61. Archived: Preparing Instructional Teams To Teach Effective Citizenship Education Preparing Instructional Teams To teach effective Citizenship Education. Preparing Instructional Teams To teach effective Citizenship Education. http://www.ed.gov/pubs/EPTW/eptw8/eptw8g.html

A r c h i v e d I n f o r m a t i o n Educational Programs That Work - 1995 Preparing Instructional Teams To Teach Effective Citizenship Education Preparing Instructional Teams To Teach Effective Citizenship Education. A program that equips teams of educators to deliver a law-related education course that improves students' citizenship in grades 8 and 9. Audience Approved by PEP for teachers, building administrators, and resource persons who will present the course to 8th and/or 9th grade students. Description Evidence of Effectiveness Eighth and ninth-grade students taught a one-semester LRE course by teams who have completed our training not only gain knowledge of the law and legal processes, but exhibit more favorable attitudes toward school, teachers, police, and law-abiding behavior, and less frequent delinquent behavior in and out of school than students in the same grades at the same schools who are taught conventional social studies or civics courses as measured by pre- and postprogram student questionnaires. Requirements Minimal requirements include agreement by a local law enforcement agency to allow one or more officers to participate for at least two days of training and serve as co-teachers for two hours of classroom time per week, and commitment by one or more social studies teachers and one building administrator (per school) to attend six days of training and provide a nine-week LRE course. Costs for a typical four-person team from one school are $1,650, including all materials needed by team members but not student texts (estimated at $15 per student) or food, lodging, travel, team members' pay, and personal expenses. Costs for paying participating law enforcement officials for classroom participation must also be considered. Training takes place at the University of Colorado.

62. Richard Felder's Workshops (1 day if standalone, 1/2 day if linked with effective teaching workshop). Designing and Presenting effective teaching Workshops (1/2 day). http://www.ncsu.edu/felder-public/Workshops.html

Workshops by Drs. Richard Felder and Rebecca Brent Drs. Felder and Brent regularly present workshops on effective teaching, course design, mentoring and supporting new faculty members, and faculty development on campuses around the country and abroad. Workshop outlines, locations of past and scheduled workshops, and summaries of participant responses for often-presented workshops are given on this page. Click on your selection. Effective College Teaching . (Workshop for faculty and/or graduate students.) Active and Cooperative Learning . (Workshop for faculty and/or graduate students.) Designing and Redesigning Engineering Courses to Address the ABET Accreditation Criteria . (Workshop for engineering faculty and administrators.) Getting Your Academic Career off to a Good Start . (Workshop for new faculty members and/or graduate students.) Helping New Faculty Members Get Off to a Good Start . (Workshop for college administrators, department heads, and senior faculty members.) Peer Review of Teaching . (Workshop for administrators and faculty members.) Designing and Presenting Effective Teaching Workshops for Engineering and Science Faculties . (Workshop for faculty development personnel and teaching leaders.) Locations of past and scheduled teaching workshops Participant evaluations of teaching workshops Effective College Teaching (1.5 days)

63. BEATING THE NUMBERS GAME BEATING THE NUMBERS GAME effective teaching IN LARGE CLASSES. Richard M. Felder Department of Chemical Engineering North Carolina State University. http://www.ncsu.edu/felder-public/Papers/Largeclasses.htm

1997 ASEE Annual Conference, Milwaukee, WI, June 1997. BEATING THE NUMBERS GAME: EFFECTIVE TEACHING IN LARGE CLASSES Richard M. Felder Department of Chemical Engineering North Carolina State University Phil Wankat wrote somewhereand I agreethat anything you can do in a large class you can do better in a small one. When we find ourselves teaching a mob, it's easy to throw up our hands, conclude that there's no chance of getting any responsiveness out of 150 or 300 students in an auditorium, and spend 45 hours showing transparencies to the listless 60% who bother to show up from day to day. We can generate some interest by bringing demonstrations to class, but there are only so many hydrogen balloons we can explode and even they lose their impact after a while. Fortunately, there are ways to make large classes almost as effective as their smaller counterparts. Without turning yourself inside out, you can get students actively involved, help them develop a sense of community, and give frequent homework assignments without killing yourself (or your teaching assistants) with impossible grading loads. Following are some ideas for doing all that. In-Class Exercises Lectures as a rule have little educational value. People learn by doing, not by watching and listening. If you're teaching a small class and you're good, you may be able to prod many of your students into activityget them asking and answering questions, discussing issues, challenging conclusions, laughing at your jokes, whatever. No matter how good you are, though, you probably won't be able to persuade most students to open their mouths in front of 120 classmatesit feels too risky for them. If you hope to move away from the wax museum-like aspect of most large lectures, you'll have to try a different approach.

