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The goal of this project is to provide teachers a list of common terms or phrases aimed at improving vocabulary development of students in Tennessee. Although there is no single best way to teach terms and phrases, Dr. Marzano's research and theory on vocabulary development does point to a few generalizations that provide strong guidance. This site is dedicated to the sixth step in that process by providing a collection of games and activities designed to review and strengthen vocabulary development.

It is generally accepted that learning is enhanced by the inclusion of deliberate, reflective practice. Indeed the act of reflecting on the impact that our actions have towards the achievement of any goal (learning oriented or other) is shown to have a positive impact. Reflective practice is defined as the praxis (interdependent and integrated theory, practice, research, thought and action) of individuals or groups to move from 'better thinking to better action' as a result of reflection for, in and on learning (Harvey et al. 2010 p140). With this in mind, it is worth considering what reflective practice might look like and to consider it in a range of contemporary contexts. 

Understanding how mobile, global and virtual social networks influence our interpretation of socio-cultural theories of learning might allow us to better understand the interplay of settings and contexts within which learning occurs and in doing so better understand how learning may be facilitated.

Cogill J (2008). Primary teachers' interactive whiteboard practice across one year: changes in pedagogy and influencing factors. EdD thesis King's College University of London.

The Use of Interactive Whiteboards in Schools