61. Strategies For Teaching Minorities general Strategies. In order to illustrate a sense of community ask each reading. When English is the second language, you can allow the students to use http://www.as.wvu.edu/~equity/text/tgeneral.html

STRATEGIES FOR TEACHING MINORITIES CONTENTS: Introduction General Strategies Teacher Presentation Laboratory (active and passive) ... Definitions of Minorities RESOURCES: Organizations Other Links Books and Videos Survey on Equity Introduction Hispanic students are less likely than African American and Caucasian students to have had early childhood education, including pre-school or Head Start. They are more likely to be enrolled below grade level or be retained one or more time, be enrolle A major area of concern for strategies for minorities and/or methods needed was to "ensure that cultural issues are addressed in student, curriculum, and teacher preparation projects". Suggested approaches were hands-on cooperative learning experience General Strategies In order to illustrate a sense of community ask each student to share with the class what makes them unique as an individual. Provide precise oral communication for limited-English-proficient students. (This may require examining how explanations are provided and reviewing technical terms used in assignments.) Ensure that all activities provide for effective communication with parents who have limited English-language skills.

62. Strategies For Teaching Minorities general Strategies Teacher Presentation Laboratory (active and passive) reading. When English is the second language, you can allow the students to use http://www.as.wvu.edu/~equity/general.html

STRATEGIES FOR TEACHING MINORITIES Table of Contents: Introduction General Strategies Teacher Presentation Laboratory (active and passive) ... Definitions of Minorities Resources Organizations Other Books and Videos Survey on Equity Introduction Hispanic students are less likely than African American and Caucasian students to have had early childhood education, including pre-school or Head Start. They are more likely to be enrolled below grade level or be retained one or more time, be enrolled in remedial classes that do not prepare them for college, and have the highest drop out rate. "Hispanic children enter school already behind." (United-Unidos Mathematics and Science for Hispanics by Estrella M. Triana and Manuel Gomez Rodriquez) A key factor in improving education for Hispanic students is for the teacher to understand that these students are from different groups of people (Mexican American, Central and South American, Cuban, and Puerto Rican) with different needs. At teh local level, the participation of each of these groups in creating strategies and implementing programs and the support of the students' are essential to the retention and success of Hispanic students. A major area of concern for strategies for minorities and/or methods needed was to "ensure that cultural issues are addressed in student, curriculum, and teacher preparation projects". Suggested approaches were hands-on cooperative learning experiences and holistic teaching that promotes mental, emotional, physical, and spiritual well-being in each student. This is the foundation on which American Indian/Alaska Native individuals have based their societies on for centuries." (After: The American Indian Science and Engineering Society's Research and Evaluation Department three day conference in 1994 to develop guidelines for educators to ensure that the cultural needs and issues of American Indian/Alaska Native precollege students would be addressed in math, science and technology programs).

63. Department Of Education Initial reading teaching approaches and methods. Process of learning reading Application of general teaching principles in the teaching of language. http://www.ucy.ac.cy/epa/coursesE/ssecondareaE/ssecondareae.html

Faculty of Social Sciences and Education About the department Staff Board ... Department of Education Teaching Methodology And School Experience EDU 138 EDUCATIONAL TECHNOLOGY (2 c.h.) Prerequisite: CS 001 An investigation of recent technologies (i.e., computers and the Internet) and their application in education. Examination of the use of educational technologies in Cyprus and abroad. Discussion of the improved possibilities new technologies offer, to enrich, enhance, and extend traditional ways of teaching, and reference to possible problems that may arise. Discussion of current research on the benefits of integrating technology into the curriculum. Presentation and evaluation of educational software packages. Issues in designing multimedia programmes and WWW pages and discussion of the rationale for their use in education. Issues to consider when trying to integrate technology in teaching, with a focus on developing teaching materials, based on the Greek-Cypriot national curriculum. EDU 229 SCHOOL EXPERIENCE I and EDU 429 SCHOOL EXPERIENCE II (two stages with 3 and 9 c.h.)

