61. Enterprising Ways To Teach And Learn trying to teach students project management skills or curriculum; provide more authenticlearning experiences for a selfstarting, independent learner for life; http://www.ecef.com.au/web/oc/oc_library.nsf/ECEF/oc_clewt

E-COMMUNITIES Join a Community e-vocation e-careers ... Community library Enterprising Ways to... Community Library Enterprising Ways to Teach and Learn Date Submitted: Abstract: Enterprising teaching and learning will require or encourage students, not simply to 'learn enterprise', but to use their enterprise in learning any part of the curriculum. A less enterprising approach, on the other hand, will 'rob' them of the chance to use their initiative, be resourceful, make decisions, solve problems, look for opportunities and take risks in the way they learn. These less enterprising approaches can, in fact, permanently 'de-enterprise' students. The more enterprising approaches will empower them as self-starting learners for life. Document Type: Resources A less enterprising approach, on the other hand, will 'rob' them of the chance to use their initiative, be resourceful, make decisions, solve problems, look for opportunities and take risks in the way they learn. These less enterprising approaches can, in fact, permanently 'de-enterprise' students. The more enterprising approaches will empower them as self-starting learners for life 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.

62. WELCOME! The Learning Centre, The University Of New South Wales, Sydney, Austral Any students wanting English language tuition should However, you can use learningCentre resources to resource library at The independent learning Centre, or http://www.lc.unsw.edu.au/what.html

Frequently Asked Questions Where is The Learning Centre? The Learning Centre at The University of New South Wales has three locations: Kensington Campus The Learning Centre Room 231, Level 2, Library Building. (enter through the doors facing the Library Lawn and turn left). Phone: Email enquiries: l.puni@unsw.edu.au The Independent Learning Centre Hut G23 (Between the Mathews Building and the Upper Campus Parking Station). Phone: Email enquiries: tilc@unsw.edu.au COFA Campus The COFA Learning Centre Block G, Room 109 Phone: What does The Learning Centre do? The Centre aims to: create a place where students and colleagues are supported in their independent pursuit of learning. work with students to develop strategies to allow them to explore and fulfil their academic potential. work closely with colleagues in faculties, schools and other units. contribute professionally to the broader academic community. The Learning Centre provides a wide range of academic support services to students enrolled in degree programs at the University of New South Wales. At The Learning Centre, we assist students in adjusting to academic culture and to new approaches to learning and teaching. The Centre also offers a range of learning and language assistance programs.

63. University Of Pittsburgh - Teaching Times they can become good problem solvers and independent learners. rather mundane yetpractical aspects of learning. the importance of managing time efficiently http://www.pitt.edu/~ciddeweb/FACULTY-DEVELOPMENT/TEACHING-TIMES/SEP2002/singh.h

U N I V E R S I T Y O F P I T T S B U R G H Volume VIII, Number 1 September 2002 Back to TOC Chancellor's Distinguished Teaching Award Chandralekha Singh’s students apply physics to “everyday experience” C handralekha Singh, Physics and Astronomy, is intensely interested in her teaching – so much so that she does research in physics education, continually developing new activities. Driven by a passion for her field and a concern for students, her teaching goal is “to enable students to use basic scientific principles flexibly to predict and explain diverse physical phenomena in everyday experience.” In this way she hopes they can become good problem solvers and independent learners. Another strategy Singh uses is group problem solving or, as she identifies it, GPS: “I have found that students can learn so much from one another. They understand one another’s language and identify one another’s difficulties more easily than an instructor can. In fact, they are often struggling with similar concepts or even the same concept. In GPS, I have several students work together on problems that are more challenging and stimulating than those found in the text. In conjunction with GPS, under a grant from the Provost’s Avisory Council on Instructional Excellence (ACIE), Singh is creating videos for teaching students effective problem-solving strategies.

