41. The Best Lessons: Learning To Teach In A Supportive Context - By Debra M. Sulliv Hill School is a small, independent school that with parents, designing curriculum,developing management skills, and network has scaffolded my learning as a http://www.ascd.org/publications/books/1999scherer/sullivan.html

Overview New Books Browse ASCD Books Books by Topic Books by Author Books by Title Full-Text Books ... Contact the Staff A Better Beginning: Supporting and Mentoring New Teachers Edited by Marge Scherer Table of Contents by Debra M. Sullivan The Best Lessons: Learning to Teach in a Supportive Context A beginning teacher reflects on how supportive administrators create an atmosphere for professional growth. On our way to a conference for new teachers in independent elementary schools, two of my first-year colleagues and I reflected on our first six weeks at the Chestnut Hill School. We spent much of a two-hour car ride from Boston to Little Compton, Rhode Island, talking about our supportive Head of School, reflecting on our Assistant Head's role as the new-faculty mentor, and considering the impact of such administrative guidance on our first year of teaching. Although each of us taught a different grade and faced a variety of professional challenges, we all drew strength from the collection of resources put in place to support us. After spending three days at the conference, however, with beginning teachers from all over New England, we realized that we should not take our positive experience for granted. Many new teachers from other schools felt deprived of administrative support and envied the concept of our first-year mentoring program. Grappling with all of their anxieties as new teachers, our counterparts felt alone and inadequate. My colleagues and I drove home from the conference grateful to have begun teaching in a supportive environment.

42. Active Learning :: Nedra Lundburg :: students become independent, selfreliant learners. Concerns about active learningand responses Makes classroom management more difficult, particularly when http://citla.kysu.edu/Resources/Active Learning/actlearn.htm

Active Learning Nedra Lundburg, Faculty Fellow January 2002 What is it? Students are shareholders in learning, have a stake in the process. Students become independent, self-reliant learners. Students are actively talking, reading, writing, thinking and/or doing something to make the material their own. Concerns about active learning and responses/solutions to concerns Slows class down, class and instructor cover less material Lecturing, even at its best, sometimes is a “stenography” exercise, i.e., students try to transcribe instructor’s lecture, with the resulting student notes often not a pretty sight. Students misunderstand lecture material even when carefully, clearly organized. Students do not retain information from lectures very well, particularly as the class period goes on. Studies indicate students retain only 20% of the information from the last portion of the lecture. Makes classroom management more difficult, particularly when using group work or questioning Careful planning of tasks and clear directions make these activities productive Using a series of strategies helps make group work and questioning orderly and productive.

43. CATALOGUE - Curriculum Corporation Journal of the Association of Heads of independent Schools in choice and negotiationin order to empower students with more ownership of their learning. http://www.curriculum.edu.au/catalogue/product.php?cat_id=757

44. Developing A Teaching Framework year reasonably formally until independent learning skills are We will see classroommanagement as a developmental process with independent group work http://www.leading-learning.co.nz/newsletters/teaching-framework.html

Quality Learning Home Newsletter Index NEWSLETTER Developing a Teaching Framework Leading and Learning is based on a positive and optimistic view of human endeavour. The Editors believe that creative schools and teachers hold the key to true educational innovation in contrast to the current centrally imposed solutions. We believe that if we can create schools and classrooms as creative learning communities where both teachers and students feel trusted and respected, they will be empowered to act for the common good. We feel this approach is an alternative to the mechanistic mindset that is a product of the current 'new right' ideology. Creative teachers and schools can enliven the deadening conformity of thought imposed by the current compliance culture by challenging current assumptions and in the process develop their own set of beliefs to act as a unifying guide for their shared actions. Paradoxically in the process many of the compliance requirements will be covered. The new millennium will demand not an 'either/or' mentality but the creative genius of an 'and' minset - the best of both worlds. Single minded compliance comes with a high price. Our vision is to help schools develop as creative learning communities dedicated to constant reinvention and experiment. These ideas are symbolised in our Logo The lower left represents the childcentred approach felt by critics from the 'new right' as too permissive and lacking rigour. The bottom right represents the traditional disciplined transmission style of teaching - criticised by liberal critics. The top of the triangle represents a creative fusion of the best of both. The logo can be interpreted as child centred, teacher centred and learning centred, or early childhood, secondary and for all ages.