64. A Brief Summary Of The Best Practices In Teaching To facilitate selfdiscovery and self-appropriated learning, effective teachers respond without changing the topic and share their own information or http://northonline.sccd.ctc.edu/eceprog/bstprac.htm

A Brief Summary of the Best Practices in Teaching Intended to Challenge the Professional Development of All Teachers Compiled by Tom Drummond North Seattle Community College, 1994, 2002 Collected here, without examples or detailed explanations, are practices that constitute excellence in college teaching. These elements represent the broad range of the most effective actions teachers take, and requisite conditions teachers establish, to facilitate learning. I have tried to make this listing brief, to serve more as a reference to the scope of excellent teaching techniques than as a source of enlightenment. For detailed information on items that are unfamiliar, refer to the works cited. Recognizing that teaching is both art and science, I advance this list of dimensions of excellence as a starting point for discussions about the performances we as teachers strive for and may help each other obtain. While the skills of teaching are widely researched and described, they are rarely rewarded, mostly, I think, because we do not share a common language about best practices. Instead of directly addressing learning to teach well, we often erroneously assume new teachers know how to teach because they used to be students. Becoming an excellent college teacher is a continuing, life-long professional challenge, the dimensions of which often go unrecognized. In the general mind, doctors and lawyers are professionals; teachers are not. I believe we could change our semi-professional status if we could agree upon a list of Best Practices such as this one and help each other achieve them. It would help us achieve three goals:

65. Teach LA Interested in receiving training and support to help you become an effective teacher? Want to make a difference in the lives of Louisiana’s children? http://www.teachlouisiana.net/

Teach Louisiana Home Teacher Preparation Teacher Certification Center Recruitment Center Professional Development Center Job Posting Information Attention Teachers In the News Privacy Statement Guest Welcome to Teach Louisiana! The Career Development Network For Louisiana Educators Teacher Preparation Center Teacher Preparation Programs Teacher Certification Center Inquire on Teaching Certificates - Certification Links - Certification Application Forms Recruitment Center Job Search - Statewide Application and Reference Form (PDF) - Email Notifications - School District Information Attention School Districts: Post Job Openings! Professional Development Center Professional Development Opportunities and Resources Louisiana's Teacher Quality Initiatives A joint endeavor of the Louisiana Department of Education , the Board of Elementary and Secondary Education , the Board of Regents and the Governor's Office. This initiative is partially funded through a federal Title 2 Teacher Quality Enhancement Grant. user name: password: New To Teach Louisiana?

66. Hot Careers In Texas: Frequently Asked Questions About Teaching Traits of effective teachers are Drawn in part from American Association of School Administrators, effective teaching Observations from Research, 1986. http://www.twc.state.tx.us/careers/faqteaching.html

home site index about us contact information Search The Teaching Profession Frequently Asked Questions and Answers Do you want to be a teacher? Would I make a good teacher? How do I become a teacher? How soon could I start teaching? What financial aid is available for me to become a teacher? ... What professional development opportunities are available to help new, as well as experienced teachers, stay in the classroom? Do you want to be a teacher? That's great! The United States will need more highly trained and dedicated new teachers in the next 10 years than ever before. Your sincere interest is a sign of hope for addressing the critical shortage of highly qualified educators. However, such an important and demanding profession deserves careful consideration. Consider where you would like to live. Teacher shortages vary by community, so consider the availability of job openings. Keep in mind local standards of living. Weigh your desired lifestyle against the salaries for beginning teachers in different regions. Consider the various local needs of children and communities. Familiarize yourself thoroughly with the certification requirements and process, exploring all the available routes and training programs available to you. And, perhaps most importantly, be sure to think carefully about what subjects or skills you would like to teach, and why you want to teach them to children and youth.

