21. How To Teach Better - The Learning Environment Return to Teducation Main IndexTeach Better! 2. THE LEARNING environment.The traditional classroom, with the chairs in rows facing http://www.butterflylearning.com/teachbetter/thelearningenvironment.htm

Teach Better! 2. THE LEARNING ENVIRONMENT The traditional classroom, with the chairs in rows facing the teacher's desk/whiteboard/OHP, happens to be the 'default setting' for most of the non-laboratory rooms we hold our educational sessions in. There's no good reason why the seating arrangement cannot be changed. Re-arranging the furniture and student placement within the four walls of a standard learning environment is one of the best ways to promote student-centred learning. Reasons: Tip: Students may need to be trained that it's OK to make noise and move the furniture around. My students have come to look for a simple "Block-Seating Diagram' on the white board when they enter the room, which tells them the preferred arrangement for this lesson. continue to: 3.0 Experiential Learning Activities (hands-on stuff or "what, no paper?) mrtedglobal@hotmail.com

22. Environment On The Edge: A Teach-in On Global Warming environment on the Edge A teachin on Global Warming February 9, 2002SUNY College of environmental Science Forestry Syracuse, NY. http://www.esf.edu/ce/workshop/edge_basic.htm

Environment on the Edge: A Teach-in on Global Warming February 9, 2002 Syracuse, NY Global Warming Action Network (GWAN) Faculty of Environmental Studies, SUNY-ESF Division of Engineering, SUNY-ESF ESF Continuing Education Graduate Student Association, SUNY-ESF Maxwell School Environmental Policy Speaker Series, Syracuse University NY Public Interest Research Group (NYPIRG) Center for Environmental Policy and Administration, Syracuse University Syracuse University Environmental Law Society Kids Against Pollution The objective of this workshop or teach-in is to bring together students, faculty and the Syracuse Community to appreciate the implications of global warming and to explore individual and community actions and alternatives that are available. Teach-in Date and Times: This teach-in will be held on February 9, 2002, 9:00 am-5:30 pm. Short Course Location: Nifkin Lounge, SUNY College of Environmental Science and Forestry, Syracuse, NY. Call for Posters, Displays, and Exhibits: Posters, displays and exhibits relating to the teach-in topics are invited. We have facilities for 4-ft by 4-ft posters and 6-ft tabletop displays. Please contact ESF Continuing Education if you have additional needs (e.g. space, electrical supply...).

23. What Can I Teach My Young Child About The Environment? What Can I teach My Young Child About the environment? When should environmentaleducation begin in the third grade? first grade? kindergarten? http://www.eric.ed.gov/archives/environ.html

ACCESS ERIC 2277 Research Blvd. MS 6M Rockville, MD 20850 800 LET-ERIC accesseric@ accesseric.org Parent Brochure This is an archival copy; therefore, ACCESS ERIC no longer controls or guarantees the accuracy, relevance, timeliness, or completeness of this publication. What Can I Teach My Young Child About the Environment? When should environmental education begin - in the third grade? first grade? kindergarten? The answer is even earlier. Environmental education based on life experiences should begin during the very earliest years of life. Such experiences play a critical role in shaping lifelong attitudes, values, and patterns of behavior toward natural environments. Why Should My Child Learn About the Environment So Early? The rationale for environmental education during the early childhood years is based on two major premises. First, children must develop a sense of respect and caring for the natural environment during their first few years of life or be at risk for never developing such attitudes. Second, positive interactions with the natural environment are an important part of healthy child development, and these interactions enhance learning and the quality of life over the span of one's lifetime. Children who are close to nature relate to it as a source of wonder, joy, and awe. Wonder rather than books, words, or learning all the facts provides the direction and impetus for environmental education in early childhood. Environmental education during the early years should be based on this sense of wonder and the joy of discovery.