64. Creating A Literate Community: Extend Your Knowledge of learning centers, selfdirected independent work, cooperative work Children learnthese rules and routines so that more difficult times to manage during the http://www.learner.org/channel/workshops/readingk2/session1/ett1.html

Key Terms About This Workshop Creating a Literate Community: Examine the Topic Session 1 Before You Watch Watch the Video Examine the Topic Extend Your Knowledge Explore a Classroom Put It Into Practice Wrap Up Extend Your Knowledge In this section, you will expand your understanding of a literate classroom community by comparing the ideas from the workshop video with passages from various publications. Read and respond to the ideas presented as they relate to your own teaching practices. Primary reading teachers have two challenges: designing a classroom environment that displays print purposefully and creating specific routines for using the environment to develop literacy skills. Read the following statement from Dr. Paratore and the passage from Organizing and Managing a Language Arts Block by Leslie Mandel Morrow. Consider how these ideas relate to how you establish literacy routines in the classroom. The routines teachers set up on the first day, the second day, the third day of school are important in the achievement children show in June. Jeanne R. Paratore

65. Untitled BUS 4004 The Global View managing Strategic, Political, Environmental BUS 4960Project Based Field learning Experience Finance. BUS 4999 independent Study. http://www.dominican.edu/academics/catalog/page211.htm

International Management (B.A.) Dominican University of California's Bachelor of Arts in International Management uniquely prepares students for leadership roles in global organizations. This uniqueness stems from the distinct strengths of both the program design and the faculty scholars who teach the major. Acknowledging that virtually all organizations must now function to at least some degree in the global arena, the program takes an integrative approach to international management rather than treating it as a stand-alone discipline. From the first prerequisite to the final capstone, all courses in the major present theory and application from a global perspective. And because the faculty scholars and practitioners who teach the program come from both business and international studies backgrounds, students are assured of a balanced exposure to multiple viewpoints across their classroom experiences. Further supporting the uniqueness of the B.A. in International Management is the program’s exceptional degree of flexibility, which supports the maximum expression of students’ individual interests – including study abroad. An additional benefit of the flexible curriculum is that students transferring from other accredited institutions can typically complete the B.A. in International Management in two years. Students can choose from four program options in addition to International Management without a concentration: B.A. in International Management with a concentration in Finance.

66. Work Based Learning to find solutions, not several independent bosses shuffling of technology, to planning,management, and finance. acquire through workbased learning programs http://www.montana.edu/wochesw/facts/workbased.htm

Work-Based Learning Learning By Doing In the workplace, there are no textbooks with questions to be answered at the back of each chapter. Instead, workers learn by doing, acquiring knowledge as necessary to complete projects and improving their skills through daily use. If we were to align schools with modern high-performance workplaces, teaching arrangements would consist of flexible teams of teachers guiding student workers who were empowered to find solutions, not several independent "bosses" shuffling passive learners according to 45-minute periods. Evaluations would focus on developing students' critical-thinking, problem-solving, communications, and interpersonal skills, rather than on their ability to memorize and regurgitate information. School-to-Work systems provide the missing link between students' school years and their lifetimes as adult workers. Students in School-to-Work: Learn about their job possibilities by "shadowing" existing workers in different departments and discussing work and life with adult mentors; Experience the workplace environment first-hand through volunteer work, internships, and paid work experiences;

67. UCL: EPD: Staff Development And Training: Courses: Teaching Homepage such as teamwork, presentation, communication and independent learning. IDENTIFYINGAND managing STUDENT MENTAL ILLHEALTH. look at how learning takes place in http://www.ucl.ac.uk/hr/sdtu/programme/teaching.htm

Courses A to Z Noticeboard Calendar ... Message from the Provost Teaching Please read the course details before applying and make sure you enter the date in your diary! NB: Extra dates can be arranged on demand for most courses. If the course you are interested in is full please submit a booking form and we will place you on our waiting list. Workshops Certificate in Learning and Teaching in Higher Education University College London has a strong commitment to excellence in teaching. One of the ways in which this is demonstrated is the support offered to new lecturers through the Certificate in Learning and Teaching in Higher Education. The Certificate is one of a range of courses offered by the department of Education and Professional Development (EPD). For more information please see the EPD web site at http://www.ucl.ac.uk/epd/certs/clthe.html The CLTHE is open to anyone with an Honours degree and current involvement in the HE teaching or the support of Learning. In order to brief all potential participatns and to give them the opportunity to ask questions regarding the programme, we will be holding briefing sessions:

68. Undergraduate Admissions demands of more reading, how to manage one s time unit will provide guidance and supportfor students to develop key independent learning skills (study http://www.st-andrews.ac.uk/academic/divinity/admissions-ug/support.htm

home about St Mary's virtual tour staff ... search Support Offered to Students Advisor of Studies Each student is allocated to an Advisor of Studies upon arrival at the University. MTheol students are allocated to an Advisor of Studies in the Faculty of Divinity. MA students are allocated to an Advisor of Studies in the Faculty of Arts. Advisor(s) in the Faculty of Divinity help students to matriculate at the start of each year, and to sort out academic problems that arise during the course of the year. They also give advice about where students can gain further assistance about various welfare matters. Students may book an appointment to meet with an Advisor via the College Office. Study-Skills Classes The transition from school to university is considerable and students often need help to develop their study skills. At St Mary's we provide all undergraduate students with training in study skills, with the aim of enabling them to achieve their full potential at each stage of their career. (This is in addition to the feedback which students receive on their essays and class presentations, from members of staff who teach them.) The following study-skills training takes place in the School: First-level students. There are four hours of tutorials which cover: how to write an essay; grammar; punctuation; effective reading; note-taking; examination technique; and time-management. All students are given a booklet 'Essay Writing' at registration, and a further handout on 'Exam Techniques' is issued during the course.

69. Time Management essentials of classroom life involve time management in some eliminate wasted timeand confusion; using learning centers, independent assignments, and http://teacher.scholastic.com/professional/futureteachers/time_management.htm

Scholastic Home About Us Site Map Search ... Customer Service Increasing Teaching Time You may have less time to teach than you think. Lunch, recess, breaks, down-time between lessons and activities, moving from one classroom to another, interruptions, and other periods of non-instructional time account for at least 27 percent of an elementary school day. In many classrooms, that figure climbs beyond 40 percent. Incredible as those statistics may sound, they have been confirmed by separate studies at the Far West Laboratory for Educational Research and Development, and the former Institute for Research on Teaching at Michigan State University. Sure, lunch, recess, and restroom breaks are important. But too much teaching time is lost. Add to that the time that slips away when students stare out the window or are otherwise disengaged during instruction, and you get the point. Here are some ways beginners and veterans alike can substantially increase teaching time: Decrease the time allotted for breaks and social activities.

70. Bastrop Independent School District, Bastrop, Texas Bastrop independent School District. managing Your Classroom Resources. LearningDomains This article presents information on understanding cognitive and http://www.bastrop.isd.tenet.edu/CImanage.htm

Bastrop Independent School District MENU About the Department What is Curriculum? ... Resources .Managing Your Classroom Resources Student Resources Return to Curriculum ... Information Instruction Human Resources News Calendar ... Our Site Department of Curriculum and Instruction Managing Your Classroom Resources Last updated October 3, 2002 Assessment Motivating Students Dealing with Stress Organizing for Results The First Day of School Professional Magazines and Journals Human Development Special Needs Kid's Behavior Teacher's Own Lesson Planning Teaching Techniques Assessment Classroom Assessment Techniques Techniques for better teaching and learning can be found in this article.