67. Videotapes On Effective Teaching From The University Of Washington Videotapes on effective teaching from the University of Washington. teaching in the Diverse Classroom. This award winning videotape http://depts.washington.edu/cidrweb/Videotapes.html

Videotapes on Effective Teaching from the University of Washington Teaching in the Diverse Classroom This award winning videotape features university faculty and students who describe why recognizing diversity is important on today's college campus and demonstrate how instructors can teach effectively in an increasingly diverse academic setting. The presentation discusses four general strategies, with specific examples which instructors can employ: include all students, recognize different ways individuals learn, promote respect in the classroom, and acknowledge diversity through curriculum choices. Produced by: Center for Instructional Development and Research University of Washington, Box 351725, Seattle, WA 98195-1725 206-543-6588 (phone), 206-685-1213 (fax) Distributed by: Anker Publishing Company, Inc. P.O. Box 249, Bolton, MA 01740-0249 978-779-6190 (phone), 978-779-6366 (fax) Cost: $175.00 + 8% shipping and handling

68. Instructional Videotapes On Effective Teaching Instructional Videotapes on effective teaching. A Private Universe (Pyramid Film and Video, 1992; 18 min.). This film demonstrates http://depts.washington.edu/cidrweb/InstrucVideoEffecTeaching.html

Instructional Videotapes on Effective Teaching A Private Universe (Pyramid Film and Video, 1992; 18 min.) This film demonstrates how erroneous but entrenched ideas interfere with learning by showing how difficult it is to unlearn an incorrect concept. Most Harvard graduates could not respond correctly to why we have seasons on the earth. The film demonstrates this by interviewing 9th graders. An honors student has her own conclusion about the seasons and the phases of the moon. After the teacher makes a concerted effort to teach this information, the student correctly explains the seasons and moon phases, but still clings to a related entrenched idea. Filmmakers point out that teachers must make students aware of their own private misconceptions before they can learn the correct explanations. Clarity of Explanations in Natural Sciences and Engineering Courses: 1: Simplifying (The Center for Teaching and Learning, Stanford University, 1995, 38:00 min.) This video demonstrates techniques, used by professors in natural sciences and engineering courses at Stanford University, to make their teaching clear to students. All professors featured on the tape were rated extraordinarily high by their students; most of them have won teaching awards." Clarity of Explanations in Natural Sciences and Engineering Courses: 2: Adapting to Students Through Linking (The Center for Teaching and Learning, Stanford University, 1995, 38:00 min.)

69. SEVEN PRINCIPLES FOR GOOD PRACTICE management. Allocating realistic amounts of time means effective learning for students and effective teaching for faculty. How an http://www.hcc.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/7princi

SEVEN PRINCIPLES FOR GOOD PRACTICE IN UNDERGRADUATE EDUCATION By Arthur W. Chickering and Zelda F. Gamson Reprinted with permission. Apathetic students, illiterate graduates, incompetent teaching, impersonal campuses so rolls the drumfire of criticism of higher education. More than two years of reports have spelled out the problems. States have been quick to respond by holding out carrots and beating with sticks. There are neither enough carrots nor enough sticks to improve undergraduate education without the commitment and action of students and faculty members. They are the precious resources on whom the improvement of undergraduate education depends. But how can students and faculty members improve undergraduate education? Many campuses around the country are asking this question. To provide a focus for their work, we offer seven principles based on research on good teaching and learning in colleges and universities. Good practice in undergraduate education: encourages contact between students and faculty, develops reciprocity and cooperation among students

70. Learning Disabilities OnLine: LD In-Depth: Teaching Parents To Teach Children Ho the balancing act a teacher must perform when teaching social skills skill differences from deficits, and to employ instructional strategies effective to help http://www.ldonline.org/ld_indepth/behavior/prosocial.html

