61. Good Practice Guide | Subject Centre For Languages, Linguistics And Area Studies managing independent language learning management and policy considerations If independent learning is to be embedded into the teaching and learning http://www.lang.ltsn.ac.uk/resources/goodpractice.aspx?resourceid=1404

62. IRRODL: Blended Learning And Sense Of Community: A Comparative Analysis With Tra The group work involved two to three students working collaboratively on a single From teaching to learning A new paradigm for undergraduate education. http://www.irrodl.org/content/v5.2/rovai-jordan.html

Contact IRRODL Support IRRODL with your Subscription IRRODL's Editorial Staff Click on Theory and Practice of Online Learning , for free and open access to Terry Anderson's and Fathi Elloumi's collection of research and reflective papers by authors from Athabasca University. Other ODL Journal Resources Syndicate this site as an RSS Feed What is an RSS Feed? Click here to learn more International Review of Research in Open and Distance Learning (August - 2004) ISSN: 1492-3831 Blended Learning and Sense of Community: A Comparative Analysis with Traditional and Fully Online Graduate Courses Alfred P. Rovai Regent University USA Hope M. Jordan Regent University USA Abstract Blended learning is a hybrid of classroom and online learning that includes some of the conveniences of online courses without the complete loss of face-to-face contact. The present study used a causal-comparative design to examine the relationship of sense of community between traditional classroom, blended, and fully online higher education learning environments. Evidence is provided to suggest that blended courses produce a stronger sense of community among students than either traditional or fully online courses. Keywords: Blended learning, sense of community, higher education, online learning, computer-mediated communication, faculty training

63. Teaching And Learning Supports Resources Looking at Teaching and learning Through Peer Observation How can the teacherslooking together at their students work help them reflect on and improve http://www.annenberginstitute.org/resources/tl.html

If you do not have Acrobat software for viewing PDF files , you can download it free from Adobe's Web site. To download and install Adobe Acrobat Reader click on the icon below. Resources for: TEACHING AND LEARNING SUPPORTS Print/Web Publications Coaches in the High School Classroom: Studies in Implementing High School Reform The Annenberg Institute has produced a set of portraits of high school literacy coaches working in two sites that are part of Carnegie Corporation's Schools for a New Society initiative. The 44-page publication, Coaches in the High School Classroom, features close-ups of six coaches in Boston and Houston. Intended to provide fuel for discussion, the portraits are interspersed with guiding questions and followed by several tools that can be used for further discussion, assessment, and analysis of coaching programs. (2005) More information Download PDF [56 pp., 3140 KB] Information on Schools for a New Society Coaching: A Way to Improve Teaching and Learning Coaching is an increasingly popular strategy for districts seeking large-scale improvement in instruction. To help guide district leaders in the practice, the Annenberg Institute and the Aspen Institute Program on Education are copublishing a paper entitled " Coaching: A Strategy for Developing Instructional Capacity ." Written by Barbara Neufeld and Dana Roper of Education Matters, Inc., the paper describes what coaching is, what coaches do, the kinds of supports that coaches need, and the potential benefits to both educators and students. The 48-page paper is available in print and as a pdf document.

64. ICASIT: Teaching Innovations ICASIT has been active on several fronts in Computermediated learning. for students to integrate their knowledge gained in previous course work. http://www.icasit.org/teaching.html

Teaching Innovations ICASIT has been active on several fronts in Computer-mediated learning. A generous grant from the Andrew W. Mellon Foundation has enabled ICASIT to develop a unique Distance Learning Cost Model that has been has become widely distributed, nation-wide. Using this "GMU Model" it is possible to determine the true cost of DL at a university. Steve Ruth, ICASIT's director, feels that DL is fundamentally more expensive than traditional methods, so far. "Eventually the costs will go down, but until then, universities need to measure the true cost of DL with the same rigor applied to other cost centers-that's what our model does", says Professor Ruth ( More on Cost Issues in DL ). As part of the Mellon grant seven experiments were conducted to validate the model in courses like astronomy, history, MIS, statistics, computer science and geography. ICASIT continues to experiment in over a dozen experimental classes in undergraduate and graduate instructional settings aimed at drastic, innovative changes in current practice. The results of these experiments, which were partly funded by the Instructional Development Office at GMU, have been encouraging. Samples of these courses as well as seven articles based on them, can be found below. Also ICASIT-developed courses were cited in a

