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Descriptors:
Feedback (Response); Curriculum Development; Worksheets; Curriculum Design; Units of Study; Models; Academic Standards; Scoring Rubrics; Evaluation Criteria; Guides; Instructional Design; Educational Technology; Internet; Educational Resources; Instructional Development; Educational Assessment; Lesson Plans; Validity; Individualized Instruction; Student Evaluation

Abstract:
Regardless of your stage at implementing the design tools and using the improved template for Understanding by Design[R] (UbD), this companion to "The UbD Guide to Creating High-Quality Units" is essential for taking your work to a higher plane. This volume features a set of hands-on modules containing worksheets, models, and self-assessments that are essential for building more polished and powerful units. Modules address how to: (1) Unpack standards; (2) Identify valid criteria and build great rubrics; (3) Sharpen essential questions and understandings; (4) Differentiate the learning plan; and (5) Self-assess and obtain and use feedback from peers. UbD authors Grant Wiggins and Jay McTighe provide rich examples and useful tips that have helped designers all over the world develop effective units and courses. Plus, to make it as easy as possible to create curriculum that leads to deep, meaningful learning, additional online resources are available as downloadable forms--including worksheets, examples, and FAQs--so you can create and save UbD templates electronically. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Teaching Methods; English (Second Language); Water; Scientific Literacy; Limited English Speaking; Barriers; Individualized Instruction; Student Needs; Genetics; Evaluation Methods; Student Evaluation; Learning Centers (Classroom); Scientific Concepts; Comprehension; Language Proficiency; Curriculum Development; Educational Technology; Biology; High School Students; Secondary School Science

Abstract:
Learning centers can help teachers assess students' content knowledge without penalizing them for language barriers. With the increasing number of English language learners (ELLs) in classrooms, the emphasis on mastery of content and inclusion of all students in class discussions and activities will provide all students a chance for scientific literacy. This article shows how to use learning centers to accommodate ELLs and differentiate instruction for all learners. The activities included here incorporate content teaching strategies--covering topics such as DNA, the nature of matter, and the water cycle--and assessment techniques appropriate for both ELLs and native English speakers. (Contains 2 figures and 3 online resources.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Video Technology; National Curriculum; Speech Communication; Lesson Plans; Written Language; Learning Strategies; Educational Change; Guidance; Language Skills; English (Second Language); Second Language Instruction; Second Language Learning; Limited English Speaking; Non English Speaking; Student Evaluation; Educational Environment; Classroom Techniques; Audio Equipment; Educational Improvement; Elementary School Students

Abstract:
There are increasing numbers of children with little or no English entering English speaking mainstream lessons. This often leaves them with unique frustrations due to limited English language proficiency and disorientation. Teachers often feel unable to cater sufficiently for these new arrivals. "Teaching English as an Additional Language Ages 5-11" is designed to support every 5-11 year old child new to the English language who is beginning their education in an English speaking mainstream curriculum. It provides teachers with the tools needed to support young learners' survival language needs and help them achieve a smooth transition into their new learning environment. Packed full of advice, guidance, resources and support for teachers managing beginners to the English language in the mainstream English speaking school, it also includes: (1) 68 flexible sessions for children to learn survival language--sessions are based on assessment for learning and can be adapted easily into weekly lesson plans; (2) A DVD to support each session containing visuals of commonly used vocabulary; (3) Audio examples of English language word pronunciation and sentence structures; and (4) Fully downloadable worksheets and lesson plans. The text offers expert guidance on: (1) Strategies to help EAL new arrivals embrace their new cultural experience; (2) Assessing the EAL new arrivals in their English language skills; (3) Teaching EAL new arrivals to use a second language writing system; (4) Delivering survival language intervention sessions; (5) Developing effective language learning strategies; (6) Managing EAL new arrivals in the mainstream classroom; (7) Resources that you use to support EAL new arrivals; and (8) Evaluating EAL provision for new arrivals and setting targets for whole school improvement. This flexible and user-friendly resource can be used with the English National Curriculum, International Baccalaureate Primary Years Programme (PYP), the International Primary Curriculum (IPC), and other English speaking curricula. It will be a must-have for all schools looking to support newly arrived children with speaking English as an additional language. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Enrichment; Organizational Change; Teaching Methods; Interdisciplinary Approach; Learning Strategies; Problem Solving; Urban Schools; STEM Education; Educational Technology; Instructional Design; Educational Trends; Educational Research; Inservice Teacher Education; Elementary Secondary Education; Undergraduate Students; Computer Simulation; Student Teachers; Preservice Teacher Education; Mixed Methods Research; Writing Teachers; Writing Instruction; Curriculum Development; Energy; Military Schools; Educational Games; Citizen Participation; Case Studies; College Instruction; Partnerships in Education; Computer Science Education; English (Second Language); Second Language Instruction; Energy Management; Armed Forces; Federal Programs; Biology; Dental Health