Teaching Parents to Teach Their Children to Be Prosocial Strategies teachers can use to teach parents to teach their children to be prosocial are described. These strategies include teaching incidentally, performing social skills autopsies, coaching emotions, and assigning homework. Issues to be considered when working with parents and children from culturally and linguistically diverse backgrounds are addressed. We propose that by having parents as partners in the instructional process, students will better generalize prosocial skills across situations, settings, and individuals. In their now classic article, Stokes and Baer (1977) described strategies proven to promote generalization of skills across settings, situations, and individuals: Teach students social skills in settings where the skills will be used. If teaching social skills in the natural setting is not possible, we can use role playing to reflect a variety of settings or teach children to self-monitor their use of skills across settings. We can also recruit teachers and parents to prompt, teach, and reinforce use of appropriate social skills. Teach social skills that are valued in the natural setting.

71. Preparing A Teaching Portfolio what should go into a portfolio and how it should be evaluated, institutions necessarily must address the question of what is effective teaching and what http://www.utexas.edu/academic/cte/teachfolio.html

Preparing A Teaching Portfolio A Guidebook Prepared by The Center for Teaching Effectiveness Main Building 2200 The University of Texas at Austin What is a Teaching Portfolio? It is a factual description of a professor's teaching accomplishments supported by relevant data and analyzed by the professor to show the thinking process behind the artifacts. Most portfolios are NOT collections of everything that the professor has done in the way of teaching over his or her entire career. Rather they are selected samples that illustrate how that individual's teaching is carried out in the various venues in which teaching occurs. Edgerton, Hutchings and Quinlan (1991) describe portfolios as follows: Portfolios provide documented evidence of teaching that is connected to the specifics and contexts of what is being taught. They go beyond exclusive reliance on student ratings because they include a range of evidence from a variety of sources such as syllabi, samples of student work, self-reflections, reports on classroom research, and faculty development efforts. In the process of selecting and organizing their portfolio material, faculty think hard about their teaching, a practice which is likely to lead to improvement in practice.

72. Effective Literacy Teaching In The First Years Of School effective literacy teaching in the first years of school. March 2004. What makes teachers and schools effective at improving children s literacy skills? http://www.gtce.org.uk/research/17home.asp

Effective literacy teaching in the first years of school March 2004 What makes teachers and schools effective at improving children's literacy skills? Literacy teaching is a hotly debated topic in education. This month we look across three separate primary school studies to see what they can collectively tell us about effective literacy teaching. The three studies are: Literacy Instruction in Nine First-Grade Classrooms: Teacher Characteristics and Student Achievement. Ruth Wharton-McDonald, Michael Pressley, Jennifer Mistretta Hampston, Elementary School Journal, V99, 2, 1998. A Study of Effective First Grade Literacy Instruction Michael Pressley, Ruth Wharton-McDonald et al, Scientific Studies of Reading V5, 1, 2001. Effective Schools and Accomplished Teachers: Lessons about Primary-Grade Reading Instruction in Low-Income Schools Barbara M. Taylor, P. David Pearson, et al, Elementary School Journal, V101, 2, 2000. The studies are from the USA, but the issues will be familiar to all teachers of literacy in England and we think that the examples provided in the three studies will help teachers relate the research to their own contexts. The three studies were all included in a recent systematic review* of effective literacy teaching in the 4 to14 age range of mainstream schooling. They were selected for this synthesis RoM because they were judged by the review team to provide significant evidence about the characteristics and practices of effective teachers of literacy, they complement each other and they provide evidence about issues and practice in literacy teaching which address the needs and interests of teachers in England.

73. Technology Teacher Training Programs of any subject or tool, we personally need to understand its value, then develop proficiency in the area and finally develop effective means of teaching it to http://www.computerlearning.org/articles/Training.htm