24. TO TEACH-IN ON EDUCATION IN A NEW GLOBAL ENVIRONMENT NATIONS CHILDREN'S FUND. TO teachIN ON EDUCATION IN A NEW GLOBALENVIRONMENT. teachERS COLLEGE, COLUMBIA UNIVERSITY. New York - 26 http://www.unicef.org/exspeeches/02esp03.htm

Home Employment Contact Search Press Centre Press Centre Home Press Releases UNICEF in the News Calendar ... For Broadcasters Press Centre Executive Speeches INTRODUCTORY STATEMENT BY CAROL BELLAMY EXECUTIVE DIRECTOR OF THE UNITED NATIONS CHILDREN'S FUND TO TEACH-IN ON EDUCATION IN A NEW GLOBAL ENVIRONMENT TEACHERS COLLEGE, COLUMBIA UNIVERSITY New York - 26 January 2002 President Levine, Chancellor Levy, Esteemed Educators and Teachers, Students, Ladies and Gentlemen: It is a pleasure to join you for this immensely important gathering - and it is a privilege to be in the company of so many dedicated professionals, whose work, day in and day out, serves the best interests of our most precious resource - children. Ladies and Gentlemen, children are precious for many reasons - and one of them is that their growth and full development today will determine the well-being and productivity of future generations for decades to come. That is why UNICEF and its many partners are working to help children survive to experience childhood as a joyous experience - a time of play, of learning and of growth, in an environment where they are loved and cherished, where their health and safety is paramount, where their gender is not a liability, where they can indulge their natural curiosity and expend their boundless energy in a just and peaceful environment - and where they have every opportunity to grow and develop into caring and open-minded citizens.

25. Teach: Technology And The Environment Technology And The environment. The environment and history Pollutionis not a twentieth century phenomenon. Soil, air and water http://www.enged.com/teachers/teach082.html

Technology And The Environment The environment and history Pollution is not a twentieth century phenomenon. Soil, air and water pollution has been around for centuries. Pollution Air, soil and water pollution are three of the major environmental problems. Conserving resources Conservation is the term we apply to the sensible use of natural resources. We realise those resources such as plants, animals, soil, water, oil and minerals need to be used wisely to ensure adequate supplies for both present and future generations. Reduce, recycle, reuse and repair One of the ways to reduce pollution and conserve natural resources is to use the 3Rs approach ñ reduce, recycle and reuse. There is a fourth R, which is repair. The when and why of recycling The message seems to be that recycling is good thing. Perhaps this view needs to be looked at more closely. There seems to be two arguments for recycling: one is environmental and the other economic. Some useful domestic environmental information Many hazardous products have safer alternatives that contain non-toxic substances or involve other options. Some useful recycling information Recycling is one solution to the pollution problem, but not all materials can be recycled.

26. Teach: Technology, The Environment And History Technology, The environment And History. Technology proposing. Society startedto realise that technology often came at a cost to the environment. http://www.enged.com/teachers/teach083.html

Technology, The Environment And History Technology has many benefits, but it also creates many problems. The relationship between technology and the environment demonstrates the tension that exists between benefits and problems. On one hand we need the energy from fossil fuels, such as coal and oil, but we donít want the effect their use has on the environment. Our dependence on materials, such as plastic, is increasing even though they have the potential to create environmental problems. Given the demands and expectations of today there is no chance of stopping the use of fossil fuels and hazardous materials. We may be able to reduce our dependence on them or to learn how to use them in a more responsible way. To do this we rely on the expertise of engineers and new technology. Pollution is not a twentieth century thing Environmental problems caused by people are nothing new. Here are three examples. In the early days of Melbourne the banks of the Yarra were the favoured sites for industry. The water provided energy for steam engines used to power the machinery. It was also convenient to dump waste products in the river. Before the discovery of the internal combustion engine, the horse and carriage, or cart, was the popular means of transport. Horse droppings polluted the streets of large cities such as London.

