101. ProTeacher! Grades K-3 Elementary School Teachers Including Teaching Tips, Activ Primary Grades K3 Join us to share teaching ideas! Projects and classroomroutines are shared to give you a look at the way they spend their day source http://www.proteacher.com/010001.shtml

All Resources All Links Quick Jump to.. BUSYBOARD PRIMARY K-3 GRADES 4-6 THE VENT ARCHIVE MAIN INDEX Child Dev. Class Mgt Humanities Mathematics Reading LA Soc Studies Science T Supplies Teaching P Grades K-3 Grades 4-6 Primary Grades K-3 Join us to share teaching ideas! Ask questions, help others when you can. Discover the fun and rewards of visiting with fellow teachers from across the country! Newcomers welcome! Free! source ProTeacher Archive A growing collection of tens of thousands of ideas shared on ProTeacher over the years by teachers from across the United States and around the world. Try it now: source First Days of First Grade I like Harry Wongs approach.Read his book "The First Days of School."Rules and procedures for everything!!!However the students are really anxious to do some sort of "work". You can incorporate the way things are to be done by doing them rather than lecture. Plan to do some kind of ... source grade 1 vs kindergarten With grade 1 you have a more specified curriculum - you teach math, language arts, science, social studies. Whereas in kindergarten it is more basic skills - the alphabet, patterns, number recognition, etc., The children are just a bit more mature so they are more ready to learn, stay on task, etc.

102. REACHING THE SECOND TIER: LEARNING AND TEACHING STYLES IN COLLEGE SCIENCE EDUCAT Students whose learning styles are compatible with the teaching style of a Active learners are adept at administration and teamoriented project work; http://www.ncsu.edu/felder-public/Papers/Secondtier.html

Felder, Richard, "Reaching the Second Tier: Learning and Teaching Styles in College Science Education." J. College Science Teaching, 23 REACHING THE SECOND TIER LEARNING AND TEACHING STYLES IN COLLEGE SCIENCE EDUCATION Richard M. Felder Department of Chemical Engineering North Carolina State University Raleigh, NC 27695-7905 In her recent study of college science instruction, Sheila Tobias [19] defines two tiers of entering college students, the first consisting of those who go on to earn science degrees and the second those who have the initial intention and the ability to do so but instead switch to nonscientific fields. The number of students in the second category might in fact be enough to prevent the shortfall of American scientists and engineers that has been widely forecast for the coming decade. The thrust of Tobias's study is that introductory science courses are responsible for driving off many students in the second tier. The negative features of the courses she cites include their (1) failure to motivate interest in science by establishing its relevance to the students' lives and personal interests; (2) relegation of students to almost complete passivity in the classroom; (3) emphasis on competition for grades rather than cooperative learning; and (4) focus on algorithmic problem-solving as opposed to conceptual understanding. Recent educational research provides theoretical support for Tobias's assertions, which are based largely on anecdotal accounts. The research shows that students are characterized by significantly different

103. Developing Mathematical Ideas The following linked pages describe the different projects. Teaching to the BigIdeas 2 (19982003) funded by the National Science Foundation , Deborah http://www2.edc.org/CDT/dmi/dmicur.html

DMI is a project within the Center for the Development of Teaching , Education Development Center, Inc. Developing Mathematical Ideas: A Curriculum for Teacher Learning D eveloping Mathematical Ideas (DMI) is a curriculum designed to help teachers think through the major ideas of K-6 mathematics and examine how children develop those ideas. At the heart of the materials are sets of classroom episodes (cases), illustrating student thinking as described by their teachers. In addition to case discussions, the curriculum offers teachers opportunities: to explore mathematics in lessons led by facilitators; to share and discuss the work of their own students; to plan, conduct, and analyze mathematics interviews of their own students; to view and discuss videotapes of mathematics classrooms and mathematics interviews; to write their own classroom episodes; to analyze lessons taken from innovative elementary mathematics curricula; and to read overviews of related research. The major goals of the DMI seminars are to help participants: learn more mathematics content learn to define and select mathematical objectives for their students learn to recognize key mathematical ideas with which their students are grappling learn how to support children's mathematical thinking

104. American Forests: The Living Classrooms Idea - Using Trees For Teaching Math, Hi The living classrooms idea using trees for teaching math, The grove, afterall, was a project of the math department, and she wanted to use the trees http://www.findarticles.com/p/articles/mi_m1016/is_n3-4_v100/ai_15295476