71. ED321484 1990-00-00 Gifted But Learning Disabled: A Puzzling Paradox. ERIC Diges This digest is derived from Susan Baum's 'Being Gifted and learning Disabled From Definition to Practical Intervention.' The learning disabled gifted are grouped into three categories managing http://www.ed.gov/databases/ERIC_Digests/ed321484.html

ERIC Identifier: Publication Date: Author: Baum, Susan Source: ERIC Clearinghouse on Handicapped and Gifted Children Reston VA. Gifted but Learning Disabled: A Puzzling Paradox. ERIC Digest #E479. THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT ACCESS ERIC 1-800-LET-ERIC How can a child learn and not learn at the same time? Why do some students apply little or no effort to school tasks while they commit considerable time and effort to demanding, creative activities outside of school? These behaviors are typical of some students who are simultaneously gifted and learning disabled. For many people, however, the terms learning disabilities and giftedness are at opposite ends of a learning continuum. In some states, because of funding regulations, a student may be identified and assisted with either learning disabilities or giftedness, but not both. WHO ARE THE LEARNING DISABLED/GIFTED?

72. Home Page Of John Nemes of one genre can help you manage the reading Apprenticeship Approach to Literacy 3.learning to Read 4 Guided Reading 5. Assisted Writing 6. independent Writing 7 http://www.toread.com/

Learning To Read Resources for Language Arts and Reading Research The purpose of this web page is to improve the quality of reading instruction through the study of the reading process and teaching techniques. It will serve as a clearinghouse for the dissemination of reading research through conferences, journals and other publications. Click on the following links to search for developments in literacy, professional materials, research and critical issues. Balanced Literacy Reading Acquistion Balanced Reading Instruction Components of Effective Reading and Writng Instruction Reading Strategies that Assist Content Area Reading ... By-Pass and Intervention Strategies for Students who Struggle Interesting Research National Institute for Literacy/Research Building Blocks Overview of Learning to Read and Write Critical Issues Reading Debate ... What is Dyslexia? Interactive Lessons Literary and Non Literary Genres Children's Writers Workshop Cyberlinks to Independent Reading Webquest Matrix of Lessons ... On-Line Activities for Pre-School Children VirtuaLiterature Best Free Digital Libraries-World The Rosetta Project University of Virginia's E-Book Library Stories To Read Online ... Children's Classics,Short Stories, Novels,and Nonfiction On-Line

73. The Learning Toolbox At the independent practice stage the student applies and the results of the LearningToolbox Questionnaire which includes both time management and materials http://etv.jmu.edu/LearningToolbox/teachstrat.html

Tutorial Introduction Purpose / Rationale How to Teach the Strategies ... Ideas Exchange The Learning Toolbox Instructional Approach The instructional approach underlying the Learning Toolbox involves four components: assessment, strategy learning, course-specific instruction, and systematic instruction. Assessment. Assessment is conducted in two areas. First, the specific problems that the student is having in his/her classes must be identified. This involves analysis of the student’s grades on tests and assignments in each class. Second, the Learning Toolbox Questionnaire is used to identify the specific problems that the student thinks s/he is having. This questionnaire includes checklists of items involving problems in each of the following eight areas: organization, test taking, study skills, note taking, reading, writing, math, and advanced thinking skills. Strategy Learning.

74. Technology Impact On Learning effectively about complex processes; became independent learners and self LearningMore About ACOT. in Hightech Environments Classroom Management Revisited; http://www.nsba.org/sbot/toolkit/tiol.html

Technology's Impact on Learning From a Department of Education 1995 forum, some panelists contended that rather than debating the connections between technology-based instruction and test scores, schools should focus on the most obvious and compelling reason form implementing technology-namely, that students need strong technology skills to succeed in the world of work. This section will provide you with the impact technology has on learning. You can find the following in this section: How Does Technology Enhance Student Achievement? Apple Classrooms of Tomorrow (ACOT) Effects of Educational Technology Information Superhighway ... Research Showing Impact of Technology ED Report The Costs and Effectiveness of Educational Technology "We know now - based on decades of use in schools, on findings of hundreds of research studies, and on the everyday experiences of educators, students, and their families - that, properly used, technology can enhance the achievement of all students, increase families’ involvement in their children’s schooling, improve teachers’ skills and knowledge, and improve school administration and management." How Does Technology Enhance Student Achievement?