Effective Programs for Training Teachers On the Use of Technology by Sally Bowman Alden Executive Director, Computer Learning Foundation The Computer Learning Foundation is an international non-profit educational foundation dedicated to the advancement of effective use of technology, particularily among our children. To achieve this goal, the Foundation's materials and programs all focus on providing educators and parents with the information and resources they need to provide the most effective computer experiences for our children. Our educators and parents did not grow up with computers and have not been schooled in their use. If we are to gain the many benefits technology offers our children in learning and their futures, our teachers must be provided with on-going opportunities to develop their understanding of the value of technology to themselves personally and professionally and effective uses in the classroom. Thus, training is a primary focus of the Foundation. Every October, the Computer Learning Foundation hosts Computer Learning Month and numerous national competitions to encourage teachers, parents, community members and students to explore new ways of using technology and to share their knowledge with others. To emphasize the importance of training our teachers and to recognize effective teacher training programs, the Foundation hosted two national teacher training competitions in 1989: (1) a state nomination program and (2) a self-nomination program. Several trends emerged across these programs that effectively train our teachers which are briefly discussed below. Highlights of the winning teacher training programs are also included.

74. Summary: HR 2211, The Ready To Teach Act Programs administered through state grants would focus on effective teacher preparation, placing a renewed emphasis on the skills needed to meet the highly http://edworkforce.house.gov/issues/108th/education/highereducation/2211billsumm

Committee on Education and the Workforce the Workforce Committee John Boehner, Chairman 2181 Rayburn HOB · (202) 225-4527 BILL SUMMARY The Ready to Teach Act – H.R. 2211 The first in what will be a series of bills to reauthorize the Higher Education Act, the Ready to Teach Act seeks to meet the call of the No Child Left Behind Act (NCLB) to place a highly qualified teacher in every classroom. The No Child Left Behind Act, the bipartisan K-12 education reform package signed into law in January 2002, seeks to close the achievement gap between disadvantaged students and their more fortunate peers, and ensure that every student in America is given the opportunity to learn from a highly qualified teacher. NCLB calls for a highly qualified teacher in every public school classroom by the 2005-2006 school year, lending new urgency as Congress reauthorizes the Higher Education Act and the programs that enhance teacher training programs in America The Ready to Teach Act would amend Title II of the Higher Education Act, strengthening and improving teacher training programs to ensure they are providing prospective teachers with the high quality training needed to enter the classroom ready to teach. As under current law, H.R. 2211 would authorize three types of grants to improve the training of the teachers of tomorrow: State Grants, Partnership Grants, and Teacher Recruitment Grants. State Grants Aligning with the No Child Left Behind Act to Prepare Highly Qualified Teachers

75. Welcome To TEACH Wisconsin 05 Budget Bill by Governor Doyle, the functions and departmental duties of teach Wisconsin will be moved to the Department of Administration effective August 10 http://www.teachwi.state.wi.us/

Welcome to TEACH Wisconsin! T echnology for E ducational Ach ievement ( TEACH ) Wisconsin provides support for investments in educational technology and telecommunications. Wisconsin's schools, libraries, cooperative educational service agencies (CESAs), charter schools, secured juvenile correctional facilities, private colleges, tribal colleges, and technical colleges are all served by TEACH. TEACH Wisconsin assists educational institutions as they seek to: Access technical and communication resources to improve teaching and learning; Accelerate the use of technology to allow students to learn without the barriers of distance and time; and Collaborate technology efforts with other educational agencies. Since its inception in October 1997, TEACH continues to strive to ensure that Wisconsin students and citizens are ready for the 21st century. TEACH is committed to assist all of Wisconsin as we face the challenges of tomorrow. TEACH and the Governor's Budget With the signing of the 2003-05 Budget Bill by Governor Doyle, the functions and departmental duties of TEACH Wisconsin will be moved to the Department of Administration effective August 10, 2003.

76. TEACCH - Structured Teaching of reinforcement. To utilize reinforcement as an effective teaching tool, a teacher must be systematic in her use of it. The type http://www.teacch.com/structur.htm

Structured Teaching Autistic students respond well to structure. A teacher must structure the classroom in order to effectively teach autistic students. These statements or similar ones are often proclaimed by teacher trainers and other professionals familiar with autism. But many times there is minimal understanding of how to plan for and use the concept of structure. The dictionary states one definition of structure as the action of building or constructingarranging things in a definite pattern of organization. For example, a gardener desiring a prosperous garden must use structure in planning and cultivating a garden. Seeds and plants must be arranged with a definite pattern of organization and using systematic methods to-allow for individual preferences and needs of plants for shade, sun, water, and closeness to other plants. Using this structure will amplify a plant's strengths and help to compensate for and circumvent its weaknesses. The plant will then grow faster and bear more fruit. Teachers, too, must structure and organize classroom life in order for students to expand their strong areas as well as grow in their weaker ones. Before further exploring the use of structure in the classroom, it will be helpful to briefly review some of the deficits of autism and how they can point to a need for structure when planning for successful learning experiences.