64. Teacher Resources Lesson Plans and general Teaching Information; Early Childhood/ Primary reading/ language Arts. Spelling Spelling lessons based on patterns with http://www.howard.k12.md.us/connections/resources.html

Teacher Resources Curriculum Links Lesson Plans and General Teaching Information Early Childhood/ Primary Reading/ Language Arts Math ... Social Studies Lesson Plans and General Teaching Information Instructor Magazine - This site includes curriculum activities and strategies for managing your classroom. It also has freebies to send for, and theme units for your grade. Blue Web'n - A searchable library of Blue-Ribbon Web sites categorized by grade level, content area, type, and Dewey number. Teachers have the ability to log in specific grade level requests to receive updates on a weekly basis of sites that fit your grade level and content! Encarta Online - This site has a nice collection of lesson plans for teachers.You can enter in any subject and grade level and it does a search for you AskERIC - This site is funded by the US Department of Education as a national information system. It contains many lesson plans and ideas. Youcan search for specific lesson plans using its search engine. Puzzle Maker - Need a sponge activity or extra credit handout for your lesson tomorrow? Want to spice up a newsletter or flier? This site lets you create your own mazes, word searches, crosswords, number blocks, math squares and more! All you do is enter information and click the"create" button. Wait a few seconds and then print your customized puzzle. Scholastic - A great teacher resource that includes reproducibles for spelling, phonics,math, etc. Also includes ready to use strategies, book lists,and more.

65. Teaching Reading To Children With Little Or No Language Teaching reading to Children with Little or No language. can be placed, where they properly belong, with the development of language control in general. http://www.altonweb.com/cs/downsyndrome/duffen1976.html

Teaching Reading to Children with Little or No Language Author article list Leslie W. Duffen Remedial Education Vol. II, No. 3, 1976, p. 139-142. Reprinted with the permission of the author One of the dogmas of education, and of special education in particular, is that fluent speech must, and should, precede learning to read. I believe that this may be an error of almost tragic proportion. It is possible, in fact, that some children can only learn to speak fluently by first learning to read. My reasons for believing this are based solely on my experiences in teaching my daughter to read. Sarah, a child with Down's Syndrome, learnt to read before she went to a normal school at the usual age of five. At the age of eight and a half she is still in a normal school and with a reading age rather greater than her chronological age. This account of our experiences is divided into two sections. The first is related directly to Sarah and the implications for children like her. The second is concerned with the implications, as I see them, of Sarah's experiences on some generally accepted theories of language development and on reading in particular. Sarah Reading Method Only some of the words that Sarah learnt to read were in her word comprehension vocabulary. Very few were in her active word use vocabulary. NONE of the sentences were in her active use vocabulary.

66. Undergraduate Catalog 2004-2005 general Statement The Department of Teaching and Learning is designed primarily EDRD 4820 Teaching reading language Arts to Exceptional Learners (4). http://www.tnstate.edu/catalog/2004-2005/dept_teaching_learning.htm

TSU 2004-2005 Undergraduate Catalog Catalog Changes Message from President Scope and Purpose General Information ... Academic Colleges, Schools, and Programs / Department of Teaching and Learning Department of Teaching and Learning Dean B. Roberts, Ed.D., Head 203 Clay Hall-Education Building Telephone (615) 963-5474 Faculty: M. Alvarez, F. Cathey, S. Chakraborti, C. Dickens, L. J. Drummond, M. Dunn, B. Glimps, J. R. Groseclose, J. M. Hunter, D. Mathis, D. McCargar, R. Pederson, J. Presley, R. Renfro, L. Simpson, C. Stice, C. Williams. General Statement: The Department of Teaching and Learning is designed primarily for providing professional education for teachers. It offers undergraduate professional courses for prospective elementary and secondary school teachers and a major in special education. The program of teacher education includes three broad areas of study: general core, academic major, and professional education. The general education programs, required of all departments offering a teacher education program, is described in the general Academic information section of this catalog. The Professional Education core is presented below. Career Options The immediate career goal of those studying in the Department of Teaching and Learning is to become a K-12 school teacher. Eventually, however, many students pursue advanced degrees and become principals, counselors, supervisors, superintendents and university professors of education.

