1. Archived: Learning To Teach In Inner-City Schools And With Diverse Populations ( work 1995. learning to teach students' culture, working with neighborhood children and their families, managing classrooms, cooperative learning Houston independent School District http://www.ed.gov/pubs/EPTW/eptw1/eptw1c.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 Learning to Teach in Inner-City Schools and With Diverse Populations (LTICS) Learning to Teach in Inner-City Schools and With Diverse Populations (LTICS). A program designed to develop teachers who choose to teach in schools with inner-city and/or diverse populations and are effective in teaching these populations. Audience Approved by PEP for school districts serving low income multicultural families with a teacher-preparation college nearby, school populations that include teachers and students in grades PreK-12, and all subject area teachers, student teachers, and supervisors. Description Learning to Teach in Inner-City Schools and With Diverse Populations (LTICS) involves the creation of a Teaching Academy that is a collaborative effort of a local inner-city school and a nearby teacher education college. The school/college partnership provides a structure in which a group of supervising teachers, college supervisors, and student teachers develop and learn to implement effective instructional strategies for diverse school populations. The LTICS program is designed to change how teachers think about instruction in the inner-city schools. Weekly seminars focus on understanding the community and students' culture, working with neighborhood children and their families, managing classrooms, cooperative learning, using positive behavior management techniques, planning appropriate lessons, challenging higher-level thinking skills activities, and linking students background knowledge with school lessons.

2. Cooperative Learning Students Working In Small Groups assigning collaborative work to their. students. Small group work learningthe kind of enthusiasm that can. spur students on to independent needed for managing a group project http://ctl.stanford.edu/teach/speak/stwin99.pdf

3. Managing Students With Computers: Best Practice independent work. independent work in the computer lab. independent work which you can teach your students the basics about Collaborative learning, in which students work in teams to http://www.wnet.org/edonline/ntti/resources/workshops/managing_students/practice

Whole-Class Presentations Demonstrating software Presenting computer-related projects Conducting Internet simulations ... High-performance computers in the lab I. Whole-Class Presentations Most classrooms have one to five computers, which restricts the amount of time students are able to individually spend on the computer. An effective use of limited computer resources is to lead whole-class presentations, where students can learn about technology and participate in projects. Whole-class presentations provide visually dynamic tools that easily convey information to the class and help motivate them about the project. They also bring the class together, while encouraging them to focus on specific skills or subject matters. It is very important for each student to have a clear view of the demonstration screen. Use a large display, such as a television monitor, LCD panel, or video projection system. If a large viewing screen is not available, have your students rotate through the demonstration while others are working on independent group activities.

4. NBPTS - Standards learning fun, for learning can be difficult work that teachers teach individual students, while managing groups students while they are engaged in independent work. At other http://www.nbpts.org/standards/know_do/prop_3.html

What Teachers Should Know and Be Able to Do Introduction What Teachers Should Know and Be Able to Do Policy Position (Five Core Propositions) Supporting Statement ... Conclusion Proposition #3: Teachers are Responsible for Managing and Monitoring Student Learning Professional teachers hold high expectations for all students and see themselves as facilitators of student learning. To fulfill these responsibilities, teachers must create, enrich and alter the organizational structures in which they work with young people. They also find ways to capture and sustain the interest of their students. Because time is a precious commodity in schools, teachers attempt to make the most efficient use of it. To accomplish these tasks, teachers seek to master the body of generic pedagogical knowledge. Teachers Call on Multiple Methods to Meet Their Goals Because students vary in learning styles and because different settings afford differing learning opportunities, accomplished teachers know when and how to alter the social and physical organizational structure of the learning environment. It is not enough to be a master lecturer, for there are many times when lecturing is not an effective way to teach. An outdoor experiment, a mock trial or an economic simulation, for example, may be more appropriate. Alternatively, a playlet or a debate might be a more effective way to engage students in thinking and learning. Teachers know about the breadth of options available to them, such as innovative instructional formats that involve discovery learning, conceptual mapping, brainstorming, working with computers, as well as more traditional tried-and-true methods.