65. Engagement Theory: A framework for technologybased teaching and learning Math students can workon problems, English students can review each other s work, http://home.sprynet.com/~gkearsley/engage.htm

Version: 4/5/99 Engagement Theory: A framework for technology-based teaching and learning Engagement theory has emerged from the authors' experiences teaching in electronic and distance education environments (see Shneiderman, 1994,1998; Shneiderman et al, 1995; Kearsley, 1997). The fundamental idea underlying engagement theory is that students must be meaningfully engaged in learning activities through interaction with others and worthwhile tasks. While in principle, such engagement could occur without the use of technology, we believe that technology can facilitate engagement in ways which are difficult to achieve otherwise. So engagement theory is intended to be a conceptual framework for technology-based learning and teaching. Although not directly derived from other theoretical frameworks for learning, it has much in common with many such frameworks. For example, with its emphasis on meaningful learning, it is very consistent with constructivist approaches. Because it emphasizes collaboration among peers and a community of learners, it can be aligned with situated learning theories. Because its focuses on experiential and self-directed learning, it is similar in nature to theories of adult learning (i.e., androgogy). Basic Principles By engaged learning, we mean that all student activities involve active cognitive processes such as creating, problem-solving, reasoning, decision-making, and evaluation. In addition, students are intrinsically motivated to learn due to the meaningful nature of the learning environment and activities.

66. Continuing Professional Development :: CPDM009 15 credits independent Study/work-Based learning Teaching and learning.Pre-course reading and formative assignments, lectures, seminars, http://www.education.ex.ac.uk/cpd/progspecjul04.php

Continuing Professional Development University of Exeter site index contact details Homepage About The CPD Programme ... How to Apply PROGRAMME SPECIFICATION TEMPLATE Awarding Institution: University of Exeter School: School of Education and Lifelong Learning Programme accredited/validated by: N/A Final Award(s): MA / MSc / Pg Diploma / Pg Certificate Programme Title: UCAS Code (if relevant): N/A FHEQ Level of Final Award(s): M QAA Subject Benchmarking Group: N/A Date of Production July 2004 Programme Structures and Requirements, Levels, Modules, Credits and Awards The Continuing Professional Development (CPD) Award Programme provides a part-time, flexible, multi-disciplinary framework, under which postgraduate awards can be designed to meet students' formal professional CPD requirements and/or their own employment and career development needs. This may include taught modules, distance learning or negotiated work-based study. Maximum registration periods are 10 year for MA/MSc, 8 years for Pg Diploma, and 5 years for Pg Certificate. CORE MODULES: PSY3000 - 10 credits An Introduction to Research Methods (Level 3) for non-graduates PSYM100 - 30 credits Research Methods in Social Science OR CLSM048 - 15 credits Philosophy and Methods of Research in Organisational Settings OR CSMM209 - 20 credits Research Methods for the Environmental and Earth Sciences CPDM067 - 15 credits Pg Certificate Project OR CPDM018 - 30 credits Pg Diploma Dissertation OR CPDM019 - 45 credits Masters Dissertation OR CSMM068 - 60 credits Project and Dissertation (for environmental and earth sciences)

67. Western Oregon University Division Of Extended Programs During this extended student teaching practicum, a work sample will be produced strategies that will enable all students to become independent learners. http://www.wou.edu/provost/extprogram/matfortl.html

text only Links here. JavaScript is Disabled in your Browser; Not all features are available. Extended Programs Part-time, Web-based Master of Arts in Teaching Degree Program NOTE: This program has moved to the Western Oregon University College of Education and you can count on getting the same outstanding student service. Find program information at www.wou.edu/mat and remember to update your bookmark to http://www.wou.edu/education/teacher_ed/mat/matfortl.html Western Oregon University Contact Information Updated Wednesday, 10 August, 2005 11:43 AM

68. The Institute For Learning And Teaching In Higher Education - ILT : Initial Entr The five areas of professional teaching and learning support activity work);Contribution to course/student liaison/staff committees; managing IT http://www.la-hq.org.uk/directory/training/ilt.html

About the Library Association Press Desk Our Information Service Professional Issues ... On site training ILT guidance note Toolkit for Turning Points Links Initial Entry Route Guidance Note for Colleagues Working within Higher Education Support Services The Institute for Learning and Teaching has been proactively encouraging applications from all colleagues who are actively engaged in both teaching and learning support roles within Higher Education.  Feedback from sessions attended by ILT officers specifically for library, computing, media and other support services staff have provided useful guidance for the ILT accreditors in assessing the written submissions of such applications under the given five areas of professional teaching and learning support activity.  As a result of this, the ILT now numbers many HE support services staff within its membership. The following guidance note is a summary of the feedback the ILT has received.  The examples given do not indicate exclusive lists.  They are provided to assist prospective applicants in identifying their relevant experience and expertise to comment, reflect and evaluate on throughout their submission.