67. Learning Disabilities OnLine: LD In-Depth: For Teachers: Teaching Strategies And C. Teaching spelling. D. Teaching oral and written language E. Teaching Organization, Active reading/ Listening, and Study Skills http://www.ldonline.org/ld_indepth/teaching_techniques/strategies.html

The leading Web site on learning disabilities for parents, teachers, and other professionals Home Page FAQs About LD IDEA 2004 Update What's New ... LD OnLine Store For Teachers offers a collection of information for regular and special educators , and direction to an array of teaching resources. Our selections highlight newly published works from leading researchers in the field. Identification and Assessment Issues for Teachers Inclusion: Issues Teaching the Individual with ADD/ADHD Teaching with Technology ... Bibliotherapy: Fiction Books for Students with LD Teaching Strategies and Techniques The focus of these articles is on helping students with learning disabilities become more efficient and effective learners by teaching them how to learn. Several of the nation's leading researchers and educational consultants have contributed materials on current strategies proven to be effective within the context of many instructional settings. By utilizing these techniques and equipping students with a repertoire of strategies for learning, teachers can provide students with the tools for a lifetime of successful learning. RESEARCH UPDATES: Differentiating Instruction: A Modified Concerto in Four Movements An Exploratory Study of Schema-Based Word-Problem-Solving Instruction for Middle School Students with Learning Disabilities Homework Practices - What Have We Learned About Homework and Students with Disabilities?

68. CASLS Center For Applied Second Language Studies There is widespread agreement that all instructors should teach the most We also need studies that show that students who learn to read and write in a http://casls.uoregon.edu/home.php

CASLS Staff Partners Address Directions/Map ... Log-In Welcome to the Center for Applied Second Language Studies (CASLS) on the University of Oregon campus. How can published foreign language research change your classroom? In my role as Editor of Foreign Language Annals, I have been asked a number of questions about the importance of research and the value of scholarly publication in general. These questions seem to reveal a lack of awareness on the part of many in our profession about the nature and role of research, especially the research that leads to publication in scholarly journals and books. Since I see this lack of awareness as a general trend, I would like to use this forum to answer some of the questions that I have been asked about research. While the major goal of K-12 education is to transmit knowledge, the major goal of most post-secondary institutions is to expand knowledge. In other words, university faculty members not only transmit knowledge by teaching, but they also engage in research to expand the knowledge base in their area of specialization. This research is then disseminated to other scholars in the same field through conference presentations, scholarly articles, books and other publications.

69. Teaching Reading & Listening For Exam Preparation [methodology, Skills, Elt] part 1 general teaching guidelines. on exam preparation Instead, ask them to read/listen for some of the following general situation; setting (time http://www.gabrielatos.com/ExamReceptive.htm

This page has been formatted for online reading and may not print properly. Click here for the print-friendly PDF format Index of articles and materials Related Articles Receptive Skills with Young Learners Inference: Procedures and Implications for ELT Greek Results in Cambridge ESOL CPE Exams: Analysis and Explanations ELT News Exam Survey 2002) Greek Results in the fce cpe ELT News Exam Survey 1999) Current Issues Current Issues 6, August 1995). Costas Gabrielatos introduction In Part 1 I briefly discuss the ‘philosophy’ of exam preparation and provide a framework for reading/listening lessons. In Part 2 I present teaching procedures relevant to the different exam exercise types. In Part 3 I suggest techniques to help learners deal with vocabulary and pronunciation difficulties. part 1: general teaching guidelines on exam preparation I would like to begin by stressing that we should not confuse teaching with testing. The fact that we use testing materials to prepare learners for the exam does not mean that we should recreate exam conditions. On the contrary, our aim is to provide learners with methodical guidance and support so as to make them able to operate successfully under exam conditions. outline of a reading/listening lesson As a rule of thumb, you can think of a reading/listening lesson as having the following stages:

70. Using Literature In Teaching English As A Foreign/second Language In addition, here are a list of general questions about novels or readers that could be Lazar, Gillian, Literature and language Teaching, Cambridge 1993 http://www.onestopenglish.com/News/Magazine/Archive/tefl_literature.htm

