Catalog Online the details needed to teach each 2.5 changing family demographics; building collaborative partnerships between parents and out of the classroom; and fostering http://www.cec.sped.org/bk/catalog2/transition.html
Extractions: Paula Kohler, Sharon Field, Margo Izzo, and John Johnson Designed for use by state, regional, and local organizations to provide inservice training, this program consists of six fully developed one-day workshops packaged together in a three-ring binder. Includes an open captioned video. 1998, 904 pp, 13 min video. ISBN 0-86586-345-8. $99.95/CEC Members $79.95 Transition from School to Life: A Complete University Course for Special Educators James Martin and Paula Kohler This complete 16-week course is designed to help colleges and universities teach transition-related skills and knowledge. The lessons include all the details needed to teach each 2.5 hour class, including student readings, assignments, classroom activities, and an instructor script. 1998, 418 pp, ISBN 0-86586-344-X.
Collaborative Learning an experienced online instructor who may know how to manage collaboration well. Transfer what you do in the traditional classroom to the online classroom. http://foothillglobalaccess.org/main/collaborative_learning.htm
Extractions: Summer Courses Spring Courses Etudes Sites Back Academic Dishonesty Accessibility Assessment Collaborative Learning Community Building exchange of ideas community and learning students learn from each other Considerations: instructor is part of class-switch roles clearly when a participant understand that using effective collaboration requires training (both for students and faculty) use pairs or 3 students per group Elizabeth Barkley and Cindy Vinson collaborating on prioritizing challenges Challenges #1: Structuring collaboration that works! Structuring groups Internal vs externally imposed/generated Chat vs. asynchronous Composition of group Mechanics of assignments to a group How to deal with equity of work among group members (non-contributors who benefit from others' work. How do you ensure that each student in the group learns? How do you develop a rubric for assessing group learning outcomes? Helping under-prepared students (for task) No response from partner(s) Keeping students on task Assessment of collaborative work Technology influences and limitations Time issues/limitations Untrained students and faculty Solutions: Establishing the environment for effective collaboration Provide CLEAR instructions and expectations from the beginning (don't change them unless critical) Create a student contract that they must sign, committing to their group role
A Content-Based Internet Collaboration online. The contentbased classroom Perspectives on integrating language and content. study, focus discipline research, and Internet collaboration into his http://members.aol.com/Drlfk/grantsinfo.html
Extractions: I have been researching the effects of sustained content study for a number of years (Kasper, 1994; 1997), and my recent work has concentrated on how the Internet may be used to facilitate and enhance a specific activity which I call "focus discipline research" (Kasper, 1998; forthcoming-b). In this activity, students choose a focus discipline from among several content areas studied in the ESL course, and using the Internet as an informational resource, pursue sustained and independent study of that discipline over the semester, producing three progressive written reports and a research project (see Appendix). The focus discipline activity has yielded a number of educational benefits to my students, including higher pass rates on reading/writing assessments (92%), increased motivation, and greater confidence in their ability to handle academic tasks (as evinced by responses to feedback questionnaires). Although the Internet has enormous potential as an informational resource, its real potential lies in its ability to facilitate the sharing of information through international and intercultural communication. It is the goal of the proposed study to explore that potential through a content-based Internet project that will engage ESL students at CUNY in collaborative focus discipline research with students in a college or university in another state or country. This project will enable students to develop and refine language skills and to practice and hone academic research skills. The project will also develop students' networking skills as they participate via the Internet in a content-based intercultural exchange, sharing information and discussing interdisciplinary issues with students across the country/world.