69. Time Management learning centers, independent assignments, and seatwork to give you time towork with Attendance has a big effect on teaching and learning time. http://teacher.scholastic.com/professional/futureteachers/time_management.htm

Scholastic Home About Us Site Map Search ... Tools Increasing Teaching Time You may have less time to teach than you think. Lunch, recess, breaks, down-time between lessons and activities, moving from one classroom to another, interruptions, and other periods of non-instructional time account for at least 27 percent of an elementary school day. In many classrooms, that figure climbs beyond 40 percent. Incredible as those statistics may sound, they have been confirmed by separate studies at the Far West Laboratory for Educational Research and Development, and the former Institute for Research on Teaching at Michigan State University. Sure, lunch, recess, and restroom breaks are important. But too much teaching time is lost. Add to that the time that slips away when students stare out the window or are otherwise disengaged during instruction, and you get the point. Here are some ways beginners and veterans alike can substantially increase teaching time: Decrease the time allotted for breaks and social activities.

70. Teacher Workshop: No More Interruptions, Grades 1 To 3, Pat Pavelka You ll leave this seminar with many creative ideas for independent work full of proven ways to enhance your teaching and increase student achievement. http://www.sde.com/Seminars/PPnmi1-3.htm

No More Interruptions! Guided Reading Management A POWERFUL Guided Reading Management Seminar for Teachers of Grades 1 to 3! Presented by Pat Pavelka Popular presenter and classroom innovator Pat's Guarantee "You'll create a classroom of independent learners while confidently managing your guided reading instruction." What fellow teachers are saying! If you get a chance to go to only one seminar this year, this is the one you don't want to miss. I have been waiting to find the secret to reading groups and after 20 years of teaching, Pat Pavelka opened my eyes! Eureka! Outstanding presenter! It was worth the trip. In this fun and informative seminar, Pat Pavelka introduces practical, classroom-tested strategies and tools you need to successfully schedule and manage small-group instruction. You will learn strategies and techniques for creating, scheduling, and rotating your guided reading groups. Pat will thoroughly answer that all-important question, "

71. QUT Teaching Capabilities Framework managing teaching and student learning is enhanced by effective 3.2 promoteindependent learning and the development of critical thought through http://www.qut.edu.au/admin/mopp/C/C_07_08.html

QUT HOME QUT SEARCH : CHAPTER CONTENTS : : MOPP CONTENTS : ... : RECENT UPDATES : Policy C/7.8 QUT Teaching Capabilities Framework Contact Officer Associate Director (Capabilities), Teaching and Learning Support Services Approval Date Approval Authority University Academic Board Date of Next Review 7.8.1 Teaching Capabilities Framework 7.8.2 Scholarly teaching and learning practices 7.8.3 Pursuit of excellence in teaching at QUT 7.8.4 Four dimensions of teaching practice ... Modification History 7.8.1 Teaching Capabilities Framework In order to provide outstanding learning environments and programs which lead to excellent outcomes for graduates, enabling them to work in, and guide a world characterised by increasing change, QUT has adopted the Teaching Capabilities Framework to guide and steer the effective development of practice and scholarship in teaching and learning. At QUT, teaching and learning which covers the full spectrum of foundation and pathway programs, undergraduate to postgraduate and research training activities, and continuing professional education will be recognised, respected and rewarded. Improving teaching for enhanced learning is achieved through a commitment to informed reflective practice. This involves ongoing and interactive cycles of evaluation, development, implementation and re-evaluation across a range of interrelated domains that combine to form a multidimensional view of the professional activities undertaken as a part of one's teaching role at QUT. The understanding of teaching which informs this framework embraces postgraduate supervision.

