Home  - Basic_E - Effective Teaching Teach

Books Baby Camera Phones Computers Games DVD Electronics Kitchen Magazines Music Garden Software Tools Toys Video Apparel & Accessories Jewelry & Watches Musical Instruments Health & Personal Care Beauty Sports & Outdoors Office Products

e99.com Bookstore

Images

Newsgroups

81-100 of 101    Back | 1  | 2  | 3  | 4  | 5  | 6  | Next 20

A  B  C  D  E  F  G  H  I  J  K  L  M  N  O  P  Q  R  S  T  U  V  W  X  Y  Z

Effective Teaching Teach:     more books (54)

Teach: A guide to effective Sabbath school teaching by Stanley S Will, 1974 "The Components of Effective Substitute Teaching They Don't Teach in College" by Renee Kee, 2007-10-24 Teach: A guide to effective Sabbath school teaching More effective Bible teaching (How to teach the Bible series) by Sarah B Overstreet, 1973 TEACH - A Guide to Effective Sabbath School Teaching Teaching As Leadership: The Highly Effective Teacher's Guide to Closing the Achievement Gap by Teach For America, Steven Farr, 2010-02-02 Teach Like a Champion: 49 Techniques that Put Students on the Path to College by Doug Lemov, 2010-04-05 Teach with Your Strengths: How Great Teachers Inspire Their Students by Rosanne Liesveld, Jo Ann Miller, 2005-10-01 Results-Driven Teaching: Teach So Well That Every Student Learns by Keen J. Babbage, 2006-11-06 Teaching As Leadership: The Highly Effective Teacher's Guide to Closing the Achi by Steven Teach for America (COR)/ Farr, 2010 Teaching to Learn, Learning to Teach: A Handbook for Secondary School Teachers by Alan J. Singer, WITH Maureen Murphy, et all 2003-04-01 How to Teach Reading to Elementary and Middle School Students: Practical Ideas from Highly Effective Teachers by Robert B. Ruddell, 2008-09-19 Effective Methods of Teaching Business Education in the 21st Century, NBEA 2003 Yearbook Changing the Way You Teach, Improving the Way Students Learn by Giselle Martin-Kniep, Joanne Picone-zocchia, 2009-05-30

lists with details

81. Effective Teaching Principles For Literacy Instruction
    effective teaching Literacy Standards Literacy Technology Media LiteracyMulticultural Literacy Reading Comprehension Topics Homepage. TEACHERS  
    http://www.literacy.uconn.edu/efftchr.htm
    
    Extractions: Literacy Instruction Best Practices in Reading and Writing : An interesting online community for a thoughtful examination of literacy and literacy instruction created by a group of teachers from Alaska's statewide academic consortia. Best Practices Portfolio for Language and Literacy in PreKindergarten Programs from Georgia's Office of School Readiness. Effective Teachers of Literacy Education-Line Five Standards of Effective Pedagogy and Learning : This 1999 document summarizes the ideal conditions for learning as established through California's Handbook of Effective Instruction in Literacy : Download this 79-page 1995 handbook from the Ohio Literacy Resource Center in the United States that provides a brief overview of effective literacy instructional practices. Literacy Action Resource Papers from the Curriculum Exchange in South Australia: A series of papers which combines practical information with theoretical issues about reading and writing instruction after 1998. Literacy Research and Best Practices from the Literature Signature Area of NCREL. Attempts to improve the reading achievement of all students by translating research into practice through

82. Programme Three Effective Teaching And Learning
    Programme Three effective teaching and learning effective approaches to theteaching and learning of writing, Phase 1 A review of research and  
    http://www.nrdc.org.uk/projects.asp?ProjectCategoryID=6

83. Effective Teaching: ABRSM.org - NewsArticles
    What is effective teaching? Indeed, who is an effective teacher? The glib answeris to point to someone who has many pupils, enters them regularly for exams  
    http://www.abrsm.org/?page=newsArticles/item.html&id=27

