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In this paper we will share successful teaching techniques for creating effective learning experiences for adult learners in an international context. We studied the experiences of two groups of Chinese undergraduate students from public health and nursing in short-term study abroad programs in the United States. We used the experiential learning theory described by Kolb (1984) to understand which teaching and learning strategies were considered meaningful by Chinese undergraduate students. We found that they preferred activities which involved opportunities for building relationships with American colleagues such as community engagement, shadowing, and learning English language. They considered lectures about public health topics informative but less meaningful as compared to more interactive and hands-on learning activities. [For the full proceedings, see ED625421.]

This guide contains 65 model lesson plans developed by Delaware public school English/language arts teachers for grades 1-12. Each entry in the guide lists content standards, the type(s) of activities involved in the lesson (for example, class discussion, oral reports, student writing), a description of the activity, and a selection of relevant elements of effective instruction. Appendix A lists the English/language arts standards in their entirety; Appendix B contains material derived from the manual for Delaware's 1986-87 teacher effectiveness workshops; and Appendix C provides an annotated bibliography of research reports. (MS)

This guide contains 65 model lesson plans developed by Delaware public school English/language arts teachers for grades 1-12. Each entry in the guide lists content standards, the type(s) of activities involved in the lesson (for example, class discussion, oral reports, student writing), a description of the activity, and a selection of relevant elements of effective instruction. Appendix A lists the English/language arts standards in their entirety; Appendix B contains material derived from the manual for Delaware's 1986-87 teacher effectiveness workshops; and Appendix C provides an annotated bibliography of research reports. (MS)

Includes bibliographical references

This paper examines strategies for effective application of situated learning in the teaching learning process. The concept of situated learning accounts for the dynamic and changing nature of knowledge as a product of ongoing systems of activity that are socially, historically and culturally constituted. Furthermore, humans as a social being learn mostly through social interaction with others. However, such knowledge usually resides or situates in the content in which participation of individuals to the community of practice plays a vital role on situated learning process. No situated learning takes place when learning is static to the situation in which it is learned. This paper was discussed under the following subheadings, clarification of concept, theoretical frame work, features of situated learning, why situated learning, classroom application of situated learning, challenges of situated learning implication for effective learning, conclusion and suggestions. Furthermore, one of the features of situated learning revealed that situated learning is based on social cultural theory however why situated learning in the classroom, it is also noted that situated learning focuses on social learning, on its application in the classroom. The authors opined that it can be achieved through school excursion and learning by doing on its implication to classroom learning, and that learning can only occur when individuals are members of a particular community in which they are acculturated and at the same time participate actively in the transmission and propagation of knowledge among the communities of practice. In conclusion it is stressed that situated learning gives students the opportunity to engage themselves with group task assignment, project and such likes. It was therefore suggested that enough time should be allocated to subjects that are practically oriented, this will help accommodate teachers' preparedness in arranging the students and reorganization of the classroom for active engagement of students in the learning process.

The corona virus outbreak made many countries of the world to close down their education institutions in 2020. In Nigeria, schools were closed down, academics activities were suspended and teachers were at home for the period of 6 months before they resumed. As the pandemic persists, this calls for new ways of imparting knowledge/teaching in our educational institutions. The paper discuss some innovative teaching skills/competence and pedagogical strategies required of secondary school teachers to enable them impart knowledge in the post covid-19 era and in any similar emergence situation that may occur. This skills/competence include, constructivism skills, collaborative learning competence, social distance and spacing skills, blended learning skills, customized blended learning model skills, global competence, virtual learning competence, and contemporary education language competence. These teaching skills provide opportunities for teaching and learning to take place without students being compacted in one place. It therefore recommended that: the 21st century pedagogical strategies innovated and earlier recommended should be stressed in teacher-education programs at all levels, every educational institution in Nigeria should have e-library and educational technology workshop and should be used as a prerequisite for establishment of new educational institution, special training programs, seminars and workshops should be organized for all teachers on on-line education at all levels to enable them acquire skills for the contemporary innovative models for teaching and learning among others.

The corona virus outbreak made many countries of the world to close down their education institutions in 2020. In Nigeria, schools were closed down, academics activities were suspended and teachers were at home for the period of 6 months before they resumed. As the pandemic persists, this calls for new ways of imparting knowledge/teaching in our educational institutions. The paper discuss some innovative teaching skills/competence and pedagogical strategies required of secondary school teachers to enable them impart knowledge in the post covid-19 era and in any similar emergence situation that may occur. This skills/competence include, constructivism skills, collaborative learning competence, social distance and spacing skills, blended learning skills, customized blended learning model skills, global competence, virtual learning competence, and contemporary education language competence. These teaching skills provide opportunities for teaching and learning to take place without students being compacted in one place. It therefore recommended that: the 21st century pedagogical strategies innovated and earlier recommended should be stressed in teacher-education programs at all levels, every educational institution in Nigeria should have e-library and educational technology workshop and should be used as a prerequisite for establishment of new educational institution, special training programs, seminars and workshops should be organized for all teachers on on-line education at all levels to enable them acquire skills for the contemporary innovative models for teaching and learning among others.

