TEDI: Teaching And Learning Support Explicitly teach learning strategies so students can begin to develop They donot give the answers and they manage groups so all students have the http://www.tedi.uq.edu.au/teaching/tutor/resources.html
Extractions: Small group teaching principles and methods (For a more extensive discussion of these and related issues see Ramsden, 1992.) There are different ways in which we might conceive teaching: Telling or transmission, in which the teacher is seen as the expert, the students as novices. In this model the teacher gives students the content and provides answers to their questions about the content. Students are passive recipients of the content and the focus is on the teacher, the content and the methods by which the teacher delivers the content.
Special Education When independent work is presented, try to give it to the student in small segments . As old as the idea may seem, teaching phonics to our students is http://www.pacificnet.net/~mandel/SpecialEducation.html
Extractions: EDITOR'S NOTE: Normally I do not run "articles" on this site. however, this is an excellent piece, and a subject which is becoming increasingly important to Special Education teachers. S. Mandel TEACHING KIDS WITH ASPERGER SYNDROME FOR THE FIRST TIME GRADES: K-12 You're a teacher. You've just found out that you're going to have a student with Asperger Syndrome (AS) in class this year. You're in for an interesting year. And that's not coded language for "brace yourself." It's a real-life perspective that teaching a child with AS often gives you as many opportunities as challenges. First, the nuts and bolts stuff. Asperger Syndrome is a neurobiological disorder on the higher functioning end of the autism spectrum. It's an increasingly common diagnosis and many kids with AS are in regular school classes. That's really the bottom line for you: finding ways to make the year a good experience for every child in the room, including the one with AS and, of course, for you. You can't discount your needs in the process. So let's make them a priority, too. First, you may want to learn a bit more about Asperger Syndrome. One of the most user-friendly sources is the
How To Respond teachers to adapt and adjust teaching to accommodate learning needs so thatstudents can use it for subsequent learning and work to be submitted; prompt http://www.flinders.edu.au/teach/assess/tut/response.htm
Extractions: Home New Staff Assessment Online Tutorial ... Teaching Awards SEARCH THE SITE Feedback defines for students what their teacher thinks is important for a topic or a subject. At its best, feedback should: Feedback ought to aim at enabling students to improve their future efforts. However, one often gets the impression that students leave university making many of the same errors that they made when they entered. Explanation for this common phenomenon could be that: Assessors' feedback is little more than editing and does not give students a clear message about what they must do to improve future submissions Students don't read or take the advice that is given.
Frequently Asked Questions (FAQ) Advantage Helps students to perceive themselves as independent learners.Disadvantage May misread student s readiness for independent work. http://www.ntlf.com/html/lib/faq/ts-indiana.htm
Extractions: Subscribe to NTLF Library FAQ Contents TEACHING STYLES CONTENTS: The five primary teaching styles as described by Tony Grasha: Expert, Formal Authority, Personal Model, Facilitator, and Delagator. SOURCE: Indiana State University Center for Teaching and Learning, Learning Styles site. ( http://web.indstate.edu/ctl/styles/5styles.html ) Adapted for NTLF June 1999. Grasha's Five Teaching Styles Anthony Grasha identified the following five teaching styles as description of prevalent aspects of faculty presence in the classroom. 1. Expert Possesses knowledge and expertise that students need. Strives to maintain status as an expert among students by displaying detailed knowledge and by challenging students to enhance their competence. Concerned with transmitting information and insuring that students are well prepared. Advantage : The information, knowledge, and skills such individuals possess. Disadvantage: If overused, the display of knowledge can be intimidating to less experienced students. May not always show the underlying though processes that produced answers. 2. Formal Authority
Teaching And Learning : Students : The University Of Melbourne Teaching, learning, Graduate Attributes, Principles, Quality, Management, TeLaRs, and postgraduate students develop independent learning strategies. http://www.unimelb.edu.au/student/teaching.html
Extractions: @import url("/templates-stuff/styles/compliant.css"); Home Uni Students Research ... Office of the Deputy Vice-Chancellor (Academic) The University of Melbourne is a research-intensive university that attaches the very highest priority to undergraduate education and seeks to stimulate, nurture and develop graduates of the finest international calibre. The University expects its graduates to be educated and well-informed, able to contribute effectively to their communities wherever in the world they choose to live and work. It expects Melbourne graduates to have the following qualities and skills: The University of Melbourne postgraduate coursework degrees seek to develop graduates who demonstrate a capacity for contemporary professional practice and/or specialist knowledge and theory. Postgraduate coursework degrees have multiple purposes. They are designed to provide students with the opportunity for advanced knowledge and understanding in a specialist area; to enhance professional knowledge and skills; and to engage with new and emerging fields of study. Research Masters degrees at the University of Melbourne seek to develop graduates who have a capacity for defining and managing a research project characterised by originality and independence. Their training equips them for more sustained and original work at the doctoral level or for applied research positions in a wide variety of contexts.