45. Interventions: Reducing Problem Behaviors Through Good Academic Management: 10 S group or individual does not interrupt learning for the independent seatwork can bea prime trigger, though, for Be consistent in managing the academic setting http://www.interventioncentral.org/htmdocs/interventions/behavior/edtchng.shtml

Reducing Problem Behaviors Through Good Academic Management: 10 Strategies View an Adobe Acrobat file of this page Students who are confrontational or non-compliant frequently have poor academic skills, a low sense of self-efficacy as learners, and a very negative attitude toward school (Sprick, et al., 2002). Misbehavior often stems from academic deficits. Educators who work with these behaviorally challenging learners, however, often make the mistake of overlooking simple academic strategies that have been shown to shape student behavior in powerful and positive ways (Penno et al., 2000). Here are ten research-based ideas on academic management that no teacher of difficult-to-manage students should be without! Be sure that assigned work is not too easy and not too difficult. Offer frequent opportunities for choice. Teachers who allow students a degree of choice in structuring their learning activities typically have fewer behavior problems in their classrooms than teachers who do not. (Kern et al., 2002). Providing choices gives students a sense of autonomy and voice in their learning. It should also be remembered that no teacher could possibly anticipate each student's idiosyncratic learning needs in every situation. If students are offered choice in structuring their academic activities, however, they will frequently select those options that make their learning easier and more manageable. In sum, students who exercise academic choice are more likely to be active, motivated managers of their own learning and less likely to simply act out due to frustration or boredom.

46. A-1 Tutor All Subjects At-Home Tutoring Service: Why Teach With Us? to learn effective and successful classroom management techniques. by $1,000 and2) an independent contractor earning banners if you feel like learning more http://www.a1tutor.com/nyc_why_be_tutor.html

Why Teach With Us? Home Page by Raymond La Barbera Since you're reading this, you probably want to tutor our students, either on a part-time or a full-time basis. Since, of course, you could try to obtain students on your own or through another tutoring service, why should you choose to work with us? Search this site or the web powered by FreeFind Site search Web search This page covers the following topics We Can Place Many Students With You We Save You Time We Prescreen Your Students We Teach You Effective Techniques ... Cartoon We Can Place Many Students With You Top Of Page We advertise in yellow page directories. Those with access to the internet can visit our website and use our service. As a result, we receive a tremendous number of tutoring calls and inquiries each and every day. Consequently, we can offer our tutors many more teaching assignments than they could obtain on their own or through other tutoring services. We Save You Time Top Of Page Since there are so many competing tutoring services, we know it's essential to return calls promptly. If too much time passes (and this can be just a few hours), there's a good chance potential clients will have already made arrangements with someone else. Suppose we have ten potential clients to call back. While we'll reach some on our first attempt, more than half require several calls and messages before we succeed in making contact. When we finally reach the parents, they tell us about the student's problems and we, in turn, describe our service and fees. About seven of these ten parents will choose to continue searching for a tutor. We finish the remaining three and obtain what we need to assign tutors.

47. 404 Not Found performance support, knowledge management, and technology needs of tomorrow’s learner– independent, nontraditional focused on immediate use of learning. http://www.xplana.com/whitepapers/category/1

Not Found The requested URL was not found on this server. Apache Server at xplana.com

48. IEEE Learning Technology Standards Groups - Learnativity.com specification language and environment for managing sessions in learning technologysystems can, eg, design spreadsheet tutors independent of specific http://www.learnativity.com/ltsc_groups.html

Learnativity.com Themes Everything you ever wanted to know about standards... Learning Standards Acronyms ... IEEE Learning Objects Groups Overview Summary of IEEE P1484 Learning Technology Standards Committee (LTSC) This document is an unofficial summary of information available at the P1484 web site . It was prepared by Byron Davies as a means to learn about the activities of the Learning Technology Standards Committee (LTSC), and made available as a contribution to the LTSC community. For an introduction to the IEEE Computer Society Standards process, see the Orientation Handbook for Standards Volunteers IEEE Scope: specify architecture/reference model for CAI, specifically ILE and ITS, including (1) framework and vocabulary for describing CAI architectures, (2) information interchange, (3) external interfaces, (4) expectations for component behavior, (5) external services and facilities. (6) documentation/configuration guidelines. Purpose: Need more than just a learner model; also need to specify common architecture for CAI systems. Goal: OMG-like results for learning technology. Benefits: easier maintenance/upgrading, reuse of components for new applications, access to distributed object computing, interoperation with commercial software products, component marketplace. IEEE Learner Model Working Group Scope: syntax and semantics of a learner model, including knowledge, skills, abilities, learning styles, records, and personal information at multiple levels of granularity.

