21. Creating A Constructivist Learning Environment Using ICTs To Teach Concepts And to be introduced to prepare students to become independent learners. and skills formanaging student learning and behavior engage in active learning process in http://www.aare.edu.au/01pap/atp01017.htm

AARE Conference, 2001 ATP01017 Creating a constructivist-learning environment using ICT to teach concepts and skills in classroom management: An exploration at NIE, Singapore. National Institute of Education, Singapore Paper to be presented at the International Educational Research Conference, University of Notre Dame, Fremantle, Western Australia, 2-6 December 2001. Creating a constructivist-learning environment using ICT to teach concepts and skills in classroom management: An exploration at NIE, Singapore. National Institute of Education, Singapore Abstract Development of ICT has provided new opportunities for delivering instruction in institutes of Higher Education. At NIE we have made an attempt to develop a learning environment that delivers course materials to students in a variety of formats. An indigenous CD-ROM was developed as a comprehensive resource to facilitate learning the concepts and skills associated with classroom management. The CD-ROM was set up in a web-based format so that it could interface with video-clips and websites that are relevant to classroom management issues. Communication with the students was maintained through Blackboard communication tools. The students also had opportunities to interaction on a face-to-face basis with their peers and the tutors during tutorials. This paper reports on this endeavor in using the new technologies in delivering a teacher education module on classroom management and the perception of students who participated in the experiment.

22. VECO Online Guest - Paul Kearney: Enterprising Ways To Teach And Learn (set Of 4 to teach students project management skills or provide more authentic learning experiencesfor personal becoming a selfstarting, independent learner for life. http://www.veco.ash.org.au/guest/pkearney/kearneybook.asp

The VECO community now operates as e-vocation through the ECEF website Express Menu About VECO What's New? Roundup Help! VECO Discussion Other networks VECOCafe Chat VECO Forum Noticeboard Calendar of Events Online Guests Event Reports VECO Gallery Resources Library Program Registry VECO workshops Net Links Site Map Enterprising Approaches to VET (Paul Kearney) Event home guest bio background archives ... Index to all guests Online Guest - Paul Kearney November 8 - 19, 1999 Enterprising Ways to Teach and Learn (4 book series) The Concept any part of the curriculum. Generally, learning which is more enterprising draws on the great progressive traditions of education and involves students taking responsibility for learning, learning first-hand rather than second-hand, learning with and from one another, and learning to theorise. More than ever young people need enterprise: the capacity and willingness to initiate and manage creative action in response to opportunities or changes, wherever they appear. They need not only to have ideas but do something about them, to take advantage of what might be rather than accepting what will be. They need to make things happen - even when life is difficult and uncertain. This is not just about entrepreneurialism in a commercial context, you need enterprise to look after yourself and others. These books then are about two of most important aspects of modern life: learning and being enterprising.

23. EducationGuardian.co.uk | Teach | Critics' Choice All work can be saved and resumed at any point. demo files and videos, making it anideal tool for students supported by teachers and independent learners. http://education.guardian.co.uk/schools/teach/story/0,14037,1144366,00.html

Sign in Register Go to: Guardian Unlimited home UK news World news Archive search Arts Books Business EducationGuardian.co.uk Film Football Jobs Life MediaGuardian.co.uk Money The Observer Online Politics Shopping SocietyGuardian.co.uk Sport Talk Travel Audio Email services Special reports The Guardian The weblog The informer The northerner The wrap Advertising guide Crossword Dating Headline service Syndication services Events / offers Help / contacts Information Living our values Newsroom Reader Offers Style guide Travel offers TV listings Weather Web guides Working at GNL Guardian Weekly Money Observer Search this site Go to ... More articles about teaching Previous articles Teaching buddies ease the transition to secondary school Critics' choice Plan your own lesson Deep end: Why extracurricular activity is sacred ... Master class: Redistribute the wealth management Critics' choice Chris A Butlin and Lindsey Fraser Tuesday February 10, 2004 The Guardian Photosynthesis The web Photosynthesis: www.emc.maricopa.edu/faculty/farabee/BIOBK/BioBookPS.htm Suitable for This website contains a description of the overall process and its associated reactions. There are excellent diagrams of leaves. Absorption of various wavelengths of the electromagnetic spectrum by chlorophyll and other pigments is dealt with. Light and dark reactions are tackled in some detail, with excellent explanatory diagrams including the molecular structures of chlorophyll a and b. Additionally, the site briefly covers the carbon cycle, provides learning objectives for this area, has a glossary of terms, a series of review questions and a few links.

