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Anti-Racism: Taking the Discussion into the Classroom for Pro-Active and Positive Change

Anti-Racism: Taking the Discussion into the Classroom for Pro-Active and Positive Change Donna Lee Fields, Ph.D.Universidad Internacional Valencianascaffoldingmagic.comValencia, Spain Prince Folorunsho Adegoke MBDFMState House Correspondent FCT Auja, Nigeria  July, 2020 Racism in its simplest form is the conviction of people of a specific race who believe that they are better than another – that other races […]

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Phenomenon-based Learning: Augmenting Upper and Early Learning STEM Lessons

WHAT IF…PHENOMENON-BASED LEARNING PROJECTS:AUGMENTING UPPER AND EARLY LEARNING STEM LESSONS Donna L. Fields1 and T.J. Kennedy2 Download PDF of article here. Abstract An educational movement initiated by Finland’s educational system in 2016, Phenomenon-based Learning (PhBL) strives to expand passive learning approaches into learning experiences that immerse students deeper into contextual situations aligned with real-life issues,

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Alternative Assessments for Project-Based Lessons Part 3 of 3: Using Content and Language Objectives

Download PDF of blog here. Assessing content and language in bilingual programs In Part 1, we shared how the Enquiry Question can be used to assess our students’ progress. In Part 2, we saw how the Final Task is an extremely valid assessment tool…once we convince our school’s stakeholders to consider alternatives to the traditional

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Alternative Assessments for Project-Based Lessons Part 1 of 3: Using the Enquiry Question

Download PDF of blog here. How do traditional assessments harm our students? ‘Do I give my students traditional assessments for project-based lesson?’ ‘And if not…how in the world do I assess them?’ These are familiar questions, right? Don’t worry – you’re not alone, and we have concrete options for you – ways to assess your

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The Importance of Routines, Norms and Consequences in Face-to-Face and Online Classes (Part 3 of 3)

Download PDF of blog here. Different models of online classes In Part 2 of 3, we discussed the importance of routines and how they strengthen the affective domain – how the brain is wired to process information only when it registers a positive exterior environment. We saw how if, instead, the limbic system (the emotional

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The Importance of Routines, Norms and Consequences in Face-to-Face and Online Classes (Part 2 of 3)

Download PDF of blog here. How do routines promote a safe learning environment? In Part 1 of 3, we discussed the importance of norms and consequences and how they promote a safe learning environment. When students are allowed to be involved in the process of creating key elements within the classroom, they become, amongst many

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Hidden Gender Biases in the classroom and How they Affect Our Students from pre-school onwards

Download PDF of blog here. Sociologists of education have demonstrated that schools have hidden curriculums. This includes shaping students from the outside in the presumption that to shape the body is to shape the mind, ultimately making manipulated differences appear and feel natural. In language classes, we have a unique opportunity to address this issue

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