A national literacy goal is that every child will read by third grade. Teachers must learn appropriate strategies to teach reading so that this goal can be realized; however, for some this goal may be overwhelming. The challenge comes into the reading class when looking at the unique differences and reading levels of the students. Teaching reading in a whole group setting may not always be effective or appropriate given individual differences. The purpose of this thesis is to identify, define, and explore effective grouping strategies for teaching reading in the primary classroom. The goal of reading by third grade can be attained if teachers can meet the unique needs of students by using the best grouping strategies and tools available, utilizing early intervention, and encouraging differentiated learning at all levels. (Contains 34 references.) (Author/RS)

A national literacy goal is that every child will read by third grade. Teachers must learn appropriate strategies to teach reading so that this goal can be realized; however, for some this goal may be overwhelming. The challenge comes into the reading class when looking at the unique differences and reading levels of the students. Teaching reading in a whole group setting may not always be effective or appropriate given individual differences. The purpose of this thesis is to identify, define, and explore effective grouping strategies for teaching reading in the primary classroom. The goal of reading by third grade can be attained if teachers can meet the unique needs of students by using the best grouping strategies and tools available, utilizing early intervention, and encouraging differentiated learning at all levels. (Contains 34 references.) (Author/RS)

A national literacy goal is that every child will read by third grade. Teachers must learn appropriate strategies to teach reading so that this goal can be realized; however, for some this goal may be overwhelming. The challenge comes into the reading class when looking at the unique differences and reading levels of the students. Teaching reading in a whole group setting may not always be effective or appropriate given individual differences. The purpose of this thesis is to identify, define, and explore effective grouping strategies for teaching reading in the primary classroom. The goal of reading by third grade can be attained if teachers can meet the unique needs of students by using the best grouping strategies and tools available, utilizing early intervention, and encouraging differentiated learning at all levels. (Contains 34 references.) (Author/RS)

Vocabulary plays a pivotal role in the ESL classroom. Whereas a considerable amount of research has examined effective ESL vocabulary teaching and learning, missing are studies that provide examples of how to put various research findings into practice: that is, apply them to real texts including target vocabulary items. In order to close the gap between research and practice, I reviewed a broad range of relevant literature addressing vocabulary learning. Drawing on an authentic Web reading text, in which I selected five vocabulary items as target words on the basis of my experience as a secondary English teacher in Korea, I applied vocabulary teaching strategies drawn from research findings reported in the literature to provide a model for ESL teachers when putting theory into practice. (Contains 2 figures.)

Vocabulary plays a pivotal role in the ESL classroom. Whereas a considerable amount of research has examined effective ESL vocabulary teaching and learning, missing are studies that provide examples of how to put various research findings into practice: that is, apply them to real texts including target vocabulary items. In order to close the gap between research and practice, I reviewed a broad range of relevant literature addressing vocabulary learning. Drawing on an authentic Web reading text, in which I selected five vocabulary items as target words on the basis of my experience as a secondary English teacher in Korea, I applied vocabulary teaching strategies drawn from research findings reported in the literature to provide a model for ESL teachers when putting theory into practice. (Contains 2 figures.)

Vocabulary plays a pivotal role in the ESL classroom. Whereas a considerable amount of research has examined effective ESL vocabulary teaching and learning, missing are studies that provide examples of how to put various research findings into practice: that is, apply them to real texts including target vocabulary items. In order to close the gap between research and practice, I reviewed a broad range of relevant literature addressing vocabulary learning. Drawing on an authentic Web reading text, in which I selected five vocabulary items as target words on the basis of my experience as a secondary English teacher in Korea, I applied vocabulary teaching strategies drawn from research findings reported in the literature to provide a model for ESL teachers when putting theory into practice. (Contains 2 figures.)

Vocabulary plays a pivotal role in the ESL classroom. Whereas a considerable amount of research has examined effective ESL vocabulary teaching and learning, missing are studies that provide examples of how to put various research findings into practice: that is, apply them to real texts including target vocabulary items. In order to close the gap between research and practice, I reviewed a broad range of relevant literature addressing vocabulary learning. Drawing on an authentic Web reading text, in which I selected five vocabulary items as target words on the basis of my experience as a secondary English teacher in Korea, I applied vocabulary teaching strategies drawn from research findings reported in the literature to provide a model for ESL teachers when putting theory into practice. (Contains 2 figures.)

