Extractions: by Debra M. Sullivan The Best Lessons: Learning to Teach in a Supportive Context A beginning teacher reflects on how supportive administrators create an atmosphere for professional growth. On our way to a conference for new teachers in independent elementary schools, two of my first-year colleagues and I reflected on our first six weeks at the Chestnut Hill School. We spent much of a two-hour car ride from Boston to Little Compton, Rhode Island, talking about our supportive Head of School, reflecting on our Assistant Head's role as the new-faculty mentor, and considering the impact of such administrative guidance on our first year of teaching. Although each of us taught a different grade and faced a variety of professional challenges, we all drew strength from the collection of resources put in place to support us. After spending three days at the conference, however, with beginning teachers from all over New England, we realized that we should not take our positive experience for granted. Many new teachers from other schools felt deprived of administrative support and envied the concept of our first-year mentoring program. Grappling with all of their anxieties as new teachers, our counterparts felt alone and inadequate. My colleagues and I drove home from the conference grateful to have begun teaching in a supportive environment.
Active Learning :: Nedra Lundburg :: students become independent, selfreliant learners. Concerns about active learningand responses Makes classroom management more difficult, particularly when http://citla.kysu.edu/Resources/Active Learning/actlearn.htm
Extractions: January 2002 What is it? Concerns about active learning and responses/solutions to concerns Slows class down, class and instructor cover less material Makes classroom management more difficult, particularly when using group work or questioning Careful planning of tasks and clear directions make these activities productive Using a series of strategies helps make group work and questioning orderly and productive.
CATALOGUE - Curriculum Corporation Journal of the Association of Heads of independent Schools in choice and negotiationin order to empower students with more ownership of their learning. http://www.curriculum.edu.au/catalogue/product.php?cat_id=757
Developing A Teaching Framework year reasonably formally until independent learning skills are We will see classroommanagement as a developmental process with independent group work http://www.leading-learning.co.nz/newsletters/teaching-framework.html
Extractions: The Editors believe that creative schools and teachers hold the key to true educational innovation in contrast to the current centrally imposed solutions. We believe that if we can create schools and classrooms as creative learning communities where both teachers and students feel trusted and respected, they will be empowered to act for the common good. We feel this approach is an alternative to the mechanistic mindset that is a product of the current 'new right' ideology. Creative teachers and schools can enliven the deadening conformity of thought imposed by the current compliance culture by challenging current assumptions and in the process develop their own set of beliefs to act as a unifying guide for their shared actions. Paradoxically in the process many of the compliance requirements will be covered. The new millennium will demand not an 'either/or' mentality but the creative genius of an 'and' minset - the best of both worlds. Single minded compliance comes with a high price. Our vision is to help schools develop as creative learning communities dedicated to constant reinvention and experiment. These ideas are symbolised in our Logo The lower left represents the childcentred approach felt by critics from the 'new right' as too permissive and lacking rigour. The bottom right represents the traditional disciplined transmission style of teaching - criticised by liberal critics. The top of the triangle represents a creative fusion of the best of both. The logo can be interpreted as child centred, teacher centred and learning centred, or early childhood, secondary and for all ages.
Extractions: Students who are confrontational or non-compliant frequently have poor academic skills, a low sense of self-efficacy as learners, and a very negative attitude toward school (Sprick, et al., 2002). Misbehavior often stems from academic deficits. Educators who work with these behaviorally challenging learners, however, often make the mistake of overlooking simple academic strategies that have been shown to shape student behavior in powerful and positive ways (Penno et al., 2000). Here are ten research-based ideas on academic management that no teacher of difficult-to-manage students should be without! Offer frequent opportunities for choice. Teachers who allow students a degree of choice in structuring their learning activities typically have fewer behavior problems in their classrooms than teachers who do not. (Kern et al., 2002). Providing choices gives students a sense of autonomy and voice in their learning. It should also be remembered that no teacher could possibly anticipate each student's idiosyncratic learning needs in every situation. If students are offered choice in structuring their academic activities, however, they will frequently select those options that make their learning easier and more manageable. In sum, students who exercise academic choice are more likely to be active, motivated managers of their own learning and less likely to simply act out due to frustration or boredom.
Extractions: Site search Web search This page covers the following topics We advertise in yellow page directories. Those with access to the internet can visit our website and use our service. As a result, we receive a tremendous number of tutoring calls and inquiries each and every day. Consequently, we can offer our tutors many more teaching assignments than they could obtain on their own or through other tutoring services. Since there are so many competing tutoring services, we know it's essential to return calls promptly. If too much time passes (and this can be just a few hours), there's a good chance potential clients will have already made arrangements with someone else. Suppose we have ten potential clients to call back. While we'll reach some on our first attempt, more than half require several calls and messages before we succeed in making contact. When we finally reach the parents, they tell us about the student's problems and we, in turn, describe our service and fees. About seven of these ten parents will choose to continue searching for a tutor. We finish the remaining three and obtain what we need to assign tutors.