Free Resources Professional Support Jobs Lesson Share ... Home Brought to you by Macmillan The Magazine for English Language Teachers Methodology Teaching children Teaching teenagers News lessons ... Ask the authors methodology help - another section Using Literature in teaching English as a foreign / second language (1) Contents: Page 1 What is literature? Why use literature? Different Models of Teaching Literature in Class The Cultural Model, the Language Model and the Personal Growth Model Lesson plans for poetry and Hemingway Using literature over a longer period of time - the set novel or reader Further Reading ... 3 - Is the text too difficult? Literature has been a subject of study in many countries at a secondary or tertiary level, but until recently has not been given much emphasis in the EFL/ESL classroom. It has only been since the 1980s that this area has attracted more interest among EFL teachers. The purpose of this article is to look at some of the issues and ways in which literature can be exploited in the classroom. There are also links to classroom activities and lessons with literature that you can download and use straight away.

71. English Language Arts 20: Teaching And Learning They set purposes for reading by asking themselves what they want to Such literary texts occupy a special place in an English language arts program. http://aquilo.sasked.gov.sk.ca/docs/ela20/teach5.html

Reading Teaching-Learning Strategies Teacher-Guided Student Empowerment Specific Strategies Before Activating what students already know about the text Providing important background information Explaining conventions, techniques, and vocabulary Setting purpose(s) for reading During Modelling the strategies effective readers use Guiding with questions and activities After Encouraging initial responses Discussing and developing interpretations Analyzing, clarifying, and extending Evaluating Before What do I know about the topic? What do I need to know? What is the organization of the text? What is my purpose for reading? What might I learn from this reading? During Do I understand what I am reading? Does it make sense? What will I learn about next? Do I picture in my mind what I am reading? What in my personal experience helps me to make sense of what I am reading? Do I make changes if things do not make sense? After What do I think? How did this affect me? What did I learn that was new to me? Anticipation Guides Questions Vocabulary Development Journals Think-alouds REQUEST Reading Guides Directed Reading-thinking Activity Response Sheets Reading Response Groups Think-Pair-Share Discussion Groups Reading Workshops Literature Response Circles Snowballing Mini-lessons Conferencing Independent Reading Writing (Summaries, Reviews, Appreciations)

72. AlKahtani - Teaching ESL Reading Using Computers (I-TESL-J) Using computers in teaching ESL reading, however, did not get the attention it deserved. Technology, reading, and language arts Allyn and Bacon. http://iteslj.org/Techniques/AlKahtani-ComputerReading/

The Internet TESL Journal Teaching ESL Reading Using Computers Saad AlKahtani alkahtan [at] pilot.msu.edu Indiana University of Pennsylvania (USA) Introduction Previous Research The first major computer-based reading curriculum was the work of Richard Atkinson in 1964 at Stanford University which was supported by a grant from the U.S. Office of Education. The project was a first-grade reading curriculum aimed to lessen the need for classroom teachers (Atkinson, 1974). Computer-based reading curricula continued to develop but were of a commercial nature. Though some research, primarily evaluative, was conducted, most computer-based reading curricula studies have been sponsored by the companies marketing them (Reinking et al, 1996). In another study to improve reading speed and comprehension of ESL students using computers, Culver (1991) implemented a computer reading program to determine the exit and entrance scores of ESL college students and to find out if their reading speed and comprehension would improve. The results showed some improvements for the majority of students in the target group with an overall increase of 3.9 grade level in reading rate. The results show important information about the effect of increasing reading speed on student comprehension as a result of employing computers. It was concluded that the computer was a good tool for improving students' reading rate despite the fact that increased speed did not lead to increased levels of comprehension for some students.