84. National Council For The Social Studies | Socialstudies.org
    It will focus on effective teaching strategies and some of the key understandingsstudents should gain as a result of studying sociology.  
    http://www.ncss.org/
    
    Extractions: Social studies educators teach students the content knowledge, intellectual skills, and civic values necessary for fulfilling the duties of citizenship in a participatory democracy. The mission of National Council for the Social Studies is to provide leadership, service, and support for all social studies educators. Join Us

85. TEDI: Teaching And Learning Support
    The effective teaching and Learning at University conferences provide an opportunityfor 1999 effective Courses / effective teaching at University  
    http://www.tedi.uq.edu.au/conferences/
    
    Extractions: History The series of conferences started with TEDI's In-House Conference on Teaching and Learning, which took place in 1994, 1995 and 1996. These conferences used keynote speakers only from the University of Queensland, papers were solely by University of Queensland staff, and all participants came from this university. In 1997, for the first time, the In-House Conference had keynote speakers from outside the University of Queensland, but all other speakers were from this University, as were all participants. From 1998, the conference has been more widely advertised and aimed at a broader group of participants and presenters. Keynote speakers have been invited both from this university and from elsewhere in Australia, paper presenters come from most Australian universities and some from overseas; participants come from most Australian universities and some overseas. While the conferences since 1998 have been advertised nationally and, to a lesser extent, internationally, their primary target for participation has been university teaching staff from local universities. As a further step in this direction it was agreed that the 2001 and 2002 Conferences would be located at the Queensland University of Technology, Griffith University would host the 2003 and 2004 conferences, while The University of Queensland would host the 2005 and 2006 conferences. All three universities will join in hosting and promoting the conference each year.

86. Effective Teaching
    effective teaching should be thought of as helping students learn, Use effectiveteaching techniques. State what should be learned here.  
    http://www.uab.edu/uasomume/cdm/teaching.htm
    
    Extractions: Premises of Teaching Selecting the Instructional Format No one instructional format is best for all course objectives. Learning can often be enhanced by providing the instructional process through a variety of formats. Since a major goal of Curriculum 2000 is to help students become seekers of information, not merely receptacles of information, instructional formats should be selected with this goal in mind. Since using the same format throughout can cause students to become weary of the approach, if not the content, course directors are encouraged to provide as much variation in instructional format as is educationally appropriate. Some instructional formats are as follows:

87. 1998 Effective Teaching Workshop
    1998 effective teaching Workshop. This years workshop was held in July, 1998along with the Academic Careers Workshop at the University of WisconsinMadison  
    http://www.cra.org/Activities/workshops/98effective_teaching.html
    
    Extractions: About CRA CRA for Students CRA for Faculty Events Jobs Government Affairs Computing Research Blog CRA-Women Projects Publications Membership What's New Home This years workshop was held in July, 1998 along with the Academic Careers Workshop at the University of Wisconsin-Madison and was collocated with a major meeting of the AAAI and several other meetings of groups interested in artificial intelligence, cognitive science, and related topics. Timothy Finin , University of Maryland, Baltimore County, Workshop organizer Susan Horwitz , University of Wisconsin, Madison Richard Korf , University of California, Los Angeles Tom Mitchell , Carnegie Mellon University Charles Nicholas , University of Maryland, Baltimore County Effective Teaching Workshop, 1998 Effective Teaching Workshop, 1997

88. Frequently Asked Questions (FAQ)
    If some agreement is reached on what effective teaching is, the committee Moreover, because the nature of effective teaching differs across disciplines,  
    http://www.ntlf.com/html/lib/faq/at-umiss.htm
    
