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Effective Teaching Teach: more books (54)

Teach Well, Live Well: Strategies for Success
Tests That Teach: Using Standardized Tests to Improve Instruction by Karen Tankersley, 2007-08-30
Straight Talk for Today's Teacher: How to Teach so Students Learn by Adrienne Mack-Kirschner, 2005-01-31
Teach Me, I Dare You! by Judith Brough, Sherrell Bergmann, et all 2006-03-01
The Energy to Teach by Donald H. Graves, 2001-01-26
How to Teach Effectively: A Brief Guide by Bruce D. Friedman, 2008-03-03
Test Better, Teach Better: The Instructional Role of Assessment by W. James Popham, 2003-08
Teaching As Leadership: The Highly Effective Teacher's Guide to Closing the Achievement Gap [Paperback] by TEACH FOR AMERICA STEVEN FARR, 2010
Learning to Teach in the Lifelong Learning Sector by Ewan Ingleby, Sharon Powell, et all 2011-01-06
Finding a Voice While Learning to Teach: Others' Voices Can Help You Find Your Own
Training to Teach in the Learning and Skills Sector: From Threshold Award to QTLS by Liz Keeley-browne, 2007-06-30
Never Too Old to Teach: How Middle-Aged Wisdom Can Transform Young Minds in the Classroom by Neil M. Goldman, 2009-01-16
How to Teach the Holocaust to Middle School Students: Increasing Empathy Through Multisensory Education by Rhonda Dawn Farkas, 2007-04
Learning to Teach Adults: An Introduction by Nicholas Corder, 2007-12-26

lists with details

Laptop Learning Challenge
Technology expands our choices for teaching and facilitating learning in science, and it also provides opportunities to reflect on effective teaching practice.
http://www.nsta.org/programs/laptop/teach.htm
Teaching Portfolios
Includes overview and purposes of the teaching portfolio with guidelines for effective university teaching and guidelines for assessing teaching portfolios.
http://www.uccs.edu/~teach/teaching_portfolio.htm

Extractions: WWW Teaching Resources Teaching Portfolios: How to Document Your Teaching: Iowa State University Center for Teaching Excellence How to Produce a Teaching Portfolio: Deliberations on Teaching and Learning in Higher Education Teaching Portfolios by Professors and Graduate Students: University of Virginia Resources on the Teaching Portfolio: University of Wyoming Teaching Portfolios: Illinois State University A bibliography of books, ERIC documents, and journal articles ranging from faculty portfolio analysis to guidelines for portfolio preparation. Highlights include "The Teaching Portfolio: A Tool for Department Chairpersons to Create a Climate of Teaching Excellence" and "Guide for Nontenured Faculty Members: Annual Evaluations, Promotion and Tenure."
Leading: Effective Teaching
Leading makes use of many skills . effective teaching. We call this process effective teaching. In this case it was Carl who did the teaching.
http://www.pinetreeweb.com/leading-teach.htm

Extractions: Leading makes use of many skills.... Effective Teaching For a patrol hike, Mike had been made responsible for bringing the hamburger buns. He got them in plenty of time and put them in the freezer to keep them fresh for Saturday. When the patrol reached its destination on the big day, everybody began pulling out their part of the patrol's lunch. It wasn't until Mike reached for the hamburger buns that he remembered that they were still home in the freezer! And there was just no way to get back or to get some substitutes. At the time it wasn't a laughing matter, but by the next meeting of the troop, Mike and his patrol leader Tom were having a good laugh as they told the story to Carl, the senior patrol leader. "What'd you learn from that?" Carl asked them. "Not to forget the hamburger buns!" was Mike's instant reply. "Sure," laughed Carl, "but is that all?" He seemed to be looking straight at Tom. "Well, I guess it was my fault I didn't check up on Mike. He agreed to bring the buns, and I let it go at that."
Teach The Times Tables - Www.multiplication.com
teaching the Times Tables Research shows rote memory to be the least effective way of teaching the times tables. These lessons will
http://www.multiplication.com/teach.htm