24. Section II-C, State Of The District-2002 These are intensive independent study projects on topics of contributing to an environmentthat supports student learning. for monitoring and managing our work http://www.pkwy.k12.mo.us/sod/IIc.html

Section II-C Professional Developmen t Teachers: The Parkway Professional Development Model for teachers is built on three premises. First, professional development must occur at every stage of teachers’ careers, from induction to retirement. Second, professional development can support the basic expectation that every student deserves competent, professional teachers. Third, professional development can allow for some teachers to extend beyond excellence in the classroom to make a commitment that influences the profession at large. The Professional Development Plan in Parkway is designed to help faculty members meet five teaching standards. These are: Teachers are committed to students and their learning. Teachers know the subjects they teach and how to teach those subjects to students. Teachers are responsible for managing and monitoring student learning. Teachers think systemically about their practice and learn from experience.

25. Question 12 Questions If not, what skills do they need to learn so that they can work Decide on studentoptions for independent activities. teach management skills to students. http://www.gifted.uconn.edu/3summers/semglc12.html

Planning Points in Curriculum Compacting Please keep your answers brief (75 - 125 words). Teacher Issues: How many above average ability students am I likely to have next year? Are these students likely to need of some modifications of the grade level curriculum? Am I willing to allow students to participate in enrichment or acceleration activities as one way of dealing with their above average abilities? Am I willing to try pretesting and interest and strength assessment as a way of identifying the needs of above average students in the regular classroom? In which subject areas are my students likely to need compacting? In what subject areas will I compact? Reading Math Spelling Grammar Writing For which students will I compact? Talent Pool students who are working on a Type III investigation. Any Talent Pool students who need it. Only Talent Pool students with work habits. Any student who needs it. Any student with independent work habits. Pretest Issues: What are my grade level content objectives? Do I have pretests for these objectives?

26. Study Methods For Students At ICELS, Oxford Brookes University, UK Some students say tutorials are one of the best parts of the topics which interestyou most, manage your time and develop independent learning skills, or http://www.brookes.ac.uk/schools/education/icels/icels_ancillary/found_acc/icels

Westminster Institute of Education WIE Home ICELS ICELS home ICELS courses ... Contact us Study Methods The way that lecturers teach and you learn may be different from your present education. Here are some methods which may be new to you Managing your own learning We help you to develop the skills you need for your future studies and career. In addition to lectures and seminars, you spend a lot of time in private study using the University's many study facilities. You organise your time, plan your work, learn to solve problems, gain confidence Your lecturer sets deadlines, advises and guides you Lectures and notetaking Sometimes this is difficult at first because the lecturers seem to talk fast, use words you can't understand or have an accent. You will find it easier after a few weeks! You can ask your lecturer or fellow students to explain after the lecture; take a course in Listening and Note taking; read about the topic before the lecture; read the handouts from the lecturer (some lecturers place these on the University's Intranet); practice using short forms for note taking; consult some of the excellent study guides in the Library

27. Research At Vanderbilt:Classroom Management So is independent thinking and to find ways for students to acquire skills at selfmanagement. aplace that students perceive as enjoyable, where learning is fun http://www.vanderbilt.edu/News/research/ravs97/ravs97_7.html

Classroom management Rules are in. So is independent thinking. When she was at the University of Texas at Austin 20 years ago, Carolyn Evertson directed a research program that was the first to study how elementary and secondary classroom teachers started the school year and how they established their initial rapport with students and got their classrooms off to a smooth start. "There were a lot of opinions about what teachers should do, but no one had ever studied what teachers actually did in their classrooms," said Evertson, chair of Peabody's Department of Teaching and Learning and a professor of education. "From those initial observations and 10 subsequent studies, we learned a great deal about how effective teachers manage the learning environment. For example, they begin early to teach rules and procedures; they monitor students' academic work and behavior carefully; they are proactive in stopping misbehavior before it happens; they establish ways to provide students frequent feedback; and they work at making their instruction clear." Knowing how teachers succeed in traditional classrooms, Evertson decided last year to learn how teachers succeed in more challenging and complex classroom settings. "We had learned how teachers operated effectively in more traditional settings where the teacher is the center of the instructional activities and the main source of information besides the textbook," she said. "We wanted to understand how effective teachers managed classrooms in which many activities were going on at once and where students were working together and where students learned to take responsibility for their own learning."