Vocabulary plays a pivotal role in the ESL classroom. Whereas a considerable amount of research has examined effective ESL vocabulary teaching and learning, missing are studies that provide examples of how to put various research findings into practice: that is, apply them to real texts including target vocabulary items. In order to close the gap between research and practice, I reviewed a broad range of relevant literature addressing vocabulary learning. Drawing on an authentic Web reading text, in which I selected five vocabulary items as target words on the basis of my experience as a secondary English teacher in Korea, I applied vocabulary teaching strategies drawn from research findings reported in the literature to provide a model for ESL teachers when putting theory into practice. (Contains 2 figures.)

Vocabulary plays a pivotal role in the ESL classroom. Whereas a considerable amount of research has examined effective ESL vocabulary teaching and learning, missing are studies that provide examples of how to put various research findings into practice: that is, apply them to real texts including target vocabulary items. In order to close the gap between research and practice, I reviewed a broad range of relevant literature addressing vocabulary learning. Drawing on an authentic Web reading text, in which I selected five vocabulary items as target words on the basis of my experience as a secondary English teacher in Korea, I applied vocabulary teaching strategies drawn from research findings reported in the literature to provide a model for ESL teachers when putting theory into practice. (Contains 2 figures.)

Vocabulary plays a pivotal role in the ESL classroom. Whereas a considerable amount of research has examined effective ESL vocabulary teaching and learning, missing are studies that provide examples of how to put various research findings into practice: that is, apply them to real texts including target vocabulary items. In order to close the gap between research and practice, I reviewed a broad range of relevant literature addressing vocabulary learning. Drawing on an authentic Web reading text, in which I selected five vocabulary items as target words on the basis of my experience as a secondary English teacher in Korea, I applied vocabulary teaching strategies drawn from research findings reported in the literature to provide a model for ESL teachers when putting theory into practice. (Contains 2 figures.)

Vocabulary plays a pivotal role in the ESL classroom. Whereas a considerable amount of research has examined effective ESL vocabulary teaching and learning, missing are studies that provide examples of how to put various research findings into practice: that is, apply them to real texts including target vocabulary items. In order to close the gap between research and practice, I reviewed a broad range of relevant literature addressing vocabulary learning. Drawing on an authentic Web reading text, in which I selected five vocabulary items as target words on the basis of my experience as a secondary English teacher in Korea, I applied vocabulary teaching strategies drawn from research findings reported in the literature to provide a model for ESL teachers when putting theory into practice. (Contains 2 figures.)

Instruction Strategies for More Effective Teaching - Kristin Berman Ph.D. dumped with WikiTeam tools.

Acknowledging that clear standards and strong incentives alone are not sufficient to dramatically change teaching and learning, policymakers and policy analysts have started to talk about and implement "capacity-building" strategies. "Capacity" in this policy context refers to the wherewithal needed to translate high standards and incentives into effective instruction and strong student performance. This study examines capacity-building strategies used in eight states and analyzes their promise and continuing challenges. The eight states represent various approaches to systemic improvement. They include California, Colorado, Florida, Kentucky, Maryland, Michigan, Minnesota, and Texas. The study asks the following questions: (1) What are common patterns in the ways states currently build capacity for education reform, and why? (2) What are promising directions, as well as challenges, that emerge from these policy strategies? and (3) What related matters should policymakers consider when they use these strategies? [This document is a reissue of the 1998 CPRE Research Report RR-41 under the same title (ED426490).]

This study sought to determine effective teaching strategies for use with high-ability students who have spatial strengths and sequential weaknesses. Gifted students with spatial strengths and weak verbal skills often struggle in the traditional classroom. Their learning style enables them to grasp complex systems and excel at higher levels of thinking while struggling with material typically considered "easy." Many high-ability students with spatial strengths and verbal weaknesses underachieve and even drop out of school. Teachers must develop effective strategies to help these at-risk students experience success in educational settings. If students with spatial strengths find success in the educational system, then they are more likely to become creative producers in society and less likely to underachieve and be underemployed.

This qualitative study investigates what problem solving strategies interns learn from their clinical teachers during their internships. Twenty-four interns who completed their internship in the elementary grades shared what problem solving strategies had the greatest impact upon them in learning how to deal with problems during their internship. The four problem solving strategies that emerged from the qualitative data were modeling, re-play, personal storytelling, and role-play. Select comments are included as well as the demographics of the subjects. This study concludes that clinical teachers have a significant impact upon their interns in terms of teaching them how to deal with problems effectively.