Extractions: for 1/2 price! Learn the times tables - learn multiplication facts Teaching the Times Tables Research shows rote memory to be the least effective way of teaching the times tables. These lessons will take you step-by-step through methods of teaching the times tables... that WORK! STEP 1 - Teach the BASICS The Foundation Lesson 1 - Multiplication is repeated Addition Lesson 2 - Commutative Property of Multiplication Getting Started Lesson 3 - Learning the 0's Lesson 4 - Learning the 1's Lesson 5 - The GOOD News Lesson 6 - The BETTER News Lesson 7 - The BEST News STEP 2 - Choose your teaching method
Certificates And Diplomas For English Language Teachers
Your chosen course will teach you the principles of effective teaching and a range of practical skills for teaching English to adult learners.
http://www.cambridge-efl.org/teaching/celta/index.cfm

Extractions: Download the Syllabus in PDF format What is CELTA? If you want to become an English Language teacher and are looking for an internationally recognised teaching qualification, the Certificate in English Language Teaching to Adults (CELTA) is ideal. CELTA is an initial qualification for people with little or no previous teaching experience and helps to open up a whole host of exciting teaching opportunities around the globe. Is CELTA a TEFL qualification? 'TEFL' or 'TESOL' are general terms sometimes used to refer to qualifications for English language teachers. CELTA is the best known and most widely taken initial 'TESOL/TEFL' qualification of its kind in the world. It has also in the past been known as CTEFLA. You may also hear mention of the 'RSA certificate'. Again people are referring to CELTA, as Cambridge ESOL took over RSA certificates and diplomas for teachers in 1988. Who is CELTA for?
Bexley Council - Teacher Recruitment - Those Who Can, Teach
It comprehensively deals with the key areas of planning, classroom management, effective teaching styles, assessment and professionalism required for the
http://www.bexley.gov.uk/service/education/teacherscan.html

Extractions: Those Who Can, Teach We believe that the role of teachers is to teach, enabling them to realise their full potential, as well as their pupils'. That's why we have excellent support services in place, allowing you to concentrate on teaching and not admin. Link Advisors act as the point of contact between the Council and our schools, ensuring the Council provides the right support to drive forward improvement. You can rely on your Link Adviser to support your school's implementation of local and national initiatives, and to monitor and evaluate performance via published data and OFSTED reports. He or she may attend governors' and senior management meetings, developing a deep understanding of your school's culture and individual needs. In this way, we forge close working relationships between teachers, governor's and the Council, and can quickly provide informed answers to any of your queries.
Learning To Teach In Inner-City Schools, Texas A&M University, College Station,
Working with neighborhood children and their families. Understanding research on effective teaching. Improving classroom organization and management.
http://www.ncrel.org/sdrs/areas/issues/educatrs/presrvce/pe3lk60.htm

Extractions: North Central Regional Educational Laboratory (1995) describes this program: The program is disseminated through LTICS Certified Trainers. During a 12-day training session (or a five-day and a seven-day session), certified trainers train local observers to collect observation data and train local student teachers and teachers to conduct seminars. LTICS trainers are available in 15 states. LTICS is designed for use with low-income, culturally diverse populations in school districts located near teacher-preparation colleges. The National Diffusion Network has approved the program for dissemination to all inner-city students in grades pre-K through 12. Evaluation studies indicate that 80 percent of student teachers who graduate from the Houston Teaching Academy chose to teach in schools serving diverse populations. Studies also indicate that student teachers demonstrate improved interactive instruction, organization, and behavior management skills. Students served by the Houston Teaching Academy have achieved increasingly higher scores on achievement tests each year. Those interested in adopting the program are required either to hire an LTICS Certified Trainer or send local personnel for training to become a Certified Trainer." (pp. 4-5)
UnderstandingPrejudice.org: Teaching Tips For College Instructors
Other Principles for effective teaching. Although by no means exhaustive, here are several other principles for effective teaching Relevance.
http://www.understandingprejudice.org/teach/hightips.htm