28. Laura Robb/Managing A Reading Workshop An important aspect of managing workshop is offering students to six weeks for studentsto learn how to and; negotiate the ground rules for independent reading. http://teacher.scholastic.com/professional/readexpert/managing.htm

Scholastic Home About Us Site Map Search ... Read Alouds Managing the Workshop Essential Experiences Journals Student-Led Discussion Groups Books by Laura Robb ... Reading Discussion Board Laura Robb Reading Workshop: Managing the Workshop Tips on Independent Work Behavior Guidelines Preventing Disruptions Choice Time Ideas An important aspect of managing workshop is offering students consistent routines that balance teacher-led, students-led, and choice-reading experiences. During the opening weeks of school, I focus on these two strategies: Discover the kinds of reading support students need, then organize small strategic-reading groups. Teach the class how to work in groups, pairs, and alone without the support of a teacher. Teach Students to Work Independently It can take from four to six weeks for students to learn how to work on specific tasks without your guidance. Teach them how to:

29. Research Finds Laptop Learning Yields Better Students And Better Teachers Throug Microsoft Anytime Anywhere learning Pioneer School Highlighted at National Conference As Model for Effective Use of Technology in Schools their learning. New independent research announced at the 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

30. The Age been invented yet, then they must become independent learners. forefront of new teachingand learning, and each budget and resources, and managing any aides http://www.theage.com.au/articles/2004/04/26/1082831473145.html

@import url("http://theage.com.au/css/theage.css"); Soon you will need to register to read this article We will be asking all readers to register for full access to The Age website in the near future. ( Already registered? Or did you register for The Sydney Morning Herald Rugby Heaven , or Realfooty websites? You do not need to register again. LOGIN to continue to your Article Register today to win $30,000 WIN $30,000 Register later and continue to your Article National World Opinion ... f2 member agreement

31. Qualifications And Curriculum Authority (QCA) - 14-19 Learning - Colleges - Intr colleges are developing the use of IT for flexible and independent learning. see theirwork as part of their whole learning programme; make managing assessment. http://www.qca.org.uk/14-19/colleges/index_s3-7-guidance-support.htm

Qualifications and Curriculum Authority help contact us About 14-19 Glossary ... Print this page The contribution of guidance and support to student success is indicated by action research projects on improving retention and/or achievement rates. Following such projects, 43 out of 87 colleges adopted strategies focused on student support, while a further 17 made changes to both support systems and curriculum design. Those giving guidance to applicants to HE should consult the UCAS and HEI websites to keep abreast of developments in admissions criteria and policies. Schools and colleges can also inform local HEIs about the implications of the changes. UCAS recommends to HEIs that they enter into discussions with schools and colleges to develop agreed progression routes. Guidance and support for 16-19 students 11-16 schools 6th form schools Colleges Providing guidance and support for students has become increasingly important in the context of the: provision of a more complex, flexible curriculum possibilities of making changes within a two-year programme Widening Participation initiative government target of HE experience for 50 per cent of 18- to 30-year-olds.

32. Tips/Managing Papers help organize morning work and independent work throughout the the chance to be responsible,learn filing skills Share your tips for managing Papers click here http://atozteacherstuff.com/Tips/Managing_Papers/

A to Z Teacher Stuff ~ Teacher Resources, Lesson Plans, Themes, Tips, Printables, and more advertise click here to join 20,000+ Download Teacher home themes lessons ... Tips : Managing Papers Visit Network Sites ... A to Z Teacher Stuff Store.atozteacherstuff.com LessonPlanz.com SearchEducation EduBanners TIPS INDEX featured . . . Organization Parent Involvement Homework Classroom Jobs ... Bulletin Boards CLICK TO FIND ALL TIPS: Attendance/Lunch Back-to-School Bathroom Procedures Bulletin Boards ... Teaching Strategies Managing Papers Add a tip to this category Teacher-Tested Tips: Finished Work and Work in Progress Boxes new Submitted by: Heather Clark This tip will help organize morning work and independent work throughout the day. I used two shallow boxes (plastic baskets could also be used) and labeled one with "Finished Work" and the other with "Work in Progress". I placed these boxes in front of my desk and as students completed their written assignment they put their work into the box labeled "Finished Work". When time was up the students with incomplete work... more »» Rate It An Organized Way to Return Papers Submitted by: Jodi To help students stay organized and clutter free, I have a place on a table in the back of the room where all the corrected papers get piled. Every Friday, I assign two students to sort the papers by name and they put them into folders that are also kept in the back of the room. On these folders I have columns. There is a column for the date, teacher comments, a behavior grade for the week, and parent signature. Once...

