Courses tagged with "Nutrition" (112)

Designed for teachers and learners in every setting - in school and out, in formal learning environments or at home - this course is an introduction to the theory and practice of well-structured talk that builds the mind.

This course will explore indigenous ways of knowing and how this knowledge can inform education to the benefit of all students.

This is an introductory course on the fundamentals of online education. You will learn how to convert your face-to-face class into a robust online course based on theory and practice.

This course will explore how digital cultures and learning cultures connect, and what this means for the ways in which we conduct education online. The course is not about how to ‘do’ e-learning; rather, it is an invitation to view online educational practices through a particular lens – that of popular and digital culture. Follow this course on Twitter at #edcmooc.

This course is designed to examine an array of issues related to the globalization of higher education and research. The main objective of the course is to enable students to better understand how and why universities are engaged in the globalization process, as well as what the key implications of this development process are.

Analizar diferentes casos de estudio de usos educativos de las TIC y diseña un ambiente de aprendizaje que involucre herramientas digitales y tecnologías basadas en Internet.

Video games aren’t just fun, they can be powerful vehicles for learning as well. In this course, we discuss research on the kinds of thinking and learning that go into video games and gaming culture, benefits and drawbacks of digital gameplay, tensions between youth culture and traditional education, and new developments intended to bridge that growing divide.

This class discusses the economic aspects of current issues in education, using both economic theory and econometric and institutional readings. Topics include discussion of basic human capital theory, the growing impact of education on earnings and earnings inequality, statistical issues in determining the true rate of return to education, the labor market for teachers, implications of the impact of computers on the demand for worker skills, the effectiveness of mid-career training for adult workers, the roles of school choice, charter schools, state standards and educational technology in improving K-12 education, and the issue of college financial aid.

Este curso promueve el conocimiento de los recursos educativos abiertos y su integración en el movimiento educativo abierto, como una oportunidad para innovar en los procesos formativos a través de prácticas docentes innovadoras.

This course immerses students in the process of building and testing their own digital and board games in order to better understand how we learn from games. We explore the design and use of games in the classroom in addition to research and development issues associated with computer–based (desktop and handheld) and non–computer–based media. In developing their own games, students examine what and how people learn from them (including field testing of products), as well as how games can be implemented in educational settings.

Do you like teaching, but find yourself frustrated by how little students seem to learn? Would you like to try teaching, but are nervous about whether you will be any good at it? Are you interested in new research on science education? Research in science education shows that the greatest obstacle to student learning is the failure to identify and confront the misconceptions with which the students enter the class or those that they acquire during their studies. This weekly seminar course focuses on developing the participants' ability to uncover and confront student misconceptions and to foster student understanding and retention of key concepts. Participants read primary literature on science education, uncover basic concepts often overlooked when teaching biology, and lead a small weekly discussion session for students currently enrolled in introductory biology classes.

The instructor for this course, Dr. Kosinski-Collins, is a member of the HHMI Education Group.

Improve the outcomes in your classroom through practical applications of neuro- and cognitive science research.

This is the final course in the three-course sequence (11.129, 11.130 and 11.131) that deals with the practicalities of teaching students. Areas of study will include: educational psychology, identification of useful resources that support instruction, learning to use technology in meaningful ways in the classroom, finding more methods of motivating students, implementing differentiated instruction and obtaining a teaching job.

This is a course about how research knowledge and other types of knowledge come to be actionable and influential in the world — or not. The course explores ways to make research knowledge more accessible, credible, and useful in the realm of public policy and practice, a project in which the course faculty collectively bring decades of professional experience, in both academic and non-academic roles.

The course addresses the politics of the policymaking process, the power of framing and agenda-setting, fads and paradigms in the design professions and society in general, how knowledge diffuses along knowledge and influence networks, and how varied types of knowledge (rational, craft, other) and deliberation shape decision-making and action. The course engages a number of guests to present case studies of research in use (and abuse) in varied fields, highlighting rich areas for potential research contributions, along with major conflicts in public values, political interests, ethical obligations, and more. The resulting dilemmas confront scholars, policymakers, practitioners, and others as they look to research — sometimes — for useful guidance, influence, or both.

This course is designed to prepare you for a successful student teaching experience. Some of the major themes and activities are: analysis of yourself as a teacher and as a learner, subject knowledge, adolescent development, student learning styles, lesson planning, assessment strategies, classroom management techniques and differentiated instruction. The course requires significant personal involvement and time. You will observe high school classes, begin to pursue a more active role in the classroom in the latter part of the semester, do reflective writings on what you see and think (journal), design and teach a mini-lesson, design a major curriculum unit and engage in our classroom discussions and activities.

This course explores how teachers can capitalize on what students bring to the classroom - their ideas, perceptions, and misunderstandings - to advance the learning of all students in the class, a practice we call “leveraging student thinking”.

In this course, we will actively explore a powerful framework, Reading Apprenticeship©—described in the book, Reading for Understanding. Through video clips, readings and practice, this course provides snapshots of a proven approach to helping readers use and master a set of powerful literacy tools that will help them enjoy and understand high-quality, complex texts in and beyond school. This course is for: - Educators interested in deepening literacy with innovative, proven strategies - Teachers (K-16) supporting readers in any content area - Administrators, curriculum specialists, and teacher leaders looking for literacy professional learning that will support their schools in meeting Common Core State Standards Learn more about the Reading Apprenticeship at WestEd

As a teacher you will need to establish appropriate relationships with many different groups within the school and the wider community. It is important for you to understand how critical these relationships are to student learning.

How and why is the Earth constantly changing? How do scientists reconstruct events in Earth's geologic history? This course explores the origin and evolution of the Earth and provides resources for educational use.

How we teach has its foundation in how we were taught and how we learned. This course provides an opportunity for you to reflect on your personal and professional development as a teacher. Through reflection and portfolio development you will enhance your knowledge and understanding of how to promote learning.