ABSS Employee Resources Main Page Consortium This site represents a collaboration of sixteen K-12 Scholastic Network - Lesson plans, classroom activities, and online resources for http://www.abss.k12.nc.us/abssemployee/resources/
Extractions: ABSS Links Administrator Links Athletic Links Benefit Links ... Teacher Organization Links ABSS Links ABSS E-Mail - This link allows FirstClass account holders in the Alamance-Burlington School System to check their email remotely, outside of the firewall. This link is also found on the front page in the "Most Requested Links" section. Board Policy Search - All school board policies adopted by the Board of Education can be searched for by content, policy number, section title, or subject area. Visitors can also use the Table of Contents to access the database of policies. Printable .pdf files of these policies are also available. Policy changes are usually reflected in this database within two days of being ratified. Employee Handbook - This is the latest version of the Employee Handbook which was published in November of 2000. Inclement Weather Guide - This is the staff guide for inclement weather. Here's the information on what options are available if school is dismissed early, if the opening of school is delayed, or if school is canceled. The NetSchool - Visit the school system's complete online curriculum resource and find out why "The Net'S cool." This site features several modules:
ECollege.com CITE Call For Proposals How has digital collaboration extended to peer faculty mentoring? education, and the impact of usage of online technology in the traditional classroom. http://www.citereg.ecollege.com/regProposal.learn
Extractions: CiTE Through its annual conference, CiTE creates opportunities for all leading thinkers in eLearning to convene in a collaborative and collegial atmosphere and share questions, wisdom, and best practices. The third annual conference, "Rethinking (e)Learning for the 21st Century: Success Stories, Best Practices and Viewpoints" , invites the experienced and the novice to explore the ramifications of technology in academia, especially as early adopter revolutions continue to spread through the mainstream, and as the body of literature on the criteria for quality in the virtual and the traditional classroom grows. The focus for the conference is on understanding quality in the eLearning environment, what the potential of eLearning is, and how indelibly eLearning will influence what we understand about traditional classroom learning. In this spirit, CiTE invites presentation proposals from faculty and administrators for our ten focus areas. Formats for presentations can include individual presentations, panel presentations, roundtable discussions, case studies, and poster sessions. Proposal Submission Requirements: Focus Area, Title, and Fifty Word summary of session. If accepted, the session summary will be used for the conference website and proceedings.
Flex Your Classrooms Collaborative Muscles develop projects and templates for their classrooms. While the unique online environment deliberately encourages collaboration among students http://www.infotoday.com/MMSchools/sep99/jackson.htm
Extractions: Classroom Teacher Langley Meadows Community School (K-7) Langley, British Columbia MultiMedia Schools September/October 1999 Zebu, in a Nutshell Zebu resides on a server and is accessed via any standard Web browser. Students first log in with a password to either view a project or build one. Projects comprise three elements: templates, pages, and reference collections. Templates, like a typical lesson plan, provide the overall framework for a series of learning activities. Created by the teacher, a template supplies all project instructions, such as posing questions for students to address. It also serves as the basis for student pages, who need only to edit a template to build their page. Pages are the meat of a project. They can include any mix of text, graphics, Web links, discussion areas, audio or video files, and even HTML if you want to get fancy. Simple dialogue boxes guide students and teachers through the process of adding or changing page/template elements. And since the program is server-based, everything gets updated immediately and shared automatically. Reference collections support a project by containing lists of appropriate references and Web links for students to utilize. Teachers can even directly import a bookmark file, which saves a lot of time.
Collaboration On The Internet -- SLATE From The Landmark Project The possibilities for collaboration are almost endless the hundred thousand existing online communities, many 1996, ePALS has 69,278 classroom profiles bringing http://www.landmark-project.com/classweb.php3?id=2090
Tom Snyder Productions: About Us online professional development training is currently delivered in Software collaboration Partnerships We are honored to be to use a computer in his classroom. http://www.tomsnyder.com/aboutus/
Extractions: Find a Product Grades K - 4 Grades 5 - 8 Grades 9 - 12 Access Workshop for Teachers All Star Review AppleWorkshop for Students (7-12) AppleWorkshop for Students (K-6) AppleWorkshop for Teachers Choices, Choices 5.0 (Series) Classroom StoreWorks Clifford the Big Red Dog (Series) Community Construction Kit Decisions, Decisions 5.0 (Series) Decisions, Decisions Current Issues Diary Maker Diorama Designer Essential Tools for Teachers Essentials Online Excel Workshop for Teachers Fizz and Martina's Math (Series) Geography Search Graph Club 2.0 Graph Master Graphics Activity Packs Great Ocean Rescue Great Solar System Rescue Grolier Multimedia Encyclopedia Hollywood Hollywood High How Would You Survive? Huggly (Series) I SPY (Series) If the World Were a Village Inspiration Inspirer Geography Series Interactive Phonics Readers Jean Fritz History Series Juilliard Music Adventure Kidspiration Learning Through Literature (Series) Mapmaker's Toolkit Mapping the World by Heart Math Missions (Series) Math Mysteries (Series) Max's Sandbox Nature: Virtual Serengeti Neighborhood MapMachine 2.0
