41. Using Voice Recognition With Students With Learning Disabilities - NGT Inc. by a school psychologist as a student with learning disabilities in 2 years higherthan his independent reading level me to assist him in managing the training http://www.ngtvoice.com/software/dragon/peel.htm

@import "../../includes/layout.css"; Using Voice Recognition with Students with Learning Disabilities Peel District School Board, Massey Street Public School Science Technology Action Research (S.T.A.R.) By Craig Stuve , Massey Street P.S., May 2002 Research Question How can the provisions of alternate recording methods (voice recognition software) assist students with learning disabilities to communicate and demonstrate scientific knowledge clearly and accurately? Background Information I teach in a K-5 school in Brampton, Ontario. I work mostly with learning disabled students in Grade 4 and 5. I also have some time in my schedule set aside to assist the school with the integration of computers into the curriculum. I have always had an interest in new technologies and for the past 8 to 10 years have been actively exploring the use of computer technology in the school system and at home. This is my third year in the STAR project (Science and Technology Action Research) offered through the Peel District School Board in which I teach. While attending a computer conference ( ECOO Conference ) in April 1999, I had an opportunity to attend a short workshop on Speech recognition or Voice recognition software. I was very impressed by technology and looked forward to exploring the software for the learning disabled students in my school. In the fall of 2001 the opportunity to work with the software became available as our special education resource teacher arranged for our school to get a copy of Dragon NaturallySpeaking5 (Preferred Version).

42. Education World® : Preservice Educators : Classroom Management for teaching students to be independent workers and Creating a Climate for LearningEffective Classroom Management tips to help make managing your classroom a http://www.education-world.com/preservice/learning/management.shtml

Preservice Educators Community Making Plans Learning to Teach Finding a Job ... Learning To Teach Classroom Management C L A S S R O O M M A N A G E M E N T Articles Can Adults Praise Children Too Much? According to some psychologists and researchers, praising everything children do does not build self-esteem eventually the praise becomes meaningless. Instead of continually praising students, teachers should substitute descriptive comments or cite specific improvements in work. Included: Experts debate the question "To praise or not to praise?" plus praise pointers! Reward Systems That Work: What to Give and When to Give It! Read about four teachers' ways of rewarding students' good behavior and motivation. Learn what to give and when and how you can encourage students to improve. Included: 35 reasonable rewards! Classroom Rewards Reap Dividends for Teachers and Students All teachers prefer to rely on their students' intrinsic motivation to encourage them to come to school, do their homework, and focus on classroom activities, but many supplement the internal drive to succeed with external rewards. The teachers say rewards free time, school supplies, or tasty treats can help kids master the expectations of acceptable classroom behavior and scholastic achievement. Included: Ten tips for using rewards in the classroom! Carrots or Sticks? Alfie Kohn on Rewards and Punishment

43. TLDU Library Holdings Page 2 The Management of independent learning Tait, J and Making Sense of Experiential learningWarner Weil, S D Open University Press; managing International students http://tldu.waikato.ac.nz/library/holdings2.shtml

Waikato Home TLDU Home Search Contact author ... Page 3 TLDU Library Holdings Page 2 Please contact Dorothy Spiller for any queries regarding these holdings. Assessing English Johnston, Brian Open University Press Writing Without Teachers Elbow, Peter OUP How to get a first class degree Arksey, Hilary Ed Unit for Innovation in Higher Education, Lancaster University Making the Grade Thinking and Writing Jones, Bill and Johnson, Roy Manchester University Press Academic Writing: Process and Product Robinson, Pauline ed Modern English Publications New Ways in Teaching Writing White, Ronald V TESOL Education for the Environment Plant, Malcolm SEDA A Directory of Innovations Education Development Group SCED Changes of Course Rust, Chris (Ed) SCED Induction and Initial Training Gibbs, Graham (Ed) SCED Making the Grade Vol 1 Jones, B and Johnson, R Manchester University Press Writing by Degrees Rountree, K and Laing T Longman Speak for yourself Cambell, John BBC Books Innovations in Education and Training International Vol 33 Number 3 SEDA Kogan Page Understanding Staff Development Webb, Graham SRHE