    Extractions: Subscribe to NTLF Library FAQ Contents ASSESSING TEACHING CONTENTS: A down to earth essay on the challenges and benefitsto both students and professorsof evaluating teaching. Sections include Student Ratings as a Teaching Tool, Helping Teachers Learn From Feedback, Use of Student Ratings in Personnel Decisions, Portfolios and Interviews. References provided. SOURCE: McKeachie, W.J. and Kaplan, Matthew (1996). "Persistent Problems in Evaluating College Teaching," AAHE Bulletin by William J. McKeachie and Matthew Kaplan The idea that students might routinely evaluate the teaching they experience in college was a hard sell on most campuses; student ratings were usually introduced with a good deal of struggle. The controversies over the years caused student ratings to become the most extensively studied aspect of collegiate education. Now, after fifty years of research and more than 2,000 journal articles, there's little reason to doubt that the procedure can provide valid and useful information for both faculty members and administrators. Even today, though, student evaluations seldom make an optimal contribution to improving either teaching or personnel decisions. One reason may be that they've become banal: Students and faculty treat them as a routine, giving them little thought. Another reason is that we forget what we've learned about how to make them most effective. Whatever the case, student and faculty time gets taken up in an exercise producing only mediocre results.

89. Educational Psychology Interactive: Overview Of Classroom Processes
    The model of the teaching/learning process presented in this class is derivedfrom a set effective schools and classrooms A researchbased perspective.  
    http://chiron.valdosta.edu/whuitt/col/process/class.html
    
    Extractions: Overview of Classroom Processes Last Modified: December 2, 1997 Courses Home Page Carroll's Model of School Learning In 1963, John Carroll proposed a model to account for school learning. His major premise was that school learning is a function of time. To be more specific, Carroll proposed that School Learning = f(time spent/time needed) Carroll defined time spent as a function of i.e., resulting from or composed of) opportunity and perseverance . The measure he proposed for opportunity was allocated time or the amount of time the classroom teacher made available for school learning. The measure Carroll proposed for perseverance was engagement rate or the percentage of the allocated time that students were actually on task. Allocated time was multiplied by engagement rate to produce engaged time or time on task which is defined as the number of minutes per school day that students were actually engaged in school work. Carroll defined time needed as a function of aptitude, ability to understand instruction, and quality of instruction . By aptitude Carroll meant the ability to learn academic material. One measure of this variable would be IQ . By ability to understand instruction, Carroll meant the preparedness of the student for understanding the specific material to be learned. Bloom, a colleague of Carroll's at the University of Chicago, later proposed a measure of

90. Performance Indicators: Teaching And Learning - Support And Enhance Effective Te
    Use of assessment results to support and enhance effective teaching and studentlearning and course and curriculum changes  
    http://www.iport.iupui.edu/performance/perf_teach_support.htm
    
    Extractions: IUPUI Portfolio Home Performance Indicators Teaching and Learning Support and Enhance Effective Teaching Support and Enhance Effective Teaching A subgroup of the Program Review and Assessment Committee reviewed the measures and reached unanimous agreement on their ratings on September 26, 2002. The overall "Green/Yellow" rating reflects the split of two green and two yellow judgments for the four indicators in this area. Institutional priorities for teaching development and practices Use of assessment results to support and enhance effective teaching and student learning and course and curriculum changes Institutional priorities for teaching development and practices Key Indicator: Teaching as a Documented Area of Excellence in Promotion and Tenure Although IUPUI is a major research university, two of five faculty who were promoted or tenured in 2001-02 included teaching as an area of documented excellence in their review

91. GDC Effective Techniques Article
    effective Techniques for teaching Highly Gifted VisualSpatial Learners The following strategies have been found to be effective in teaching children  
    http://www.gifteddevelopment.com/Articles/EffectiveTechniques.html
    
    Extractions: Denver, Colorado Western and Eastern philosophies and cultures provide dramatic examples of these differences. Western thought is sequential, temporal, analytic; Eastern thought is spatial and holistic (Bolen, 1979). Cause and effect sequences are stressed in Euro-American ideation, whereas synchronicity of unrelated events is appreciated from an Asian world view. Western languages are constructed out of non-meaningful elementsletters of the alphabet; Eastern languages traditionally have been composed of pictorial representations. Perhaps the greater facility of Asian children in the visual-spatial domain can be traced at least in part to the emphasis on visualization in the linguistic system. These different mental organizations appear to be innate. Although one can gain more facility with one or the other mode through learning, it is unlikely that a person with sequential dominance can learn to perceive the world in exactly the same way as an individual with spatial dominance or vice versa. Instead of trying to remake one or the other style of learning, we need to accept these inherent differences in perception, and appreciate their complementarity since we inhabit a spatial-temporal reality. When these differences are not understood, there is dissension; when they are honored, they enable an exchange of information that forms a more complete conception of reality than can be gained by either perspective in isolation.

