MSc In Pharmaceutical Information Management complemented by students independent work background reading, Methods ofteaching and learning vary according to the nature of the material being http://www.soi.city.ac.uk/organisation/is/teaching/pim/
Extractions: Skip to menu Skip to content Index Search ... Help Back City School of Informatics Our organisation ... IS staff This course provides postgraduate level education in pharmaceutical information management to students wanting a specialist qualification in the subject. The course is primarily, though not exclusively, designed for those engaged in pharmaceutical information work in industry or the health services. Certificate or Diploma qualifications are achieved by completing four or eight modules respectively, and a Masters degree by subsequent completion of a research project and dissertation. The aim of the course is to enable a student to gain a good understanding of the basic principles of information science and information management, and of their relevance to pharmaceutical information systems and services, and to obtain detailed insight into some particular areas. The course should complement the practical experience gained by students in the work-place. Current and past students on the course work in a variety of pharmaceutical information environments; the ability to exchange views and experience with students from different backgrounds is one of the most valuable aspects of the course. Although most students are from the UK, others have been based overseas, including Germany, the Czech Republic, Slovenia and Saudi Arabia.
Independent Learning independent learning can assist students in acquiring the knowledge, such astime management; they are encouraged to seek the solutions that work best http://www.sasked.gov.sk.ca/docs/policy/cels/el7.html
Extractions: Independent Learning focuses on creation of the opportunities and experiences necessary for students to become capable, self-reliant, self-motivated and life-long learners. What is desired are students who value learning as an empowering activity of great personal and social worth. All of the other C.E.L.s contribute to the goal of developing independent learners. Summary "Independent Learning is that learning in which the learner, in conjunction with relevant others, can make the decisions necessary to meet the learner's own learning needs." (Kesten, 1987, p. 3) In this process, independent learners develop the values, attitudes, knowledge and skills needed to make responsible decisions and take actions dealing with their own learning. Independent learning is fostered by creating the opportunities and experiences which encourage student motivation, curiosity, self-confidence, self-reliance and positive self-concept; it is based on student understanding of their own interests and a valuing of learning for its own sake. Independent learning is part of an ongoing, lifelong process of education that stimulates greater thoughtfulness and reflection and promotes the continuing growth of students' capabilities and powers. More than the rote learning of facts and skills, this approach to learning encourages students to make meaning for themselves, based on their understanding of why and how new knowledge is related to their own experiences, interests and needs.
AFCEC - Tips For Teachers managing students Behaviors Fostering independent Learners Through Selfmanagement Student directed learning Teaching self-determination skills. http://www.afcec.org/tipsforteachers/tips_c5.html
Extractions: Many traditional instructional strategies (e.g., direct instruction methods) have been proven to be powerful techniques for teaching the acquisition of new skills in a wide range of areas including academics and social skills. These approaches rely primarily on the teacher assuming responsibility for student learning. Although skill acquisition is a critical first step, instruction must also address the critical next step, which is having the student assume responsibility for regulating his or her behavior. This next step will help ensure that the Self-Management Strategies Self-management strategies include a range of strategies that students can use to change their behavior. The goal of instruction in this area is to shift the responsibility of instruction from the teacher to the student. These strategies can actually aid in skill acquisition as well as reduce teacher time required for instruction and monitoring of behavior, promote generalization and maintenance of behaviors, and reinforce the cultural value of education that students leave school independent and competent (Agran, 1997). Five of the most common self-management strategies are presented below. 1. Self Instruction
Learning Teaching Index Being an independent Learner (ideal for first year students to encourage Ask students to mark their own work on the same sheet when they hand it in. http://www.clt.soton.ac.uk/LTIndex/default.htm
Extractions: The page or link you just accessed is not available - please try using the drop-down navigation menus above to find what you were looking for. One likely reason for this 'broken link' message is that the page you are looking for was moved when this website was updated and reorganised in August 2005. For example, all staff pages are now under the staff directory, so a page whose URL was