The long-range goal of Louisiana's teacher professional accountability programs is to enhance student learning by providing opportunities for teachers to strengthen skill areas and by identifying those aspects of teaching performance that may need improvement. "Strategies for Effective Teaching in the 21st Century" is intended to be used by school administrators, in collaboration with classroom teachers, to improve specific teaching skills. The strategies to be utilized should be discussed by the teacher and the principal (in collaboration with an assistance and/or assessment team, if appropriate) and mutually agreed upon. "Strategies," which provides suggestions and resources for improvement, is keyed to the "Louisiana Components of Effective Teaching" and is used as a resource by teachers as they prepare for assessment. This document, a supplement to "Strategies for Effective Teaching in the 21st Century," focuses on the particular needs of teachers in special education and provides suggestions and resources for improvement. It is indexed by the attributes of the "Louisiana Components of Effective Teaching." Each attribute is accompanied by suggested Strategies, Evidence of Completion, and Resources. Attributes are included under their respective "Components." The Strategies are specific suggestions for gaining knowledge about and practicing teaching skills. A variety of activities are also included in this section. The suggested Evidence of Completion consists of observable means by which teachers and principals can document professional development activities. Principals can use the evidence as a record of progress for Professional Growth Plans. The Resources section of the "Strategies for Effective Teaching" manual lists those materials and persons essential for the successful completion of the activity. It is suggested that every special education teacher have access to a copy of "Strategies for Effective Teaching in the 21st Century" as well as this supplement. Numerous strategies in the general manual can be adapted for use in the special education classroom. In addition, the appendices in the manual contain many aids that special educators will find useful. Appended are: (1) Alternate Assessment Planning Matrix; (2) Coaching Sheets Content Area: English/Language Arts 5-8; (3) Activities List; (4) Ecological Inventory; (5) Nine Types of Adaptations; (6) Best Practices Checklist for Students with Low Incidence Disabilities; (7) IEP [Involved Effective Parents] Review Checklist; (8) General Safety Checklist; (9) Structuring Activities; (10) Sample Task Analysis; (11) IEP Grid; (12) MAPS; (13) Communication Analysis Form; (14) Inclusion Planning Sheet; (15) Ways to Say "Good"; (16) Parent Preferences for Home/School Communication; and (17) Inclusive Education Video Programs. [This supplement was produced by the Louisiana Teacher Assistance and Assessment Program of the Louisiana Department of Education.]

The long-range goal of Louisiana's teacher professional accountability programs is to enhance student learning by providing opportunities for teachers to strengthen skill areas and by identifying those aspects of teaching performance that may need improvement. "Strategies for Effective Teaching in the 21st Century" is intended to be used by school administrators, in collaboration with classroom teachers, to improve specific teaching skills. The strategies to be utilized should be discussed by the teacher and the principal (in collaboration with an assistance and/or assessment team, if appropriate) and mutually agreed upon. "Strategies," which provides suggestions and resources for improvement, is keyed to the "Louisiana Components of Effective Teaching" and is used as a resource by teachers as they prepare for assessment. This document, a supplement to "Strategies for Effective Teaching in the 21st Century," focuses on the particular needs of teachers in special education and provides suggestions and resources for improvement. It is indexed by the attributes of the "Louisiana Components of Effective Teaching." Each attribute is accompanied by suggested Strategies, Evidence of Completion, and Resources. Attributes are included under their respective "Components." The Strategies are specific suggestions for gaining knowledge about and practicing teaching skills. A variety of activities are also included in this section. The suggested Evidence of Completion consists of observable means by which teachers and principals can document professional development activities. Principals can use the evidence as a record of progress for Professional Growth Plans. The Resources section of the "Strategies for Effective Teaching" manual lists those materials and persons essential for the successful completion of the activity. It is suggested that every special education teacher have access to a copy of "Strategies for Effective Teaching in the 21st Century" as well as this supplement. Numerous strategies in the general manual can be adapted for use in the special education classroom. In addition, the appendices in the manual contain many aids that special educators will find useful. Appended are: (1) Alternate Assessment Planning Matrix; (2) Coaching Sheets Content Area: English/Language Arts 5-8; (3) Activities List; (4) Ecological Inventory; (5) Nine Types of Adaptations; (6) Best Practices Checklist for Students with Low Incidence Disabilities; (7) IEP [Involved Effective Parents] Review Checklist; (8) General Safety Checklist; (9) Structuring Activities; (10) Sample Task Analysis; (11) IEP Grid; (12) MAPS; (13) Communication Analysis Form; (14) Inclusion Planning Sheet; (15) Ways to Say "Good"; (16) Parent Preferences for Home/School Communication; and (17) Inclusive Education Video Programs. [This supplement was produced by the Louisiana Teacher Assistance and Assessment Program of the Louisiana Department of Education.]