92. Organisational And Staff Development Services - GUIDELINES FOR EFFECTIVE UNIVERS
    These Guidelines for effective University teaching are based on research intoteaching and learning, on good practices in institutions, and on criteria in  
    http://www.osds.uwa.edu.au/about/publications/avcc/guidelines
    
    Extractions: UNIVERSITY TEACHING APRIL 1993 Canberra Australian universities are a part of an internationally recognised community of higher education and as such have, in common with their international peers, a particular responsibility to create, preserve, evaluate, interpret and transmit knowledge. While other institutions in society also contribute to these same objectives, it is the special responsibility of universities to foster and preserve the scholarly values of search for truth, of curiosity, integrity and critical appraisal, and to nurture these values in their students. The AVCC sees diversity in functions, organisation and teaching as one of the chief strengths of the Australian university system. This is supported by the widely differing curricula offered in Australian universities. Effective teaching practice is sensitive to particular curricula in fostering those scholarly values. The AVCC sees teaching as a creative activity designed to foster students' learning, their ability and desire to undertake scholarly work, and their development as a whole person. Teaching draws on professional and disciplinary expertise of staff and is continually revitalised by research, scholarship, consultancy, or professional practice.

93. Jones And Scully, 'Effective Teaching And Learning Of Law On The Web', [1998] 2
    we will consider the effectiveness of the World Wide Web as a teaching and effective teaching environments allow deep learning to take place.  
    http://webjcli.ncl.ac.uk/1998/issue2/jones2.html
    
    Extractions: First Published in Web Journal of Current Legal Issues in association with Blackstone Press Ltd. In this article we will consider the effectiveness of the World Wide Web as a teaching and learning environment. Effective teaching environments allow 'deep learning' to take place. Deep learning, we will show, can be achieved through collaborative learning. We will consider whether it can be achieved by utilising the techniques developed within Computer Mediated Communication to support some form of collaborative learning using the present technology offered by the World Wide Web so that effective learning environments can be created. Bibliography In this article we will consider the effectiveness of the Web as a teaching and learning environment. Effective teaching environments allow 'deep learning' to take place. Deep learning describes the process whereby the learner acquires the ability:

94. Resources For Effective Teaching- Westminster College, Salt Lake City, UT
    Resources for effective teaching at Westminster College Using technology toenhance teaching and learning is only effective when coupled with good  
    http://www.westminstercollege.edu/effective_teaching_resources/
    
    Extractions: prospective undergrads prospective grads current students alumni ... Faculty Technology Center Resources for Effective Teaching at Westminster College Using technology to enhance teaching and learning is only effective when coupled with good teaching practices. By moving your mouse over the image below, you will find seven scenes representing seven principles of effective teaching. You can use technology to help you achieve these principles in many different ways. Click on any of the seven topics to find web sites, articles, FTC events and other resources related to the seven principles of effective teaching and the use of technology. If you have suggestions for resources we might want to add, please email us at bneiswender@westminstercollege.edu or mlevitt@westminstercollege.edu. Be sure to move your mouse over the image below and click on a scene.