44. Iainlove management as well as managing the computer in these sessions with what students areworking on facilitate and develop student independent learning skills with http://www.tsof.edu.au/lt.sa/ltproject/discoverynetwork99/profiles/iainlove.html

Iain Love Bridgewater Primary School IT Coordinator - Bridgewater, Mylor and Norton Summit Primary Schools Year 6/7 classroom teacher ianlove@ozemail.com.au Role: I am currently Coordinator for Information Technology for three small primary schools in the Adelaide Hills. Based at Bridgewater Primarty I teach a Year 6/7 class, whilst also working in Information Technology with all staff and students (R-7) at all three school sites. Prior to my arrival in South Australia three years ago I worked in the interantional sector of education, working in middle school management as well as managing the computer department in an R-16 school. School Overview: Bridgewater Primary is a small school of - approximately 120 students 8 teaching staff 3 school support staff The school culture is collaborative in nature with a committed staff and an active school council working within a supportive school community. A major focus is associated with Futures Education, with particular emphasis on developing real student voice. This year the school is seeking to integrate the Key Competencies into planning, programming and teaching. Information Technology: Two and a half years ago following a long consultation process, a decision was made by the school community to embark on a significant commitment to information technology. An innovative solution to the difficulty that small schools have in accessing expertise in the IT area was implemented by the appointment of a coordinator shared among three schools.

45. Office Of Communications, University Of Saskatchewan is fundamental to the integrity of the learning process. to be assessed on the basison their independent work and to managing interactions and relationships. http://www.usask.ca/communications/ocn/May22/council.html

U of S Communications OCN May 22 Council News ~ John Conway ~ Code of Conduct draft proffers 10 ethical principles Council considered a draft of a new Academic Code of Conduct at its May 14 meeting. This was a second draft of the Code, whose revisions were based on consultations that were held across campus in recent weeks. An ad hoc Council committee with broad representation from faculty, sessionals, and students, has been working on the Code since last September. The process of consulting widely with stakeholders will continue over the coming few months. A final version of the Code will be considered for approval by Council in the fall. The Code is meant to serve as a guide for faculty and students alike. It's not intended as a disciplinary code. Rather, it presents the ideals and values of an ethical learning environment and is intended to serve as an educational, even inspirational, statement of what constitutes ethical behavior in the teacher-student learning environment. Its structure is based on a model offered in "Ethical Principles in University Teaching," published by the Society for Teaching and Learning in Higher Education and authored by a group of 3M Master Teacher award recipients. The Code offers 10 ethical principles, each of which elaborates the role of the teacher, the student, and the collective responsibilities of the institution.

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

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

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

Printable Version Teaching for Learning Home Research Education Honours Supervision ... Honours Supervision Resources Search the TEACHING FOR LEARNING site Contact: teach@flinders.edu.au Supervision Management These Supervision Management Strategies are as used and recommended by Dr Robert Boeckmann, Psychology Department, Flinders during a recent Research Education Workshop facilitated by the Staff Development and Training Unit covering the following areas: Managing' your student Managing the supervisor's role and the supervisory relationship Managing Time Managing Potential Problems ... Managing Meetings 'Managing' your student Establish goals. Ask "Why are you here?", "What do you want to achieve?". Your students can be reminded of their goals at low points in the year to refresh their motivation. Help your students to manage their emotions, especially stress and anxiety. The honours project is often the first, large independent project the student will do. This will challenge good students who are used to getting regular feedback from well completed assignments. Also at first there can seem to be are large amount of time that then rapidly disappears. To assist students in maintaining their motivation and direction:

48. Heinemann: Developing Independent Spellers, 1-3: A Study System Classroom Management managing the Day• Planning for in the Reading WorkshopIndependent Reading for Bridges to Literacy learning from Reading Recovery http://www.heinemann.com/shared/products/SPSP1.asp