77. Expert Instruction: Adventures With Animals- How To Effectively Teach Using Vari teaching technique, but this course should serve to educate the parents, educators, and homeschoolers about how the internet can be an effective teaching tool. http://experts.universalclass.com/GuruKrista

Join Now Sign In Money I've Earned My Awards ... Shopping Cart Tuesday, June 8, 2004 You Are Here: Home > Instructor Krista Schmidt Profile of Instructor Krista Schmidt - Member Since 12/12/01 Categories Accounting Alternative Medicine Animal Care and Pets Arts and Photography ... Degrees / Programs My Views My Classes My Reminders $$ Money I've Earned Course Catalog ... Global Search My To Do's Create a Class Join/Remove a Class My Settings Change Password Edit My Profile Edit My Resume Help ... LogOff "GuruKrista" was last seen on 6/5/2004 5:45:44 PM. About Instructor Krista Schmidt Expertise Include: Culinary Arts Early Education Education Elementary Education ... Time Management Member Picture Thank you for your interest. I hope you enjoy taking my classes as much as I enjoy teaching them! Instructor Ranking Top 100 Instructor List Instructor Rank: No. 61 out of 7259 instructors (based on class page views) UniversalClass Title: Online Mentor Total Page Views: for all courses Student Count: No. of Days Visited: 213 days Classes I'm Teaching Adventures with Animals- How to Effectively Teach Using Various Online Resources (Hot Class!)

78. Teaching Materials Page of teaching process. It can help provide consistency and structure to preobservation meetings, guide the observer in how to observe effectively, and how to http://www.clt.cornell.edu/campus/teach/faculty/TeachingMaterials.html

FACULTY SERVICES 420 CCC, Garden Avenue Extension cornell-clt@cornell.edu CLT HOME PAGE FACULTY SERVICES TEACHING HANDBOOK ... TEACHING MATERIALS Course Design and Planning: Syllabus Template Bloom's Taxonomy Course Materials Checklist Course Planning Questions Active Classroom: Getting Students Involved Classroom Structures Assessing Student Learning: Test Construction Manual Assessment Resources Professional Development: Mid-Term Evaluation Form Observation Checklist Teaching Feedback Form The Center for Learning and Teaching 420 CCC, Garden Ave. Ext. Ithaca, NY 14853 cornell-clt@cornell.edu Cornell Universit y Teaching Materials Course Design and Planning Material s You may download the Syllabus Template if you'd like to follow some recommended best practices for syllabus construction. There are two versions: a MS Word version with word processing formatting, and a

79. Post-Baccalaureate Teacher Preparation Program, Mathematics (5-12) is a robust blend of competencybased learning and assessment across three areas of focus Foundations of teaching, effective teaching Practices (including http://www.wgu.edu/wgu/academics/pb_math_listing.html

Are you a retired member of the military or a professional with a background in mathematics seeking a career change and want to teach mathematics in a middle or high school? Do you hold a bachelor's degree, enjoy math and feel a call to teach? Are you already teaching mathematics but on a temporary or emergency credential? Are you seeking a non-traditional route to teaching that will allow you to convert your 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. WGU's Post-Baccalaureate Teacher Preparation Program allows you to earn a license to teach middle and/or high school mathematics at your own convenience without requiring you to take traditional classes at a bricks-and-mortar campus (none of which may be near you anyway) and without requiring you to take time away from your current workplace. What's in It for You: Benefits for the Graduate This program allows you to: Become a licensed secondary school mathematics teacher with all the benefits that come with that position.

80. Intel Education: Intel® Teach To The Future learning. Participating teachers receive extensive training and resources to promote effective technology use in the classroom. Teachers http://www.intel.com/education/teach/

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