This article is an analysis of the unique needs of returning service members at the college or university level that impact the teaching decisions made by instructors. The article also discusses the challenges that service members are individually addressing while acclimating themselves to their new environment of learning. With the reduction in forces occurring after the Iraq and Afghanistan wars, many higher level learning institutions are struggling to adequately meet the needs of returning veterans. In turn, veterans often find that the style of instruction and the general college-level universe are difficult to negotiate. The combination of these factors can often result in veteran students performing below expectation or leaving school without finishing. The article proposes a variety of ways to understand and address these challenges including the use of Scholarship of Teaching and Learning (SoTL) strategies and characteristics.

This article is an analysis of the unique needs of returning service members at the college or university level that impact the teaching decisions made by instructors. The article also discusses the challenges that service members are individually addressing while acclimating themselves to their new environment of learning. With the reduction in forces occurring after the Iraq and Afghanistan wars, many higher level learning institutions are struggling to adequately meet the needs of returning veterans. In turn, veterans often find that the style of instruction and the general college-level universe are difficult to negotiate. The combination of these factors can often result in veteran students performing below expectation or leaving school without finishing. The article proposes a variety of ways to understand and address these challenges including the use of Scholarship of Teaching and Learning (SoTL) strategies and characteristics.

This article is an analysis of the unique needs of returning service members at the college or university level that impact the teaching decisions made by instructors. The article also discusses the challenges that service members are individually addressing while acclimating themselves to their new environment of learning. With the reduction in forces occurring after the Iraq and Afghanistan wars, many higher level learning institutions are struggling to adequately meet the needs of returning veterans. In turn, veterans often find that the style of instruction and the general college-level universe are difficult to negotiate. The combination of these factors can often result in veteran students performing below expectation or leaving school without finishing. The article proposes a variety of ways to understand and address these challenges including the use of Scholarship of Teaching and Learning (SoTL) strategies and characteristics.

This article is an analysis of the unique needs of returning service members at the college or university level that impact the teaching decisions made by instructors. The article also discusses the challenges that service members are individually addressing while acclimating themselves to their new environment of learning. With the reduction in forces occurring after the Iraq and Afghanistan wars, many higher level learning institutions are struggling to adequately meet the needs of returning veterans. In turn, veterans often find that the style of instruction and the general college-level universe are difficult to negotiate. The combination of these factors can often result in veteran students performing below expectation or leaving school without finishing. The article proposes a variety of ways to understand and address these challenges including the use of Scholarship of Teaching and Learning (SoTL) strategies and characteristics.

This article is an analysis of the unique needs of returning service members at the college or university level that impact the teaching decisions made by instructors. The article also discusses the challenges that service members are individually addressing while acclimating themselves to their new environment of learning. With the reduction in forces occurring after the Iraq and Afghanistan wars, many higher level learning institutions are struggling to adequately meet the needs of returning veterans. In turn, veterans often find that the style of instruction and the general college-level universe are difficult to negotiate. The combination of these factors can often result in veteran students performing below expectation or leaving school without finishing. The article proposes a variety of ways to understand and address these challenges including the use of Scholarship of Teaching and Learning (SoTL) strategies and characteristics.

This article is an analysis of the unique needs of returning service members at the college or university level that impact the teaching decisions made by instructors. The article also discusses the challenges that service members are individually addressing while acclimating themselves to their new environment of learning. With the reduction in forces occurring after the Iraq and Afghanistan wars, many higher level learning institutions are struggling to adequately meet the needs of returning veterans. In turn, veterans often find that the style of instruction and the general college-level universe are difficult to negotiate. The combination of these factors can often result in veteran students performing below expectation or leaving school without finishing. The article proposes a variety of ways to understand and address these challenges including the use of Scholarship of Teaching and Learning (SoTL) strategies and characteristics.

This article is an analysis of the unique needs of returning service members at the college or university level that impact the teaching decisions made by instructors. The article also discusses the challenges that service members are individually addressing while acclimating themselves to their new environment of learning. With the reduction in forces occurring after the Iraq and Afghanistan wars, many higher level learning institutions are struggling to adequately meet the needs of returning veterans. In turn, veterans often find that the style of instruction and the general college-level universe are difficult to negotiate. The combination of these factors can often result in veteran students performing below expectation or leaving school without finishing. The article proposes a variety of ways to understand and address these challenges including the use of Scholarship of Teaching and Learning (SoTL) strategies and characteristics.

This article is an analysis of the unique needs of returning service members at the college or university level that impact the teaching decisions made by instructors. The article also discusses the challenges that service members are individually addressing while acclimating themselves to their new environment of learning. With the reduction in forces occurring after the Iraq and Afghanistan wars, many higher level learning institutions are struggling to adequately meet the needs of returning veterans. In turn, veterans often find that the style of instruction and the general college-level universe are difficult to negotiate. The combination of these factors can often result in veteran students performing below expectation or leaving school without finishing. The article proposes a variety of ways to understand and address these challenges including the use of Scholarship of Teaching and Learning (SoTL) strategies and characteristics.