Welcome to Heinemann Search Advanced Search Browse New Titles Firsthand Reading Writing ... View All Topics >> Professional Development Planning Services Heinemann Workshops Heinemann Speakers HeinemannU ... Seminars Special Features Resource Center Sample Chapters Exhibit Schedule Heinemann Distributors ... Help Developing Independent Spellers, 1-3: A Study System 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 This course focuses on helping teachers implement routines for spelling study-the Buddy Study system-that over time will support children to become independent in their spelling work. The first phase of the course is a close study of all of the elements of this system. During the second phase, participants will implement the system in their classrooms while sharing their plans and experiences with colleagues in the course. The final phase includes the development of a plan for sustaining the system over time, advice on helping children become independent with the system, and time for reflecting on the course as a whole. Participants will leave the course able to articulate why this system helps children learn to spell, having begun to teach themselves and their students the routines of the system, and with a plan for continuing the system after the completion of the course.

49. Learning Media || Classroom Management: Primary to feel confident that purposeful learning is taking place during independent literacyactivities. When managing large blocks of uninterrupted time, set http://www.learningmedia.com/HTML/ll_classroom-prim.htm

Classroom Management in the Primary Grades The key to managing groups lies in establishing routines. This page highlights a number of purposeful literacy activities that may be appropriate for your classroom. Key Aims to allow students to work in groups, in pairs, or individually on independent literacy activities while the teacher is working with a small group for the teacher to feel confident that purposeful learning is taking place during independent literacy activities. Intermediate Grades Preparing Your Students Teach routines to the students by modeling tasks to the class several times, for example: how to work in small groups how to read with a partner what to do when finished when and how to move to another activity how to use the class library what to do when needing help. When managing large blocks of uninterrupted time, set up an easy-to-follow rotation system that allows the teacher to work with one or two groups and monitor independent activities. Purposeful Literacy Activities When not interacting with the teacher, students should be involved in purposeful literacy activities that will engage them for a sustained period of time. These activities may include:

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

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

51. Developing A Teaching Framework Plan to extend student skill in independent activity by Such self managing studentswill be seen as the be monitored to Achieve Quality learning Therefore we 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.

52. ECU: Workbased Learning At University Based learning Studies and independent learning Studies. learning organisation adultlearning and organisational managing curriculum development a case study http://www.ecu.edu.au/ssa/worklinks/resources/

Work-based Learning Resource Staff Workshop and Conference Report s Resources Housed in the Careers Advisory Service ... Texts Work-based Learning Resource Staff The following ECU staff have developed a special expertise in work-based learning and are available to mentor other ECU staff about work-based learning developments. Staff Contact Email Phone Dr Sue Colyer Senior Lecturer Business and Public Management, Marketing and Tourism s.colyer@ecu.edu.au Ms Trudi Cooper Lecturer Community Services, Education and Social Sciences, International, Cultural and Community Studies t.cooper@yongka.ac.cowan.edu.au Dr Lynn Embrey Senior Lecturer Business and Public Management, Marketing and Tourism l.embrey@ecu.edu.au Barabara Haddy Senior Lecturer School of Visual Arts Western Australian Academy of Performing Arts b.haddy@ecu.edu.au Ms Julie Howell Careers Advisor - Joondalup Campus Careers Advisory Service j.howell@ecu.edu.au

53. New Page 1 Meeting expectations of mastery. managing time. Solving problems. the classroom dynamic. · the learning integrated. independent learning Skills. http://www.andomon.org/guidprinciples.htm

GUIDING PRINCIPLES: Home MONTESSORI Is Montessori For You? Links What is Montessori? ASM About Our School Board of Directors Contact ASM Faculty/Staff ... Virtual Tour CURRICULUM Curriculum Overview Guiding Principles Middle School Handbook PARENTAL INVOLVEMENT Parent Association Parent Handbook Children's House Lower Elementary ... Middle School The mission of Andover School of Montessori is to prepare students to be life-long learners and responsible citizens of the world community. In order for the Andover School of Montessori to uphold the mission statement currently in place, administrators, teachers, families, and board members must collaborate to maintain the key principles to a Montessori education: the child, the prepared adult, and the environment. The specific goals for the children at Andover School of Montessori are: to encourage respect for one another, staff, and parents to develop respect for the materials and environment to foster inner discipline and sense of order to collaborate with their peers in a multi-age environment to establish a positive attitude toward school and learning It is our belief that children at Andover School of Montessori will thrive and develop to their full potential. Through guided instruction, all children will be encouraged to develop:

