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Elevating Math Education Through Problem-Based Learning

Edsurge

Real-World, Meaningful Problems This kind of scenario — linking the drama of mountaineering with work on percentages in middle school math — can effectively be used in a problem-based learning (PBL) approach in the classroom. Deforestation in Borneo presents fractions in the context of an environmental problem.

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eSN Hero Awards Finalists: 11 inspiring educators

eSchool News

The eSchool News K-12 Hero Awards recognize the dedicated efforts of education professionals across K-12 departments, including IT, curriculum, instruction and administration. The program received an influx of inspiring nominations that highlight the innovation and selflessness of educators in schools and districts across the nation.

Education 327
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Teaching Tools and Techniques

eSchool News

From traditional classroom learning methods like lectures and textbooks to innovative technologies such as interactive whiteboards and educational apps, these tools aim to facilitate effective learning experiences and foster student growth. What are some examples of teaching techniques?

Teaching 130
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The Online Classroom: Trust, Explore, Engage

Faculty Focus

The COVID-19 pandemic caused significant growth in how often higher education institutions offer online coursework and provided K-12 schools with the chance to begin their journeys into allowing students to take online coursework. This was not online education, this was educational triage.

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The Online Classroom: Trust, Explore, Engage

Faculty Focus

The COVID-19 pandemic caused significant growth in how often higher education institutions offer online coursework and provided K-12 schools with the chance to begin their journeys into allowing students to take online coursework. This was not online education, this was educational triage.

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Using Cogenerative Dialogues for Learner-Centered Teaching

Scholarly Teacher

Dean-Scott , Texas State University Key Statement: Cogenerative (cogen) dialogues are one learner-centered approach to engaging students in agency for their own learning and development in a course. Scholars have identified a gap between desired outcomes and instructional methods employed in the college classroom (Duch et al.,