Modern education requires that teachers educate ALL students using research-based strategies in inclusive classrooms. The following review offers a research-based guidance that explores on the different educational methods and curriculum that are designed to assist students with significant learning difficulties in learning mathematics, including students with disabilities. The paper provides technical assistance for teachers and instructors dealing with students with disabilities reflecting “best strategies” for implementing interventions to enhance educational practices in the process of teaching math. Some of the strategies for teaching students with disabilities that are reviewed in this paper include explicit and direct generative strategy training, reduction of math anxiety, adoption of general instructions, use of appropriate mathematical communication, multistep problem-solving strategy, schema instruction, and cognitive strategy instruction. In addition, peer-assisted learning is reviewed as a strategy that can be used to improve teaching among students with disabilities. This paper will review the various scholarly evidences on strategies that can be used to teach students with disabilities, with a view of identifying the most effective strategies in teaching math and how best they can be utilized.

Modern education requires that teachers educate ALL students using research-based strategies in inclusive classrooms. The following review offers a research-based guidance that explores on the different educational methods and curriculum that are designed to assist students with significant learning difficulties in learning mathematics, including students with disabilities. The paper provides technical assistance for teachers and instructors dealing with students with disabilities reflecting “best strategies” for implementing interventions to enhance educational practices in the process of teaching math. Some of the strategies for teaching students with disabilities that are reviewed in this paper include explicit and direct generative strategy training, reduction of math anxiety, adoption of general instructions, use of appropriate mathematical communication, multistep problem-solving strategy, schema instruction, and cognitive strategy instruction. In addition, peer-assisted learning is reviewed as a strategy that can be used to improve teaching among students with disabilities. This paper will review the various scholarly evidences on strategies that can be used to teach students with disabilities, with a view of identifying the most effective strategies in teaching math and how best they can be utilized.

Modern education requires that teachers educate ALL students using research-based strategies in inclusive classrooms. The following review offers a research-based guidance that explores on the different educational methods and curriculum that are designed to assist students with significant learning difficulties in learning mathematics, including students with disabilities. The paper provides technical assistance for teachers and instructors dealing with students with disabilities reflecting “best strategies” for implementing interventions to enhance educational practices in the process of teaching math. Some of the strategies for teaching students with disabilities that are reviewed in this paper include explicit and direct generative strategy training, reduction of math anxiety, adoption of general instructions, use of appropriate mathematical communication, multistep problem-solving strategy, schema instruction, and cognitive strategy instruction. In addition, peer-assisted learning is reviewed as a strategy that can be used to improve teaching among students with disabilities. This paper will review the various scholarly evidences on strategies that can be used to teach students with disabilities, with a view of identifying the most effective strategies in teaching math and how best they can be utilized.

The project focuses on the differences between education during and after the COVID-19 pandemic. The COVID-19 has severely affected the education system, as many learning institutions have been closed in response to the lockdown. Some of the education centers had a quick replacement of face-to-face lessons with online learning. The paper will thus examine the effect of digital learning through online workshops administered to the teacher in their remote teaching process.

As part of the Louisiana state teacher assessment program to enhance student learning, this manual provides suggestions and resources for teacher practice keyed to attributes of the "Louisiana Components of Effective Teaching." Each of these attributes is accompanied by suggested strategies, evidence of completion, and resources. The strategies are specific suggestions for gaining knowledge about and practicing teaching skills; they include varied types of activities. Suggested evidence of completion consists of observable means by which teachers and principals can document professional development activities. The resources section lists materials and persons essential for successful completion of the activity. The attributes are grouped in three sections covering performance domains for planning, management, and instruction. The planning component attribute concerns whether the teacher plans effectively for instruction. The management attributes concern maintaining an environment conducive to learing, maximizing the amount of time available for instruction, and managing learner behavior to provide productive learning opportunities. The instruction attribute concerns delivering instruction effectively, presenting appropriate content, providing chances for student involvement in learning, and assessing student progress. Appendixes contain forms, examples, and supplementary material. (JB)

Despite the vast extent of the English vocabulary, it has been estimated that only around 2400 high frequency word families, which are found on Browne, Culligan, and Phillips' (2013) "New General Service List" (NGSL), make up over 92% of most general English texts. Several studies have shown that a word must be encountered anywhere from six (Saragi, Nation, & Meister, 1978; Rott, 1999) to 20 times (Herman, Anderson, Pearson, & Nagy, 1987) for a learner to acquire it. Unfortunately, many EFL textbooks do not adequately recycle high frequency vocabulary and learners may not have enough encounters with these critical words in their language classes (Nation, 1993). This raises the question of how teachers can ensure learners encounter high frequency vocabulary on a regular basis. In this paper, we describe how learner made vocabulary cards help students initially learn the lexical items found on the NGSL and other important special purpose vocabulary lists. We then present a variety of engaging cooperative learning activities that reinforce the learning of these lexical items, thereby overcoming the lack of recycling in most EFL textbooks. These exciting activities have been well received by learners across levels in a variety of EFL contexts.

