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ts taught in schools across the United States with little or no parental or educational oversight. Pearson standardized exams will assess how well teachers implement Pearson instruction modules and Pearson's common core standards, but not what students really learn or whether students are actually learning things that are important to know. Pearson is already creating teacher certification exams for eighteen states including New York, organizing staff development workshops to promote Pearson products, and providing school district Pearson assessment tools. In New York, Pearson Education currently has a five-year, $32 million contract to administer state test and provides other "testing services" to the State Education Department. It also recently received a share of a federal Race to the Top grant to create what the company calls the "next-generation" of online assessments.

Subjectively, we feel this acceleration of time, we grew up in a slower paced world and it was easier for us to adapt to change. Today we are bombarded with information, products, events and it’s sometimes hard to keep up. It may be easier for some, harder for others

Think about the news, communications and mass media. Since the internet became mainstream the way information is shared has changed radically. News one day old is already OLD. News is being produced in real time; worldwide communications are in real time too. Even more, there is more news everywhere. And it’s not that some years ago nothing happened. It’s that it’s become easier to broadcast them, allowing us to dramatically increase the information that can be distributed to the world.

The younger generations have a less daunting task, mainly because they were raised in this wired/online world. They are accustomed to it.

The education community is the fastest growing and among the most vibrant, active, and dynamic in Second Life.

but the basic idea is to tap into the collective intelligence of the public at large to complete business-related tasks that a company would normally either perform itself or outsource to a third-party provider.

Crowdsourcing can improve productivity and creativity while minimizing labor and research expenses.

This section of the Teaching Online Guide focuses on course planning and design. While many of the ideas and strategies are generic the main focus will be on the PBL online course. Included within the course design section is information about the phases of planning an online course, software for online teaching, using multimedia, teaching strategies, and assessment for online instruction. In general, the design of an online course entails four main realms. These are the people involved (who), the content (what), the teaching strategies and software tools (how), and the location of the course (where). The course design pages on this guide address aspects of these realms and the associated design elements. Scroll your mouse over the diagram to the right to see how everything fits together.  

Since oral learners often learn best in dialogue with others, create opportunities for dialogue to occur. This could be in the form of group projects outside of class or small group discussions in the classroom.

Oral learners also learn best when learning is connected to real events, people, and struggles of life instead of learning principles that are removed from actual people and struggles.

A closer look might provide insight into how this experience will assist in Rachel's development: Positive emotions are created from the established lap reading routine that generates an intimate closeness and feeling of security. Interactive social dialogues between Rachel and her mother build on prior knowledge and provide immediate feedback as they discuss each animal as the story progresses. The language they use to label, compare, explain, and classify creates a supportive context for structuring the processes of thinking and concept formation. Each of the domains of development—linguistic, cognitive, social, and emotional—is affected during Rachel's experience, and all play an important role in her development

As Rachel began to internalize the actions and language of her mother, she began to use these tools to guide and monitor her own processing behavior until she is now able to take over much of the responsibility for reading the book (Dorn, French, & Jones, 1998)

A framework for understanding the interrelated nature of the cognitive, social, emotional, linguistic, and literacy development of children; social interaction; and literature selection in grades K-4 is provided in the appendix. The purpose of the framework is to provide a general guide for teachers, parents, and other caregivers in the appropriate selection of books that takes into consideration the importance of child development.

Miller and Gildea's (1987) work on vocabulary teaching has shown how the assumption that knowing and doing can be separated leads to a teaching method that ignores the way situations structure cognition. Their work has described how children are taught words from dictionary definitions and a few exemplary sentences, and they have compared this method with the way vocabulary is normally learned outside school. People generally learn words in the context of ordinary communication. This process is startlingly fast and successful. Miller and Gildea note that by listening, talking, and reading, the average 17-year-old has learned vocabulary at a rate of 5,000 words per year (13 per day) for over 16 years. By contrast, learning words from abstract definitions and sentences taken out of the context of normal use, the way vocabulary has often been taught, is slow and generally unsuccessful. There is barely enough classroom time to teach more than 100 to 200 words per year. Moreover, much of what is taught turns out to be almost useless in practice. They give the following examples of students' uses of vocabulary acquired this way:

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