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1.

The Many Faces of Learning [electronic resource]

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Presents the thoughts of guest educators on why they think it is important to continually examine the learning process. Invites personal reflection on beliefs about learning. Re-examines the learning process.
Online
1999
2.

Intellectual Development [electronic resource]

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Explores the power of the mind and consider the notion that every child can learn everything. Eleanor Duckworth discusses the importance of teaching for a deep and lasting understanding, and explains why it is important to give students time to work through their own ideas and experience confusion in order to achieve such understanding.
Online
1999
3.

Conceptual Thinking [electronic resource]

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Focuses on concept maps as tools for helping students learn. Joseph Novak explains how students learn by assimilating new concepts into their already existing frameworks. Takes a teacher step-by-step through the design and process of concept mapping. Shows concept maps being used in a variety of different ways in mathematics and science lessons.
Online
1999
4.

Inquiry [electronic resource]

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Hubert Dyasi discusses inquiry-based learning in science and explains why it is essential in all subjects. The episode shows several classrooms where inquiry learning is taking place and explores various inquiry strategies that can be used in the classroom.
Online
1999
5.

Idea-Making [electronic resource]

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Focuses on student idea-making in mathematics. Constance Kamii explains how to adapt teaching to help students construct their own mathematical ideas. Shows a video of students engaged in "mind mathematics" articulate and defend their strategies to classmates.
Online
1999
6.

The Mind's Intelligences [electronic resource]

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Explores Howard Gardner's theory of multiple intelligences and illustrates his theory being applied in a variety of different classrooms. Gardner discusses the importance of the disciplines and shares his thoughts on educational reform in America.
Online
1999
7.

Design, Construction, and Technology [electronic resource]

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Focuses on technology as an aid for learning. Mitchel Resnick discusses the effect of technology on learning when students design and construct tools to support their own inquiries. Shows examples of teachers using technology in their classrooms. Provides a sneak peek at Resnick's newest learning tool.
Online
1999
8.

Behind the Design [electronic resource]

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Examines prototypical, engineering designs modelling how students modify these and learn physical science principles as they do so. Philip Sadler, Ed.D. believes young children are natural designers and builders, but if their interest is not fostered, it may wane as they move through the grades. This workshop focuses on the use of simple design prototypes that children are asked to improve upon in order to meet a particular challenge. The theories are tested in middle school classrooms and discussed by teachers using design experiences using with their students.
Online
2000
9.

Mathematics [electronic resource]: A Community Focus

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Dr. Civil contends that we need to look more carefully at the mathematical potential of the home and that it is essential that schools learn to be more flexible and knowledgeable about students home environments. Interviews Dr. Civil, the teachers she works with, and a long-standing parent mathematics group. Also follows a teacher on a family visit to observe these principles in action.
Online
2000
10.

Conceptual Change [electronic resource]

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Explores the role played by prior knowledge in the learning of new science ideas. Demonstrates that only when a new idea is understood, accepted, and found to be useful does it begin to be exchanged for a previously held scientific belief. Examines how teachers ideas about teaching and learning may be altered as they engage students in strategies designed to promote conceptual change.
Online
2000
11.

Infusing Critical and Creative Thinking [electronic resource]

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Considers how critical and creative thinking can be infused throughout the curriculum to assist students to better understand science concepts. Contrasts this with direct instruction in non-curricular contexts. Films classrooms where teachers have restructured their lessons to infuse thinking skills and, in the process, added richness and depth to their students learning.
Online
2000
12.

Algebra and Calculus [electronic resource]: The Challenge

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Discusses how to find ways to embed algebra and calculus concepts into the curriculum much earlier in children's school experience so that children are no longer asked to think about them as separate from their prior mathematics work.
Online
2000
13.

Children's Ways of Knowing [electronic resource]

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Explores the mathematics that children invent before they come to school, and reflects on what this understanding could mean for mathematics curricula, even in high school. Clinical interviews help teachers understand what children know before they come to school while classroom segments capture children s natural mathematical inclinations and their ways of constructing ideas. Viewers observe Professor Ginsburg helping teachers of young children rethink the mathematics curriculum based on children s natural mathematics work.
Online
2000
14.

Learning to Listen [electronic resource]

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Studies students learning-in-progress and discusses ways to assess the development of their science content and process skills. Shows how to provide students with the feedback needed to help them refine their ideas, and develop and test their science questions.
Online
2000
15.

Freedom of Religion [electronic resource]

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Ninth-grade civics teacher Kristen Borges involves her students in a simulation of a U.S. Supreme Court hearing on a First Amendment case. Students assume the roles of Supreme Court justices, attorneys for the school district, and attorneys for the families. They first work in groups to prepare for the hearing, then participate in the hearing, and finally, debrief their experiences and write short papers stating their positions on the case. The methodologies highlighted in this lesson include questioning strategies and mock trials.
Online
2003
16.

Electoral Politics [electronic resource]

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Shows the conclusion of a 12-week civic engagement unit developed by the national Student Voices program. José Velazquez's 12th-grade students divide into small groups to brainstorm and research community issues, prioritize the issues, present their findings to the class, and develop a whole-class consensus on a youth agenda that they present to the mayoral candidates in a televised question-and-answer forum. The methodologies highlighted in this lesson include issue identification and consensus building.
Online
2003
17.

Public Policy and the Federal Budget [electronic resource]

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Leslie Martin's ninth-graders create, present, revise, and defend a federal budget. After assuming the roles of the President and his or her advisors to create a federal budget, students are introduced to the actual 2001 federal budget, and in a whole-class discussion, discuss some key concepts involved in creating it. Next, students return to cooperative learning groups, revise their budgets based on what they learned, present their revised budgets, and simulate a Congressional hearing. Highlights the integration of teacher-directed instruction with small-group work.
Online
2003
18.

Constitutional Convention [electronic resource]

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Matt Johnson's 12th-grade AP Comparative Government class creates a constitution for a hypothetical country called Permistan. Students work in cooperative learning groups to discuss and debate issues relating to the executive and legislative branches of government. The lesson closes with a simulation of a constitutional convention. Simulation is the primary methodology highlighted in this lesson.
Online
2003
19.

Patriotism and Foreign Policy [electronic resource]

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U.S. government teacher Alice Chandler has her students create a Museum of Patriotism and Foreign Policy. The lesson alternates between whole-class discussion and small-group committee work as students create a gallery for the museum using their respective arts concentration as the medium. The lesson concludes with students presenting their gallery contributions in dance, music, theatrical performances, and visual presentations. This lesson highlights small-group work as a constructivist methodology.
Online
2003
20.

Civic Engagement [electronic resource]

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Shows a group of 11th- and 12th-grade students at Anoka High School in Minnesota engaging in service learning. Students in a human geography class work in teams to define a project, choose and meet with a community partner who can help educate them about the issue and its current status, conduct further research, and present the problem and a proposed solution first to their peers, and then to a special session of the Anoka City Council. The primary methodology presented in this lesson is service learning.
Online
2003