A trend is emerging to open enrollment for honors and AP classes to all students who wish to take them. Teachers of these open enrollment classes may be facing several dilemmas. How can the high standards and academic rigor of the course be maintained? How can students who struggle to learn be supported in their endeavors to keep up with the course content and pacing? What specific strategies can teachers use to meet the wide variety of learning needs in open enrollment classes? This article describes compensation strategies for students who may be struggling to keep up, as well as opportunities to work more independently for the most advanced students in a class.

A trend is emerging to open enrollment for honors and AP classes to all students who wish to take them. Teachers of these open enrollment classes may be facing several dilemmas. How can the high standards and academic rigor of the course be maintained? How can students who struggle to learn be supported in their endeavors to keep up with the course content and pacing? What specific strategies can teachers use to meet the wide variety of learning needs in open enrollment classes? This article describes compensation strategies for students who may be struggling to keep up, as well as opportunities to work more independently for the most advanced students in a class.

Discussed are certain key problems that are involved which cause the social studies program to be rather difficult for disadvantaged students. The first set of problems is said to be inherent in the very nature of social studies: (1) reading in the social studies is more difficult than reading narrative materials which so often are stressed in a basal reading program; (2) culturally deprived students need a program of studies which satisfies their need for security through clear and simple methodology; (3) culturally deprived students need reassurance of repeated success experiences; and, (4) culturally deprived students are person oriented and need materials which place people--not generalizations--in the center of stage. Also discussed are the kind of teacher needed to teach disadvantaged students and the role of the teacher for disadvantaged students. (Author/JM)

Discussed are certain key problems that are involved which cause the social studies program to be rather difficult for disadvantaged students. The first set of problems is said to be inherent in the very nature of social studies: (1) reading in the social studies is more difficult than reading narrative materials which so often are stressed in a basal reading program; (2) culturally deprived students need a program of studies which satisfies their need for security through clear and simple methodology; (3) culturally deprived students need reassurance of repeated success experiences; and, (4) culturally deprived students are person oriented and need materials which place people--not generalizations--in the center of stage. Also discussed are the kind of teacher needed to teach disadvantaged students and the role of the teacher for disadvantaged students. (Author/JM)

The purpose of the study is to determine what effects explicit and systematic math intervention instruction will have on student's performance on math assessments. The study will focus on a small group of fifth grade students that have been identified as needing targeted intervention (tier 2) and intensive interventions (tier 1) through the Response to Intervention (RtI) process. During a scheduled daily thirty minute math intervention block, the researcher will focus on using explicit and systematic instruction to help students make progress and close gaps in the area of mathematics. To track student data and ensure consistency, the researcher will utilize an instructional checklist, progress monitoring assessment, student interest survey, and behavior monitoring checklist. The desired outcome will produce results about instructional practices and strategies that help students with math deficiencies to make progress. The following are appended: (1) Data Collection Matrix; (2) Data Collection Tool 1: Instructional Strategy Checklist; (3) Data Collection Tool 2: Diagnostic Assessment/Progress Monitoring Tool; (4) Data Collection Tool 3: Interest Survey; (5) Data Collection Tool 4: Student Behavior Notes; (6) Data Collection Timeline; and (7) Data Tables.

The purpose of the study is to determine what effects explicit and systematic math intervention instruction will have on student's performance on math assessments. The study will focus on a small group of fifth grade students that have been identified as needing targeted intervention (tier 2) and intensive interventions (tier 1) through the Response to Intervention (RtI) process. During a scheduled daily thirty minute math intervention block, the researcher will focus on using explicit and systematic instruction to help students make progress and close gaps in the area of mathematics. To track student data and ensure consistency, the researcher will utilize an instructional checklist, progress monitoring assessment, student interest survey, and behavior monitoring checklist. The desired outcome will produce results about instructional practices and strategies that help students with math deficiencies to make progress. The following are appended: (1) Data Collection Matrix; (2) Data Collection Tool 1: Instructional Strategy Checklist; (3) Data Collection Tool 2: Diagnostic Assessment/Progress Monitoring Tool; (4) Data Collection Tool 3: Interest Survey; (5) Data Collection Tool 4: Student Behavior Notes; (6) Data Collection Timeline; and (7) Data Tables.