72. Resource Room: Older Students TEACHING STUDY SKILLS AND learning STRATEGIES TO THERAPISTS, TEACHERS, AND TUTORS If students are to have organization, study skills and learning http://www.resourceroom.net/older/ida_studyskills.asp

Resource Room Home Older Students Teaching Study Skills TEACHING STUDY SKILLS AND LEARNING STRATEGIES TO THERAPISTS, TEACHERS, AND TUTORS How to Give Help and Hope to Disorganized Students by Diane Newton Reprinted with permission from the International Dyslexia Association quarterly newsletter, Perspectives, Winter, 2003 vol. 29, No. 1, Diane Newton. It's worth joining IDA just to get Perspectives - each issue has many articles like this. Their website is http://www.interdys.org A couple of weeks before school started last year, a small group of students were talking about getting ready for the first day of class. One student said she had bought a brand new notebook for school. She said she put it together with new supplies including a zipper bag, cute pens and pencils, dividers, and folders just like the one she had carried the year before. A boy in the group asked why she didn't just use the notebook binder she had from last year. Her answer was classic, "Well, I lost it and have no earthly idea where it is!"

73. University Of Fort Hare - Teaching And Learning Mambo the dynamic portal engine and content management system. Teaching andLearning Prospective students Support Services Centres Library http://www.ufh.ac.za/index.php?option=com_content&task=view&id=40&Itemid=71

74. Technology Impact On Learning Teaching in Hightech Environments Classroom Management Revisited Clusters of students working together on computers learn more than individual http://www.nsba.org/sbot/toolkit/tiol.html

Technology's Impact on Learning From a Department of Education 1995 forum, some panelists contended that rather than debating the connections between technology-based instruction and test scores, schools should focus on the most obvious and compelling reason form implementing technology-namely, that students need strong technology skills to succeed in the world of work. This section will provide you with the impact technology has on learning. You can find the following in this section: How Does Technology Enhance Student Achievement? Apple Classrooms of Tomorrow (ACOT) Effects of Educational Technology Information Superhighway ... Research Showing Impact of Technology ED Report The Costs and Effectiveness of Educational Technology "We know now - based on decades of use in schools, on findings of hundreds of research studies, and on the everyday experiences of educators, students, and their families - that, properly used, technology can enhance the achievement of all students, increase families’ involvement in their children’s schooling, improve teachers’ skills and knowledge, and improve school administration and management." How Does Technology Enhance Student Achievement?

75. Playing Safe Learning And Teaching In Undergraduate Law Concerns about authenticity of student work and the fear of plagiarism who manage the learning and teaching agenda most successfully are those that take http://www.ukcle.ac.uk/research/ncle.html

76. CyberStats FAQ Frequently Asked Questions Can I take CyberStats as an independent student? In it we give stepby-stepinstructions for managing and organizing your course, structuring our http://statistics.cyberk.com/splash/faq.cfm

CyberStats Home Different Uses of CyberStats Frequently Asked ... Policies Customer Support ePIN Tech Support or send us E-mail Frequently Asked Questions CyberStats answers to general questions we are often asked: For what kind of courses is CyberStats intended? What is the intended setting for such courses? What does CyberStats cover? What makes CyberStats more effective than a print textbook? ... How much does the Print Companion cost? CyberStats answers to faculty questions we are often asked: How do I get started teaching with CyberStats? How much assistance is an instructor provided? To what extent can I customize CyberStats to my needs? Use of formulas and computation ... What typical problems is an instructor likely to encounter? CyberStats answers to student questions we are often asked: Can I take CyberStats as an independent student? Can I purchase access to CyberStats for an extended period? For what kind of courses is CyberStats intended? Any introductory statistics course with an intermediate algebra prerequisite. CyberStats has been used in such courses in departments of statistics, mathematics (including a number of community colleges), psychology, sociology, criminology, and anthropology, schools of business and programs in public policy. What is the intended setting for such courses?

