41. 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

Why flexible learning? Educational design Planning principles Learning resource principles ... Phase 4 - Review and revision TEDI Site All of UQ Resources for developing tutors The PDF document ( covers a range of approaches to small group teaching and learning and also includes other UQ resources and policies related to tutoring. Deep and surface learning SOLO taxonomy of learning outcomes Facilitation skills for tutors Handling difficult tutorial situations ... Small group teaching principles and methods Deep and surface learning A framework for teaching (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. Organising the students' activity, in which the teacher's expertise is in the design and supervision of learning activities. The focus here is on the student, their motivation to learn and techniques that facilitate learning, but the teacher is the expert in knowing what activities 'work'.

42. 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

SPECIAL EDUCATION 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

43. 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

Home New Staff Assessment Online Tutorial ... Teaching Awards SEARCH THE SITE How to Respond Feedback Feedback defines for students what their teacher thinks is important for a topic or a subject. At its best, feedback should: guide both teachers and students be a core part of teaching and learning, not an add-on ritual focus around course and topic learning outcomes guide students to become independent learners and their own critics account for a developmental approach for achievement in a discipline. 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.

44. 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

NTLF's Frequently Asked Questions (FAQ) 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

45. 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

Home Uni Students Research ... Library For students The University For students Future students Open Day ... Community Teaching and Learning The University of Melbourne recognises that the foundation of a successful education establishment is to provide the best possible teaching and learning environments for both staff and students. On this page, you will find: G raduate Attributes Learn the values that the University of Melbourne wishes to instil in its Graduates. For more information about this plan, please click here Nine Principles of Teaching and Learning (PDF Document) Nine educational principles For a more extensive look at the principles, click here for a PDF version. Quality o f teaching Learn how we benchmark our teaching practices and provide consistent improvements Find out about the Quality of Teaching Surveys and their purpose within the University. Understand the strategy behind educational excellence.

46. Graduate Attributes : Teaching & Learning : Students : The University Of Melbour a demonstrated capacity to design, conduct and report independent and originalresearch Source Appendix 1Teaching and learning Management Plan pg.25 http://www.unimelb.edu.au/student/attributes.html

@import url("/templates-stuff/styles/compliant.css"); Home Uni Students Research ... Office of the Deputy Vice-Chancellor (Academic) Attributes of the Melbourne Graduate 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: Attributes of the Postgraduate Coursework Graduate 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. The University expects its postgraduate coursework graduates to have the following qualities and skills: Attributes of the Research Masters Graduate 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.

47. 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

Oxford Centre for Staff and Learning Development OCSLD homepage About OCSLD Archive material Search OCSLD site Independent learning 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: Independent learning Self-directed learning Autonomous learning 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: Think and act autonomously Have the ability to realistically appraise own shortcomings as a learner Effective approaches to self-management as a learner A goal and a process Independent learning can be both a goal and a process: a method of learning and a characteristic of learners (present in varying degrees) Educators can adapt strategies to different levels of independence or self-directedness Includes freedom of choice in determining objectives within the limits of a given project 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

48. 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

CTD Home Calendar Fall 2005 Workshop Calendar ( PDF Fall 2005 Scanner Planner ( PDF 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. Upcoming Workshop Descriptions CTD WORKSHOPS 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 grantwriting—what are the components that, if known and well-executed, can equate with success?

49. 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

Teacher to Teacher: Making Independent Study Work 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

50. TL Forum 1999: Davis - Integrating Problem Based Learning Into Undergraduate Tea Finally, the problem may be solved by students working in groups (with or PBL and Construction Management Education An independent learning case http://lsn.curtin.edu.au/tlf/tlf1999/davis.html

Teaching and Learning Forum 99 [ Contents Integrating a problem based learning approach into undergraduate teaching Peter R. Davis, Senior Lecturer Department of Construction Management School of Architecture Construction and Planning 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.

51. 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

Search Now: Open links in secondary window Independent Literacy Centers Balanced Literacy Workshop Information Page Become a happier, more effective Reading Teacher! are found on the Main Workshops Info Page Online Registration links are on the Main Workshops Info Page Printable Registration Form opens in a new window KinderKorner Contact Information xoxo. Are you looking for a better way to teach reading? Do you feel like you need help managing learning centers in your classroom? Join International Literacy Trainer Victoria Smith for this dynamic full-day workshop and learn how to: Create a centers-based classroom , where students work independently on multi-level standards-based tasks that accelerate learning Teach reading and writing with minimal interruptions Individualize your literacy program through one-on-one reading instruction Establish and manage classroom routines Meet the specific and unique needs of each child Minimize behavior problems and off-task behaviors Increase student attention spans Group students for maximum learning Simplify homework and record-keeping Get back to basics This is not another "what to put in your centers" workshop