33. Beginning To Teach Geography Classroom management and the planning process developing a purposeful learning environment,resource deployment and promoting active and independent learning. http://www.tech.port.ac.uk/tud/db/UnivPort/level_2/U10788.htm

Beginning to Teach Geography Local Key Hemis Key Base Key Credit Points Lecturer Dr Louis Murray Coordinator Dr Louis Murray Delivery Mode Campus - Block Release Status A Materials Normal Level Notional Study Hours Standard Hours Scheduled Activities Two week University induction period followed by University taught sessions on Mondays and Tuesdays, with school placement on Wednesday, Thursday and Friday. Weeks beginning 25 Nov, 2 Dec and 9 Dec will be spent entirely in schools. University taught sessions amount to 160 hours. Minimum formal mentor contact time is 1 hour per week. Min Student Numbers Max Student Numbers Prereq Named None Postreq Named None Coreq Named None Excluded Combinations None Dependancies None Prereq Statement None Ass Weight Exam Ass Weight Con Ass Weight Other Abstract None Aims To introduce PGCE students to the craft and practice of Geography teaching. To introduce students to the range of standards they are required to meet, as prescribed in “Qualifying to Teach”. To enable students to exhibit competence in teaching and related classroom activity where primary responsibility for effectiveness resides with mentors and tutors. To gain subject knowledge and understanding in 14-19 Geography.

34. Managing Students With Computers: Best Practice Giving less knowledgeable students independent tasks on the Centers (or ComputerLearning Centers) exist For more information about managing technical issues http://www.thirteen.org/edonline/ntti/resources/workshops/managing_students/prac

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.

35. Teaching Horribly Large Classes Seminars Combine minilectures with independent group activities; about what is essentiallearning how it project offers guidelines for managing, teaching and http://www.flinders.edu.au/teach/teach/lecturing/largeclasses.htm

Teaching for Learning Home Teaching Strategies Lecturing Making Good Practices Public ... Evaluation of Teaching Search the TEACHING FOR LEARNING site Contact: teach@flinders.edu.au Teaching Horribly Large Classes Strategies for dealing with teaching problems and student problems Problems in large classes Staff find it difficult to meet the needs of all students It's difficult to keep track of everything There isn't time to meet all the course objectives Large groups can be heterogeneous Not enough books in the library Students easily become isolated Students don't have the necessary independent learning skills and group work skills Lecture rooms are too small It's hard to tell if students have understood the lecture material It is hard to achieve consistency between tutors in seminars and in marking It's difficult to mark group projects fairly Impossible to give students detailed feedback in writing Self and peer assessment may be a solution but students can't do it without training Difficulty in motivating students Points at which to address the problems of large classes Topic design Teaching modes Assessment task design Teaching strategies Focussing on the essential Include administration, assessment and feedback strategies into classroom activities

36. Supervision Management managing Meetings. it allows social comparison and reduces stress of learning in isolation Independentstudy does not have to mean student isolation; There is an http://www.flinders.edu.au/teach/research/hons/strategies.htm

Teaching for Learning Home Research Education Honours Supervision Setting Expectations ... Honours Supervision Resources Search the TEACHING FOR LEARNING site Contact: teach@flinders.edu.au Supervision Management These Supervision Management Strategies are as used and recommended by Dr Robert Boeckmann, Psychology Department, Flinders during a recent Research Education Workshop facilitated by the Staff Development and Training Unit covering the following areas: Managing' your student Managing the supervisor's role and the supervisory relationship Managing Time Managing Potential Problems ... Managing Meetings 'Managing' your student Establish goals. Ask "Why are you here?", "What do you want to achieve?". Your students can be reminded of their goals at low points in the year to refresh their motivation. Help your students to manage their emotions, especially stress and anxiety.

37. Preparing To Teach Literacy (html) teachers from both the school management team and institutions, all programmesinvolved student teachers in independent learning activities and http://www.hmie.gov.uk/documents/publication/pttl-04.htm

Previous Contents Next Preparing to teach literacy staff's regular demonstration and modelling of effective teaching; the sharp focus in lectures and, especially, workshops on specific key aspects of the teaching of literacy; and staff's good use of student teachers' previous experiences to stimulate their thinking about how pupils learn to read and write. HEIs should share their expertise to devise effective ways of demonstrating to student teachers that good theory and good practice are inextricably inter-related. In some HEIs, there was need to ensure more overt and consistent attention to helping student teachers develop their understanding of the role of language in learning their subject and effective ways of teaching pupils to read and write within it. Opportunities were sometimes missed to help student teachers see how significant language dimensions in activities and assessment assignments were related to effective teaching in a subject. However, this issue was raised by enough school staff with experience of supporting student teachers to suggest that the HEIs should consider how best to meet the need for more detailed information, possibly using print materials and/or web site facilities. However, in several institutions there were student teachers whose own command of language was limited. These students needed more proactive guidance and support from the HEI on where and how to find help.