77. Development Of Studies - Programme For The Development Of Teaching And Studies o The faculties will manage the development of teaching in their own disciplines and The facilities will be suitable for independent and group work. http://www.helsinki.fi/opintoasiainosasto/opintojen_kehittamisyksikko/english/de

Programme for the Development of Teaching and Studies Approved by the Senate of the University of Helsinki on 11th of November 2002 Objectives o The University of Helsinki has a stimulating atmosphere for teaching and learning. Research forms the basis for all other activities of the University. The University strives to maintain an atmosphere and operations that motivate and encourage both teachers and students. The trend in the development of teaching and learning is turning away from a teacher-oriented approach toward one which is student-oriented. o A Master's degree obtained from the University of Helsinki is of the highest quality, thus providing the student with international academic expertise. Profound competence and expertise in the student's field form the core of each degree. Skills related to the production of new information and the ability to improve one's learning skills are qualities that are essential for academic experts. Degree programmes of high quality also contribute to the general qualities of an academically educated person by emphasising cooperative skills, communication skills, information and communication technology skills and openness to international interaction, based on language skills and knowledge of different cultures.

78. BBC | British Council Teaching English - Methodology - Community Language Learni In your efforts to let your students become independent learners you can neglecttheir need for Working with Teaching Methods by Earl W. Stevick ITP Co. http://www.teachingenglish.org.uk/think/methodology/cll.shtml

Think - ideas on teaching Talk - feedback and communities ... Think Methodology Pronunciation Literature Resources Speaking ... Writing Community language learning Jo Bertrand, Teacher, Materials writer, British Council Paris Community language learning (CLL) was primarily designed for monolingual conversation classes where the teacher-counsellor would be able to speak the learners' L1. The intention was that it would integrate translation so that the students would disassociate language learning with risk taking. It's a method that is based on English for communication and is extremely learner-focused. Although each course is unique and student-dictated, there are certain criteria that should be applied to all CLL classrooms, namely a focus on fluency in the early stages, an undercurrent of accuracy throughout the course and learner empowerment as the main focus. How it works in the classroom Stage 1- Reflection Stage 2 - Recorded conversation Stage 3 - Discussion ... Conclusion How it works in the classroom In a typical CLL lesson I have five stages: Stage 1- Reflection I start with students sitting in a circle around a tape recorder to create a community atmosphere.

79. Multiage Bookstore Teaching and learning in the Intermediate Multiage Classroom by Alice Leeds and It includes minilessons, grouping strategies, samples of student work, http://www.multiage-education.com/bookstore/

Multiage Education Com Multiage Bookstore Chimacum IMAP Parent Book Club Much of Multiage Education Com's bookstore is an associate of Amazon.com. What this means is that we have selected some great books available for multiage educators and linked them directly to Amazon.com's website. We have chosen Amazon.com for these titles because it has a great reputation for secure online transactions as well as quick delivery and low prices. To order any of the books listed below simply click on the linked title and you will automatically be taken to the appropriate page at Amazon.com. Once you have purchased your books, simply use your web browser's features to return to Multiage Education Com Books are categorized and then listed alphabetically by title. New ones are added as they are reviewed so check back often! Multiage Bookstore Categories General Information Language Arts / Writing CATS Publications Math ... Classroom Management Multiage Education-General Information Children at the Center: Implementing the Multiage Classroom by Bruce A. Miller.

80. School Of  Sport And Exercise Sciences Teaching Strategy. 1. To ensure that the quality of the student learning independent learning requires certain skills and the current practice is to http://www.sportex.bham.ac.uk/staff/landtstrategy.htm

School of Sport and Exercise Sciences University Fast Find Site Index Schools / Departments Telephone Directory Email Directory Useful Contacts Frequently Asked Questions Directions / Maps Acronym Directory Vacancies SCHOOL OF SPORT AND EXERCISE SCIENCES Back to the School's Main Home Page School Contacts Academic and Research Staff Administrative Staff Technical Staff Postgraduates ... Telephone List Other Links Committees Committee Members Learning and Teaching Strategy Staff Intranet ... School Email Server Central Resources Telephone Directory Email Directory Schools and Departments Index Personnel Services ... Car Parking SEARCH THIS SITE SEARCH WHOLE UNIVERSITY Learning and Teaching Strategy The School recognises the importance of the University’s Strategy for Learning and Teaching (2002) and is committed to playing its full role in achieving the Objectives and Goals set out in that document. The School Teaching Strategy has as its points of reference the Mission Statement of the University, The University’s Learning Teaching and Assessment Strategy and the QAA Benchmarking statement for Hospitality, Leisure, Sport and Tourism. This document should also be read in conjunction with the Programme Specification for the BSc in Sport and Exercise Sciences and the School’s Assessment Strategy. The University Context Teaching Strategy 1. To ensure that the quality of the student learning experience is informed and enhanced by the University's commitment to being a research-led institution.

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