Literaturnachweis - Detailanzeige
| Institution | Afterschool Alliance |
|---|---|
| Titel | Afterschool Programs: Inspiring Students with a Connected Learning Approach |
| Quelle | (2015), (21 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | After School Programs; Cooperative Learning; Educational Opportunities |
| Abstract | Afterschool programs have been among the pioneers in applying a connected learning approach-creating a learning environment for students that builds on their interests; introduces them to new passions; provides mentors and a supportive peer network; and links this engagement to academics, careers and civic participation. This report, discusses the role afterschool programs play in the ecology of learning, where programs can help bridge the divides that exist in terms of access to additional learning opportunities, access to caring mentors, and access to resources and peer networks that can excite young people about the acquisition of knowledge. The report also dives into connected learning, exploring this educational approach that is the intentional linkage of ones' interests, peer groups and academics, and how it capitalizes on the benefits of all three areas to create a learning experience that is both powerful and enduring. Included in the report are examples of afterschool programs that are offering connected learning opportunities that join together their students' interests, peer networks and academics, as well as key takeaways from programs. Resources provided at the end of the report provide information on networks for educators, additional reports and websites focused on connected learning. (ERIC). |
| Anmerkungen | Afterschool Alliance. 1616 H Street NW Suite 820, Washington, DC 20006. Tel: 202-347-1002; Fax: 202-347-2092; e-mail: info@afterschoolalliance.org; Web site: http://afterschoolalliance.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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