Cube: Enregistrez des heures en 15 secondes. A Union of Professionals - Building Knowledge The Case for Bringing Content into the Language Arts Block and for a Knowledge-Rich Curriculum Core for all Children By E. D. I am sure that the power of vested interests is vastly exaggerated compared with the gradual encroachment of ideas.... –J. Consider the following sentence, which is one that most literate Americans can understand, but most literate British people cannot, even when they have a wide vocabulary and know the conventions of the standard language: Jones sacrificed and knocked in a run. Typically, a literate British person would know all the words in the sentence yet wouldn't comprehend it. First, we would have to explain that Jones was at bat. The point of this example is that knowledge of content and of the vocabulary acquired through learning about content are fundamental to successful reading comprehension; without broad knowledge, children's reading comprehension will not improve and their scores on reading comprehension tests will not budge upwards either. I. II.
5 Reasons Why Educators Should Network The period of isolationism in the United States ended during World War II, but while political isolation is no more, educational isolation is still prevalent in public schools today. Many teachers go to school each day, teach their students and leave. If they're struggling with how to teach a lesson that will engage their students, they might ask for advice from the teacher down the hall, but a lot of times, they struggle alone. That's not the case for educators who have built a network of people who share resources, advice and techniques, whether they call it a personal learning network or something else. Here's why educators should start a personal learning network, or PLN. 1. Teachers cannot know everything, so they should learn from one another, said Jerry Blumengarten, who spent 32 years teaching and retired from the New York City Board of Education in 2002. "It’s one of the most important things that you can have as a teacher, whether it’s online or in a school," she said. 2. 3. 4.
HALL | Group Chat, messagerie instantanée Stop Telling Students to Study for Exams - Commentary By David Jaffee Among the problems on college campuses today are that students study for exams and faculty encourage them to do so. I expect that many faculty members will be appalled by this assertion and regard it as a form of academic heresy. If anything, they would argue, students don't study enough for exams; if they did, the educational system would produce better results. If there is one student attitude that most all faculty bemoan, it is instrumentalism. When we tell students to study for the exam or, more to the point, to study so that they can do well on the exam, we powerfully reinforce that way of thinking. On the one hand, we tell students to value learning for learning's sake; on the other, we tell students they'd better know this or that, or they'd better take notes, or they'd better read the book, because it will be on the next exam; if they don't do these things, they will pay a price in academic failure. But that is hardly enough.
Logiciel de gestion de projets collaboratif en ligne Potential Challenges "Coverage" In traditional lecture classes, many instructors see success as covering as much material related to the class topic as possible. From this perspective, cooperative learning could be seen as grossly inefficient, since many instructors see about a 50% reduction in the ground they can cover (McManus, 1996 (more info) ). This is, however, comparing apples to oranges. The goals for courses which employ cooperative learning are not the same as those for a straight lecture class. Evaluating Output Evaluating group work can be challenging in the face of student preferences for full control over their individual grade and faculty's historical reliance on individual grading procedures. Problem Personalities As you observe students engaged in group work, something to watch for is a student on the sidelines or dominating the conversation. Hitchhikers This behavior is rare, with only about 7% of students riding the group coattail according to Kaufman et al., 1999 .
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