The Multiple-Strategies Model offers teachers eight instructional prescriptions, which when allied with an appropriate strategy, can lead to effective teaching. The presecriptive elements are generic in nature and, therefore, can be used successfully in virtually any instructional setting. The eight instructional prescriptions include: set, opener, instructional objectives, justification, content, review, evaluation, and management. A ninth component, strategy, represents procedures for instruction selected from three or more teaching techniques appropriate to the needs of the teacher being trained, i.e., large or small group instruction, direct instruction, student team learning, individualized instruction, etc. This paper presents a brief explanation of each component of the model. (JD)

Recent research suggests that the issue of global warming is one of great concern for Australian children. This point to the need for effective teaching about this issue. Children should be properly informed about actions that help reduce carbon emissions as this may give them a sense of empowerment and go some way to alleviating concerns. This study followed the development in the knowledge of global warming of 29 primary school students in year 6 (the final year of primary) from two regional Australian schools over one school term. A hands-on science unit dealing specifically with global warming was prepared and taught over a period of eight weeks. A mixed methods approach was adopted and data was gathered through pre- and post-testing, through post intervention interviews. The findings of the study indicated that after the unit, students had a clearer understanding of the science of climate change, with the largest improvement in student knowledge occurring where the students had engaged in hands on activities or had effective visual aids. The data also indicated that an increase in knowledge was accompanied by an increase in levels concern in some cases. However, there was also an overall increase in students' belief about their ability to make a positive impact in relation to global warming and climate change. (Contains 1 table and 5 figures.)

Middle school teachers, like all educators around the nation, are encountering classrooms comprised of an unprecedented number of students from various cultural, ethnic, and racial backgrounds. Due to the influx of immigrants entering the U.S. educational system, the number of students who speak a native language other than English has grown dramatically and will account for about 40% of the school-age population by 2040. The reality of a multicultural, multilingual student population dictates that educators, 87% of whom are Caucasian, must be prepared to interact and work with students who do not share the same language, culture, or national origin. Some researchers believe that meeting the needs of diverse students is, and will be, even more challenging for middle school teachers than other teachers, because they must also help students deal with the unique developmental changes that occur during this time. As young adolescents confront a host of transitions associated with the emergence of puberty, including dramatic physical, social-emotional, and cognitive changes, they also undergo transformations in relationships with parents, encounter more emotionally intense interactions with peers, and struggle with personal identity issues. Middle school teachers, therefore, must become educated about and skilled in using pedagogy that is sensitive and responsive to the developmental and educational needs of young adolescents from diverse racial, ethnic, and cultural backgrounds. This article explores instructional strategies employed by teachers in middle school classrooms in Florida, a state in which 50% of the students in public schools are members of ethnic minority groups. (Contains 1 note.)

The Virtual Learning Network (VLN) provides schools, particularly those in rural and remote areas, with the opportunity to cooperate to expand curricular offerings for their students. Each school that participates in a VLN cluster contributes at least one course delivered by an e-teacher, allowing member schools access to any course offered through the VLN that they cannot offer locally. At present, there is no formal national training for the e-teachers, although individual clusters offer a range of training opportunities. This case study focused on the e-teachers' perceptions of the learning curve required for them to be adequately and effectively prepared to teach in the virtual environment. Results indicated that the experiences of e-teachers in this new learning environment were positive, but still embedded in the norm of a school. Further, e-teachers desired professional development beyond learning how to use the technology, but wanted more assistance in developing their pedagogy to work in the online environment. It is recommended that VLN cluster administration, and the Ministry of Education, provide a range of professional development opportunities in a variety of formats. The focus of this professional development should move beyond the technological tools and focus on how to use those tools in a virtual learning environment.

The Virtual Learning Network (VLN) provides schools, particularly those in rural and remote areas, with the opportunity to cooperate to expand curricular offerings for their students. Each school that participates in a VLN cluster contributes at least one course delivered by an e-teacher, allowing member schools access to any course offered through the VLN that they cannot offer locally. At present, there is no formal national training for the e-teachers, although individual clusters offer a range of training opportunities. This case study focused on the e-teachers' perceptions of the learning curve required for them to be adequately and effectively prepared to teach in the virtual environment. Results indicated that the experiences of e-teachers in this new learning environment were positive, but still embedded in the norm of a school. Further, e-teachers desired professional development beyond learning how to use the technology, but wanted more assistance in developing their pedagogy to work in the online environment. It is recommended that VLN cluster administration, and the Ministry of Education, provide a range of professional development opportunities in a variety of formats. The focus of this professional development should move beyond the technological tools and focus on how to use those tools in a virtual learning environment.