Extractions: This page contains tips on how to teach college and graduate students about topics related to prejudice, discrimination, and social justice. Course Preparation Be clear in your goals. Think carefully about what your educational goals are, and make sure that your course reflects these goals. For example, if your main goal is to teach students about prejudice research, it makes sense to focus on theories and studies. If, however, your goal is to help students understand their own prejudices or learn ways to reduce prejudice in society, you might consider a more personal approach that includes hands-on exercises and field experiences. Don't reinvent the wheel. Look through other people's course syllabi for ideas that you might adapt to suit your purposes (with credit to others when appropriate). Read books and articles that describe classroom exercises and offer advice on teaching about prejudice. Ask experienced colleagues for feedback on your course syllabus and teaching ideas. Choose top-notch course materials.
THE DISPOSITIONS TO TEACH
get you to think about education careers and find answers to questions such as What are the characteristics associated with effective teaching? What makes
http://www.education.eku.edu/Dean/EDF 103 Assignments 1&2.htm

Extractions: EDF 103 Assignment One The Human Relations Incident (HRI) Background Since you are enrolled in this class you are probably considering a career in education. The purpose of this class is to get you to think about education careers and find answers to questions such as: "What are the characteristics associated with effective teaching?" "What makes one educator effective and a second not?" And most importantly, "Do I have the attributes that will allow me to become an effective teacher?" Being a teacher is not the right career choice for everyone. Just as certain talents and interests are needed to become an accountant, nurse, fire fighter or engineer, there are essential characteristics for becoming an effective educator. Most experts agree that the essential ingredients for being effective teachers include: a significant knowledge base, teaching skills, and dispositions (if you are not sure what dispositions are, dont worry we will get to that in the course). This course will focus on what education careers are like and about the dispositions needed to be an effective educator. Our main goal is to help you discover if you have the dispositions to teach.
Untitled Document
What is effective teaching? A frequently level. effectiveness in teaching will vary by discipline, course design and level of experience. A
http://www.clt.cornell.edu/campus/teach/grad/gtdw/portfolio.html

Extractions: A Tool for Seeking Employment and the Improvement of Practice The idea of a Teaching Portfolio grows out of the conception that teaching is an integral part of academic scholarship, which also includes research, public and professional service. A Teaching Portfolio includes both work samples of one's teaching (teaching plans, videotapes, evaluations, etc.) and reflective commentary on those samples which help explicate their meaning within a specific context. By beginning a teaching portfolio as a graduate student, an individual gains in two very important professional areas. First, it is a very effective and comprehensive way for an individual to document what is unique about one's approach to teaching which can be used during performance evaluations and job hunting. Second, the process of building a portfolio encourages the improvement of practice because it fosters the idea that teaching is scholarly work which requires data collection and reflective analysis and synthesis of that data. The process of building a portfolio can in itself improve one's teaching.
TEACH Easy T'ai Chi
same simple and easy philosophy and methods, I have created a complete, stepby-step teaching package allowing you to be an effective teacher without years
http://www.easytaichi.com/teachers.htm

Extractions: In a short time, in the comfort of your own home, you can become a health and wellness leader, helping others find peace, flexibility, balance and relaxation. You can make a difference while making additional income in the process. It's easy. Easy T'ai Chi tm and 4 Minute Fitness tm are time proven concepts - simple to learn, and very effective - practiced by thousands of people.
Technology Counts: Teaching The Teachers
Technology training would be more effective if teachers themselves were involved in planning it, but they usually have no more than a token role, says Larry
http://www.edweek.org/sreports/tc/teach/te-n.htm

Extractions: Money spent on school technology could go to waste if teachers don't know how to use it and integrate it into the curriculum. But, more often than not, adequate training is hard to come by. Over the past two years, Duncan Hollinger has gone from having no computers in his classroom to having four. He's also gained Internet access and acquired a printer. But he's still teaching pretty much the same way he always has. "If you have 30 students and four stations, all of a sudden you have to do a lot of redesigning of how to present the material," says Hollinger, a music teacher at LaSalle Middle School in Niagara Falls, N.Y. "You have to change your style of teaching to accommodate or individualize." Percentage of teachers in all public schools regularly using advanced telecommunications for teaching, professional development, and curriculum development. So far, Hollinger says, no one has showed him how. Although the district taught him how to use various computer programsand even provided him a laptop to practice withlittle of that training addressed ways of weaving technology into daily instruction. And he doesn't have the planning time to revamp his lesson plans.
NCATE: Knowing How To Teach Is Critical To Learning
is to restructure the disciplinary training of future teachers to foster the mastery of subject knowledge and development of effective teaching methods that
http://www.ncate.org/newsbrfs/iu_editorial.htm