27. Teach Health & Physical Education Using The Environment - Natural Resource Educa teach health physical education using the environment. It can be tempting tolearn and teach about the environment through actionpacked Web pages. http://www.dnr.state.mn.us/education/teachers/activities/health.html

Shortcuts: Lake Finder Rec. Compass Curr. Conditions Hunting Fishing State Parks Site Map Contact the DNR What's New? Newsroom ... Activities In December 2001 U.S. Surgeon General David Satcher released a report decrying the deplorable physical condition into which we Americans have slid. Today, more than ever, it's critical that we teach children to pursue and enjoy physical activity and good health. The good news is, healthy kids and a healthy environment are closely intertwined. Efforts to help children understand and appreciate the natural environment often involve physical activities. Environmental education in areas such as water and air quality form a natural bridge to discussions of personal and public health. At the same time, physical education and health classes can readily incorporate environmental education. In physical education, we can explore activities such as hiking, orienteering, bicycling, archery, and skiing that offer both opportunities to stay fit and incentives to be good stewards of the natural world. The National Center for Chronic Disease Prevention and Health Promotion recommends that school health programs include topics such as environmental health. Along with talks about tobacco and nutrition, our children need life lessons on keeping the world around them healthy for themselves and other living things. Here are some suggestions for blending environmental education and physical/health education: Take a hike.

28. Teach Writing Using The Environment - Natural Resources Education: Minnesota DNR MN DNR Home Education safety Natural resources education teachers' resources Activities teach writing using using the environment. Finding the words. http://www.dnr.state.mn.us/education/teachers/activities/writing.html

Shortcuts: Lake Finder Rec. Compass Curr. Conditions Hunting Fishing State Parks Site Map Contact the DNR What's New? Newsroom ... Activities Teach writing using the environment Finding the words Nature can be a powerful source of inspiration and motivation for budding writers. The vast silence of a snow-filled forest the curls and curves of frost on a window images all around us just beg to be recorded. Writing about the environment can help students gain basic skills that will last a lifetime. The environment also encourages reading. A walk in the woods can pique young readers' interest in outdoor adventure books. An hour spent turning over rocks or exploring the edge of a pond can send children scurrying to books that not only answer questions they've raised, but also expose them to related topics. Writing can help children understand and appreciate nature. It gives them a chance to hone and share the thoughts and feelings that come with experiencing the world around them. When children create a nature journal by combining writing and sketches, they build their observation and analytical skills. When they read others' responses to the inspiration offered by the environment, their own observations gain depth and dimension. Writing and reading about the world around us unleashes questions and answers. It stimulates appreciation. It helps refine existing ideas and gives birth to new ones. Some ideas How can you blend reading, writing, and environmental education? Here are some ideas:

29. Learning How To Teach  In A Online Environment Learning How to teach in a Online environment Module 1, Differencesbetween online instruction and faceto-face learning. Module 2, http://www.yarden.ac.il/chinuch/english/courses-2002/elaine-online.htm

Eastern Valleys' Teachers' Center Jordan Valley College, The Galilee, Israel Professional Development Program for in-service EFL Teachers To return to the Center's Home Page, click here or close this window. Learning How to Teach in a Online Environment Module 1 Differences between online instruction and face-to-face learning Module 2 Examining different Online activities Module 3 Meeting online with an overseas expert Module 4 Write a course and writing a teaching unit Resources Material and articles Overview In this online course, the participating teachers learnt how to use some of the tools of the internet, such as Forums, File Sharing, Discussion Boards and Chat, in the process of preparing various learning assignments. Emphasis was put on methods of using these tools to teach courses through the internet. We made use of the Platform environment - " Blackboard " (until our access time expired at the end of March 2002). First Assignment To make a Personal Homepage in "Blackboard", adding the required information, including a picture and internet links.