75. Learning Disabilities OnLine: LD In-Depth: Behavior Management guided practice with feedback, and independent practice can be remediated using behaviormanagement techniques, either may have difficulty either learning a new http://www.ldonline.org/ld_indepth/social_skills/behavior_management.html

Behavior Management Getting to the Bottom of Social Skills Deficits Judith Osgood Smith Purdue University Calumet LD Forum - Council for Learning Disabilities Fall 1995 When someone mentions behavior management Students with LD may exhibit social skill deficits that are either skill-based or performance-based. In other words, either the skill may not be in the student's repertoire or the student may have acquired the skill but it is not performed at an acceptable level. Effective intervention requires identification and remediation of the specific type of deficit exhibited by the student. This article will delineate the differences between skill-based and performance-based social skills deficits and present intervention approaches in each area. Skill-Based Deficits A skill-based deficit exists when a student has not learned how to perform a given behavior. For example, a student who has not learned to do long division could be said to have a long division skill deficit. Similarly, a student who hasn't mastered the skill of greeting others appropriately may have a skill deficit in that area. Few parents or teachers would punish a student for not knowing how to do long division. Unfortunately, however, we sometimes become angry with students when they don't demonstrate the social skill we d desire them to display. Reprimands and loss of privileges are common reactions. A critical issue is whether the student actually possesses the desired skill. If not, it is unreasonable to demand that it occur or scold the student if it doesn't. Our anger and punishment can only add to the frustration of the student who knows he or she did something wrong, but has no clue as to how to fix it.

76. A Computer Lab Or Computers In The Classroom? approach is often easier to manage in the take responsibility for their own learning,but you the appropriate moment so they can become independent learners. http://members.shaw.ca/priscillatheroux/lab_or_classroom.htm

www.enhancelearning.ca Site Map MENU Home Welcome Changing Attitudes Brain Research ... What are the other students doing? Should we put the computers in the classroom or the computer lab? This is a common question and it really is a trick question. You would expect the answer to either be the lab or the classroom. The answer is not which one, but both. They are both useful for different purposes. So it is understandable that we often hear teachers who have a few computers in the classroom arguing for a computer lab and the teachers who only have access to a computer lab argue for a pod of computers in the classroom. Both setups have a legitimate use. However, I will argue that one of them is ultimately more useful than the other. Introducing a new concept or computer skill is most easily accomplished in the environment of a computer lab when you want students to follow directions and all work on the same thing at the same time. This can be made even more efficient if those students with higher computer skills are evenly spaced throughout the lab so that peer teaching can occur and competent students can assist struggling peers. However, this will not be (and should not be) the most common way of using computers. This approach addresses some of the required skills of the Processes for Productivity in the ICT Program of Studies. It does not begin to address the most important category:

77. Teaching With Technology Today, Volume 8, Number 6 in thisto do the independent, systematic, timely challenges of this real world learning extremely well. develop the project and time management skills they http://www.uwsa.edu/ttt/articles/spilka.htm

Volume 8, Number 6: March 20, 2002 Approximately "Real World" Learning with the Hybrid Model by Rachel Spilka, University of Wisconsin-Milwaukee Most workplace professionals write documents in a fairly mature way. They typically write: Independently or with collaborators, without direct or constant supervision; With frequent interaction with team members at remote locations, and not just with those at their own division or company; With computers and other electronic equipment; and With the freedom to make important decisions about project and time management, such as determining when and how to interact with others, how to collaborate with irresponsible writing partners, how to resolve unexpected problems that arise, and how to meet deadlines despite mishaps and obstacles. How can instructors of business and professional writing prepare students for the relative freedom and independence of this kind of thinking and writing? Several years ago, I discovered the value of using the hybrid model to teach business and technical writing. Up to that time, while teaching in traditional classrooms, I wasn't able to simulate writing situations in workplace settings, or to expose students to the complexities of workplace writing. Sure, like many instructors, I tried innovative teaching methods such as routinely sending students out to "the real world" to conduct research or work on short-term service projects for actual clients. But my students still tended to work on projects with too much instructor oversight and supervision, to collaborate mostly in person with writers they knew well instead of collaborating from a distance with writers they barely knew, and to manage projects with regular instructor or peer input, instead of mostly on their own.