2003 UNC TLT Conference Poster Challenges, Content, collaboration, and Creativity LIS and for Technology in the classroom (45 min Resources for Learning and online Teaching (20 min http://www.unctlt.org/special/conference2003/program/date.cfm
Extractions: Program Program In the listing below, the graphic indicates presentations that have related electronic materials such as slides, handouts, and/or web links. 8:30 a.m. to 5:30 p.m. Check-in desk is open 9:00 a.m. to 10:45 a.m. Pre-conference seminar: Accessible, ADA-Compliant Web Design More information 11:00 a.m. to 1:30 p.m. Opening session with lunch Plenary speaker Dr. Jeremy A. Haefner More information 2:00 p.m. to 2:45 p.m. Featured Presentation by eCollege: Web Accessibility and e-Learning (45 min) More information Developing Rich Media Content with SMIL (20 min) More information Editing and Revision: Creating Interactive Instructional Animations (20 min) More information Developing Simulations for Technology-Based and Enhanced Courses (20 min) More information Using the WWW-Phase Three: Pedagogy-Driven Online Laboratory Courseware (20 min) More information Seeing Atoms and Molecules in Three-Dimensional Space (20 min) More information Volumetric View of Tomography Images Within a RAVE Environment (20 min) More information ENTech Quality Teaching and Learning: A Collaborative Partnership with NCCU's School of Education and Durham Public Schools (45 min) More information e-Learning Current Practices (45 min)
Online Collaboration For Effective Learning case, one student (no collaborative partner assigned) created A learning conversation Dynamics, collaboration and learning and the online classroom, Volume One http://cedir.uow.edu.au/CEDIR/services/resources/lefoe.html
Fall 2003 ISSN 1096-1453 Volume 7, Issue 3 A Framework for Evaluating online Courses / 224. Into the Community collaboration Produces Learning classroom Assessment Practices A Collaborative Approach http://www.rapidintellect.com/AEQweb/fal2003k.htm
Extractions: Fall 2003 ISSN 1096-1453 Volume 7, Issue 3 Keyword Subject Index Each article is limited to one keyword as supplied by the author. For keyword details see http://rapidintellect.com/AEQweb/redak1.htm#key The title reflects the article's subject area as well as keyword coverage. ASSESSMENT Incorporating Pupil Assessment into Teacher Preparation Teacher Assessment of Homework Classroom Assessment: Learning from Students Technology-Enhanced Teacher Professional Development Model A Framework for Evaluating Online Courses Cognitivism , Constructivism, and Work Performance Research Attitudes of African-American Graduate Students CONSULT Collaborative Development of Dispersed Experiential Opportunities Collaboration at the Post-secondary Level Distance Learning: Deaf Education Collaboration Model Access to Scientific Careers: Barriers for Students with Disabilities Senior Inquiry: A University/High School Collaboration A Winning Combination: Collaboration in Inclusion Urban Partnerships for International Affairs Service Learning Collaborating to Improve Literacy Outcomes What are Teachers Greatest Co-teaching Concerns?
Generation Y Program Description this technologyenhanced lesson in classroom teaching, often with state standards, and an online system staffed by In collaboration with the GenY student, the http://ettc.valdosta.edu/GenY/genydescription.htm
Extractions: (former name of Generation Y) Exemplary Program Program Description Generation www.Y (GenY), started in 1996, focuses on today's new generation of youth as partners, and often leaders, in bringing technology into the classroom. Instead of teaching technology skills to teachers, GenY trains students to partner with teachers to improve teaching and learning. Along with educators, students become agents of change, not mere recipients of change. The class has been implemented in grades 4-12, with the majority of participating students in grades 6-8. The core of the program is the GenY course, taught by a coordinating teacher and offered as an 18-week class in secondary schools or a 30-week class in elementary schools. GenY students are trained in computing and telecommunications skills for the purpose of helping rebuild the curricular units in their school so that teachers, administrators, and all students can make better use of modern technology. GenY students also receive training and coaching on communication and collaboration with teachers, project planning and management, standards-based curriculum development, and effective presentation of information to learners. Coordinating teachers participate in a one-day training workshop.
404 Not Found Through collaboration among Maryland community colleges, colleges, and supplemental enhancement of faceto-face classrooms.. links as for the online Calendar http://www.xplana.com/articles/archives/Univ_Maryland_UC_best_practices
Video Conference by using video, chat, whiteboard, collaboration and sharing of the event will soon be online at the from across the world to share classroom presentations and http://www.marshall-es.marshall.k12.tn.us/jobe/vcsuggest.html
Extractions: This collection is the product of a collaborative teacher sharing project. Teachers who have been integrating video conferencing into the curriculum have contributed their ideas and suggestions. I hope this collection will inspire you to use video-conferencing not just as a novelty or a free-time activity with your students, but as an integrated, focused part of those all-important lessons that keep you in the teaching profession. Barbara Garnett- Henry County Schools- Paris, Tennessee Title or Subject: Indonesian Exchange Grade Level: 7 and 8 Any special setup or considerations? It was hard to find another school to connect with that taught Indonesian at a similar level. Purpose of the project: To allow students to use their Indonesian in a realistic setting and to develop and practice their vocabulary. Result of the project: An enjoyment of dialogue exchange What did your students learn and how did you assess it? To use their Indonesian well so that others would understand them. To listen carefully to others, to get the correct message. Assessed correct use of vocabulary (Indonesian teacher watching) and manner/skills in using video conferencing.