Extractions: Dean of the Indiana University School of Education in Bloomington, IN In a February 1 (2001) column, George Will blamed poor teacher training for the plight of education in out nations schools. What is the point of putting more teachers in the classrooms, he asks, if students will merely be taught by inadequately trained teachers? A good teacher, he asserts, needs training only in his or her subject matter, and a degree in education is needless and possibly even detrimental. At Indiana University, we take the education of teachers very seriously. Teachers must be skilled at teaching. They must be able to motivate their students to learn, to plan challenging and engaging lessons and to organize their curricula to ensure that students learn what they really need to know. Education students learn how to do this in their methods courses, through the use of instructional technology, in internships at schools, and through field-based courses in schools and community organizations.
Teaching Our Teachers To Teach
13. If HIV/AIDS prevention and sexuality education programs are to prove effective, teachers must receive professional training in how to teach these subjects.
http://www.siecus.org/pubs/teach/teac0000.html

Extractions: Back to Publications Teaching Our Teachers to Teach Methodology; Results; Key Concepts; Discussion and Conclusion; ... References A SIECUS Study on Training and Preparation for HIV/AIDS Prevention and Sexuality Education (Published in the SIECUS Report, Volume 28, Number 2 - December 1995/January 1996) The teaching of comprehensive sexuality education from kindergarten through 12th grade begins with the proper training of the teachers. Too often, they do not have the skills, knowledge, or inclination to teach such courses. Few have received training in sexuality education, and even fewer have received certification as sexuality educators. Colleges and universities need to provide training in HIV/AIDS prevention and sexuality education for pre-service teachers, and must ensure that this training is comprehensive. To assess such efforts, SIECUS developed this study of undergraduate teacher preparation programs and their ability to provide sexuality education based on the six key concepts outlines in its Guidelines for Comprehensive Sexuality Education: Kindergarten - 12th Grade.
HOW STUDENTS LEARN, HOW TEACHERS TEACH, AND WHAT GOES
Then try a few more. . RM Felder R. Brent, National effective teaching Institute, 1998.
http://sll.stanford.edu/projects/tomprof/newtomprof/postings/51.html

Extractions: This is the archived SLL site. The Stanford Learning Lab completed its work in the spring of 2002. At its founding in early 2002, The Stanford Center for Innovations in Learning (SCIL) inherited the Learning Lab's core capabilities in technology development, educational program evaluation, and learning design and will continue to perform research in these areas. Folks: At the recent NSF sponsored, New Century Scholars Workshop, held on August 2-7, 1998 at Stanford University, Richard M. Felder , professor of chemical engineering at North Carolina State University presented the results of some of the very interesting work he and his colleague, Rebecca Brent have been doing on student learning styles. Here is my summary of his remarks (based in part on his handouts and on the reference at the end of this message.) Further information can be found at Felder's web site at [http://www2.ncsu.edu/effective_teaching/]. Richard Reis reis@stanford.edu
The Teaching Principle
effective teaching requires deciding what aspects of a task to highlight, how to organize and orchestrate the work of students, what questions to ask students
http://standards.nctm.org/document/chapter2/teach.htm