30. Environment '92 - Teach Children Early... Digitization for Access and Preservation. A Collaborative Projectof the University of the Virgin Islands Libraries and the Virgin http://webpac.uvi.edu/imls/np_uvi/odavis1992/environment/teach.shtml

Digitization for Access and Preservation A Collaborative Project of the University of the Virgin Islands Libraries and the Virgin Islands Division of Libraries, Archives, and Museums (Funded by the Institute of Museum and Library Services About this Project Project Home UVI Libraries ... Help Us Grow! Go to Year... About this Project Project Home UVI Libraries Credits ... Help Us Grow! Go to Year... St. Croix Campus Library RR 02, Box 10,000 Kingshill St. Croix, VI 00850 Ralph M. Paiewonsky Library #2 John Brewer's Bay St. Thomas, VI 00802-9990

31. Using A Virtual Environment To Teach Cancer Patients T'ai Chi, Relaxation And Se Using A Virtual environment to teach Cancer Patients T'ai Chi, Relaxation andSelfImagery (1996) (Make Corrections) (1 citation) MIT Media Laboratory http://citeseer.nj.nec.com/becker96using.html

Using A Virtual Environment to Teach Cancer Patients T'ai Chi, Relaxation and Self-Imagery (1996) (Make Corrections) (1 citation) M.I.T Media Laboratory Perceptual Computing Section Technical Report No. 390... Home/Search Context Related View or download: mit.edu/pub/techreports/TR390.ps.Z Cached: PS.gz PS PDF DjVu ... Help From: mit.edu/cgibin/tr_pagemaker (more) Homepages: D.Becker A.Pentland HPSearch (Update Links) Rate this article: (best) Comment on this article (Enter summary) Abstract: We present a computer vision and virtual reality application for cancer patients. Currently, visualization and imagery techniques are becoming an accepted adjunct in the treatment of cancer. Mounting evidence shows the effectiveness of using self-imagery to encourage the immune system to boost its effort to defend the body from disease. Furthermore, while stress has been shown to retard the immune system, relaxation has the opposite effect. To that end, we are developing a virtual reality... (Update) Context of citations to this paper: More (HMMs) provide a good framework for continuous gesture recognition and also for multimodal fusion [11] Many different researchers , have reported high recognition rates for gesture recognition using HMMs [9] However the gestures which were used for recognition by Cited by: More Toward Natural Gesture/Speech HCI: A Case Study of.. - Poddar, Sethi.. (1998)

32. PRESS RELEASE: UC Students In Chile Teach, Study The Environment, And Work With PRESS RELEASE. UC students in Chile teach, study the environment, andwork with NGOs. In and around Santiago UC students are teaching http://eap.ucop.edu/eap/press/Chileinterns.htm

PRESS RELEASE UC students in Chile teach, study the environment, and work with NGOs In and around Santiago UC students are teaching in public schools, working with abandoned children, studying pollution, and working with social service agencies. In the process, they are enhancing their academic edge for graduate school applications and pumping up their resumes in preparation for careers, all while getting UC credit. UC students are working in the arts, at banks, in the sciences, and with the likes of Amnesty International and Greenpeace through UC’s Education Abroad Program (EAP). “The internship experience is perhaps the most positive element of the academic program,” according to Gwen Kirkpatrick, UCB Professor of Spanish and Portuguese and currently Director of the EAP Study Center in Santiago, Chile. Kirkpatrick has been instrumental in helping to increase internship possibilities. “In general, students who undertook internships felt much more united to Chilean society and had a real sense of achievement in completing their projects. I was impressed with their enterprise and their commitment,” Kirkpatrick said. One of the newer internships offered this past year is through La Morada, an NGO known for its work with women’s issues. Erica Frantz, a UCSB political science and English major worked with La Morada and a local professor to examine the status of the rights of women in Chile.

33. ED372968 1994-09-00 Using The Child's Environment To Teach At Home And School. E Using the Child's environment To teach at Home and School. ERIC/CSMEE Digest. TitleUsing the Child's environment To teach at Home and School. http://www.ericfacility.net/databases/ERIC_Digests/ed372968.html

ERIC Identifier: Publication Date: Author: Heimlich, Joe E. Source: ERIC Clearinghouse for Science Mathematics and Environmental Education Columbus OH. Using the Child's Environment To Teach at Home and School. ERIC/CSMEE Digest. THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT ACCESS ERIC 1-800-LET-ERIC The world of a child is the tangible, real world of the here and now. It is difficult for children to extend ideas from the small, familiar world in which they operate to the larger, abstract world beyond. Even adults envision distant parts of the world based on their own experiences and prior learning. Nevertheless, the global concepts of environmental education, the basic principles of ecology, and the importance of environmental responsibility can be instilled in a child without reference to faraway places. These ideas can all be made concrete right where the child lives and goes to school. BASIC PRINCIPLES OF ECOLOGY One of the fundamental tenets of ecology is that all activities have by-products. In environmental education, it is understood that this tenet applies to all activities of nature, both natural and human-induced. Some of these by-products are called "pollution." Though pollution tends to have a negative connotation, not all pollution necessarily affects the environment adversely (Botkin and Keller, 1982).