5. Case Study: Using Problem Based Learning (PBL) To Teach Economics The independent learning, research and timemanagement skills that The PBL methodsused at Ulster require students to work within strict time constraints http://www.economics.ltsn.ac.uk/showcase/forsythe_pbl.htm

Case Study: Using Problem Based Learning (PBL) to Teach Economics Up: Home Showcase Learning Approaches Contact: Frank P. Forsythe University of Ulster at Jordanstown (UUJ) teachit225@aol.com Published October 2001 Note: Since writing this case study, Frank Forsythe has authored the PBL Guide in our Handbook for Economics Lecturers Introduction This case study provides a few general observations based on my experiences using PBL to teach economics at Ulster. The two references below provide more specific details on the PBL environments adopted. Although PBL encourages a learning environment in which students are actively involved in the generation of information, there is no suggestion here that these very desirable attributes are attainable only through PBL. The basic PBL format can be adapted to suit the learning environment. Thus, at one end of the PBL spectrum, PBL at Ulster has been used to support formal lectures in an introductory economics module by requiring students to apply key concepts first introduced during lectures to real world situations. At the other extreme, PBL has been used exclusively as the sole teaching method in a final year labour economics module where it replaced the traditional lecture-seminar format.

6. Establishing Independent Learning Routines 2Establishing independent learning RoutinesOkay, its easy to work with a group of four students, but what do I do with the rest of. them?The first concern of many teachers when setting up a Guided Reading program is teach students to be independent learners.teaching students to work on their own and in groups solving their own prob lems and taking responsibility for their own learning http://www.stenhouse.com/pdfs/0383ch02.pdf

7. Online Learning Update a resource page for online learning and asynchronous learning news and research in higher education embracing elearning to teach managers to their work learning experience. students found conference areas for their own group easy to navigate, but they had concerns about managing http://people.uis.edu/rschr1/onlinelearning/blogger.html

Online Learning Update Ray Schroeder, editor, OTEL University of Illinois at Springfield Online Learning News and Research About Ray's News Blogs OTEL UIS Online U of I Online ... Blog Archives Search Online Learning Update Archives of 2,000+ postings: Ray's Home Email Ray var site="s10learning" Wednesday, June 09, 2004 Ten Tips and Tricks for the Online Student - Mark Evans, techLearning In the summer of 2000 I began an online Masters program at the University of Phoenix. I wasn't expecting too many bumps in the online road.... During the first course, I had printed every article, Email, group project, student-to-facilitator communication, lecture, and assignment. I struggled to work within a synchronous and asynchronous environment, while juggling my teammate's schedules, multiple assignments, and my day-to-day job. Finally, after the first course, I realized I had to make some changes. Otherwise, I would never make it through the full 20 months of the program. Through that initial baptism by fire, I quickly developed a set of tips that my fellow classmates and I found useful. posted by Ray Schroeder at 5:30 AM permanent item link postCount('108677705619225082');

8. Learn And Teach - Post-16 Case Studies and provided a more independent learning approach for The students enjoyed the involvementwith the subjects getting useful information and managing their time http://www.sciencemuseum.org.uk/education/teachers/sthames.asp

search visiting exhibitions online let's talk ... printed publications teachers Post 16 Case Studies Post 16 Case Studies BTEC Foundation Course in Art and Design South Thames College David Atkins Who Went? There are 25 students enrolled on the BTEC Foundation Course in Art and Design, with the majority of students aged between 18 and 45. The course is an intense one year programme designed to prepare students for degree or HND courses at University/Art School. What did the Museum offer? What we did on the visit The students had been working on a project related to the theme 'Structure'. Studio work had initiated the practical and visual research, and a visit to the Science Museum was included to develop and extend this input. The students were to collect, sketch and photograph information and subjects which interested them and which related to this theme. This material would then be organised and presented in sketchbooks or worksheets. Students were aware that they were looking for such material as; load bearing, architectural, mechanical, technological, microbiological and geological structures. How and where they found this was up to them. Maps and guides were issued and advice given about the museum. At the start there is a natural tendency for students to spend a lot of time wandering the galleries and getting involved with the more fun/interactive exhibits. Students were advised to spend no more than 30-40 minutes exploring, after which they were required to start their tasks. Students who did not start early found the experience overwhelming, the time remaining insufficient and the task daunting.