49. TL Forum 1996: McLoughlin - Participation, Self-regulation And The Learning Proc Facilitating independent learning. knowledge, students can learn selfmanagement processesthat In developing self-regulated learning, the research suggest that http://lsn.curtin.edu.au/tlf/tlf1996/mcloughlin.html

Teaching and Learning Forum 96 [ Contents Higher levels of agency for students: Participation, self-regulation and the learning process Catherine McLoughlin Science, Technology and Engineering Edith Cowan University The dilemma/paradox that must be faced is that while most teachers believe that self-regulated, independent learning is important, many do not believe that students are capable of self-regulation. Consequently, they organise all the events of instruction and in so doing, deprive the learners of opportunities to develop such skills. On the other hand students may believe that teacher should make all the decisions about learning and are happy to abdicate all responsibility. It is obvious therefore that there are conceptions to be changed and regulation processes to be learned by both parties to the teaching/learning process. In the university context, is critical to create environments to support self-regulatory processes, and research indicates that apprenticeship systems offer pedagogical principles which can be effectively adopted. Expectations of graduates The focus of national reports and initiatives have identified the purposes of higher education in Australia today and into the 21st century. In clarifying the purpose of higher education, the characteristics and attributes that graduates should have following their experiences at university have been documented (Ramsden 1992; Chubb 1992; Mayer 1992).

50. TEACH IN ASIA - Teach English In China - Teach, English, China Teach English, Te books, performances, videos, and independent films. Graphic Design, Photography,Project Management, Sound, and With a special emphasis on learning to Learn. http://www.teach-in-asia.net/index.php/Arts/Visual_Arts/Education/

Search: search the entire directory search this category only Teach in Hong Kong Teach in Korea Teach in Taiwan Teach in Thailand ... Workshops and Tours See also: Arts: Education Reference: Education This category in other languages: Chinese Finnish German Italian ... ARC International - The Art Renewal Center - Combines on-line international art news, reviews, articles, contemporary salon and a research library of master paintings. This site is devoted to raising 'art' standards and giving recognition to the rare quality paintings of today and the multitude of yesteryear. Art Basics - Find out what makes a great piece of work, what the Language of Design is, art galleries from around the world and what famous paintings are hosted there. Learn about color theory and check out of featured artist of the month which includes a biography of a famous artist, a page about their beliefs and influences, as well as a sample of their masterpieces. Art Department - Roanoke County VA Schools - Features an online student art gallery, the Virginia Art Standards of Learning, philosophy, goals and link collection. Art Newsletter Archive - Archive of newsletters relating to the buying, selling and collecting of fine art. Topics include Buying at a Gallery, Authenticity, Quality, The Art Market vs The Stock Market. Site is updated monthly.

51. Teach-At-Home... A Lifetime Of Learning. ROM based education, assessments and learning management systems that as mentors andfocuses on learning any time distance education and independent High School. http://www.teach-at-home.com/PPP_sample.asp

Home Legal About Us Link To Us ... Contact Please Visit Our Sponsors - They Support this Site and the Homeschool Community Top-rated by homeschoolers Home Education Curriculum: Grade 1 Language and Thinking for Young Children The Guidance Manual for the Christian Home Scho... Math for Your First- and Second-Grader: All You... ... Home Learning Year by Year: How to Design a Hom... Listing Example Resource Center Links (All links open in a new window) Note: Teach-At-Home neither endorses nor is responsible for the accuracy, completeness, or usefulness of any link listed in our index, its content, nor its merchantability or fitness for any particular purpose. For full details, see our Report a broken link here. The following two links are Priority Placement examples.... Priority Placement Program (date entered) Sponsored Link Use Teach-At-Home's Priority Placement Program to assure your business a listing at the very front of the index - a placement that greatly increases the chances of someone choosing your link to visit your web site. Virtual Field Trips Sponsored Link Travel without leaving your home. This virtual tour is done for you all the educational research, site navigation and step-by-step instructions will turn web browsing into a goal-oriented educational experience.