34. Teach University Students, Good Salary, Good Working Environment teach university students, Good Salary, Good Working environment. Posted By Julice'sKorean Jobs job@julice.co.kr Date Monday, 3 March 2003, at 838 am. http://www.eslcafe.com/jobs/korea/index.cgi?read=8645

35. Environment Rating Scales - TEACH Work environment Survey);; Professional Activities (questions developed by researchersregarding the subject's current work situation, involvement in teach, http://www.fpg.unc.edu/~ecers/uses/Research/TEACH.html

Project Evaluation of the T.E.A.C.H. Early Childhood Project Agency Keystone University Research Corp. 652 West 17th Street Erie, PA 16502 Scales used ECERS-R, ITERS Description The evaluation of the T.E.A.C.H. Early Childhood Project Pennsylvania incorporates both process and outcome evaluation components. The process evaluation component examines the extent to which the Pennsylvania licensee for T.E.A.C.H. has implemented the program as planned. The outcome evaluation assesses the extent to which the goals of the program have been achieved. The study began in July 1998 when T.E.A.C.H. Pennsylvania was initiated. Cohorts from the first three state fiscal years (98/99, 99/00, and 00/01) are being tracked as they complete each of their T.E.A.C.H. contracts and progress toward completion of credentials/degrees. Therefore, this study will continue until such time that the last set of scholars either complete their degrees or choose not to continue with the T.E.A.C.H. scholarship program. In addition to the administrative data on applications and a number of outcome measures for the scholars who initiate contracts (e.g., credits taken, grade point averages, compensation levels, turnover, and advancement in position), this study gathers more detailed data from a sample of scholars (the research subjects) that are observed in their classroom (utilizing the ECERS or ITERS and Arnett Caregiver Interaction Scale). Further, these subjects complete a questionnaire, which includes the following measures:

36. Chapter 14: Managing The Classroom Environment (Farris, Teach 2/e) Book Cover, teaching, Bearing the Torch 2/e Pamela J. Farris, Online LearningCenter. Chapter 14 Managing the Classroom environment (Farris, teach 2/e). http://www.mhhe.com/socscience/education/farris/olc/chapterindex14.htm

Teaching, Bearing the Torch 2/e - Pamela J. Farris Online Learning Center Chapter 14: Managing the Classroom Environment (Farris, Teach 2/e) Ch. 14 Overview (Farris, Teach 2/e) Ch. 14 Objectives (Farris, Teach 2/e) Ch. 14 Quiz (Farris, Teach 2/e) Ch. 14 Quiz Hints (Farris, Teach 2/e) ... Ch. 14 Other Resources (Farris, Teach 2/e) Begin a search: Catalog Site Campus Rep MHHE Home ... Get Involved and McGraw-Hill Higher Education is one of the many fine businesses of The McGraw-Hill Companies For further information about this site contact mhhe_webmaster@mcgraw-hill.com

37. What Can I Teach My Young Child About The Environment? What Can I teach My Young Child About the environment? When should environmentaleducation begin – in the third grade? First grade? Kindergarten? http://www.pathfinder.minot.com/plaintext/br/BR-08.html

Pathfinder Family Center Back to Main Page Contact Us About Us Pathfinder Resources ... Links What Can I Teach My Young Child About the Environment? When should environmental education begin – in the third grade? First grade? Kindergarten? The answer is – even earlier. Environmental education based on life experiences should begin during the very earliest years of life. Such experiences play a critical role in shaping lifelong attitudes, values, and patterns of behavior toward natural environments. Why Should My Child Learn About the Environment So Early? The rationale for environmental education during the early childhood years is based on two major premises. First, children must develop a sense of respect and caring for the natural environment during their first few years of life or be at risk for never developing such attitudes. Second, positive interactions with the natural environment are an important part of healthy child development, and these interactions enhance learning and the quality of life over the span of one's lifetime. Children who are close to nature relate to it as a source of wonder, joy, and awe. Wonder – rather than books, words, or learning all the facts – provides the direction and impetus for environmental education in early childhood.

