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Does your students' poor performance on class tests keep you up at night? Do you find yourself wracking your brain, trying to figure out how the same students who seemed to understand what you taught yesterday now can't seem to remember any of it? Do you stress for months prior to a large-scale standardized test that your students have to take because you fear that they will perform poorly on it? If any of these experiences sound familiar, you're not alone. These are so
Achieving optimal results with your blended learning programme depends on it being both effective at teaching your selected audience as well as being cost effective. When web-based learning was first introduced the uptake was enormous but experience has shown that making learning material accessible online
Excellent instructors know the power of metaphor, analogy, and story. They engage in elegant leverage by using something their students know well in order to introduce, explain, and anchor that which is being taught and learned. Additionally, systems thinking is rife with metaphor, analogy, and story. The simple diagrams of systems thinking serve to sketch reality, using circles and arrows and graphs we know and understand to create images that represent abstr
The focus in schools today is to raise achievement among our students. While that is an admirable goal, I suggest that schools evaluate what they are already doing well. Then, get rid of those less important strategies and focus on those that are really working.
This is a short follow-up to a previous article on the viability of virtual worlds as language learning/teaching platforms, in specific Second Life. Focus here is the use of SL (Second Life) as a component of blended learning. http://eslarticle.com/pub/articles/english-as-a-second-language-esl/virtual-world-scepticism-792.htm
Teaching is always a dynamic activity. It unfolds a world of knowledge and information, experience and erudition (Chakrabarti, 1998). Effective teaching requires more than straightforward teaching methods. Teachers need to know their students well and be able to adapt their teaching styles to a particular classroom and to individual students. (Elliott et al, 2000).