TL Forum 2000: Sparrow Et Al - Student Centred Learning things, an ability to interrelate aspects of knowledge, and a capacity to managelearning. independent study modules and self directed learning kits. http://lsn.curtin.edu.au/tlf/tlf2000/sparrow.html
Extractions: Bunbury Campus Edith Cowan University Student centred learning and the drive to adopt it as the central pedagogy of university courses, has been part of vigorous discussions in teaching and learning for a number of years. Student centred learning has been recommended by many experts and influential reports. While references to student centred learning abound in the literature, definitions are often confused with other teaching strategies, for example:
Master Of Arts In Teaching Social Science (5-12) courses and independent learning resources that you Management, Foresight, learningEnvironment Management, Project Communication, Project Management. http://www.wgu.edu/wgu/academics/matss_listing.html
Extractions: Are you a retired member of the military or a professional in a social science-related field seeking a career change and want to teach social science in a middle or high school? Do you hold a bachelor's degree, enjoy social science and feel a call to teach? Are you already teaching social science but on a temporary or emergency credential? Are you seeking a non-traditional route to teaching that will allow you to convert your substantial social science background into teacher licensure and not require you to do redundant things? If any of these are true, this could be the program you've been looking for. The Master of Arts in Teaching degree allows you to earn a master's degree and, simultaneously, qualify for a license to teach middle and/or high school social science. Working closely with a faculty mentor, your online program (except for the in-classroom portion of Demonstration Teaching) offers you the flexibility you need to earn a masters degree.
ESL 055 Software List so they can transition to being independent learners of English opening folders ontheir disks and managing files). Type to Learn A basic typing tutor program http://www.ivygreen.ctc.edu/avery/faculty/software.htm
Extractions: the Beginning Level the Intermediate Level the Advanced Level General Purposes Please Note: GRCC's ESL program integrates technology for ESL students in many of its classes and offers students the opportunity to study the use of technology for learning English in a more intensive experience in its Technology Assisted Language Learning (TALL) Course, ESL 055. The information on this page is for GRCC instructors and for others interested in how technology is integrated in our program. The grouping here suggests products we own and license for beginning, intermediate, and advanced students, but of course instructors are free to use the products as they can best are able to in their own classes. Also Note: This information is about the software owned and how it is used at GRCC, The links on this page will take the user to the companies which create these products. GRCC does not endorse any product. We are supplying this information for instructors and other interested readers who may be interested in the software our program uses. The vendors will need to supply ordering and pricing information. Neither GRCC, nor its instructors sells any of these products. See the section below this table for information on general vendors of educational software. F or Beginning Students
Apex Learning Results > Instructors For the highly motivated and independent learner, I think required to take more responsibilityfor their learning. to develop strategies to manage their time http://www.apexlearning.com/results/results_instructors.asp
Extractions: MM_preloadImages( 'images/leftnav/results_lftnv_case_a.gif','images/leftnav/results_lftnv_case_i.gif','images/leftnav/results_lftnv_case_o.gif', 'images/leftnav/results_lftnv_edu_a.gif','images/leftnav/results_lftnv_edu_i.gif','images/leftnav/results_lftnv_edu_o.gif', 'images/leftnav/results_lftnv_inst_a.gif','images/leftnav/results_lftnv_inst_i.gif','images/leftnav/results_lftnv_inst_o.gif', 'images/leftnav/results_lftnv_parents_a.gif','images/leftnav/results_lftnv_parents_i.gif','images/leftnav/results_lftnv_parents_o.gif', 'images/leftnav/results_lftnv_stud_a.gif','images/leftnav/results_lftnv_stud_i.gif','images/leftnav/results_lftnv_stud_o.gif' ); According to an independent study of educators who offer Apex Learning online courses,
Advanced Courses In Community-Based Development Who should attend Anyone interested in learning more about the financial controlprocedures; Use cash flow projections to manage and control independent study. http://www.colostate.edu/Orgs/IISD/Training/Advanced Training.htm
Extractions: Objective: To teach students how to use a participatory approach to monitoring and evaluation that will lead to meaningful feedback and continuous improvement. Description: Who should attend: Development project managers and field staff, development professionals, university professionals, and students interested in development. What participants will be able to do after competing this course: Objective: Enable students to lead and participate in projects that achieve their objectives.
Workshop Calendar & Descriptions other ways to encourage students to participate discussion sections and become activeand independent learners. Time Management for Teaching Assistants Is this http://www-ctd.ucsd.edu/calendar.htm
Extractions: Blank scanner planners can be a useful time management tool. They can be distributed to your students in the beginning of the quarter so that they can note exam dates, due dates for papers and research projects, etc. We have been told that users recommend them highly because you can "eye-ball" the entire quarter at a glance. Cognitive Strategies As you make instructional decisions, would it help if you knew more about how people learn? Research about memory and information processing provides the framework for this workshop which will focus on how information is perceived, processed, and organized. Bring your own subject materials. Course and Syllabus Design Introduction to developing the complete curriculum for a course you are planning to teach or for a current course you would like to revise. Basic steps in course design will be presented, supplemented by handouts and checklists. Syllabi from a variety of disciplines will be available for critique based upon guidelines you develop that are appropriate for your discipline. For maximum benefit, bring a syllabus from a course that you are teaching or have taken. Grantwriting For The Sciences As job markets shrink and teaching experience is weighed more heavily in employment decisions, it is important to develop an effective teaching portfolio which conveys to prospective employers your special qualities as a college teacher. This workshop introduces you to items commonly included in such portfolios with examples and models from several disciplines. After you have had an opportunity to review the materials, you will develop some materials for inclusion in your own portfolio. Individual assistance in refining and revising your portfolio will be available by appointment after you attend the workshop.