9. HeinemannU: Courses as a Structure for Managed independent learning Participants review and then developand teach students a new Unit 3 managing Time, Resources, and Instruction http://www.heinemannu.com/courses/SPCM1.asp

Course Catalog Course Credit How to Register Technical Requirements Course Demo Username: Password: Home About Us Contact Us Community ... Help Desk Courses Course: Course Type: Self-Paced Title: Classroom Management for Guided Reading Developed by: Irene C. Fountas Gay Su Pinnell Start Date: Anytime Length: 120 Days Pricing: Self Paced Student: $129.00 Note: grad credit option(s) require additional fees. See Course Credit page. Who Should Take This Course? Required Text Credit Options Course Outline ... Email this page to a friend This online course is designed to support teachers' exploration of practical, efficient techniques for creating orderly, organized, productive, and exciting learning environments for children in grades K-2. Course Goals: The following topics will be addressed in this interactive course: Creating a community of learners Establishing and teaching routines for self-management of tasks Making decisions about centers and independent work Creating a welcoming classroom Organizing and using materials Managing time and creating a weekly schedule Making rules that work Getting started in your classroom Participant Feedback "Through this course, I was able to pause and reflect on how best to implement the many practical and beneficial [Guided Reading] ideas and teaching methods into my classroom! The experience was worth my time and money. I would highly recommend it to others seeking information on guided reading practices and practical time-saving ideas."

10. BBC | British Council Teaching English - Methodology - Learning Styles fielddependent Field-independent Let students work on some activities Ask studentsto discuss their opinions and beliefs. Analytic learners teach students http://www.teachingenglish.org.uk/think/methodology/learning_style.shtml

Think - ideas on teaching Talk - feedback and communities ... Think Methodology Pronunciation Literature Resources Speaking ... Writing Learning styles and teaching Cheron Verster, teacher trainer and materials developer, South Africa Your students will be more successful if you match your teaching style to their learning styles. What is a learning style? Where do learning styles come from? Why should teachers know about learning styles? What types of learning styles are there? ... What teaching methods and activities suit different learning styles? What is a learning style? Ellis (1985) described a learning style as the more or less consistent way in which a person perceives, conceptualizes, organizes and recalls information. Where do learning styles come from? Your students' learning styles will be influenced by their genetic make-up, their previous learning experiences, their culture and the society they live in. Top of page Why should teachers know about learning styles? Sue Davidoff and Owen van den Berg (1990) suggest four steps: plan, teach / act, observe and reflect. Here are some guidelines for each step.

11. Principles Of Instructional Design And Adult Learning This method helps to encourage independent learning by having students work in tutorlessgroups or with more managing Teaching and learning in Further and http://www.ferris.edu/HTMLS/academics/center/doyle/doylet/principles_of_instruct

12. Learning To Teach of workshops or for independent study by difficult incidents; Understanding and learningfrom diffuclt student presentaions; Giving and managing feedback. Further http://www.brookes.ac.uk/services/ocsd/4_resource/books/ltteach.html

Oxford Centre for Staff and Learning Development OCSLD homepage About OCSLD Archive material Search OCSLD site Learning to Teach David and Carole Baume Research students, research assistants and graduate teaching assistants are increasingly being asked to take on more undergraduate teaching tasks. This series of books written by David and Carole Baume is designed to support these new teachers as they plan and review effective teaching and learning sessions, mark graduate students' work and give useful feedback to students. The booklets build on the experiences of the research students as learners themselves. They include checklists and worksheets which can be used in a series of workshops or for independent study by research students alone or in groups. Titles in the series include: Powerful ideas in teaching and learning CONTENTS Introduction: What is teaching? Students construct knowledge Students need the whole picture Students learn well by doing Taking responsibility for learning Students are driven by assessment Students often only memorise Students' attention is limited Students are selectively negligent Students can be overburdened Students do well in small groups Students have feelings Order this publication Back to the top t

