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Erin Fontaine

Class Songs and Chants - 3 views

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    Joan - thought you might be interested in these as well, so many youtube clips we can link in!!
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    These give such a fun twist on the grammar and are very catchy. I can't wait to use them in my modules to help reinforce grammar rules. I'd love to have them come up and video tape their own songs as well.
Erin Fontaine

Sr. Wooly | Educational Spanish music (middle, high school) - 0 views

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    Joan - another great Spanish music site!!
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    These give such a fun twist on the grammar and are very catchy. I can't wait to use them in my modules to help reinforce grammar rules. I'd love to have them come up and video tape their own songs as well.
Sue Rappazzo

Learning styles - Wikipedia, the free encyclopedia - 0 views

  • (VARK) models[18]: visual learners; auditory learners; reading/writing-preference learners; kinesthetic learners or tactile learners[1]. Fleming claimed that visual learners have a preference for seeing (think in pictures; visual aids such as overhead slides, diagrams, handouts, etc.). Auditory learners best learn through listening (lectures, discussions, tapes, etc.). Tactile/kinesthetic learners prefer to learn via experience—moving, touching, and doing (active exploration of the world; science projects; experiments, etc.). Its use in pedagogy allows teachers to prepare classes that address each of these areas. Students can also use the model to identify their learning style and maximize their educational experience by focusing on what benefits them the most.
Aubrey Warneck

Peer Coaching: An Innovation in Teaching - 0 views

  • TWO TYPES OF PEER COACHING: THERE'S SOMETHING FOR EVERYONE There are two general ways to participate in peer coaching, specific and non-specific. For specific participation, the teacher wants help with certain, pre-determined issues. If they are uncertain about where they most need help, such participants may want to first get videotaped and view the tape critically to help them identify their problem areas. Even teachers who can't get videotaped should try to think about what they would like to improve about their teaching. The peer coaches should pay particular attention to these issues while observing their partner's classes. In non-specific participation, the teacher wants an outsider to come and (1) help determine areas for improvement and/or (2) comment on the teacher's general approach. This form of participation may be ideally suited to experienced teachers who merely want general comments or for those who seeking help in a more general sense. In some ways, non-specific participation is like the "teaching consultants" discussed earlier.
    • Aubrey Warneck
       
      This type of peer coaching was used between two educators in which they observed one another and offered feedback about how they could improve classroom performance and teaching,
  • Peer coaching is an innovation that helps teachers improve their teaching. It is intended to be a mutually reciprocal process where two peers attend each other's classes and help each other enhance and enrich their methods of instruction. Because it is not based in formal evaluations, program participants have reported making more long-lasting changes than those based on more evaluative approaches. Peer coaching is a program that can be implemented in a variety of educational settings from elementary to collegiate levels.
    • Aubrey Warneck
       
      This paragraph notes that there are long term effects of using peer coaching and that the strategy can be applied to many educational environments.
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    A research article exploring the effects of peer coaching when used between educators in evaluating and improving classroom practices.
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