Journalism Undergraduate Major - University Of North Texas journalism and choose this option, you will learn about managing student publications,editing also are available from area network, independent and cable http://www.unt.edu/pais/insert/ujour.htm
SERVICE-LEARNING: Jun97 : (no Subject) Area Community Service Service learning (fwd) . Tue, 3 and management skills 7Independent worker and 7 Purchasing supplies and managing relationships with http://csf.colorado.edu/mail/service-learning/jun97/0002.html
Institute Of Nursing & Midwifery The Practice Development Through independent learning module is three two hour actionlearning sets in profession and training in management at postgraduate http://www.inam.brighton.ac.uk/mscclinstudies.htm
Extractions: The MSc is organised around core and optional modules. All course members are required to study the four core modules and can then select a further three modules. These are taken from a range of modules offered within the Graduate Programme, subject to the constraints of availability and timetabling. Core Modules:
300link.plank3.30 strategies, assessment of student performance, and classroom management;. includingthe impact of independent reading and learning to speak and learning to read http://www.csulb.edu/depts/singsubj/03.edse.htm
Extractions: California State University, Long Beach EDSE 435: UNITED STATES SECONDARY SCHOOLS: INTERCULTURAL EDUCATION OVERVIEW EDSE 435 is primarily for students in the Single Subject Credential Program. Its principal aim is to provide students with foundational knowledge (historical, philosophical, sociological, and political), grounded in contemporary society and schools, upon which to build a teaching career. As an approved CLAD Certificate course (Domain 3), it also serves credentialed secondary teachers seeking a CLAD Certificate. This course is a requirement in the Single Subject Credential Program. The course addresses a number of Commission on Teacher Credentialing Program Standards , in particular Standard 2 ( Development of Professional Perspectives), Standard 3 (Orientation to Human Development and Equity), Standard 5 (Preparation for Multicultural Education), Standard 10 (Readiness for Diverse Responsibilities), and Standard 19 (Capacity to Teach Diverse Learners). The course builds on EDSS 300, during which many of the course topics are introduced, and points toward revisiting the topics in other program courses. The ten hour field work component is designed to bring preservice students into contact with the diverse students who comprise 21st century classrooms around structured activities related to the principal course topics. CATALOG DESCRIPTION Prerequisite: Admission to the Single Subject Credential Program, or permission of the Single Subject Credential Program University Coordinator. Critical reflection on issues and questions of equal opportunity and multicultural education in a pluralistic society; philosophy, history, and sociology of education; the curriculum and student population in United States and California secondary schools; current issues and trends in education. Ten (10) hour field work requirement. Traditional grading only.
Learning Disabilities OnLine: LD In-Depth: Mathematics Instruction For Secondary information on learning disabilities, learning disorders, attention deficit disorder, ADD, ADHD, dyslexia, dysgraphia, dyscalculia, dysnomia, speech disorder, reading difficulties, special used http://www.ldonline.org/ld_indepth/math_skills/math_jld.html
Extractions: References Secondary students with learning disabilities generally make inadequate progress in mathematics. Their achievement is often limited by a variety of factors, including prior low achievement, low expectations for success, and inadequate instruction. This article will discuss techniques that have been demonstrated to be effective with secondary students who have learning disabilities in mathematics. The body of research on mathematics instruction for secondary students with learning disabilities (LD) is not developed well enough to describe a specific and comprehensive set of well researched practices, but it is sufficient for defining a set of procedures and issues as clearly associated with effective instruction and increased student achievement. In this article, data- based investigations of procedures that have evaluated the effectiveness of mathematics instruction with secondary students with LD will be discussed. Although this discussion will be based primarily on studies that were limited to secondary students with LD, some research; on the instruction and achievement of younger students or higher achieving populations will be considered.
Portrait Of A Teacher Teachers approach management as a process of establishing an effective learningenvironment. We, in the Spring Branch independent School District, hold http://www.springbranchisd.com/instruc/ci/portrait/portrait-teacher.htm
Extractions: Teachers are Professionals, Committed to Students and Their Learning Teachers Know the Subjects They Teach and How to Teach Those Subjects to Students Teachers exhibit a strong working knowledge of subject matter by staying abreast of current research and educational practices. Teachers facilitate the linking of concepts in their content area to familiar ideas, to prior experiences and to other content areas. Teachers guide students to construct knowledge through experiences, discussions and technology. Teachers encourage students to work cooperatively and independently in a positive and stimulating learning climate.
Summer & Fall 2004 Balanced Literacy Workshops you how to establish and manage classroom routines using meaningful processorientedindependent activities that happily engaged and learning freeing you to http://www.kinderkorner.com/summer_fall_04workshops.html
