Extractions: References Secondary students with learning disabilities generally make inadequate progress in mathematics. Their achievement is often limited by a variety of factors, including prior low achievement, low expectations for success, and inadequate instruction. This article will discuss techniques that have been demonstrated to be effective with secondary students who have learning disabilities in mathematics. The body of research on mathematics instruction for secondary students with learning disabilities (LD) is not developed well enough to describe a specific and comprehensive set of well researched practices, but it is sufficient for defining a set of procedures and issues as clearly associated with effective instruction and increased student achievement. In this article, data- based investigations of procedures that have evaluated the effectiveness of mathematics instruction with secondary students with LD will be discussed. Although this discussion will be based primarily on studies that were limited to secondary students with LD, some research; on the instruction and achievement of younger students or higher achieving populations will be considered.
Extractions: (An Education World e-Interview with Roxann Kriete, co-author of The First Six Weeks of School) The latest book from the folks behind the Responsive Classroom approach focuses on the all-important first six weeks of school. Careful planning of those first weeks can pay big dividends throughout the rest of the school year, according to Roxann Kriete, co-author of The First Six Weeks of School. Today, Kriete takes time to answer a handful of questions from Education World and to give our readers a preview of the kinds of helpful tips that pack the pages of this new book! Included: Tips for teaching students to be independent workers and chat about the importance of starting the day with a morning meeting and ending it with a brief period of reflection! Every experienced teacher knows that the tone for the entire school year develops in the opening weeks of school. During those early days, students learn the rules and routines that will remain in place all year long. It's also the time when teachers can patiently instruct students in such skills as working independently, cooperating, and being responsible! The
Extractions: CSU Honors 21 Students For Work In Community Service Learning California State University has honored 21 students throughout the state with the STARS (Students That Are Recognized for Service) award to acknowledge their outstanding efforts in their service learning projects and their ongoing commitment to serve the community. Students from 20 different campuses were selected for their innovative efforts that improved the lives of individuals, or the community at large in at least one of the following areas: social justice, social, economic, health, public safety, or environmental issues during the last year. The CSU Office of the Chancellor and the systemwide Office of Service Learning created the STARS award last year. "The STARS award recipients are student leaders at the California State University and exemplify our students' dedication to community service," said CSU Chancellor Charles B. Reed. "They have raised awareness on issues facing the elderly and disabled, promoted sustainable agriculture, tutored children, and provided over 10,000 hours of community service within the past year." More than 135,000 CSU students systemwide perform a total of 33.6 million hours of community service annually. That would be a minimum wage value of approximately $193.2 million.
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
Extractions: search visiting exhibitions online let's talk ... printed publications 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.
Re: Managing Larger Classes-middle School Level drink.) The notion of encouraging independent learning is admirable work at a personallevel with many students. Re managing larger classesmiddle school level http://www.eslcafe.com/discussion/dz/index.cgi?read=1819
Heinemann: Classroom Management For Guided Reading 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.heinemann.com/shared/products/SPCM1.asp
Extractions: Irene C. Fountas , Lesley University, Gay Su Pinnell , The Ohio State University $129.00: Self Paced Student Also available from Irene C. Fountas Also available from Gay Su Pinnell People who bought this also bought... EMAIL this page to a friend Availability: Available When: Anytime Where: Online at HeinemannU.com "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."
NBPTS - Standards teachers teach individual students, while managing groups students and what they arelearning in their with students while they are engaged in independent work. http://www.nbpts.org/standards/know_do/prop_3.html
Extractions: 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.
Human Resource Management ELC3106 teach the students to use these independent study skills which discusses a changein managing people in include details of how the studentsÂ’ learning in this http://www.ex.ac.uk/elc/modules/ELC3106.htm
Extractions: MODULE CODE MODULE LEVEL University Level 3 MODULE TITLE Human resource management LECTURERS Steve Robson CREDIT VALUE ECTS VALUE PRE-REQUISITES The knowledge and skills of an undergraduate degree or equivalent; Minimum overall ability in English as a foreign language equivalent to British Council IELTS level 5.5, with a minimum of 5 in the discrete skills (reading, writing, speaking listening) CO-REQUISITES None DURATION OF MODULE LT TOTAL STUDENT STUDY TIME AIMS : By the end of this module the student will have increased their knowledge and understanding of the issues of managing people; developed the ability to discuss HM problems and opportunities in organisations. They will be able to recognise the implications for organisations in managing people. Core Academic Skill s: By the end of this module the student will have developed the ability to analyse the issues of managing people, apply the knowledge and skills to case studies and practical situations.
Workshop Descriptions discuss the issue of an independent learning approach in opportunity to work withindependent Study students one Title of Presentation managing Small School IS http://www.ccis.org/workshopdescrip.htm
Extractions: PRESENTERS and WORKSHOPS DESCRIPTIONS Presenter: Chuck Pillsbury Title of Presentation: Questions and Answers with the Field This general session will be an interactive workshop in which the participants will be able to ask questions about compliance and audits from the expert. The general session will be followed by a small group get together with those participants who would like to ask further questions. Presenter: Rose Erickson Title of Presentation: Orientation Procedures for High School Independent Study El Serino has an orientation process that has been successful for over six years. This year it has been "revamped" to be more user friendly. This workshop will show the book used, parent information given and student work expected to be completed before being enrolled at El Sereno. Presenter: Vicki Prater Title of Presentation: California High School Exit Exam Update for Adult Educators The California High School Exit Examination will become a reality for all students, regardless of age, who receive a high school diploma in California after July 1 2003.