54. U.S. Map And Book:Math:Life Skills:Mathematics:Reproducible:Teach:Teaching Mater to their daily lives throught 40 independent activities. become active participantsin the learning process along and reproducible tools for managing the math http://www.usmapandbook.com/math/lifeskills.html

Mathematics Basic Math Skills Life Skills Math Algebra Geometry ... Resources Geography National Geographic Political Roller Maps 61" x 57" 51" x 51" Combined Continents Continents ... Map Book Set Physical-Political Roller Maps 61" x 57" 51" x 51" Continents Map Book Set Globes Table Globes Floor Globes Atlases State Maps ... Geography Skills English Language Arts Basic English Skills Grammar Composition Reading Comprehension ... Teacher Resources History Ancient History World History American History More American History ... Return... Practical Practice Math 6 Ready-to-Use Basic Math Workbooks Watch math skills soar as students work through acivities that involve everyday activities such as comparison shopping, using ads and coupons, buying in quantity, learning about budgets, withholding tax and more. With over 192 pages of reproducible activities, students cover: math in the mall, math at home, career math, best buys, money sense and everyday math. Gr. 4-12. Reading Level: Gr. 3-4. REM598G 6 Workbooks Math For The Real World Students understand assignments best through real-life experiences. High-interest problems, readings, writing, experiments, and assignments in realistic scenarios give students hands-on experience in dealing with problems that will better prepare them for life's experiences. 160 pages, Gr. 6-Adult.

55. Homework Backgrounder Assisting Teachers in managing Homework. roles that teachers, parents and studentsmust play to learning strategies for successful independent learning (eg time http://www.schoolcouncils.net/report01.htm

Learning at Home Through Homework An Opportunity for Partnership Between Home and School In the Interests of Student Learning A Background Document to Stimulate Discussion and the Development of an Updated Approach to Homework for Individual Elementary Schools October 1999 Updated: November 2000 Solving Homework Problems Homework is a source of frustration in many schools, and in many households. Yet research suggests that ‘learning at home’ is one of the most effective methods for parents to assist their children in doing better at school. (Dr. Joyce Epstein, 1995) If the subject of homework has not been reviewed within a particular school for some time, perhaps opportunity exists for a joint committee of teachers and parents to review the current situation within a school and provide recommendations to the administration, staff, parents and school community. A review of the current situation involves honestly asking and answering several key questions as follows: 1. What are the current perceptions of teachers, parents and students regarding homework? 2. Is the school’s homework policy clear, and is it being followed by all teachers, students and parents?

56. Teaching And Learning is designed around the notion of independent learning taking place management issuessuch as managing change, and the Centre for Enhancing learning and Teaching http://wwwdb.csu.edu.au/division/marketing/annrep/00annrep/00annrepp4.htm

Home University's Mission Courses Research ... Statutory Reporting Teaching and Learning Goal 1 - balancing professional and vocational course needs with the development of skills for, and positive attitudes towards, life-long learning Goal 2 - attracting students nationally and internationally because of the excellence of its courses, teaching , scholarship and support to students. Goal 3 - being committed to open learning through access, articulation and student support programs. Goal 4 - providing a variety of learning environments to meet the different needs of students drawn from diverse educational, social, ethnic and economic backgrounds. Goal 7 - providing a flexible, innovative and challenging environment in which to teach learn , research and work.. Student Services Student Services continued to expand the Study Link program in 2000. Study Link offers a variety of learning environments, giving students an option of online, face-to-face or distance education packages and offers alternative pathways for entry to some courses. The tripling in numbers of students enrolled in Study Link shows the success of this program. A new non-award subject, Career Management, was introduced through Study Link. Its objective is to develop in students the attitudes and skills necessary for a successful career in a changing world. Continuing and Professional Education Centre (CPEC) CPEC continues to expand its range of options through the Associate Student Program that provides an alternative pathway to higher education. In the year 2000, over 1000 students took advantage of this opportunity.