@import url(/css/us/style1.css); @import url(/css/us/searchResult1.css); @import url(/css/us/articles.css); @import url(/css/us/artHome1.css); Home Advanced Search IN free articles only all articles this publication Automotive Sports FindArticles American Forests March-April 1994 Content provided in partnership with 10,000,000 articles Not found on any other search engine. Related Searches Trees / Usage Educational innovations / Usage High schools / Curricula Featured Titles for Advocate, The Air Force Journal of Logistics Air Force Law Review Air Force Speeches ... View all titles in this topic Hot New Articles by Topic Automotive Sports Top Articles Ever by Topic Automotive Sports The living classrooms idea - using trees for teaching math, history and ecology to high-school students - Programs American Forests March-April, 1994 by Michael Nyenhuis Save a personal copy of this article and quickly find it again with Furl.net. It's free! Save it. Trees can turn kids on, and once you've got their attention, you can teach just about anything. Here's a way to get the whole package. To study only the plain, bare facts of a subject is to have far too narrow a view. Take a tree, for example: The roots, trunk, branches, and leaves teach obvious lessons about biology. But there's more. Trees teach lessons of ecology and history.

105. Tools For Teaching - Chapter Tools for Teaching. Diversity and Complexity in the classroom The followingideas, based on the teaching practices of faculty across the country and on http://teaching.berkeley.edu/bgd/diversity.html

Diversity and Complexity in the Classroom: Considerations of Race, Ethnicity, and Gender [From the hard copy book Tools for Teaching by Barbara Gross Davis; Jossey-Bass Publishers: San Francisco, 1993. Linking to this book chapter from other websites is permissible. However, the contents of this chapter may not be copied, printed, or distributed in hard copy form without permission.] Since the 1960s and the rise of the civil rights movement, American colleges and universities have been engaged in an ongoing debate about how best to enroll, educate, and graduate students from groups historically underrepresented in higher education: women, African Americans, Chicanos and Latinos, Native Americans, American-born students of Asian ancestry, and immigrants. As enrollment statistics show, changes in both the demographics of the applicant pool and college admissions policies are bringing about a measure of greater diversity in entering classes (Levine and Associates, 1990). There are no universal solutions or specific rules for responding to ethnic, gender, and cultural diversity in the classroom, and research on best practices is limited (Solomon, 1991). Indeed, the topic is complicated, confusing, and dynamic, and for some faculty it is fraught with uneasiness, difficulty, and discomfort. Perhaps the overriding principle is to be thoughtful and sensitive and do what you think is best. The material in this section is intended to help you increase your awareness of matters that some faculty and students have indicated are particularly sensitive for women and students of color. Some of these problems affect all students, but they may be exacerbated by ethnic and gender differences between faculty members and their students.

106. LT Technologies - Spreadsheet Links Internet Teaching Resources for Collecting and Analyzing Data CIESE OnlineClassroom Projects http//njnie.dl.stevens-tech.edu/currichome.html http://www.lttechno.com/links/spreadsheets.html

LT Technologies Teacher Resources - Internet Links Spreadsheets Spreadsheet Resources Tutorials Real World Data on the Internet Internet Teaching Resources for Collecting and Analyzing Data General Elementary School Middle School ... Print Resources Tutorials Creating Pictographs with Microsoft Excel Real World Data on the Internet Collaborative Projects to Join General Science Social Studies Collaborative Projects to Join Science and Math Projects from CIESE http://www.k12science.org/collabprojs.html...collaborative and real time data projects for K-12 science and math education. Includes the following projects for Spring and Fall: Down the Drain: How Much Water Do You Use? The International Boiling Point Project Human Genetics: A Worldwide Search for the Dominant Trait The Global Water Sampling Project The Global Sun/Temperature Project Square of Life: Studies in Local and Global Environments Bucket Buddies Take a Dip Mission to Eros: Rendezvous with an Asteroid Noonday Project: Measuring the Circumference of the Earth General Central Intelligence Agency - http://www.odci.gov/cia/publications/factbook/index.html... The World Fact Book 2002. Collect and analyze data about different counteries.

107. Innovative Geography Teaching Grants Previous geography teaching grants have gone to a wide range of projects Applicants are invited to submit a proposal for any new teaching idea they http://www.rgs.org/templ.php?page=9granin

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