Extractions: The Teaching Principle Effective mathematics teaching requires understanding what students know and need to learn and then challenging and supporting them to learn it well. Students learn mathematics through the experiences that teachers provide. Teachers must know and understand deeply the mathematics they are teaching and understand and be committed to their students as learners of mathematics and as human beings. There is no one "right way" to teach. Nevertheless, much is known about effective mathematics teaching. Selecting and using suitable curricular materials, using appropriate instructional tools and techniques to support learning, and pursuing continuous self-improvement are actions good teachers take every day. The teacher is responsible for creating an intellectual environment in the classroom where serious engagement in mathematical thinking is the norm. Effective teaching requires deciding what aspects of a task to highlight, how to organize and orchestrate the work of students, what questions to ask students having varied levels of expertise, and how to support students without taking over the process of thinking for them. Effective teaching requires continuing efforts to learn and improve. Teachers need to increase their knowledge about mathematics and pedagogy, learn from their students and colleagues, and engage in professional development and self-reflection. Collaborating with otherspairing an experienced teacher with a new teacher or forming a community of teachersto observe, analyze, and discuss teaching and students' thinking is a powerful, yet neglected, form of professional development.
ASEE Prism - Sept 2001 - Teaching - Learning To Teach
Examples are the National effective teaching Institute connected to ASEEs annual conferences, NSF summer workshops, workshops at professional society
http://www.asee.org/prism/sept01/teaching.cfm

Extractions: - By Phillip Wankat and Frank Oreovicz For graduate students, the training should begin when they are teaching assistants (TAs). Schools should strive to make this an effective learning experience for the TA by requiring an ongoing seminar and encouraging discussions of teaching with the professor in charge. A more thorough approach is a class on teaching that covers a variety of methods, including testing and grading procedures and learning theories. Such a course can provide the background for conducting educational research in engineering education (see a description of my course on educational methods in engineering at http://unitops.ecn.purdue.edu/~che685g1/ Additionally, a teaching practicum can be made available for interested Ph.D. candidates who want to be student teachers, receiving supervision and frequent feedback on their teaching from an experienced professor. Most professors have not had the opportunity for any kind of instruction in pedagogy. They probably learned to teach through on-the-job training, which provides practical know-how but does not build the theoretical background required to become a professional teacher. On-the-job training is the most effective when the teacher reflects on the experience after each class, asks for feedback from students, and discusses teaching with colleagues. Other methods include:
MASTER OF ARTS IN COUNSELING PSYCHOLOGY
understand how people learn; (2) developmental psychology so that they understand when children are ready to learn; (3) research on effective teaching so that
http://www.bowiestate.edu/academics/sgsr/teach.htm

Extractions: The Master of Arts in Teaching degree at Bowie State University is designed to prepare and certify the professional teacher to teach English, history, science, mathematics, elementary education, and early childhood/special education. Students complete a comprehensive program of study designed to give a solid knowledge base in the profession, including a foundation in (1) cognitive psychology to help them understand how people learn; (2) developmental psychology so that they understand when children are ready to learn; (3) research on effective teaching so that they can improve quality of teaching and effectively manage classrooms; and (4) knowledge of contemporary issues in education so that they can make ethical decisions in the school setting. Students also complete required courses, learn methods of teaching, develop techniques for working with special needs populations, acquire a knowledge regarding application of technology, and enhance their interpersonal communication skills. Objectives of the Program As a result of completing the program, each student will:
SOE | NC TEACH - Instructional Format
Module 3 effective teaching. Boston Allyn and Bacon. Characteristics of effective Teachers; Structure of Learning; Direct Instruction; Instructional methods;
http://www.unc.edu/depts/ed/nc_teach/format.html
Teach Reading & Writing: Learning Abilities Books
profit educational group that encourages the development of effective attitudes and The Online Classroom teaching With the Internet Eileen Giuffre Cotton This
http://www.gate.net/~labooks/reading.html

Extractions: Book Reviews Site Index Bookstore Dolch Books Books by each of these authors have different approaches for teaching the service words which are essential for reading comprehension. They serve to give direction, location, time, and so forth, e.g. at, on, near, today, etc. Achieve: A Visual Memory Program Ages: 5 years old - adult literacy training In 5-10 minute sessions, this highly effective program can be used with individuals or small groups. Children expand their ability to retain sight words for reading and spelling, understand and apply phonics and syllabication, and recall terms for basic subjects such as history and science. It is designed for developmental and/or remedial use. There is a step-by-step teacher's guide. Teachers and parents can use this more effectively with another book by the same author: Learning Disabilities: There is a Cure. See Johnny Read! The 5 Most Effective Ways to End Your Son's Reading Problems Tracey Wood, M.Ed. The author is a reading consultant who helps children sprint ahead in their reading skills. In her

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