Sontgen Portfolio Of Independent Learning However the idea of portfolio work was new to all the students. Examples of goodportfolio University of Central England Teaching and learning Strategy http://web.apu.ac.uk/languages/translang/Sontgen_Portfolio.html
Extractions: Materials ... Contents Page 1. Introduction: Transferable skills in German, French and Spanish In 1999 we started to develop a Divisional Website (http://bsstudent.uce.ac.uk/dlib) to facilitate the teaching and learning of languages at the University of Central England (UCE) Business School. The Website is based on the well- established curriculum model of Kolbs experiential learning ( Kolb 1984 ), recognising that a sound pedagogical basis is needed for any educational development, including the use of technology. Kolbs learning cycle has been adapted by the Learning Methods Unit (LMU) at UCE to include technologies each addressing a particular stage in Kolbs learning cycle (Staley and Eastcott, 1999). The model recognizes that it is insufficient simply to learn new concepts, just as it is insufficient to have an experience in isolation. The learner must make the link between theory and practice through active experimentation and through reflection on the learning process. Students learn experientially by systematically performing learning activities at each stage of the cycle identified by Kolb as planning, experience, reflection and conceptualization. Chart (Staley and Eastcott, 1999)
Extractions: Active Learning in Computing (ALiC) HOME WORK PROGRAMME Overview Background Work Programme Work Activites ... Contacting Us The fundamental vision of the proposed CETL is to identify and enable ways in which students can become more active in their learning. Through promoting project- ( Activity 2 ) and group-working (Activities and ) ALiC will realise new learning approaches, enabling students to move towards independent learning guided by appropriate support materials. Furthermore, the assessments utilised will be sensitive to this new style of learning, being larger in scale and scope to encompass all aspects of the curriculum (Activities and ) thus providing a solution to the over-assessment problem. Together with better support materials for independent learning and the use of peer support groups (Activities and ), these activities will provide the key to effective utilisation of staff student contact time and serve to make the learning of computing more fun (
Extractions: Printable Copy Close This Window Teaching Reading K-2: A Library of Classroom Practices A video library for K-2 teachers; 12 half-hour video programs, one half-hour overview video, library guide, and Web site This video library features the teaching practices of a diverse cross-section of kindergarten through second grade teachers from across the country. The teachers introduce their students to reading through a variety of methodologies. The library includes nine half-hour classroom videos showing teachers and students engaged in effective reading practices; three half-hour longitudinal videos that show individual students developing reading skills over time; and one half-hour library overview. In Sheila Owen's Beaumont, California kindergarten class, all five- and six-year-olds are "readers and writers from day one." We see her students listen and respond to a story about pumpkins, create sentences using the word wall, and chant a poem on the letter D. Guided by Ms. Owen, they write a group account of the pumpkin life cycle, and then work independently on their writing. 2. Writer's Journal
Description Of Independent English Learning Center Within one month of beginning my teaching career, I was visiting Ein Harim and An independent English learning Center simply means that students work http://www.etni.org.il/indenglishcenter.htm
Extractions: Background As a new elementary school teacher of English, I was struck by the various ability levels in all my classes, and the lack of materials that would allow students at different ability levels to work at their own pace and at their own level, while still work ing "together" within a class setting. Within one month of beginning my teaching career, I was visiting Ein Harim and talking enthusiastically with the talented coordinator and teachers there who had created what I consider to be a prototype English Cent er. And within a month, I had incorporated workcards into my sixth grade class routine, and shared their use with my co-teacher. Because of my good experiences with the use of Workcards and my research and interest in Independent Learning Centers, I started using them in my new high school program, as well as an elementary school where I am an advisor. What is an Independent English Learning Center An Independent English Learning Center simply means that students work during designated hours of the school week/ English lessons on Workcards, Reading and other activities according to graduated levels. They are assigned their "Entry Level" by the teac her, usually complete their work in notebooks that stay in the Center, and choose their own work according to their interests and learning styles.