404 Not Found performance support, knowledge management, and technology needs of tomorrows learner independent, nontraditional focused on immediate use of learning. http://www.xplana.com/whitepapers/category/1
IEEE Learning Technology Standards Groups - Learnativity.com specification language and environment for managing sessions in learning technologysystems can, eg, design spreadsheet tutors independent of specific http://www.learnativity.com/ltsc_groups.html
Extractions: IEEE Learning Objects Groups Overview This document is an unofficial summary of information available at the P1484 web site . It was prepared by Byron Davies as a means to learn about the activities of the Learning Technology Standards Committee (LTSC), and made available as a contribution to the LTSC community. For an introduction to the IEEE Computer Society Standards process, see the Orientation Handbook for Standards Volunteers IEEE Scope: specify architecture/reference model for CAI, specifically ILE and ITS, including (1) framework and vocabulary for describing CAI architectures, (2) information interchange, (3) external interfaces, (4) expectations for component behavior, (5) external services and facilities. (6) documentation/configuration guidelines. Purpose: Need more than just a learner model; also need to specify common architecture for CAI systems. Goal: OMG-like results for learning technology. Benefits: easier maintenance/upgrading, reuse of components for new applications, access to distributed object computing, interoperation with commercial software products, component marketplace. IEEE Learner Model Working Group Scope: syntax and semantics of a learner model, including knowledge, skills, abilities, learning styles, records, and personal information at multiple levels of granularity.
Extractions: Edith Cowan University The focus of national reports and initiatives have identified the purposes of higher education in Australia today and into the 21st century. In clarifying the purpose of higher education, the characteristics and attributes that graduates should have following their experiences at university have been documented (Ramsden 1992; Chubb 1992; Mayer 1992).
Extractions: Search: search the entire directory search this category only Teach in Hong Kong Teach in Korea Teach in Taiwan Teach in Thailand ... Workshops and Tours See also: This category in other languages: Chinese Finnish German Italian ... ARC International - The Art Renewal Center - Combines on-line international art news, reviews, articles, contemporary salon and a research library of master paintings. This site is devoted to raising 'art' standards and giving recognition to the rare quality paintings of today and the multitude of yesteryear. Art Basics - Find out what makes a great piece of work, what the Language of Design is, art galleries from around the world and what famous paintings are hosted there. Learn about color theory and check out of featured artist of the month which includes a biography of a famous artist, a page about their beliefs and influences, as well as a sample of their masterpieces. Art Department - Roanoke County VA Schools - Features an online student art gallery, the Virginia Art Standards of Learning, philosophy, goals and link collection. Art Newsletter Archive - Archive of newsletters relating to the buying, selling and collecting of fine art. Topics include Buying at a Gallery, Authenticity, Quality, The Art Market vs The Stock Market. Site is updated monthly.
Teach-At-Home... A Lifetime Of Learning. ROM based education, assessments and learning management systems that as mentors andfocuses on learning any time distance education and independent High School. http://www.teach-at-home.com/PPP_sample.asp
Extractions: The following two links are Priority Placement examples.... Priority Placement Program (date entered) Sponsored Link Use Teach-At-Home's Priority Placement Program to assure your business a listing at the very front of the index - a placement that greatly increases the chances of someone choosing your link to visit your web site. Virtual Field Trips Sponsored Link Travel without leaving your home. This virtual tour is done for you all the educational research, site navigation and step-by-step instructions will turn web browsing into a goal-oriented educational experience.