Independent Learning - Some Ideas From The Literature Reference list independent learning. Biggs, J. 1999 Teaching for quality learning at Jaques, D. 1992 independent learning and Project work Module 7 http://www.brookes.ac.uk/services/ocsd/2_learntch/independent.html
Extractions: Some ideas from the literature Philip Candy, 1991 Independent study is a process, a method and a philosophy of education whereby a learner acquires knowledge by his or her own efforts and develops the ability for enquiry and critical evaluation. Terms: Teacher control : Learner control Teachers can facilitate independent learning through deliberate surrendering of certain prerogatives and the acceptance of responsibility by the learner. Dimensions of independent learning: Elements of personal autonomy: A goal and a process Gains for the learner Ability to respond to change Transferrable skills Allows for different learning styles - learner can use own judgment about how best to learn
Workshop Calendar & Descriptions This seminar deals with lecturing, teaching and learning styles, establishingpositive conditions This workshop helps TAs as they work with students to http://www-ctd.ucsd.edu/calendar.htm
Extractions: Blank scanner planners can be a useful time management tool. They can be distributed to your students in the beginning of the quarter so that they can note exam dates, due dates for papers and research projects, etc. We have been told that users recommend them highly because you can "eye-ball" the entire quarter at a glance. Cognitive Strategies As you make instructional decisions, would it help if you knew more about how people learn? Research about memory and information processing provides the framework for this workshop which will focus on how information is perceived, processed, and organized. Bring your own subject materials. Course and Syllabus Design Introduction to developing the complete curriculum for a course you are planning to teach or for a current course you would like to revise. Basic steps in course design will be presented, supplemented by handouts and checklists. Syllabi from a variety of disciplines will be available for critique based upon guidelines you develop that are appropriate for your discipline. For maximum benefit, bring a syllabus from a course that you are teaching or have taken. Grantwriting For The Sciences Success in academe, particularly in a research institution, can often be correlated with success in grantwriting. CTD is providing this opportunity for graduate students, TAs, and postdoctoral fellows to explore the issues involved in effective grantwritingwhat are the components that, if known and well-executed, can equate with success?
Teaching To Teacher... setting goals, managing time, defining hallmarks of quality work, To helpstudents become independent learners, it s necessary for us to reflect on http://www.bctf.bc.ca/PSAs/AEGTCCBC/IRN/tomlinson.html
Extractions: Most teachers probably agree that a goal of schooling is to help students develop independence as learners. Most teachers have also had experiences in which young learners, at one point eager to explore a topic of interest, fizzled out before an independent investigation reached a meaningful conclusion. Between the vision of developing learner independence and the reality of achieving it, some steps must be missing. How Independent Is Independent? There is no guaranteed correlation between learner ability and learner independence. Some highly able students from a young age show great independence in posing questions, seeking answers, and sharing what they learn. Other students with equal academic potential are at a loss for how to discover topics of interest, how to pose meaty questions, how to find useful information, how to record and organize what they find, or how to turn information into an interesting product to share with others. . It's important, then, for teachers to assess a student's degree of independence before beginning an independent study. Some students may need help with developing the
Extractions: Curtin University of Technology The theory of Problem Based Learning (PBL) is discussed and applied to a final year unit of teaching in the BAppSc (Construction Management and Economics) Course. The core idea of PBL in education is to use problems as the focus of student involvement. PBL is a learning experience profoundly different from the more usual subject-based learning (Margetson, 1997). The paper discusses the advantages and disadvantages of PBL in the context of a current course learning environment. The Department, in providing a PBL unit in the final year, set out to execute a seamless transition from a wholly subject-based syllabus to an integrated PBL approach. It was largely successful in this. However the success did provide a dilemma, being; How should the Department continue, encourage and develop integration of the PBL approach into the earlier years of the course? Secondary issues are concerned with the students ability to manage PBL in the early years of an undergraduate course, and the significant departure that PBL is from traditional subject-based learning.