BBC | British Council Teaching English - Methodology - Learning Styles students learn better and more quickly if the teaching methods used match their Fieldindependent. Let students work on some activities on their own http://www.teachingenglish.org.uk/think/methodology/learning_style.shtml
NBPTS - Standards 3 Teachers are Responsible for managing and Monitoring Student learning This includes teaching students to work independently without constant 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.
Forum Fall 98: Problem-Based Learning students become selfdirected, independent learners who will work well in teamsas they It redefines student and faculty roles in teaching and learning. http://www.mcli.dist.maricopa.edu/labyforum/Fall98/forum7.html
Extractions: Various task forces, professional associations and other groups have recommended educational changes designed to better prepare students to participate fully and productively in today's technology-based workplaces and those of the 21st Century. The key skills listed include critical thinking, problem-solving, teamwork, verbal and written communication, ability to research, and lifelong learning. This recommendation has been articulated in Goals 2000 , the SCANS Reports What Work Requires of Schools (1991) and Learning a Living: A Blueprint for High Performance (1992) , and by educational leaders at the 1994 Wingspread Conference and The National Research Council in 1996 . These organizations also emphasized the need to prepare our students to become successful citizens. A common theme among systemic reform advocates has been that current curriculum and pedagogy often fail to prepare students to use what they have "learned" to solve real problems which they encounter in the workplace or in a democracy. Intuitively, teachers know this is true. We know that what we teach in one class is not often transferred to other classes. To meet this concern and help students become more independent and interdependent learners, we have adopted cooperative learning techniques and developed learning communities so students are required to make connections among courses. These strategies do move us along a continuum toward self-directed learning, but there is another step which better accomplishes this goal:
Seymour Roworth-Stokes Using a learning pack to support the independent acquisition of The pack issent to students in the vacation before they join the course and work is http://www.city.londonmet.ac.uk/deliberations/ocsd-pubs/artdes1.html
Extractions: Marion Wilks and Graham Gibbs (Eds) This case describes the use of a printed learning pack and assignments to replace a series of demonstrations and lectures in technical drawing at a college where access to drawing studios is at a premium and staff resources are under considerable pressure. The pack and associated activities attempt to address the wide range of students' technical drawing skills on entry. The pack is sent to students in the vacation before they join the course and work is assessed at the end of the first week of term. Student performance has been maintained and students have been better able to apply the skills they have learnt to subsequent areas of study. The course recruits
Extractions: Check the meeting schedule for future meetings - Greetings and Welcome to Teachers.Net. Teachers.Net welcomes Harry Wong and moderator Marjan Glavac. Marjan Glavac - Hello. My name is Marjan Glavac and I will be moderating this meeting of Harry and Rosemary Wong. I teach grade 5 in London Ontario Canada ( http://www.glavac.com ) and I had the great pleasure of meeting and interviewing Harry and Rosemary way back in September. Marjan Glavac - Harry K. Wong is the most sought after speaker in education today. Dr. Wong regards himself as a "a plain, old classroom teacher." However, his record shows that he has been an excellent classroom teacher who has shared his successes with thousands of teachers internationally. He is usually booked from two to four years into the future for speeches, and because of his many professional activities, must turn down many requests each week. He has given over 3000 presentations to some half-million people, including the Distinguished Lecture at the American Association of School Administrators Convention. He has lectured in every American state and Canadian province and in South America, Asia, Africa, Europe, and Antarctica. He has over 30 publications including a leading book in education on how to start the first days of school, a video and audio tape series, a science textbook series, three films, and numerous magazine and journal articles to his credit.