Extractions: select a location client services publications upcoming events professional contacts about the Node IN THIS SECTION technologies for learning notes from the field The Department of Media and Design at Algonquin College offers an online course in Self-Directed Learning. Thom Kearney, co-ordinator of Advertising-Creative an academic program within the Department of Media and Design at the School of Applied Arts and Business at Algonquin shares his experiences teaching this course. Thom Kearney teaches a course called Self-Directed Learning (SDL) at Algonquin College, as part of the SDL Interactive Project at Algonquin's Department of Media and Design. SDL is a mixture of traditional and technologically-mediated delivery: the students are not distance education students but on-site advertising students in Algonquin's Advertising-Creative. While classes are still scheduled, course materials are available via the World Wide Web and interaction between students and instructor are carried out through a class mailing list and e-mail, with the intent of moving to an unscheduled process in the winter of 1998. The online components of the course are prototypical.
Latest Online News managing Virtual Teams. her and June ran the induction program for all new students. 4.Yooralla independent learning Centre contracted us to work with their http://online.nmit.vic.edu.au/news.htm
Extractions: NEWS ONLINE TEAM STAFF CHANGES There are several comings and goings in the team over the next months. Firstly the head of department (Team Leader Flexible Delivery), Marg Aspin will be going to work with the Australian National Training Authority (http://www.anta.gov.au) until the end of 2003. The position of acting Team Leader Flexible Delivery will be appointed in due course. Secondly we are welcoming new staff: In Melbourne we will have Lila Tseklakoff Iris Lauchland Chris Bergemann Colleen Austin and in Singapore Janet Bedson Several new positions are to be advertised shortly. FIRSTCLASS version 7 Exciting news! We upgraded to FirstClass version 7 on Thursday 19th September. Information about how to get the lastest client software will be provided to current users shortly. Older version of the the client software still work with the new version. All new users will automaticaly get version 7 on their CD ROM sent in their online kit.
Learning To Teach of workshops or for independent study by of difficult incidents; Understanding andlearning from diffuclt Planning and managing student presentaions; Giving and http://www.brookes.ac.uk/services/ocsd/4_resource/books/ltteach.html
Extractions: 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 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
OCSLD Publications 4.Assessing more students 5.independent learning with more and fewer resources 8.Managingpostgradute research learning to teach series 1.Running Tutorials and http://www.brookes.ac.uk/services/ocsd/4_resource/books/ocsldbooks.html
TeacherNet 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/Professional_Development/opportunities/nqt/behaviou
Extractions: 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
Active Learning :: Nedra Lundburg :: students become independent, selfreliant learners. Using Small Groups to PromoteActive learning. Concerns managing space. managing group membership. http://citla.kysu.edu/Resources/Active Learning/actlearn.htm
Extractions: January 2002 What is it? Concerns about active learning and responses/solutions to concerns Slows class down, class and instructor cover less material 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.
Extractions: 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). 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.
Study Of School-To-Work Initiatives in classroom instruction in academic, vocational, independent living, and to the worldof work and learning. on real responsibility for managing and operating http://www.ed.gov/pubs/SER/SchoolWork/study7k.html
Extractions: Cross-Site Analysis June 1995 In theory, most vocational programs offer actual or simulated work experience. Integrating work into the learning experience of students, however, is a more complex and demanding activity than simply placing students in workplaces. Successful transition systems offer a variety of work-based learning experiences, building on local labor market conditions and allowing for differences in student interest, aptitude, and developmental stage. Schools and employers benefit from substantial flexibility to develop a school-to-work transition system that builds on local strengths and is tailored to local needs and circumstances. The local marketplace helps define the work-based opportunities available. Although business conditions constrain the options somewhat, effective school-to-work systems offer options, in terms of type of occupation or industry and type of experience, and sufficiently varied to provide students with choices that will interest them. Transition systems can include a menu of options such as business-based experiences, school-based enterprises, entrepreneurial programs, youth apprenticeships, mentorships, cooperative education, and service-learning. Programs also use a range of strategiespaid or unpaid work experiences, during the school day or after school, based in the school classroom or in a "community classroom"and customize programs to fit the needs of youth, schools, business, and the local community.
I. PRINTED MATERIALS 1. Teaching, Learning, Assessment, 1.(f), Active/Studentcentred/independent learning; Development of 1.(v), work-basedlearning; Experiential learning. 3.(f), managing change and innovation. http://www.leeds.ac.uk/sddu/resource/contents.html
Extractions: 1. Teaching, Learning, Assessment, Supervision, Evaluation 1.(a) Teaching and Learning(General); Learning to Teach 1.(b) Course and Curriculum Design and Planning 1.(c) Lecturing/Large Class Teaching 1.(d) Presentation Skills/ Audio-Visual Aids 1.(e) 1.(f) Active/Student-centred/Independent Learning; Development of Transferable Skills; Reflective Practice 1.(g) Laboratories; Practicals; Fieldwork; Projects; Workbooks; Case Studies; Team/Group work; Problem-based Learning 1.(h) Helping Students to Learn/ Study Skills; Recording and Reviewing Achievement 1.(i) 1.(j) Students - General; International; Special Needs; Careers; Women in HE 1.(k) Computers and Technology in Teaching and Learning (see also 6: Information Technology) 1.(l) Evaluating Teaching and Learning 1.(m) Enterprise in Higher Education 1.(n) Language Teaching 1.(o) Science Education 1.(p) Engineering Education 1.(q)