38. Web-based Learning Environment Webbased Learning environment. Web-based information system for energyefficient technologies in HVAC and the built environment, In Proc. http://arch.hku.hk/~cmhui/teach/

Web-based Learning Environment BEER Integrated Building Technology HKU Arch HKU Contents Courses Lectures Notes Case Studies ... Email me T his web site is developed for the purpose of providing a flexible learning environment for building energy efficiency and sustainable architecture. If you have any comments or suggestions, please contact us by email Courses Title / Description Created Study hours Sustainability in the Built Environment (Broadening Course YARC0002) Aug 2001 12 x 2 hours Green Building Principles and Practices (M Arch course Arch6026: 2001-2002) Sep 2001 12 x 2 hours Energy and Environmental Systems for Green Buildings (M Arch course Arch6026: 2000-2001) Sep 2000 12 x 2 hours Energy Efficiency in Buildings (M Arch course Arch6028/65747: 1999-2000) Sep 1999 12 x 2 hours Technologies for Energy Efficient Buildings (M Arch course Arch6028/65747: 1998-1999) Sep 1998 9 x 2 hours * These courses have been implemented in the Department of Architecture The University of Hong Kong for supporting teaching activities. Related Links: BEER Renewable Energy Sustainable Arch.

39. Therapeutic Environment For Assisting CHildren problems. This program came to be known as the teach program. teachis an acronym for Therapeutic environment for Assisting CHildren. http://departments.weber.edu/chfam/html/teach.html

Dept. of Child and Family Studies TEACH program TEACH is an acronym for T herapeutic E nvironment for A ssisting CH ildren. The TEACH program uses a therapeutic approach that stems from developmental and humanistic philosophies. The program employs intervention strategies from play therapy and early childhood education. In doing so, therapists/teachers capitalize on children's natural desire and interest in play to help them resolve problems and learn new ways for interacting with their world. Individualized goals are developed for each child based on their specific needs, observations of their behavior and assessments conducted by the TEACH staff. The children are "mainstreamed" into the department's early childhood child care program wherein they interact with the children of the university's students, faculty and staff in a naturalistic child care environment. In addition, individual play therapy sessions are also provided for these children. The program has 4 primary goals: ...1. to provide therapeutic and educational services to children who have serious emotional and/or behavioral difficulties.

40. Students Teach About The Environment Now We teach! We chose the topics that we wanted to teach, worked onour lesson plans, and gathered our materials. We took everything http://www.sewanee.edu/biology/mountainhome/studentsteach.html

Now We Teach! We chose the topics that we wanted to teach, worked on our lesson plans, and gathered our materials. We took everything out to the outdoor classroom ... ... and practiced our lessons on each other. This turned out to be harder than teaching the children! Here comes our first class of elementary school children: second graders from North Elementary. "Good morning, Mr. Tree!!" The weather didn't cooperate, and the outdoor classroom was too muddy to visit. Instead, we set up learning stations in and around our classroom. An ecosystem (big word!) has living and once-living (biotic) and non-living (abiotic) things in it. Is a person biotic? A plant? What about air and water? And what about a wooden birdhouse? (Hint: it was once part of a tree.) The living members of the ecosystem have to have food - they either make their own food or eat each other. You can show this by making a food chain. One of the main abiotic factors in an ecosystem is the water. For fish to live in a pond, the water can't be too acidic or basic. It's important to test the pH. For a pH test, look closely and compare the colors to see which one your sample is most like.

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