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O brave new world: the birth of an e-community
O brave new world: the birth of an e-community

... Christina Preston reflects on her professional and personal experiences in the late eighties and early nineties as an education technology journalist, a teacher of English, Media, Drama and latterly Information Technology (IT), an educational software author and designer, an IT and English teacher e ...
As for declarative knowledge and procedural knowledge in teaching
As for declarative knowledge and procedural knowledge in teaching

... As to using textbook grammar activities, textbooks usually provide one or more of the three types of grammar exercises. First, mechanical drills in which each prompt has only one correct response, and students can complete the exercise without attending to meaning. For example, George waited for the ...
Pre-packaged chunks of knowledge
Pre-packaged chunks of knowledge

... activities of the school. Such an approach is, unfortunately, still out of step with the standard learning process in most European schools today, where conformity is rewarded, together with an iterative repetition of data and information. Doubt, mistakes, originality, individuality, which are amon ...
Standard VI Writing and Producing
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... Accomplished English language arts teachers know that writing and producing are means of connecting with literature, culture, and society, as well as with personal growth, opinions, and feelings. Teachers know that effective writing and producing encompass skills that are refined in the learning env ...
Page 17: fitness for practice
Page 17: fitness for practice

... to assess performance in practice against the relevant NMC standards. Overall achievement of relevant standards of proficiency leads to registration or a qualification that is recorded on the register. Throughout an NMC approved programme, mentors/practice teachers (who are on the local register) wi ...
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Lesson Plans

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9th Grade Course Descriptions click here

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Teacher as Filmmaker - Michigan State University
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Academic Language: From Theory to Practice

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Policy Board 2002 – report notes

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Developing Vocabulary & Enhancing Reading Comprehension

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A New Approach to Growth, Development, and Social Progress

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Classical Conditioning
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Rachel Hogue`s presentation on Big Data in Education
Rachel Hogue`s presentation on Big Data in Education

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THanks for coming todya
THanks for coming todya

... is consistent with reviews of the effect of group work on areas such as self-esteem, a belief that students can control their own academic success through effort, and positive attitudes toward other students. Third, group work can affect interactive and dialogic features of peer interaction. Consist ...
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Differentiated instruction

Differentiated instruction and assessment (also known as differentiated learning or, in education, simply, differentiation) is a framework or philosophy for effective teaching that involves providing different students with different avenues to learning (often in the same classroom) in terms of: acquiring content; processing, constructing, or making sense of ideas; and developing teaching materials and assessment measures so that all students within a classroom can learn effectively, regardless of differences in ability. Students vary in culture, socioeconomic status, language, gender, motivation, ability/disability, personal interests and more, and teachers must be aware of these varieties as they plan curriculum. By considering varied learning needs, teachers can develop personalized instruction so that all children in the classroom can learn effectively. Differentiated classrooms have also been described as ones that respond to student variety in readiness levels, interests and learning profiles. It is a classroom that includes all students and can be successful. To do this, a teacher sets different expectations for task completion for students based upon their individual needs.Differentiated instruction, according to Carol Ann Tomlinson (as cited by Ellis, Gable, Greg, & Rock, 2008, p. 32), is the process of “ensuring that what a student learns, how he or she learns it, and how the student demonstrates what he or she has learned is a match for that student’s readiness level, interests, and preferred mode of learning.” Teachers can differentiate through four ways: 1) through content, 2) process, 3) product, and 4) learning environment based on the individual learner. Differentiation stems from beliefs about differences among learners, how they learn, learning preferences, and individual interests (Anderson, 2007). Therefore, differentiation is an organized, yet flexible way of proactively adjusting teaching and learning methods to accommodate each child's learning needs and preferences to achieve maximum growth as a learner. To understand how our students learn and what they know, pre-assessment and ongoing assessment are essential. This provides feedback for both teacher and student, with the ultimate goal of improving student learning. Delivery of instruction in the past often followed a ""one size fits all"" approach. In contrast, differentiation is individually student centered, with a focus on appropriate instructional and assessment tools that are fair, flexible, challenging, and engage students in the curriculum in meaningful ways.
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