73. Tatsuki - Video In The Language Lab: Teaching Vocabulary (I-TESL-J) Video in the language Lab Teaching Vocabulary. Donna Hurst Tatsuki Have the learners read the passage (reading aloud to each other in pairs is good for http://iteslj.org/Lessons/Tatsuki-VideoinLL.html

The Internet TESL Journal Video in the Language Lab: Teaching Vocabulary Donna Hurst Tatsuki tatsuki [at] kobeuc.ac.jp http://www.geocities.com/Athens/Sparta/8610/ Most well equipped language labs have video as a technical resource. It is possible to incorporate video into many different aspects of language teaching and learning. The following paragraphs offer suggestions for exploiting non-captioned video in a language lab setting to teach vocabulary. The examples that are provided are based on the movie Raiders of the Lost Ark Research Support A series of studies by Gildea, Miller and Wurtenberg (1990) provides both support and methodology for video use in a language lab setting. A scene from a movie was selected (in this case, the opening action sequence in Raiders of the Lost Ark ) and a series of narrative paragraphs describing the scene or action were created. The narratives included familiar and unfamiliar vocabulary items. The learners who saw video pictures were able to produce a higher percentage of acceptable sentences using the most difficult target words than were the learners who read only the narratives or those who read both the narratives and definitions. In the words of the researchers, "Pictures [video] improve sentence production for many words" (Gildea, et. al., 1990, p.25). Interestingly, learners who read illustrative sentences (sentences capturing a scene in the movie and model the correct usage of a target vocabulary item) scored better on a multiple choice test than did those who read the narrative only or read the narrative and watched the video. This would indicate that if vocabulary learning is going to be measured by productive use, video is certainly facilitative. If, on the other hand, vocabulary gain is going to be measured via multiple choice testing, video will be most efficient if learners are provided with contextualized sentence models. Either way, video is a useful part of vocabulary learning.

74. Accounting,Accounting Other,Accounting Technician,Acting And English language and Literature general English Literature (British And Commonwealth) English Teacher Education Teaching ESL andor Foreign language http://www.universities.com/Search/Degrees/Post-Masters_certificate/

colleges and universities go to Univ Home Have you considered distance learning Schools United States Programs ... Post-Master's certificate choose a degree : Distance Learning Certificates Accounting Acupuncture and Oriental Medicine Administration of Special Education ... Womens Studies Mon Oct 27 13:14:08 EST 2003

75. Foreign Language Lesson Plans And Resources For Teachers CB Putnam s Home Page Foreign language Teaching on the Internet Resources The site provides links to general language resources as well as to English, http://www.csun.edu/~hcedu013/eslsp.html

Lesson Plans and Activities Resources Museums and Exhibits Lesson Plans and Activities Bonjour. The site, for students and teachers of French, offers a host of activities and resources. Casa de Joanna: Spanish Activities and Casa de Joanna: French Activities On-and off-line activities for middle and high school Spanish and French classes. Also included are lesson plans and printable worksheets. C.B. Putnam's Home Page Foreign Language Teaching on the Internet: Resources with Teaching Activities. Teaching activities and materials for French, German, Italian and Spanish classes. Cooperative Learning in Modern Languages. Pete Jones, Head of Modern Languages at the Pine Ridge Secondary School in Ontario (Canada), presents lessons useful for creating a student-centered language class. Print them out. Some will give you instant lesson plans for your next day's class. Several of the activities are available for languages other than French. Decouvrons le Canada. Pete Jones and his team of teachers has brought together close to 900 links to Canada, all in French. The site also features scavenger hunts for students based on ite various Web pages. Lesson plans and online activities for elementary, middle and high school levels. Additional resources are also included.

76. Course Moodle For Language Teaching Ferdinand de Saussure. A community for collaboration on language teaching and learning. Quiz reading Comprehension Quiz about Text above http://moodle.org/course/view.php?id=31

77. General Principles For Teaching ELL Students | By Request...May 2003 general Principles for Teaching ELL Students. language acquisition theories have modeling thinking language by thinking aloud, explicitly teaching and http://www.nwrel.org/request/2003may/general.html

@import url(import.css); Strategies and Resources for Mainstream Teachers of ENGLISH LANGUAGE LEARNERS General Principles for Teaching ELL Students Language acquisition theories have highlighted four key principles that can be directly applied to the mainstream classroom. These principles are important for all students, but are of particular importance to English language learners (Jameson, 1998). Increase Comprehensibility Increase Interaction Increase Thinking/Study Skills A Sampling of Teaching Strategies Below we list some strategies and approaches that numerous evidence-based sources suggest may be beneficial for students learning English as a second language. We advise the reader, however, that researchers have not found conclusive evidence that individual strategies will lead to higher student achievement or increased English proficiency. Although evidence-based research exists, methods of collecting the evidence vary. Much of the current research is based on surveys, case studies, correlational studies, and a few control-group studies. In educational settings, it has been difficult, if not impossible, to conduct random assignment studies. For more information on implementing these strategies in the classroom and the research-base of the effectiveness of the strategies, consult the resources listed in the Resources and References sections.

