video
A series of instructional modules for leadership teams
EDC is working with ConnectEd: The California Center for College and Careers, with support from The James Irvine Foundation, to develop a curriculum for career sector academies in California public high schools. This project focuses on the arts, media, and entertainment (AME) sector.
EDC is working closely with practitioners, higher education, and California schools to:
Develop two foundations courses: Visual Arts and Media and Digital Design.
Model integrated units in mathematics, social studies, science, and English/language arts.
The project’s multidisciplinary research and development team has been investigating whether the integration of a specific kind of computational model i.e., simulations into a high school science curriculum, can support students from diverse academic, ethnic, and socio-economic backgrounds in developing computational literacy—a capacity to understand relationships between domain knowledge and the mathematical, algorithmic, and modeling processes that are the building blocks of computational science.
In this project, CSE draws on its own and other resources at EDC to provide technical assistance to the management of the Presidential Award program. Every year, that program honors exceptional science and mathematics teachers from every state. CSE facilitates the program’s work in several ways. Staff connects the project with national science and mathematics leaders who take a role in the awards process.
The Enhanced Assessment project is a federally funded 18-month project that supports New England states in their development of large-scale assessments that address the needs of students with disabilities and English-language learners.
Although standards-based reform has increased the rigor and quality of mathematics education, those reforms have not been fully available to students with physical, developmental, sensory, and learning disabilities. One of the reasons for this deficiency is that teachers are not well prepared to implement the reforms with groups of students who have different needs, capabilities, and learning styles.
This project established a model program for developing and supporting middle-grades science mentor-teachers. The project team worked closely with a group of experienced science teachers to improve their skills, knowledge, and confidence so they can effectively support novice science teachers from 10 to 12 demographically diverse school districts. Based on this model, CSE is developing a Facilitator’s Guide and accompanying videotapes. The model has been adapted in Cleveland, Ohio, Orlando, Florida (through the University of Central Florida) and Xalapa, Veracruz, Mexico.