Converge We see students become real, independent learners. Seeing students independence inmanaging their own learning is one of the most satisfying parts of my http://www.centerdigitaled.com/converge/?pg=magstory&id=3433
Extractions: PDF Reader This list provides examples for ways in which digital images can be used in teaching and learning materials. It has been put together to inspire lecturers new to using digital images: however it is not comprehensive! The list does not differentiate between types of image e.g. photo-realistic, vector, chart or graph. So in looking at the examples below, some thought has to be given to the subject area and pedagogy: the appropriate use of the images within teaching and learning materials and the appropriate 'type' of image to represent the concept. Use of images To illustrate concepts and to show examples of what you are talking about during a lecture when you can't visit the real thing (e.g. building site practices, e.g. VR model of Roman villa) or see the item (e.g. chemical model)
National Report - Students And Learning of national excellence in teaching and the management of learning 8.12 The patternof learning has been changing spent outside the classroom in independent study http://www.leeds.ac.uk/educol/ncihe/nr_114.htm
Extractions: In Chapters and we set out our views about the need for increased and wider participation in higher education. We expect greater numbers of students to come from a broader spectrum of cultural backgrounds and abilities. Many of them will be mature students, increasingly aware of the knowledge and skills that are valued in employment. Given this increasing diversity in students, and the progressive development of communications and information technology, the next 20 years will be a period of major change in the practice of learning and teaching in higher education. The consensus among many educators is that depth of understanding is fostered by an active approach to learning, and by forging the links between theoretical and practical aspects of the subject. For this to be possible, students must have access to more than just the articulation of knowledge in the form of books and lectures. They also need practical experience that rehearses them in the professional or scholarly skills of their field, and the opportunity to develop and express their own understanding and point of view in an environment that gives constructive feedback. Such a vision puts students at the centre of the learning and teaching process and places new challenges and demands upon teachers. As our terms of reference say:
NBPTS Certificate: Young Adulthood Career/Technical Education contextualized learning activities, independent and collaborative useful informationabout student learning and development managing and Balancing Multiple Life http://www.nbpts.org/candidates/guide/whichcert/08EarlyYoungAdult.html
Extractions: but it is accessible to any browser or Internet device. The Early Adolescence through Young Adulthood/Career and Technical Education certificate is appropriate for teachers who teach career and technical information subjects to students ages 11-18+ and who know industry-specific subject matter. Candidates in this certificate area are required to select one of eight specialty area clusters described in the shaded box "Career and Technical Education Clusters" below. Candidates should select the cluster that best identifies their teaching situation. Below is a set of questions for you to ask yourself about your teaching practice. If you answer "No" to one or more of the questions, you may need to discuss your teaching situation with professional colleagues, your school faculty, a National Board Certified Teacher, your faculty support group, or a state-level official who is directing a fee subsidy program. For the portfolio, will you be able to:
CDTL Brief, Newsletter place learning, the potential for becoming independent learners is greatly work bestto facilitate the learning of different know how to use and manage time to http://www.cdtl.nus.edu.sg/brief/v2n2/default.htm
Extractions: A newsletter of the Centre for Development of Teaching and Learning(CDTL) Feedback Site Map inside this issue Articles Helping Students Learn in the IT Age Why IT Can Never Replace The Lecturer Computer Technology at NUS: Some Reflections IT Showcase ... Is IT It? past issues Archive by Topic Interactive Technology in Education
Forum Fall 98: Problem-Based Learning students become selfdirected, independent learners who will used for researchingthe learning issues and new approaches for enrollment management, fee payment http://www.mcli.dist.maricopa.edu/labyforum/Fall98/forum7.html
Extractions: Various task forces, professional associations and other groups have recommended educational changes designed to better prepare students to participate fully and productively in today's technology-based workplaces and those of the 21st Century. The key skills listed include critical thinking, problem-solving, teamwork, verbal and written communication, ability to research, and lifelong learning. This recommendation has been articulated in Goals 2000 , the SCANS Reports What Work Requires of Schools (1991) and Learning a Living: A Blueprint for High Performance (1992) , and by educational leaders at the 1994 Wingspread Conference and The National Research Council in 1996 . These organizations also emphasized the need to prepare our students to become successful citizens. A common theme among systemic reform advocates has been that current curriculum and pedagogy often fail to prepare students to use what they have "learned" to solve real problems which they encounter in the workplace or in a democracy. Intuitively, teachers know this is true. We know that what we teach in one class is not often transferred to other classes. To meet this concern and help students become more independent and interdependent learners, we have adopted cooperative learning techniques and developed learning communities so students are required to make connections among courses. These strategies do move us along a continuum toward self-directed learning, but there is another step which better accomplishes this goal:
Teaching And Learning Organizing and managing the Language Arts Block A ComprehensionStrategies for IndependentLearners Camille Blachowicz Curriculum for Gifted students and the http://www.nprinc.com/legacy/catalog/staffdev/teaching/
VUE: Teacher Training strengths naturally arise, and then managing the process Year 3 materials, analyzestudents progress, and learn methods to support independent learning. http://www.vue.org/training_teach.html
Extractions: Scope of Services Visual Thinking Strategies trains general classroom teachers to use an art appreciation curriculum that helps students find meaning in works of visual art. In doing so, teachers learn a method of student-centered instruction, while both teachers and students build a personal rapport with art that can last a lifetime. There are several aspects to the VTS professional development methodology: Demonstration and analysis.
CAS Students Learning Centers become a more confident and independent learner; and prepare for lifelong learning. assistancein note taking, time management, test preparation http://www.cas.psu.edu/docs/casuged/Centers.html