Abstract:
Involving two or more academic subjects, interdisciplinary studies aim to blend together broad perspectives, knowledge, skills, and epistemology in an educational setting. By focusing on topics or questions too broad for a single discipline to cover, these studies strive to draw connections between seemingly different fields. Cases on Interdisciplinary Research Trends in Science, Technology, Engineering, and Mathematics: Studies on Urban Classrooms presents research and information on implementing and sustaining interdisciplinary studies in science, technology, engineering, and mathematics for students and classrooms in an urban setting. This collection of research acts as a guide for researchers and professionals interested in improving learning outcomes for their students. Contents include: (1) Interdisciplinary Learning from a Student's Perspective (Marlene Hidalgo); (2) STEM Academic Enrichment and Professional Development Programs for K-12 Urban Students and Teachers (Cecelia Wright Brown and Kevin A. Peters); (3) STEM Learning Communities: An Interdisciplinary Approach to Teaching and Learning (Bernadette Kelley and Lisa McClelland); (4) Reengineering an Introductory Computer Education Course for Undergraduate Students (Farhat J. Lakhavani and April Rupp); (5) Communication, Culture, and Technology: Learning Strategies for the Unteachable (Ray Gallon); (6) Using Second Life to Support Student Teachers' Socio-Reflective Practice: A Mixed-Method Analysis (Melissa Burgess); (7) Virtual Interdisciplinary Experiences for Teachers of Writing: Considerations for Implementation (Christine Rosalia and Laura Baecher); (8) Energizing Interdisciplinarity: Addressing Army Energy Use through Curricular Reform at West Point (Bruce Keith); (9) Integrated Projects and the Development of Interdisciplinary Problem-Solving Strategies (Paul C. King); (10) Enhancing Diversity in STEM Interdisciplinary Learning (Reginald A. Blake and Janet Liou-Mark); (11) Development of Interdisciplinary Problem-Solving Strategies through Games and Computer Simulations (Candido Cabo and Reneta D. Lansiquot); (12) Integration of Civic Engagement of Pedagogies in the STEM Disciplines (Gwen Cohen Brown and Laina Karthikeyan); and (13) All Hands on Deck: Using Case Studies to Support Institutional Change (Cinda P. Scott, Bonne August, and Constanza Eggers-Pierola). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Video Technology; Reading Difficulties; Early Childhood Education; Reading; Learning Strategies; Reading Processes; Reading Instruction; Instructional Design; Reading Strategies; Guidelines; Data Collection; Reading Comprehension; Reading Skills; Records (Forms); Web Sites; Reading Attitudes; Oral Reading; Individualized Instruction; Performance Based Assessment; Student Evaluation; Reading Fluency; Curriculum Based Assessment; Accuracy; Evaluation Methods

Abstract:
The most effective way to understand what a child knows about the reading process is to take a running record. In "Running Records", Mary Shea demonstrates how teachers can use this powerful tool to design lessons that decrease reading difficulties, build on strengths, and stimulate motivation, ensuring that children develop self-sustaining learning strategies. Special Features include: (1) a step-by-step outline for taking efficient running records; (2) guidance in running record analysis: readers will learn how to use running record data to determine a child's level of decoding skill, comprehension, fluency, and overall reading confidence; and (3) a Companion Website offering videos of the running record process, sample running records for analysis, and numerous other resources. In order to meet the multi-faceted needs of children in today's classrooms, teachers must be knowledgeable about literacy concepts. "Running Records" provides that invaluable knowledge, making it an ideal text for literacy courses for pre-service teachers and a key professional reference for in-service teachers. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Program Effectiveness; Portfolios (Background Materials); Pilot Projects; English (Second Language); Foreign Countries; Semi Structured Interviews; Second Language Instruction; Second Language Learning; Citizenship; Models; Language Proficiency; Evaluation Methods

Abstract:
Although earlier research has examined the potential of portfolios as assessment tools, research on the use of portfolios in the context of second-language education in Canada has been limited. The goal of this study was to explore the benefits and challenges of implementing a portfolio-based language assessment (PBLA) model in Language Instruction for Newcomers to Canada (LINC) programs. Data were gathered through semistructured interviews with four LINC instructors involved in a PBLA pilot project in a large Canadian city. Similar interviews were conducted with a representative of Citizenship and Immigration Canada, and a developer of the PBLA model. Participants identified both benefits and challenges related to PBLA implementation. Based on their feedback, recommendations for future implementation are provided. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; English (Second Language); Second Language Instruction; Instructional Design; College Second Language Programs; Writing Instruction; Formative Evaluation; Freshman Composition; Performance Based Assessment; Pedagogical Content Knowledge; Student Characteristics; Discussion (Teaching Technique); Evaluation Criteria; Feedback (Response); Peer Evaluation; Student Empowerment

