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The reading process involves two separate but highly interrelated areas - word identification and comprehension. It is well established that difficulties in automatic word recognition significantly affect a reader's ability to effectively comprehend what they are reading (Lyon, 1995; Torgeson, Rashotte, and Alexander, 2001). Even mild difficulties in word identification can pull attention away from the underlying meaning, reduce the speed of reading, and create the need to reread selections to grasp the meaning. Many students who struggle to learn to read are able, with appropriate instruction, to compensate for initial reading problems by becoming accurate decoders but fail to reach a level of sufficient fluency to become fast and efficient readers. Thus, the development of techniques for improving automaticity and fluency is critical. Although the research is clear that a systematic alphabetic approach to teaching beginning readers is more effective than a whole word approach (Adams, 1990; Chall, 1996; Snow, Burns and Griffin, 1009), the most effect ways to develop fluency are less well understood.

The Institute of Making is a multidisciplinary research club for those interested in the made world: from makers of molecules to makers of buildings, synthetic skin to spacecraft, soup to diamonds, socks to cities. Annual membership of the institute is available to all UCL staff and students. Our programme of symposia, masterclasses and public events explores the links between academic research and hands-on experience, and celebrates the sheer joy of stuff. Its mission is to provide all makers with a creative home in which to innovate, contemplate and understand all aspects of materials and an inspiring place to explore their relationship to making. At the heart of the Institute of Making is the Materials Library - a growing repository of some of the most extraordinary materials on earth, gathered together for their ability to fire the imagination and advance conceptualisation. A place in which makers from all disciplines can see, touch, research and discuss, so that they can apply the knowledge and experience gained to their own practice. Alongside the collection is the MakeSpace - a workshop where members and guests can make, break, design and combine both advanced and traditional tools, techniques and materials."

How is DSLR lighting any different from any film or video lighting? Is this the start of another urban myth? or should I say DSLR myth - second hand info done by someone who needs to got back to basics.

Please help share this opportunity for kids aged 11-17 to enter a film contest that will help me launch In the Director's Chair--a company teaching film history as well as film techniques within the context of current core content standards. Wish me luck!

Read the open access magazine online. This month's issue has a 'Learning For All' theme, with articles about special education, inclusion, behaviour management, feedback techniques, and EdTech for your lessons.

We all want our students to do the reading, and we all want them to come to class ready to discuss what they've read. Making that happen, however, is often a difficult proposition. Fernald and Swope provide techniques that take two tasks that most instructors dislike-administering pop quizzes and "cold calling on students"-and place them in the hands of the gods of probability.

Each district should create a Questioning Toolkit which contains several dozen kinds of questions and questioning tools. This Questioning Toolkit should be printed in large type on posters which reside on classroom walls close by networked, information-rich computers. Portions of the Questioning Toolkit should be introduced as early as Kindergarten so that students can bring powerful questioning technologies and techniques with them as they arrive in high school.

In the greater Houston area: this is a free conference occuring in November of this year (so the warmer weather will be a nice break for out of towners) focusing on best practices in teaching and learning, and technology. Also an opportunity to meet other educators!

Learning takes place in many locations and within the context of a variety of forums. Instructors are challenged on a daily basis to find innovative ways of enhancing the Net generation of students learning experiences. Our goal is promote greater understanding of cutting-edge approaches, techniques and instructional methodologies online and in the classroom. The Teaching and Learning Technology Conference provides a forum for educators to share effective and innovative teaching and learning models. This conference will explore and showcase excellence and innovation in teaching that facilitates student learning and positively impacts student academic success.

A lesson for Photoshop Elements where the focus is on impressionist technique.

Finding Information on the Internet: A Tutorial Techniques to Apply & Questions to Ask

Awesome for use with evaluating web sources. Link to PDF of checklists is helpful for in-class use.

Several classroom assessment techniques listed.

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.

A paper on improvisation/teaching without aids in EFL/resource poor situations. A good look at some of the theory and techniques behind improv teaching. See from page 3 about ideas for teaching with limited/no resources.

The framework is expressed as eight interconnected pedagogies involving narrative-driven learning, visualised learning plans, hands-on/reflective techniques, use of symbols/metaphors, land-based learning, indirect/synergistic logic, modelled/scaffolded genre mastery, and connectedness to community. But these can change in different settings.

Taking a test is not just a passive mechanism for assessing how much people know, according to new research. It actually helps people learn, and it works better than a number of other studying techniques.

The problem is that it is "testing research" that uses testing to measure learning. This is always a proxy for learning and notoriously unreliable. I'm hoping to see the report when it is actually published. Right now it is pre-publication.

From HHMI. Virtual labs including the transgenic fly (how to make a transgenic organism), bacterial identification (techniques used to identify bacteria), a cardiology lab (heritable diseases), neurophysiology lab (activity of individual neurons), immunology lab (perform ELISA)

Simple techniques to engage the student's brain power.