52. Converge We see students become real, independent learners. Seeing students independence inmanaging their own learning is one of the most satisfying parts of my http://www.centerdigitaled.com/converge/?pg=magstory&id=3433

53. TASI :: Advice | Using Digital Images | Practical Ways To Use Digital Images In To encourage students to become independent learners (eg through the useof CAL/distance learning and VLE materials); http://www.tasi.ac.uk/advice/using/use-examples.html

About Us Contact Us Home Advice ... Using Digital Images Introductory Pack Search and retrieval User issues and Digital Rights Management Using images in learning, teaching and research materials In-depth Reports Practical ways to use digital images in teaching and learning Searching for and retrieving digital images Digital image archive user issues Using images in PowerPoint presentations ... Using images in paper-based documents Digital images in multimedia presentations Digital images in multimedia presentations - Introduction Use of images to support instruction and presentation Digital imaging basics Image manipulation and preparation ... PDF Reader Practical Ways to Use Digital Images in Teaching and Learning This list provides examples for ways in which digital images can be used in teaching and learning materials. It has been put together to inspire lecturers new to using digital images: however it is not comprehensive! The list does not differentiate between types of image e.g. photo-realistic, vector, chart or graph. So in looking at the examples below, some thought has to be given to the subject area and pedagogy: the appropriate use of the images within teaching and learning materials and the appropriate 'type' of image to represent the concept. Use of images To illustrate concepts and to show examples of what you are talking about during a lecture when you can't visit the real thing (e.g. building site practices, e.g. VR model of Roman villa) or see the item (e.g. chemical model)

54. National Report - Students And Learning of national excellence in teaching and the management of learning 8.12 The patternof learning has been changing spent outside the classroom in independent study http://www.leeds.ac.uk/educol/ncihe/nr_114.htm

In Chapters and we set out our views about the need for increased and wider participation in higher education. We expect greater numbers of students to come from a broader spectrum of cultural backgrounds and abilities. Many of them will be mature students, increasingly aware of the knowledge and skills that are valued in employment. Given this increasing diversity in students, and the progressive development of communications and information technology, the next 20 years will be a period of major change in the practice of learning and teaching in higher education. The consensus among many educators is that depth of understanding is fostered by an active approach to learning, and by forging the links between theoretical and practical aspects of the subject. For this to be possible, students must have access to more than just the articulation of knowledge in the form of books and lectures. They also need practical experience that rehearses them in the professional or scholarly skills of their field, and the opportunity to develop and express their own understanding and point of view in an environment that gives constructive feedback. Such a vision puts students at the centre of the learning and teaching process and places new challenges and demands upon teachers. As our terms of reference say:

55. NBPTS Certificate: Young Adulthood Career/Technical Education contextualized learning activities, independent and collaborative useful informationabout student learning and development managing and Balancing Multiple Life http://www.nbpts.org/candidates/guide/whichcert/08EarlyYoungAdult.html

@import "../candidate.css"; This site will look much better in a browser that supports web standards, but it is accessible to any browser or Internet device. Candidate Guide: Fields of Certification Early Adolescence through Young Adulthood/Career and Technical Education Overview The Early Adolescence through Young Adulthood/Career and Technical Education certificate is appropriate for teachers who teach career and technical information subjects to students ages 11-18+ and who know industry-specific subject matter. Candidates in this certificate area are required to select one of eight specialty area clusters described in the shaded box "Career and Technical Education Clusters" below. Candidates should select the cluster that best identifies their teaching situation. Below is a set of questions for you to ask yourself about your teaching practice. If you answer "No" to one or more of the questions, you may need to discuss your teaching situation with professional colleagues, your school faculty, a National Board Certified Teacher, your faculty support group, or a state-level official who is directing a fee subsidy program. For the portfolio, will you be able to:

56. CDTL Brief, Newsletter place learning, the potential for becoming independent learners is greatly work bestto facilitate the learning of different know how to use and manage time to http://www.cdtl.nus.edu.sg/brief/v2n2/default.htm

A newsletter of the Centre for Development of Teaching and Learning(CDTL) Feedback Site Map inside this issue Articles Helping Students Learn in the IT Age Why IT Can Never Replace The Lecturer Computer Technology at NUS: Some Reflections IT Showcase ... Is IT It? past issues Archive by Topic Interactive Technology in Education Vol. 7 No. 5, May 2004 Collaborative Learning Vol. 7 No. 4, April 2004 Student Motivation/Teacher Motivation Vol. 7 No. 3, March 2004 Discussion in the Classroom Vol. 7 No. 2, February 2004 IT-supported Learning Strategies Vol. 6 No. 9, September 2003 Vol. 6 No. 8, August 2003 Heterogeneous Student Body Vol. 6 No. 7, July 2003 Postgraduate Supervision Vol. 6 No. 6, June 2003 PDP-T Research Projects Vol. 6 No. 5, May 2003 Vol. 6 No. 10, October 2003 Vol. 6 No. 11, November 2003 Cultivating Leaders Vol. 6 No. 4, April 2003