13. RECOGNIZING AND MANAGING RISKS IN WORK-BASED LEARNING PROGRAMS RECOGNIZING AND managing RISKS INWORKBASED learning PROGRAMSDavid R. Hampton, San Diego State UniversityAbstractEighty-three percent of colleges have internships. Many business schools have cooperative. or experiential education programs. will teach in http://www.abe.villanova.edu/proc2000/n103.pdf

14. Qualifications And Curriculum Authority (QCA) - 14-19 Learning - Colleges - Intr responding to the teaching and learning challenges of are available to support independentstudy, including of supporting students in managing their workload http://www.qca.org.uk/14-19/colleges/s8-1-teach-new-a.htm

Qualifications and Curriculum Authority help contact us About 14-19 Glossary ... Print this page Teaching the new A levels 11-16 schools 6th form schools Colleges The nature of the new specifications, the way they are assessed, the teaching time allocated to subjects and the number and ability range of students in a class all have a major impact on how subjects are taught. Some teachers say that there is now less opportunity within their subject for independent learning, particularly at AS, and are looking at ways to ensure that students still develop skills in this area. Ofsted calculates that, on average, less than 10 per cent of students' time is not teacher-directed. Inspectors also point out that students are often positive about how much more they learn when they are required to be at 'supervised workstations'. In several surveys, students have said that what they need most help with is time management - they find it difficult to make the move from recording what needs to be done, to scheduling their work in accordance with priorities. Students' workloads are heaviest when they have two or more teachers for a subject, when coursework deadlines coincide and when they take subjects with similar demands (particularly essay writing). Studies indicate a significant difference in the number of hours that students spend on homework. Determining the level Approaching AS teaching Teaching the VCE Using ICT to build learning skills ... Supporting students Determining the level Some teachers have found it difficult to determine the level of the AS and to adapt their teaching to the new demand. Teachers say they need to see more examples of students' graded work to have an understanding of the level of demand of the A2 and to see results from their own students before they feel secure about the level. Many have chosen a specification because it is close to the syllabus they used previously, perhaps resulting in teaching at the same level. Previous experience of modular courses is useful in designing schemes of work, making decisions about entry for assessment and gauging appropriate teaching level. The clear assessment objectives in the specifications are helpful in planning schemes of work.

15. Bastrop Independent School District, Bastrop, Texas Bastrop independent School District. provides a unique, multistep program to teachK-8 students thinking and learning skills. managing time wisely is the key! http://www.bastrop.isd.tenet.edu/CIkids.htm

Bastrop Independent School District MENU About the Department What is Curriculum? ... Resources Student Resources Return to Curriculum Return to BISD home ... Information Instruction Human Resources News Calendar ... Our Site Department of Curriculum and Instruction Student Resources Last updated September 27, 2002 Animals, Birds, and Insects Just for Fun (grades 3-6) Cartoons and Comics Just for Fun (grades 7 - 12) Crafts, Puzzles, and Games Magazines and Encyclopedias Homework Help and Study Guides Sports Internet and Computers Stories and Books Online Just for Fun (PreK - 2) Virtual Field Trips Animals, Birds, and Insects

16. Teachernet, Setting Homework will help them develop independent learning and organisational However, check firstthat students have the necessary social skills to work cooperatively, and http://www.teachernet.gov.uk/teachingandlearning/Homework/settinghomework/

17. BC Ministry Of Education - Special Education teach the independent use of a personal assignment planner and provide opportunitiesfor teach time management strategies. learning to start work independently http://www.bced.gov.bc.ca/specialed/landbdif/55.htm

Teaching Students with Learning and Behavioural Differences A Resource Guide for Teachers Strategies For Classroom Teachers Time Out Time out is used when a student needs to be separated or removed from the environment where inappropriate behaviour is occurring until he/she can demonstrate appropriate behaviour. It should not be used as a punishment, but rather a time for student self-reflection. It is as a pro-active strategy to support self-monitoring. It is important for the student and teacher to resolve the issue before the next class. Primary student 1 to 2 minutes in class or 3 to 5 minutes supervised elsewhere. A timer should be set. Times can be longer depending on the state of the student. If the individual is very angry, hurt or upset they may need more supervised time alone. Time out can have different names (eg. thinking place)

