Donna, Author at Scaffolding Magic

Innovation in the Face of the Fourth Industrial Revolution

Innovation in the Face of the Fourth Industrial Revolution David Marsh, Ph.D.Donna Fields, Ph.D.Educate Publishing, BrazilJuly, 2017 Download PDF of article here. The Four Industrial Revolutions Industrial Revolutions. While the emergence of the first industrial revolution is inextricably linked to steam-fueled engines, the second by steel, oil and electricity and the third by digital technology, […]

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Anti-Racism: Taking the Discussion into the Classroom for Pro-Active and Positive Change

Anti-Racism: Taking the Discussion into the Classroom for Pro-Active and Positive Change Donna Lee Fields, Ph.D.Universidad Internacional Valencianascaffoldingmagic.comValencia, Spain Prince Folorunsho Adegoke MBDFMState House Correspondent FCT Auja, Nigeria July, 2020 Racism in its simplest form is the conviction of people of a specific race who believe that they are better than another – that other races

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Phenomenon-based Learning: Augmenting Upper and Early Learning STEM Lessons

WHAT IF…PHENOMENON-BASED LEARNING PROJECTS:AUGMENTING UPPER AND EARLY LEARNING STEM LESSONS Donna L. Fields1 and T.J. Kennedy2 Download PDF of article here. Abstract An educational movement initiated by Finland’s educational system in 2016, Phenomenon-based Learning (PhBL) strives to expand passive learning approaches into learning experiences that immerse students deeper into contextual situations aligned with real-life issues,

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Alternative Assessments for Project-Based Lessons Part 3 of 3: Using Content and Language Objectives

Download PDF of blog here. Assessing content and language in bilingual programs In Part 1, we shared how the Enquiry Question can be used to assess our students’ progress. In Part 2, we saw how the Final Task is an extremely valid assessment tool…once we convince our school’s stakeholders to consider alternatives to the traditional

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Alternative Assessments for Project-Based Lessons Part 2 of 3: Using the Final Task

Download PDF of blog here. To give exams, or not to give exams…along with an alternative Final Task In Part 1, we shared how the entry point of a project – the Enquiry Question – can be used not just to engage our students in projects right from the beginning, but to also assess their

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Alternative Assessments for Project-Based Lessons Part 1 of 3: Using the Enquiry Question

Download PDF of blog here. How do traditional assessments harm our students? ‘Do I give my students traditional assessments for project-based lesson?’ ‘And if not…how in the world do I assess them?’ These are familiar questions, right? Don’t worry – you’re not alone, and we have concrete options for you – ways to assess your

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The Importance of Routines, Norms and Consequences in Face-to-Face and Online Classes (Part 3 of 3)

Download PDF of blog here. Different models of online classes In Part 2 of 3, we discussed the importance of routines and how they strengthen the affective domain – how the brain is wired to process information only when it registers a positive exterior environment. We saw how if, instead, the limbic system (the emotional

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Gender Fluidity Acceptance in the Language Classroom

Download PDF of blog here. Why do I need to think about gender fluidity in my language classroom? Supportive educators save students’ lives. Having just one visibly supportive educator in a school can ensure that all our students – especially those negotiating gender fluidity – feel safe, welcomed, and encouraged to learn. Language teachers can

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Embracing Nature – Including Rhythm in Learning

Download PDF of blog here. Why rhythm? In the pre-school classroom, rhythm in synonymous with security. It helps our young students to know what to expect; it helps them to develop a sense of purpose, and more self-control. From the time our senses first light up in the womb, we learn through movement and rhythm.

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The Importance of Routines, Norms and Consequences in Face-to-Face and Online Classes (Part 2 of 3)

Download PDF of blog here. How do routines promote a safe learning environment? In Part 1 of 3, we discussed the importance of norms and consequences and how they promote a safe learning environment. When students are allowed to be involved in the process of creating key elements within the classroom, they become, amongst many

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