57. Forum Fall 98: Problem-Based Learning students become selfdirected, independent learners who will used for researchingthe learning issues and new approaches for enrollment management, fee payment http://www.mcli.dist.maricopa.edu/labyforum/Fall98/forum7.html

Fall 1998 Vol 7 Issue 1 IN THIS ISSUE... Signposts for the New Millennium Year 2000: Same, but Different Education in China Chinese Higher Education, In My Eyes ... A China Experience Problem-Based Learning SEE ALSO... The Labyrinth Discussion Maricopa Center for Learning and Instruction Problem-Based Learning: Redefining Self-Directed Instruction and Learning Dean Stover, GWCC Various task forces, professional associations and other groups have recommended educational changes designed to better prepare students to participate fully and productively in today's technology-based workplaces and those of the 21st Century. The key skills listed include critical thinking, problem-solving, teamwork, verbal and written communication, ability to research, and lifelong learning. This recommendation has been articulated in Goals 2000 , the SCANS Reports What Work Requires of Schools (1991) and Learning a Living: A Blueprint for High Performance (1992) , and by educational leaders at the 1994 Wingspread Conference and The National Research Council in 1996 . These organizations also emphasized the need to prepare our students to become successful citizens. A common theme among systemic reform advocates has been that current curriculum and pedagogy often fail to prepare students to use what they have "learned" to solve real problems which they encounter in the workplace or in a democracy. Intuitively, teachers know this is true. We know that what we teach in one class is not often transferred to other classes. To meet this concern and help students become more independent and interdependent learners, we have adopted cooperative learning techniques and developed learning communities so students are required to make connections among courses. These strategies do move us along a continuum toward self-directed learning, but there is another step which better accomplishes this goal:

58. Teaching And Learning Organizing and managing the Language Arts Block A ComprehensionStrategies for IndependentLearners Camille Blachowicz Curriculum for Gifted students and the http://www.nprinc.com/legacy/catalog/staffdev/teaching/

Teaching and Learning School-Wide Strategies for Retaining Great Teachers Video Set Instructional Strategies for the Differentiated Classroom Video Set Developing Minds Multimedia Library Lessons for Life: How Smart Schools Boost Academic, Social, and Emotional Intelligence 3 Video Set Dyslexia Video Lecture Series 3 Video Series: Tape 1: Could it be Dyslexia? Tape 2: Dyslexia: Testing and Teaching Tape 3: Classroom Accommodations for Dyslexic Students At Work in the Differentiated Classroom 3 Video Set: Tape 1: Planning Curriculum and Instruction Tape 2: Managing the Classroom Tape 3: Teaching for Learner Success 2 Video set: Tape 1: Collaborative Planning:Transforming Theory into Practice Tape 2: Collaborative Teaching: The Co-Teaching Model The Genius in Every Child Thomas Armstrong 2 Videos: Elementary Version Early Childhood Version Schoolwide Behavioral Support: Building Systems of Support in Urban Schools Dr. Leonard Burrello, Indiana University A Visit to a Differentiated Classroom Hollywood High Phonological Awareness: From Research to Practice Gail T. Gillon Frame Work in Language and Literacy: How Theory Informs Practice Judith Felson Duchan Executive Skills in Children and Adolescents: A Practical Guide to Assessment and Intervention Peg Dawson and Richard Guare Conducting School-Based Functional Behavioral Assessments T. Steuart Watson and Mark W. Steege

59. VUE: Teacher Training strengths naturally arise, and then managing the process Year 3 materials, analyzestudents’ progress, and learn methods to support independent learning. http://www.vue.org/training_teach.html

Teacher Training Coordinator/Certified Trainer Institutes Museum Docent Training ... Scope of Services Visual Thinking Strategies trains general classroom teachers to use an art appreciation curriculum that helps students find meaning in works of visual art. In doing so, teachers learn a method of student-centered instruction, while both teachers and students build a personal rapport with art that can last a lifetime. There are several aspects to the VTS professional development methodology: Demonstration and analysis. Practice. Teachers apply the newly learned method in their classrooms right away, beginning a 10-lesson curriculum which they continue to teach throughout the academic year; Reflection on practice. There are questions after each lesson to help teachers reflect on their VTS teaching practice, as well as regularly scheduled debriefings during which teachers discuss their experiences with their peers; Peer coaching.

60. CAS Students Learning Centers become a more confident and independent learner; and prepare for lifelong learning. assistancein note taking, time management, test preparation http://www.cas.psu.edu/docs/casuged/Centers.html

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