78. Education World ® Professional Development Center: Classroom Management Fred Jones, and turn helpless handraisers into independent learners. Classroom ManagementTen TeacherTested Tips! a Climate for learning Effective Classroom http://www.education-world.com/a_curr/archives/classmanagement.shtml

EdWorld Internet Topics Sponsored links: Mondera Coupons Earn 90% Profit! Garden Decor Amazon Coupon Codes Coupon Codes Home Decor ... Walden University Graduate degrees in Education Host Department Web Hosting Alberghi Finanza ... Copy DVD Register To Win a $100 GiftCard Visit Target.com Vacanze Accessori Computer Career Education ... Archives Classroom Management CLASSROOM MANAGEMENT A new tip every day to help you create a climate for learning in your classroom. Classroom Problem Solver: Dealing With Student Aggression In dealing with an aggressive student, you want to send a strong message that aggressive behavior will not be tolerated while helping the student develop more appropriate ways of settling disputes. Six tips for dealing with an aggressive student. Strategies That Work: "Brag" Phone Calls Too often, parent-teacher communication is about negative things students do. Many teachers see the value in calling parents to report good news. Teacher Donna Kelly believes in the power of "brag phone calls," but she lets her students make those calls!

79. I Teach 1st: SESSIONS Day 4 super ideas for creating a classroom of independent problemsolvers CC Bates, Ed.D.Confidently manage your classroom Plus, learn how the physical design of the http://www.iteach1st.com/Sessions-Day4.htm

session details Saturd ay, July 10 Table Talks 7:30 to 8:20 AM (space is limited) One hour of staff development credit will be given for attendance. Explore the heart of issues most important to you and your colleagues, hosted by SDE’s team of Table Talk facilitators. Betty Hollas Building Positive Relationships Gretchen Goodman Dealing with Difficult Parents Donna Whyte Nurturing Emergent Writers Cheryl Peden First Grade, First Month-Fantastic Ideas! Full-Morning Sessions 8:30 - 11:30 AM G-1 Author Visit: A Trip to The Island of the Skog • Steven Kellogg Best-selling children’s book author and illustrator Steven Kellogg takes you on a journey inside the creative process. You’ll get a fresh look at what it takes to create his wonder-filled books. G-2 Comprehension Strategies That Work • Betty Hollas Empower your students with comprehension skills successful readers use. Learn practical strategies that you can teach your students before during

80. Web Teaching independent learning is desirable. of practising physics, but also in terms of themanagement of the journal for the purpose of learning about science http://dbweb.liv.ac.uk/ltsnpsc/workshop/webteach.asp

Site map New Downloads About us ... new directions Quick contact details: Phone: Fax: email: ltsn-psc@hull.ac.uk home events No records returned. Provisional programme 10.30-11.00 Registration and Coffee 11.00-11.45 The Web and Learning and Learning and the Web Dick Bacon, LTSN Physical Sciences, School of Physical Sciences, Surrey University There is a glut of information and the web is beginning to pall. (The number of internet connections in the UK started falling recently). What does the academic community stand to gain or lose by investing teaching time in the use of the web? Our students are with us to learn science, and to learn either how to become professional scientists or how to become a professional in another area that uses similar principles. What has this to do with the web? This talk will attempt to address some of these issues by discussing the functions that can be achieved using the web and by the use of other IT based techniques. Students as Web Authors - The Exemplarchem project Henry Rzepa, Department of Chemistry, Imperial University Exemplarchem evolved from a taught course on Chemical information technology, in which we strove to teach students how to find, manage and present data. We soon discovered that the best way to capture their interest and motivate them was to ask them to do their course work and projects as (best practice) Web pages, and to take the very best of these and expose them on a wider stage.

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