HorizonLive: Bring Your Classroom Online And Connect Teachers And Students Free Archive. All interactions in the classroom are captured EDUCATION. Communication in an online Course to Create a Highly Collaborative Environment February http://www.horizonlive.com/shared/teaching_training.php?q=use&a=teach
Partnership In Distance Education: Teaching An Online Class the time otherwise spent in a classroom lecturing. to cover and assimilate the material, collaborate with fellow often for fresh insights into teaching online. http://www.isinj.com/partners/Teac_pri.htm
Extractions: Teaching an Online Course Most importantly, students in an online section depend on conferencing software, email, voicemail, and other asynchronous modes of communication for the true core of the course, the interaction they have with each other and with the instructor. Of course, students cannot simply raise a hand to ask a question as they would in a classroom. Email and conferencing software more than make up for this lack, since having to type out a question forces Finally, the potential for collaborative work and small-group discussions among students who may never meet face-to-face is what makes Web-based courses so exciting and so powerful an educational format. How does this all come together in practice? Here's a step by step example of what happens once the instructor and her institution have decided to use a course from ISI, accompanied by a figure to illustrate the concepts being discussed: 1) School licenses courseware from ISI.
Extractions: January 29, 2004 Lane Fenrich (right), senior lecturer in history, will serve as academic director, assisted by Nancy MacLean, associate professor of history. photo by Mary Hanlon ETHS received nearly $1 million from the U.S. Department of Education for the project that seeks to have a far-reaching national impact on improving the achievement of American history students, particularly those of color. The Teaching American History grant ($962,038) will fund a three-year professional development program for middle and high-school American history teachers. The ETHS project will involve teachers from many of the 21 school districts in the Minority Student Achievement Network (MSAN), including the high school and elementary districts in Evanston and Oak Park as well as experts from Northwestern University, The Newberry Library and the Constitutional Rights Foundation Chicago. The project will consist of three summer institutes hosted at Northwestern, beginning in 2004, where teachers will focus on the essential questions, themes and issues of American history, and a year-long Historians-in-Residence program, where teachers collaborate with University professors through classroom observations and workshops led by period specialists.
Join The TREC possible, schedule an online web conference responsibilities include networking, collaboration, partnership and professional PI to visit your classroom (faceto http://www.arcus.org/TREC/teacher_check.html
Extractions: The Teacher checklist was created to help teachers develop a clear understanding of the TREC professional development opportunities through which they will increase their content knowledge, enhance teaching skills, transfer their experiences to the classroom, assume leadership roles, and collaborate with a network of researchers and education colleagues.
English EdNet Module 5 other cultures and countries for email classroom penpal BECTa Teachers online (http//www.ictadvice.org.uk provided in Module 5 to find collaborative partners. http://www.curriculum.edu.au/communities/englishednet/m5_find.htm
Extractions: M5 Task 4 - Developing and planning your own collaborative project Perhaps one of the best ways to get practical experience with collaborative projects is to join one that has already been established. There are thousands of collaborative projects running at any one time so it shouldn't be difficult to find one that suits your interests and needs. This section contains information about some online services that make joining a collaborative project easier and some advice on how to plan and develop your own project. Education Network Australia (EdNA Online) EdNA http://www.edna.edu.au/ ) provides a list of current online projects for students and schools. Click on School Education , then ICT in the Curriculum , then Current Online Projects . The site also provides Noticeboards for schools seeking online project partners ( http://www.edna.edu.au/noticeboards/noticeboard.html OzProjects http://ozprojects.edna.edu.au/
ALA | 31-3 Homepage a teacher to investigate it online with you nonfiction trade books in the classroom and includes in Bushs book asserts, Collaborative partners cannot be http://www.ala.org/ala/aasl/aaslpubsandjournals/kqweb/kqarchives/volume31/313Abi
Extractions: January/February 2003 Special full text reprint exclusively on KQWeb Collaborating with Science Teachers Debbie Abilock The School Buddy System posits that collaborations can be nurtured and learned, rather than just emerging from the interactions of particular types of personalities. www.nytimes.com/pages/science This issue of Knowledge Quest gives you an additional edge. The NSDL online databases are constructivist and inquiry-based and, perhaps, resources your science teachers have not yet discovered. Copy an article about the Digital Water Education Library project or the Atmospheric Visualization Collection from this issue and attach a note inviting a teacher to investigate it online with you after class. Certainly another tried-but-true method of opening doors to collaboration involves suggesting new print resources that might fit existing science curriculum. Two engagingly written small-press titles that teachers could read aloud to their students are and Amphibians, Reptiles, and their Conservation