Independent Literacy Centers Workshop Are you looking for a better way to teach reading? Do you feel like you need helpmanaging learning centers in your classroom? http://www.kinderkorner.com/litcentersworkshop.html
National Report - Students And Learning what is distinctive about learning and teaching at the higher education level; 8.13 Given the increased time students spend in independent study, http://www.leeds.ac.uk/educol/ncihe/nr_114.htm
Extractions: In Chapters and we set out our views about the need for increased and wider participation in higher education. We expect greater numbers of students to come from a broader spectrum of cultural backgrounds and abilities. Many of them will be mature students, increasingly aware of the knowledge and skills that are valued in employment. Given this increasing diversity in students, and the progressive development of communications and information technology, the next 20 years will be a period of major change in the practice of learning and teaching in higher education. The consensus among many educators is that depth of understanding is fostered by an active approach to learning, and by forging the links between theoretical and practical aspects of the subject. For this to be possible, students must have access to more than just the articulation of knowledge in the form of books and lectures. They also need practical experience that rehearses them in the professional or scholarly skills of their field, and the opportunity to develop and express their own understanding and point of view in an environment that gives constructive feedback. Such a vision puts students at the centre of the learning and teaching process and places new challenges and demands upon teachers. As our terms of reference say:
EWU Independent Learning Faculty Thematic teaching provides unlimited opportunities for students to actively This independent learning class will embody that philosophy as we attempt to http://www.ewu.edu/x6304.xml
TA Handbook Teaching in the lab Teaching in the studio Working with students in the field Field independent students are able to set their own learning goals and http://www.umass.edu/cft/handbook/handbook.htm
Learning And Teaching Fellowships Application Information considering approaches to time management, independent study, authority, In addition, one of the blended learning units involves students working on http://www.bournemouth.ac.uk/centre-for-academic-practice/fellows_05_06.html
Extractions: Academic Practice ... Comment Form The University has awarded eight Learning and Teaching Fellowships this year. Click on the names below to find out more! Milena Bobeva (Institute of Business and Law) Caroline Jackson (Services Management) Brian James (Conservation Sciences) Mike Morgan (Services Management) Nicola Peacock (International Office) Andy Pulman (IHCS) Lynne Rutter (IHCS) Karen Thompson (Institute of Business and Law) Congratulations Learning and Teaching Fellows 2005/06! Awards were presented at this year's University Conference "designed to encourage and support more staff in applying for the National Teaching Fellowships. It is funded as part of the University's HR Strategy." "to promote a culture in which learning and teaching is supported as a valued activity and where those who are engaged in it are proud to display and disseminate evidence of their best practice to others." Milena Bobeva In my personal and professional life I have always looked for ways to optimise existing practices. This has been reflected in and underpinned by my experience as an Information Systems (IS) analyst and developer and my scholarly research in information and IS management, and in Business Process Innovation.
Extractions: by Discipline Arts Education Education Reform Foreign Language Literature and Language Arts Mathematics Science Social Studies and History by Grade K - 2 College/Adult 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.
Heinemann In literature study, students work in small heterogeneous groups to discuss Participants will learn techniques for managing the reading workshop block, http://www.heinemann.com/shared/products/040729IGRNY.asp
Extractions: Fall 2005 Catalogs are now available! If your FREE copy hasn't been delivered yet, sign up now to receive it! Don't miss the Second Edition of A Time to Learn: How to Create High Schools That Serve All Students by George Wood "For nearly two decades Americans have been deluged with numbers about high schools. Test scores, dropout rates, money spent (or not spent), teacher student ratios, and on and on. From this parade of numbers To continue reading from this chapter, click here Don't miss Harvey Daniel's workshop, Content Area Reading 4-12: Strategies That Enhance Comprehension and Discussion on November 7, 2005! Drawing on his new book, Subjects Matter: Every Teachers Guide to Content-Area Reading , "Smokey" Daniels will show how to help kids think better around challenging nonfiction and fiction texts. This practical, hands-on workshop answers a question raised by concerned teachers across the curriculum: How can I make sure my students understand, remember and enjoy what they read in science, math, and social studies, as well as language arts?
Courses In Management Emphasis is on learning of procedures and skills. students are required to complete Mgt 695 independent Study in Management (13). The student and http://www.albany.edu/grad/courses/b_mgt.html
Extractions: Mgt 513 Organizational Behavior and Managerial Skills (3) This course provides a basic understanding of individual, group, and organizational processes and their effectiveness. Key processes include motivation, communication, managerial functions, organizational politics and management of organizational change. The emphasis is on building diagnostic skills needed to understand organizational processes and the administrative and interpersonal skills needed to carry out key responsibilities in any type of management position. Time management, planning, problem solving, leading meetings, negotiating agreements, managing conflict, and providing feedback will be demonstrated through the use of cases, role-plays and simulations. Mgt 514 Human Resources Management (3) Overview of human resources management in organizations. Topics include personnel recruitment, selection, assessment, performance appraisal, training, safety, compensation, employee benefits, personnel planning, career counseling, affirmative action, labor relations, and collective bargaining. Prerequisite: Mgt 513. Mgt 601 Computer Applications in Human Resource Management (3) Provides exposure and hands-on experience with software and hardware related to computer applications in human resource management. Students are required to complete a research project related to human resource management applications. Prerequisites: Mgt 514 or equivalent and permission of instructor.
SYLLABUS What teaching/learning activities will take place? What have students been Grading rubrics Assessing students work. Teaching at UNL, Vol. 20, No. http://web.syr.edu/~cspuches/teaching.htm
Extractions: 2001 Student Seminar Presentations: Core Topics Return to Contents Course Purpose The purpose of this course is to enhance the teaching practice of SUNY ESF graduate students planning a university career and of beginning and mid-career faculty teaching college courses full or part time. Course content and methods also apply to planning, delivering, and evaluating instruction and training in other professional roles and contexts. Return to Contents Course Description Seminar on College Teaching and Learning is a one-semester one-credit seminar for graduate students and faculty who are currently teaching or who anticipate teaching full or part time in a college or university. This seminar will examine processes and strategies designed to improve the teaching and learning process.