52. 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

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:

53. 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

window.onload = onLoadDefault; Site Map Contact Us Apply About EWU ... Electronic Course Packets SEARCH EWU Independent Learning 219 Hargreaves Hall Cheney, WA 99004-2414 gothedistance@mail.ewu.edu Ph: Fax: Toll-Free: (800) 924-6606 Home Independent Learning Course Information Independent Learning Faculty Ahlgren, Stephanie - Instructor in Dental Hygiene Ayot, Gloria - Associate Professor of Education Basinger, Michael - Instructor in Urban and Regional Planning Buckingham, Polly - Lecturer in English Buckley, Michael - Visiting Assistant Professor of Government Davis, Maxine Dowd, Joseph - Associate Professor of Accounting Eager, Wendy - Senior Lecturer in Management El-Alayli, Amani - Assistant Professor of Psychology Finnie, Scott - Assistant Professor of African American Studies Folsom, Michael - Professor of Geography Huttenmaier, Kathleen - Senior Associate in History and Women's Studies Kenney, Garrett - Assistant Professor of English/Humanities Klyukanov, Igor - Associate Professor of Communication Studies Leonard, Claudia - Instructor of Occupational Therapy Lindholdt, Paul

54. 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

Table of Contents PART 1: ELEMENTS OF THE TEACHING ASSISTANT ROLE THE TA AS TEACHER Improving Your Teaching Documenting Your Teaching Services and Programs at the Center For Teaching THE TA AS GRADUATE STUDENT Balancing it all Help from senior teaching assistants THE TA AS STUDENT ADVISOR Office hours Helping students individually THE TA AS FACULTY-STUDENT LIAISON THE TA AS ASSISTANT TO FACULTY Negotiating responsibilities Return to Top of Page PART 2: CREATING INCLUSIVE CLASSROOMS GETTING TO KNOW OUR STUDENTS UMASS UNDERGRADUATES AT A GLANCE Demographics Geographic profile Ethnic and racial background Freshman academic credentials Teaching freshmen: special considerations STUDENT DIFFERENCES AND THEIR IMPLICATIONS FOR TEACHING Cognitive development Implications for teaching Women's development Cognitive styles Field independence and field dependence Cognitive styles and classroom learning Cognitive styles and teaching strategies

55. 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

Academic Services Sitemap Centre for Academic Practice ... Comment Form Learn ing and Teaching Fellowship Award 2005/06 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 GOOD LUCK to the National Teaching Fellow Nominees! **Keith Brown (CS)** **Barbara Newland (AS)** **Jon Wardle (BMS)** "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 Institute of Business and Law 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.

56. NEC Debates - Travellers’ Education And Distance And Independent Learning Travellers’ Education and Distance and independent learning students can workas individuals or in groups if they prefer and one big advantage of this http://www.nec.ac.uk/debates/category-browse?category_id=2362

57. Resource: Teaching Reading K-2: A Library Of Classroom Practices Teaching Reading K2 Workshop Looking at learning Again, Part 1 We see herwork with individual students during an independent writing activity where http://www.learner.org/resources/series162.html

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. Produced by WGBH Educational Foundation. 2002. ISBN: A second-grader writes in his journal. Overview Individual Program Descriptions Printable Page Broadcast Dates Buy Videos and Materials Related Resources See all Teaching Reading K-2 Workshop Looking at Learning Again, Part 1 The Next Move: Steps Toward Change in Elementary Math and Science ... Teaching Math: A Video Library, K-4 1. Becoming Readers and Writers 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.

58. 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

View Cart Your Account Home About Us ... Help Search Browse NEW TITLES first hand Literacy ... A Surge of Language: Teaching Day by Day by Baron Wormser David Cappella learn more >> 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?

59. 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

Courses in Management 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.

60. 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

SUNY ESF College-wide Seminar on College Teaching Fall 2001 Seminar on College Teaching Maryannnn Ashworth, Sheila Christopher, Dawn Gorham, Mark Gregory, Jennifer Kaleta, Peng Lu, Rita Naddra, EFB 797 or FOR 797 Chuck Spuches cspuches@esfedu www.esf.edu/eo www.esf.edu/iq www.esf.edu/its CONTENTS Course Purpose Course Description Areas of Learning Competency Expectations ... References on Grading Rubrics 2001 Student Seminar Presentations: Core Topics Characteristics of Student Learning Jenn Kaleta and Dawn Gorham Planning a Course Sheila Christopher and Maryann Ashworth Conducting Discussions / Lecturing Part 1 / Mark Gregory and Peng Lu Lecturing Part 2 / Mark Gregory and Peng Lu Exams and Assignments Rita Naddra 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.

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