18. Research Finds Laptop Learning Yields Better Students And Better Teachers Throug a San Franciscobased independent research organization not use laptops, and workon long their responsibilities for instruction and managing student learning. http://www.microsoft.com/presspass/press/2000/Sept00/LaptopPR.asp

Microsoft.com Home Site Map Search Microsoft News Consumer News International News Legal News Events Microsoft Executives Exec Bios/Speeches Board of Directors Bill Gates Web Site Executive E-Mail Other Corporate Info Investor Relations Analyst Relations Fast Facts About Microsoft Image Gallery ... Community Affairs Archives by Month Press Releases Top Stories Research Finds Laptop Learning Yields Better Students and Better Teachers Through Anytime, Anywhere Access Microsoft Anytime Anywhere Learning Pioneer School Highlighted at National Conference As Model for Effective Use of Technology in Schools WASHINGTON Sept. 11, 2000 Today at the U.S. Department of Education's Secretary's National Conference on Educational Technology: Measuring Impacts and Shaping the Future, students and teachers from the Mott Hall School, where every student has his or her own laptop computer, are demonstrating how technology is transforming their learning. New independent research announced at the conference finds that students who use a laptop as an everyday learning tool are better writers, more collaborative and get more involved in their schoolwork. In addition, findings indicate that teachers are improving their teaching methods and showing greater confidence in their classrooms. Since 1997, ROCKMAN ET AL, a San Francisco-based independent research organization, has conducted surveys to assess the experiences of schools participating in Microsoft Corp.'s Anytime Anywhere Learning program, which incorporates laptop learning with the Microsoft

19. Windows XP Tablet PC Edition Vermont Puts Tablet PC to work in the to Classroom learning Learn how students incorporatethe day and why teachers believe it encourages independent learning. http://www.microsoft.com/Education/TabletPC.aspx

Microsoft.com Home Site Map Search Microsoft.com for: Education Home Schools Higher Education College Students ... About Microsoft in Education Windows XP Tablet PC Edition represents a new era of mobile, powerful, versatile computing for education. With a Tablet PC, you choose how, where, and when you want to work and learn. About Tablet PC Highlights Tablet PCs Go to School in Canada PC World : A school district in Canada says tablet PCs have almost replaced paper in the classroom. Using Tablet PC: A Guide for Educators Download this guide to learn how to take the power of a desktop PC anywhere you teach and work. Microsoft; Holt, Rinehart Winston; HP; and Orange County Public Schools Collaborate on Tablet PC-Based Education Project Students at Ocoee Middle School in Florida line up for lighter book bags. A Tablet PC’s Features Come to Life Try this interactive demo to find out how Tablet PC can streamline your day. Send your first handwritten e-mail with digital ink technology, and see how Tablet PC can get you mobile. Top 10 Benefits of Tablet PC Powerful, mobile, and versatile, Tablet PC is one of the most useful tools for making educators and students as productive as possible away from their desks.

20. Beginning Teach Individualized Growth Plan STANDARD 5 MOTIVATION AND MANAGEMENT. space and activities in ways that are conduciveto learning. prepares students for, and monitors independent and group http://www.nhcs.k12.nc.us/quality/KeyIndicators.htm

The INTASC Standards and Key Indicators STANDARD 1: CONTENT PEDAGOGY The teacher understands the central concepts, tools of inquiry, and structures of the discipline he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students. KEY INDICATORS The Candidate: demonstrates an understanding of the central concepts of his or her discipline. uses explanations and representations that link curriculum to prior learning. evaluates resources and curriculum materials for appropriateness to the curriculum and instructional delivery. engages students in interpreting ideas from a variety of perspectives. uses interdisciplinary approaches to teaching and learning. uses methods of inquiry that are central to the discipline. STANDARD 2: STUDENT DEVELOPMENT The teacher understands how children learn and develop, and can provide learning opportunities that support a child's intellectual, social, and personal development. KEY INDICATORS The Candidate: evaluates student performance to design instruction appropriate for social, cognitive, and emotional development.

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