Developing Teacher Competencies for Problem-Based Learning Pedagogy and for Supporting Learning in Language-Minority Students
| Autor: | Peter Rillero, Joi Merritt, Mari Koerner, Wendy J. Farr, Margarita Jimenez-Silva |
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| Rok vydání: | 2017 |
| Předmět: |
Cooperative learning
elementary education Computer science English language learners Personalized learning Experiential learning Education Pedagogy ComputingMilieux_COMPUTERSANDEDUCATION Science and Mathematics Education Teacher Education and Professional Development Mathematics education Learning theory problem-based learning teacher education Curriculum and Instruction Educational technology mathematics education Teacher education language acquisition Problem-based learning Active learning Bilingual Multilingual and Multicultural Education Educational Methods science education Elementary Education and Teaching |
| Zdroj: | Interdisciplinary Journal of Problem-Based Learning |
| ISSN: | 1541-5015 |
| DOI: | 10.7771/1541-5015.1675 |
| Popis: | Teachers need to be able to design and implement problem-based learning (PBL) experiences to help students master the content and the processes in new mathematics and science education standards. Due to the changed population of learners within schools, it is also critically important that teachers in the elementary grades have the abilities to work effectively with English language learners (ELL). This article discusses the implementation of a major initiative by our teachers college to achieve both of these goals through Problem-Based Enhanced Language Learning (PBELL), which combines PBL, enhanced opportunities for language, and ELL methods. The implementation began with a small group of faculty members developing and piloting PBELL experiences, with coaching spread throughout the program. Our student-teachers are graduating with multiple opportunities to experience PBELL as learners and to design and implement PBELL experiences. |
| Databáze: | OpenAIRE |
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