Featured Articles Some students may struggle with independent learning and feel insecure with anamorphous students will work in an active learning setting known as the http://www.usdla.org/html/journal/MAR02_Issue/article01.html
Extractions: Editors Note : This site constitutes a report from the "frontliner" of e-learning, since the University of Baltimore was the first school to offer all-online accredited Web MBA. The author taught the first course in this Web MBA program, which was Statistics & Relevant Resources on the Web. A second course in this same program was Applied Management Science. The site covers how to begin, how to operate, and how to make e-learning successful and enjoyable. Its contents are developed over years, and is intended for current students and sharing personal experiences and exchange of ideas with other educators. Will media influence learning? Reframing the debate , Educational Technology Research and Development, 42(2), 7-19]. On hiring an online graduate, employers are likely to be cautious, if not skeptical. The belief is that an online degree is an interesting exercise, but it is not going to be rewarding or valuable as a full-time traditional degree. This is partly, because most employers have traditional degrees and may be reluctant to hire someone with a credential not yet established. The single biggest advantage in online learning programs is interactivity they offer. One of the biggest issues facing universities wading into online learning is interactivity, both in its level and mode. Just what constitutes 'interactivity' is hardly clear for some instructors. To some people, it means enabling learners and instructors to share ideas in a virtual chat room; to others, merely posting a question on a bulletin board qualifies as interactivity.
Extractions: BUS 303S - Participation in Community Economic Development Service Learning - 4 credits Students explore concepts of culture and cultural identity, differential power relationships among cultural groups, and ways to achieve greater equity and social justice. They do so in the context of community development in the Monterey region. As an integral aspect of learning, students work with a community nonprofit organization and reflect on that experience. Formerly MIE 303S. (Offered every semester.)
Extractions: The U of M Global Change faculty are among the growing number of faculty who are designing their courses as learning environments a . As such, we consider them to be bricoleurs b : keeping their focus on their problems and goals, they scan their environment for, and then creatively combine, a set of resources that achieve their goals. To meaningfully examine the Global Change learning environment, we link the problems that motivate these faculty bricoleurs to create alternative learning environments with the goals for student learning that they believe will address their problems. The majority of learning activities that the U of M Global Change faculty use to achieve their goals are informed by the following teaching principles: In regard to their first teaching principle, the faculty members believe that students learn most effectively not when teachers act as "authority figures,"
Centre For The Enhancement Of Learning And Teaching (CELT Menu Line workRelated learning Menu Line. Project -Based learning programmeprovides students with a focused opportunity for independent learning http://www.qub.ac.uk/celt/webpages/wrl-info.htm
Research At Vanderbilt:Classroom Management Classroom management. Rules are in. So is independent thinking. Second, theyalso went beyond to teaching students how to work together in groups, http://www.vanderbilt.edu/News/research/ravs97/ravs97_7.html
Extractions: When she was at the University of Texas at Austin 20 years ago, Carolyn Evertson directed a research program that was the first to study how elementary and secondary classroom teachers started the school year and how they established their initial rapport with students and got their classrooms off to a smooth start. "From those initial observations and 10 subsequent studies, we learned a great deal about how effective teachers manage the learning environment. For example, they begin early to teach rules and procedures; they monitor students' academic work and behavior carefully; they are proactive in stopping misbehavior before it happens; they establish ways to provide students frequent feedback; and they work at making their instruction clear." Knowing how teachers succeed in traditional classrooms, Evertson decided last year to learn how teachers succeed in more challenging and complex classroom settings. "We had learned how teachers operated effectively in more traditional settings where the teacher is the center of the instructional activities and the main source of information besides the textbook," she said. "We wanted to understand how effective teachers managed classrooms in which many activities were going on at once and where students were working together and where students learned to take responsibility for their own learning."
Teaching With Technology: Tech Tutor: Computer Center Do you use learning centers regularly? If so, you ll find your students adaptquickly to Here are some of my best tips for making computer centers work http://teacher.scholastic.com/technology/tutor/center.htm
Extractions: Computer Center Ideas If your classroom is like most, you probably have one to four computers set up in a learning pod. This arrangement works well for setting up an independent activity center where students complete tasks you've assigned. In my own classroom, I set aside 40 minutes each day for students to work on center activities such as the computer center. If you can't spare this much time, you can still make use of a computer center during "down times" such as during roll call or journaling time each day. Making a Computer Center Work Here are some of my best tips for making computer centers work: Tip 1: Tip 2: Try to create activities that correlate to your current studies - you may want to check your teacher's guides for suggestions of related computer activities. Once you come up with a great idea, make a note in your subject area guide so that you'll remember to use it when you come to that unit again next year.