95. Effective Teaching In A Hybrid Environment Dialogue Day
    Effectively teaching Hybrid Courses PowerPoint presentation 164k Sample HybridCourse Syllabus by Mary Mackenburg, for Nursing class Word Document 108k  
    http://www.mcli.dist.maricopa.edu/dd/hybrid03/index.php

96. OED - Ten Ways To Make Your Teaching More Effective
    Ten Ways to Make Your teaching More effective. AUDIENCE ANALYSIS Althoughteaching isn t theater, we do know that students find concepts, knowledge,  
    http://teaching.berkeley.edu/tenways.html
    
    Extractions: AUDIENCE ANALYSIS You're not the most important person in the room. Remember that the members of the audience (your students) are supposed to be the beneficiaries of your communication. Don't make too many assumptions about your audience . But you do have to make some. Figure out the basics Who are these people? In what kind of setting will they receive this information? Take into account the "me, here, now." Establish cognitive / behavioral objectives for your audience THE FIRST DAY, OPENINGS, AND CLOSINGS

97. 404 Error
    This textbook is a pedagogical text designed to make effective teaching a goalthat can be achieved through careful study, planning, and execution.  
    http://www.asha.org/about/publications/leader-online/reviews/effective_teaching.
    
    Extractions: @import url( /styles/importmenuH.css ); Skip to: content navigation footer Our site's pages are optimized for Web browsing software that supports current Web standards, as established by the World Wide Web Consortium (http://www.w3c.org/) . Content is accessible from older or less standards-compliant technologies, but its presentation will not be identical to visitors with standards-compliant software. Read more on our site's changes and accessiblity. Find a Professional Shop My Account Guest Advanced Search Home The page you requested was not found. Please use our search engine to look for content related to your interests.

98. Jossey-Bass::Effective Teaching With Technology In Higher Education: Foundations
    effective teaching with Technology in Higher Education draws on current researchand best practice to show how to integrate technology into teaching in  
    http://www.josseybass.com/WileyCDA/WileyTitle/productCd-0787960349.html

99. IMPROVING COLLEGE TEACHING
    lack the final answer to the question of what constitutes effective teaching.That may well be true, but the key ingredients of effective teaching are  
    http://www.olemiss.edu/depts/vc_academic_affairs/improve.html
    
    Extractions: Teaching in colleges is marked by historic paradox: though institutions constantly talk up its importance, they evaluate faculty primarily on the basis of scholarly achievements outside the classroom. Teaching is what almost every professor does, but it seems to suffer from that very commonness. It occupies the greatest amount of most professors' time, but rarely operates at the highest level of competence. There seems to be an ingrained academic reluctance to regard teaching in the same way the profession regards every other set of skills: as something that can be taught. Professors who take painstaking care for method within their discipline of chemistry, history, or psychology, for example, all too often are unreflective when it comes to teaching. Some professors even regard teaching as so straightforward that it requires no special training. Others find it so personal and idiosyncratic that no training could ever meet its multiplicity of demands. But most share the common folk belief that teachers are born and not made. "He (or she) is a born teacher," is said of too many good teachers as a copout by those who aren't. And some good teachers fuel this belief by agreeing, "I guess I'm a good teacher. Things seem to go well in the classroom. The students say they like what I do. But I don't really know how I do it." In fact, the marginal truth in this belief applies no more to teaching than to any other profession. If there are born teachers, there are born physicians, born attorneys, and born engineers. Yet those who are naturally great at these professions invariably spend an unnatural amount of time acquiring skills and practicing in the vortex of intense competition. Potentially great teachers become great teachers by the same route: through conditioning mind, through acquiring skills, and through practicing amidst intense competition (Eble, 1988).

100. Teaching Resources - Teaching FAQ's
     The University of Oregon s teaching Effectiveness Program (TEP) works witheducators to assess and improve teaching. TEP provides a midterm analysis of  
     http://tep.uoregon.edu/resources/faqs/
     
     Extractions: Research Model Teaching FAQ's Effective Assessment ... Search TEP site Many teachers find themselves seeking advice when they want to make changes to improve their classes. TEP has compiled a list of the questions these teachers frequently ask. The questions, under the topic headings below, arose during GTF training sessions and in personal consultations. Possible answers and suggestions have been gleaned from many sources. If you have a question that's not addressed here, please let us know Address questions or comments about TEP or this site to:

A  B  C  D  E  F  G  H  I  J  K  L  M  N  O  P  Q  R  S  T  U  V  W  X  Y  Z

81-100 of 101    Back | 1  | 2  | 3  | 4  | 5  | 6  | Next 20