57. Teaching Tips Many kids do their most energetic learning outside of It might include independentstudyabout a sport Some students regularly demonstrate responsibility at home http://www.dsea.org/teachingtips/tips/portstrg.html

HOME ABOUT DSEA TEACHING TIPS TRAINING AND PROFESSIONAL DEVELOPMENT ... Writing Essays And Compositions Student Portfolios Planning Strategic Program Planning Strategic program planning may be your next logical step, especially if you are planning an effort that extends beyond a single classroom. This kind of planning involves inventorying your liabilities and assets. Obstacles And Challenges Every new undertaking has obstacles or challenges. List issues or problems which you feel might come up, or which need to be addressed. A sample list of thorny issues follows. Look over the list and try to identify 3 to 5 of the most important challenges or issues which must be addressed. After you review the three groups shown next (a to c) underline the three to five most pressing challenges you will face. Put then in order of difficulty. Starting with the least difficult challenge, get input from others or brainstorm alternatives for each problem. This does not mean you have to solve the issue, only that you need to be able to pose the problem and begin investigating your creative options or work-arounds. The program needs to have a leader or coordinator who is given some time off from classroom duties to get our portfolio project off the ground?.

58. Center For Character And CreativeIntelligence skills needed for success as independent learners. managing time and environment;organizational skills; reading notetaking skills; learning the writing process; http://www.newhampton.org/academics/cci.html

CENTER FOR CHARACTER AND CREATIVEINTELLIGENCE (CCI) Table of contents Overview Programs Full support Program Tutorial Program ... Reading Classes PHILOSOPHY OVERVIEW OF THE GOALS FOR THE CCI We seek to help New Hampton School students develop an understanding of their own strengths and differences so they may have a better understanding of the unique contribution they can make to the school community, their home community, and the world at large. Students will learn which environments and experiences allow them to make positive, satisfying choices. While students build on their strengths, they will improve their realms of weakness or difference, enabling them to achieve excellence and solidify a foundation for future goals. Table of contents PROGRAMS Full Support Program The Full Support Program includes Center for Character and CreativeIntelligence (CCI) classes in English and history as well as one-on-one tutorial support. The classes have a 1:6 teacher to student ratio. Communication and coordination between the English teacher, history teacher and tutor are important aspects of this program. Students enrolled in this program typically have a history of significant difficulty in reading or writing and may have been identified with a language-based learning disability and/or attentional issues. Current psychological testing (within 3 years) is needed to best evaluate the needed level of support and to receive accommodations on standardized college placement exams. It should include an intelligence test and academic battery given in a one to one setting. Because of the intensive nature of this level of support, an additional fee is required.

59. Student And Class Projects Using The Internet to make sense of the information they are learning. to teach them the skills of independentwork habits. able to strengthen their skills of managing information http://teacher.scholastic.com/professional/teachtech/usinginternet.htm

One of the greatest benefits of using the Internet in the classroom is to provide educational opportunities for students based on their abilities and interests. For example, I can teach a basic lesson on a writing strategy and allow a student who is interested in and motivated by baseball to find examples of the writing strategy on a baseball-focused Web site. This lesson suddenly becomes more motivating, exciting, and memorable to this student. Brain research shows that individuals remember events and facts in more detail for a longer period of time if there are emotions involved in the initial learning experience. This concept of emotional memory is highly useful as we use the Internet in our classrooms. Due to the timeliness and currency of the Internet and the fact that students can find information that naturally interests them, the Internet can increase the emotional impact of lessons, and making learning interesting, fun, and meaningful to students. This seminar discusses the use of individual and class projects using the Internet to help students experience the joy of learning for themselves. As students gain experience learning for the pure joy of learning, their emotional interest, intrinsic motivation, and hunger for knowledge also increase.

60. Time Management efforts of others, you will find that managing time — yours eliminate wasted timeand confusion; using learning centers, independent assignments, and http://teacher.scholastic.com/professional/futureteachers/time_management.htm

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.

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