78. Boston University | CET | Develop Teaching | Online Resources Online Resources About Teaching. general Teaching Development Websites Foreign language. American Council on the Teaching of Foreign languages http://www.bu.edu/cet/develop/onlineresources.html

var mkeys = new Array('about','awards','prepare','class','develop','technology','portfolios'); General Teaching Development Websites Teaching tips by topic at www.developfaculty.com University of Kansas Center for Teaching Excellence (Comprehensive list of other teaching centers) Rockhurst University Center for Teaching Excellence (Comprehensive list of other teaching centers) Brigham Young University Faculty Center Harvard University Derek Bok Center for Teaching and Learning Ohio State Office of Faculty and TA Development The Reinvention Center at Stony Brook ... University of Texas at Austin Center for Teaching Effectiveness Teaching Development Websites by Discipline A B C D ... back to top Anthropology American Anthropological Society Archaeology About.com Archeaeology Guide: Resources for Teachers Society for American Archaeology: Teaching Archaeology in the 21st Century Society for Historical Archaeology The Archaeology Channel - Teacher Resources Astronomy American Astronomical Society Astronomical Society of the Pacific American Geophysical Union American Institute of Physics ... Space Science Institute Biology American Physiological Society American Society for Cell Biology American Society of Limnology and Oceanography American Society for Microbiology ... MicrobeLibrary.org

79. WebQuest To investigate the following four approaches to the teaching of reading general definitions of all 4 approaches and a general understanding of http://ftp.beitberl.ac.il/~peggyb/webq4.htm

Peggy's Webquest Different Approaches to the Teaching of Reading A WebQuest for EFL teacher trainees Peggy Barzilay Introduction Task Process ... Home Introduction "There is no single method or single combination of methods that can successfully teach all children to read. Therefore, teachers must have a strong knowledge of multiple methods for teaching reading and a strong knowledge of the children in their care so they can create the appropriate balance of methods needed for the children they teach." Methods of Beginning Reading Instruction: A position statement of the International Reading Association The purpose of this webquest is to investigate different approaches to the teaching of reading, make informed decisions about these approaches and then write an argumentative essay based on the conclusions reached. The Task 1. To investigate the following four approaches to the teaching of reading: a. the whole language approach b. the phonics approach c. the balanced approach d. the multi-sensory approach

80. Dave's ESL Cafe Read an Interview with Dave Sperling from Student Traveler Magazine! How to teach language online in 10 easy weeks with London University Institute of http://www.eslcafe.com/

Advertise Job Vacancy Banner Advertising Announcements Job Center ... Idea Cookbook Home IDEAS FOR... Business English Discipline Food For the Teacher ... Newbie Forum AFRICA General Africa Forum ASIA General Asia Forum Cambodia China (Job-Related) China (Off-Topic) ... Vietnam CARIBBEAN General Caribbean Forum EUROPE General Europe Forum Czech Republic France Germany ... United Kingdom LATIN AMERICA General Latin America Forum Argentina Brazil Chile ... Mexico MIDDLE EAST General Middle East Forum Bahrain Egypt Israel ... United Arab Emirates NORTH AMERICA General North America Forum OCEANIA Australia/New Zealand International Job Board Job Center Job Center Home ... Learn to Teach English Abroad and Travel! New Photos from Thailand! Check out the photos from Dave's newest gallery, Thailand 2005, which features 80 of his favorite photos from his August trip to Thailand! Read an Interview with Dave Sperling from Student Traveler Magazine! Check out the recent Student Traveler Magazine interview with Dave Sperling Dave's ESL Cafe in the Bangkok Post! Check out the recent article on Dave's ESL Cafe featured in the Bangkok Post's Learning Section Check out the amazing selection of ESL books and material at Alta!

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