38. GDN Guide Summaries Teaching and learning Issues and managing Educational Change in is on the use by studentsof learning use to ones which are designed for independent learning. http://www.chelt.ac.uk/gdn/guides/summary.htm

Summaries of the GDN Guides Teaching and Learning Issues and Managing Educational Change in Geography Lecturing in Geography Small-group Teaching in Geography Practicals and Laboratory Work in Geography ... Top of the page Teaching and Learning Issues and Managing Educational Change in Geography Why on Earth should anyone want to be bothered with improving their teaching, when there are so many other things to do in higher education institutions? Doing research, making applications for research funding, reading the recent literature, doing consultancy, writing papers and books, sitting on important committees, administering conferences, organising undergraduate and postgraduate courses, preparing submissions to assessment exercises... the list is almost endless, without teaching getting in the way of the real job! And after all, we can all teach - we've had it done to us many times in the past! Many academic staff believe that promotion is too dependent on published work, and that there is too little on devotion to teaching. Teaching is sometimes regarded as the poor relation to research, something which everyone can do - yet it is something for which few University academics have received more than token training. This Guide gives an overview of the issues relating to the teaching and learning of Geography in UK higher education, and provides an overview of the other nine Guides in the series. It also looks at implementing change via educational development, drawing on specialist expertise to demonstrate how to initiate the good practices identified in the other Guides.

39. Strategies For Differentiating A modification of the independent study is the buddy A learning contract is a writtenagreement between teacher weekly work goals and develop management skills. http://members.shaw.ca/priscillatheroux/differentiatingstrategies.html

www.enhancelearning.ca Site Map MENU Home Welcome Changing Attitudes Brain Research ... What are the other students doing? Within the four ways for differentiating instruction there are embedded several other learning strategies which are used in conjunction with each other. (http://www.dese.state.mo.us/divinstr/gifted/pubref.htm#INSTRUCTIONAL%20STRATEGIES) Missouri Department of Education Teachers new to differentiating instruction may initially choose to use individual strategies and begin by differentiating either content process or product It is also important to recognize that there is a considerable overlap between the strategies listed below. As teachers become comfortable with these strategies several may be very effectively employed simultaneously. For example: students may be grouped by interest but may also have activities set at different levels of complexity (questioning levels/abstract thinking processes) resulting in varying products that employ students' preferred learning modality (auditory, visual or kinesthetic).

40. Independent Study Course Descriptions independent Study/Year Round. learning Logs. managing the ELL Technological Classroom;Excellent Websites; Internet Search Strategies; Test 4. Unit Five. http://www.webteaching.com/IS_courses.htm

Professional Development Institute Independent Study/Year Round Course Descriptions/Topical Outlines Reading in the Primary Grades (K-3) Course Number: 9364A This online course focuses on helping teachers work with students on key reading skills. The emphasis is on teaching students an explicit, systematic approach to phonics. However, we also address the connections between word attack skills and comprehension as well as using quality literature to inspire young readers. Topical Outline/Three Units Unit One Introduction to the Course Standards in the Classroom Creating a Balanced Reading Program Test #1 Unit Two Phonics and Decoding Onset and Rime Literature that Emphasizes Phonics Test #2 Unit Three Comprehension: Making Meaning of Text Cloze Procedure Test #3 Unit Four Assessment Technology Connections Test #4 Unit Five Language Experience Approach Anticipation Guides DRTA Word Parts Test #5 Unit Six Using Literature to Inspire Readers Written Assignment: Develop an Annotated Literature List Effective Strategies to Improve Student Writing (4-12) Course Number: 9661A This online course focuses on helping teachers work with students on key writing skills. Specific strategies will be introduced and practiced by teachers in the classroom.

A  B  C  D  E  F  G  H  I  J  K  L  M  N  O  P  Q  R  S  T  U  V  W  X  Y  Z

Page 2     21-40 of 95    Back | 1  | 2  | 3  | 4  | 5  | Next 20