Abstract:
This article is concerned pragmatically with how recent research findings in assessment for learning (AfL) can bring about higher quality learning in the day-to-day classroom. The first half of this paper reviews recent studies within Black and Wiliam's (2009) framework of formative assessment and looks for insights on how pedagogical procedures could be arranged to benefit from and resonate with research findings. In the second half, based on lessons drawn from the review, the findings were incorporated into an instructional design that is contingent on formative assessment. The concept of teacher contingency is elaborated and demonstrated to be central to the AfL pedagogy. Attempts were made to translate updated research findings into an English as a foreign language (EFL) writing instruction to illustrate how teachers may live up to promises offered by recent developments on AfL. This AfL lesson, situated in L2 writing revision, made instruction contingent on and more responsive to learner performance and learning needs. As shown in an end-of-semester survey, learner response to the usefulness of the instruction was generally quite positive. (Contains 1 figure and 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Poetry; Self Help Programs; Teacher Educators; English Teachers; Classics (Literature); English Instruction; Guides; Drama; Planning; Student Evaluation; Educational Objectives; Student Reaction; Classroom Techniques; Evaluation Methods; Curriculum Development; Individualized Instruction

Abstract:
Now in its second edition, Trevor Wright's hugely popular "How to be a Brilliant English Teacher" is packed with practical advice drawn from his extensive and successful experience as an English teacher, examiner and teacher trainer. This accessible and readable guide offers sound theoretical principles with exciting practical suggestions for the classroom. Fully updated to include a new expanded section on differentiation and inclusion, as well as covering new material on behaviour management and teaching poetry for enjoyment and personal response, this book tackles other tricky areas such as: (1) Starting with Shakespeare; (2) Effective planning and assessment; (3) Learning to love objectives; (4) Working small texts and big texts; and (5) Drama. Trainee teachers will find support and inspiration in this book and practising English teachers can use it as an empowering self-help guide for improving their skills. Trevor Wright addresses many of the anxieties that English teachers face, offering focused and realistic solutions. [For the first edition, "How to Be a Brilliant English Teacher," see ED534914.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teacher Education Programs; Cultural Context; English (Second Language); Foreign Countries; Inservice Teacher Education; Constructivism (Learning); Program Design; English Teachers; Performance Factors; Second Language Instruction; Second Language Learning; Teaching Methods; Cultural Awareness; Professional Development; Individualized Instruction; Program Effectiveness; Instructional Development; Beliefs; Social Cognition; Best Practices; Educational Practices; Case Studies; Reading Instruction; Semitic Languages; Native Speakers

Abstract:
In this paper, I argue that in-service language-teacher education programs should consider all elements of the linguistic, geographical and cultural context of the teachers the course is designed for, and respond to this context in a constructivist way in program design and implementation. Using qualitative case-study data, I focused on the development over time of an English teacher of young learners in Oman who was studying at an in-service teacher education program that appeared to meet various criteria for constructivism. However, findings indicate the teacher's growth was uneven, and conclusions are that input on initial literacy and the teaching and assessment of reading in English as a second language (ESL) could have been better tailored to the context. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Evidence; Video Technology; Portfolios (Background Materials); Reliability; Skill Development; Scaffolding (Teaching Technique); Inquiry; Elementary School Students; Technology Education; Science Education; Inservice Teacher Education; Portfolio Assessment; Student Evaluation; Educational Assessment; Performance Based Assessment; Program Implementation; Program Effectiveness; Internet; Computer System Design; Handheld Devices; Synchronous Communication; Web Sites; Programming; Educational Technology; Computer Software; Evaluation Methods; Program Descriptions; Comparative Analysis; Multimedia Materials

Abstract:
This article reports on the outcomes from the "e-scape Primary Scientific and Technological Understanding Assessment Project" (2009-2010), which aimed to support primary teachers in developing valid portfolio-based tasks to assess pupils' scientific and technological enquiry skills at age 11. This was part of the wider "e-scape" project (2003-present), which has developed an innovative controlled alternative to design & technology and science public assessment at age 16. Teachers from eight primary schools were trained in the use of an online task-authoring tool to develop and trial assessment activities based on current classroom work. To compile their e-portfolios of assessment evidence, pupils used netbook devices, which afford multi-modal responses (text, drawing, photo, audio, video, spreadsheet) whilst leaving space on pupils' tables for practical investigations. Once the pupil e-portfolios had been uploaded to the secure e-scape website, teachers assessed them using a "comparative judgement" approach to produce a rank order with a high reliability coefficient. Participant teachers recognised the strength of the e-scape approach in terms of facilitating and managing pupils' responses to assessment tasks in the classroom, which they successfully adapted to suit primary pedagogy. In particular, the benefits of scaffolding complex assessment tasks through the step-wise e-scape process in the authoring tool represented for some of the teachers a pedagogically significant development in terms of their planning. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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