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Driving Question: How can student voice and choice enrich language learning? Recent articles in publications like The Atlantic and The Hill highlight what many describe as a dismal state of language learning in the United States. Both pieces speak to the largely ineffective outcomes of language study, since so few language learners achieve a meaningful level of proficiency, even after years of study. Contributing to the state of language discussion, a recent ACTFL study shows that fewer students are pursuing language study. What seems like a lack of serious commitment to improve outcomes in the U.S. also reflects a long-standing cultural attitude that language learning isn't a worthwhile endeavor.

Gifted Education Professional Development Package Using the Package All modules in the Package contain a pre-test for teachers to determine what they might already know. Both the Core Modules and the Extension and Specialisation modules contain practical components with case studies and tasks for teachers to demonstrate that they have understood the module before moving on to the next one. The modules contain an overview of current research about particular areas of gifted education. This research, in plain language, is illustrated by cartoons, case studies and examples of how it can be applied in the mainstream classroom. The modules cover all levels of schooling: early childhood (the initial years of schooling), Primary (later years of primary schools), and secondary (secondary school). The modules are also ordered according to whether a teacher is in a rural or urban school, teaching in the classroom or involved in school administration, or whether the teacher is working alone or undertaking professional development in a small group or whole school situation. The Extension and Specialisation Modules consist of the same six topics as in the Core Modules with additional advanced material, case studies, further reading and examples for use in the classroom. While the Core Modules were designed to cover the essential information every teacher should know, the Extension and Specialisation Modules are designed to build on this knowledge to allow teachers and teachers in training, principals and school staff to develop a deeper understanding of the issues in gifted education, develop more complex responses to addressing the needs of gifted students in the classroom, and be confident in sharing these skills with colleagues and parents. Coloured Icons throughout the modules allow quick identification of research, case studies, information and activities according to individual needs.

The project management case study deals with the construction of new facilities in a new project of Central Queensland University (CQU).

Students use problem-based learning strategies and techniques to develop findings and make recommendations, along with preparing a press release in this case study.

In 1968, two researchers conducted a fascinating study that proved the extent to which teacher expectations influence student performance. Positive expectations influence performance positively, and negative expectations influence performance negatively. In educational circles, this has been termed the Pygmalion Effect, or more colloquially, a self-fulfilling prophecy. What has always intrigued me about this study is specifically what the teachers did to communicate that they believed a certain set of students had "unusual potential for academic growth." The research isn't overly explicit about this, but it indicates that the teachers "may have paid closer attention to the students, and treated them differently in times of difficulty." This begs the following questions: Why can't teachers treat all of their students like this? How do we communicate to students whether we believe in them or not?

What real time events can we learn from? Here's a great example. I'd use this site whatsonwhen, "the worldwide events guide," to keep up with public events in places we connect with or study in PBL

I'll use this site whatsonwhen, "the worldwide events guide," to keep up with public events in places we connect with or study in PBL

study of social networks aimed at children

(1984). Studies in Empowerment. Prevention in Human Services: Vol. 3, No. 2-3, pp. 1-7. doi: 10.1300/J293v03n02_02

Visit www.justquestionanswer.com for any subject assignment, homework, discussions and case studies of Ashford University. Get: - Early Childhood Education Assignment Help Early Childhood Education Homework Help Early Childhood Education Study Help Early Childhood Education Tutors Help Early Childhood Education Course Help

The context taken in this report on the pathophysiology of asthma is regarding the treatment given to an asthma patient named Jessica White.

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Dabbleboard is a great collaborative tool. It is basically a virtual whiteboard that allows users to create, collaborate and share. Teachers can use it for presentations, homework assignments, and study sessions.The basic version is free. Dabbleboard is an online collaboration application that's centered around the whiteboard. With a new type of drawing interface that's actually easy and fun to use, Dabbleboard gets out of your way and just lets you draw. 

Judy's find. A great AU library site with some great advice for students on research skills, essay writing and study skills.

Teach21 Project Based Learning Making a Difference in Our World Community Social Studies Third Grade

Project-based learning offers promise as an instructional method that affords authentic learning tasks grounded in the personal interests of learners. While previous research has presented results of learning gains, motivations and teacher experiences, still limited empirical research has presented the student perspective in project-based learning. This research sought to explore how learners created projects. Using a case study design and five purposively selected participants from eighth grade geography, five themes emerged: (1) internal influences, (2) external influences, (3) beliefs about projects, (4) tools for technology-rich environments, and (5) learning outcomes and products. The first four themes describe influences to shape the fifth theme, learning products. The term learning products was used to describe both the learning garnered by the participants and the learning artifacts the participants produced as part of the instructional unit. Implications for practice and future research are considered.

Project Based Learning has made a splash in the secular education world, and it can be a powerful tool for Jewish classrooms, too. In fact, project based learning can be a dynamic technique for teaching a wide range of Judaic topics, especially Jewish values. Why? Because we want students to live Jewish values, not just study them, and PBL is all about learning in the context of real life: Project based learning is hands-on, student-driven, and involves projects designed around real-world activities. Students build life skills while researching and tackling issues that are meaningful to them, resulting in learning that can be deeper and more lasting.

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""Good Teachers May Not Fit the Mold (Links to an external site.)Links to an external site."

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