In practice—gone fishing

Based on what they knew about today's generation of college students and sound educational practice, the orientation staff at the University of Louisville reoriented its program using a philosophy from Seattle's world‐famous fish market.     

In practice—R U signed on?

Joining students' 24/7 instant messaging world sends dread through many an educator. Jodi Koslow Martin of Aurora University, by contrast, believes that being an easily accessible icon on her students' computer screens is an important part of her work.     

In practice—The home of the brave

Whereas some faculty members at the end of their careers choose the tidy comfort of the stand‐alone classroom, Thomas Klein chose the rich and raw life of a residential learning community teacher. Poignant moments from his experience may offer inspiration to other courageous educators.     

In practice—Widening the academic conversation to include support staff: Wabash College extends a common classroom experience to its entire campus community

If you have been to college, your life has been touched by a support staff member. Recognizing the influence these individuals can have,Wabash College opened its sophomore core course to these “partner teachers.”     

In practice—Student as teacher: The insiders' view of peer instruction

Rutgers College, the oldest college of Rutgers, The State University of New Jersey, relies solely on peer instructors to teach its first‐year seminar course. The authors offer a look inside the selection and training of these peer instructors and share the students' thoughts on their experiences.     

In practice—Thinking visually: Using visual media in the college classroom

Getting through to students in the classroom continues to be one of the great mysteries of an educator's life.What will capture their attention, and, more important, what will transform their thinking? Film industry veteran and educator Barbara Tobolowsky returned to her roots in visual media to find answers.     

In practice—the business of learning at vocational and technical schools

The central focus of students at The Restaurant School at Walnut Hill College—to enroll, learn, leave, and work—is shared by most of their peers at other vocational and technical schools. Educators at The Restaurant School are finding creative ways for students to squeeze in time for opportunities for growth outside the classroom.     

In practice—More than words: What can stop the language that hurts?

Intended or not, deep harm can come from carelessly chosen words. At Texas Christian University, educators use a program in the first few weeks of their students' college career to heighten awareness and stave off the damage of words that hurt.     

In practice—This is why we teach: Igniting a passion for learning in linked courses

Rote teaching and learning have their place, but not in a music course and an art and design course in which two dozen students at Queensborough Community College enrolled together. Through a shared theme, shared assignments, and a shared commitment to making the content relevant and the process active and engaging, two instructors fashioned a powerful environment for learning.     

少数民族远程学习者学业表现变化研究

以内蒙古广播电视大学远程开放教育的学生为研究对象,通过分析发现：少数民族学习者在第一学期的平均成绩、专业排名、不及格科目数都明显弱于汉族学习者,而在第三学期,少数民族与汉族学习者的学业表现的各项指标均值不存在显著差异。说明经过一年半的学习过程,少数民族逐渐能够适应远程开放教育这种学习方式,在学习中不断进步。研究进而利用教育生产函数模型,对影响少数民族远程学习者学业表现变化的因素进行了分析。得到的研究结论：由于网络环境因素的改善,对少数民族远程学习者学业表现变化带来更大的益处;同样社会家庭环境的支持对促进他们在学业上取得更大的进步,工作环境带给他们的压力相比汉族学习者压力更大,工学矛盾更突出。     

PEP Book 2 Unit 1 Welcome Back to School!

新课标明确指出,小学英语教学的主要目的是使学生获得为交际初步运用英语的能力。语言交际是最基本、最常用的形式,是面对面的口语交际,而“对话“就是口语交际的记录。作为旨在培养学生语言交际能力的小学英语对话课,是整个小学英语教学中一个必不可少的重要组成部分,它不仅要求教师把对话知识传授给学生,而且要把对话内容通过学习转变成学生自己的语言,为培养其口头表达能力奠定基础。根据PEP《小学英语》教材的编写原则和特点,从本期起,本刊特推出一个新栏目——“对话教学“设计,即从每个单元中选择一个课时进行示范性设计,主要包括单元的教学内容分析、教学目标的定位、教学重点难点分析、教具和学具的准备、教学过程的详细介绍等五个部分,力求为广大教师的教学提供更方便、快捷、实用的帮助,引导他们进一步提升教学设计的层次,拓展教学设计的内涵,丰富教学设计的内容。当然在实际使用中,教师可以根据情况做适当调整。这是本刊继2009年下半年“单词教学“之后推出的又一专题栏目,希望大家予以关注的同时,能及时将使用的情况反馈给我们,以便这个栏目办得更好。     

PEP Book 8 Unit 1 How Tall Are You？

新课标明确指出,小学英语教学的主要目的是使学生获得为交际初步运用英语的能力。语言交际是最基本、最常用的形式,是面对面的口语交际,而“对话”就是口语交际的记录。作为旨在培养学生语言交际能力的小学英语对话课,是整个小学英语教学中一个必不可少的重要组成部分,它不仅要求教师把对话知识传授给学生,而且要把对话内容通过学习转变成学生自己的语言,为培养其口头表达能力奠定基础。根据PEP《小学英语》教材的编写原则和特点,从本期起,本刊特推出一个新栏目——“对话教学”设计,即从每个单元中选择一个课时进行示范性设计,主要包括单元的教学内容分析、教学目标的定位、教学重点难点分析、教具和学具的准备、教学过程的详细介绍等五个部分,力求为广大教师的教学提供更方便、快捷、实用的帮助,引导他们进一步提升教学设计的层次,拓展教学设计的内涵,丰富教学设计的内容。当然在实际使用中,教师可以根据情况做适当调整。     

Distance education plans: Course planning for online adult learners

TechTrends - There can be an untethered excitement connected with ever-expanding technologies and the vastness of educational opportunities that online learning generates. Yet, these new and...     

Welcome to the Neighborhood! Reinventing Academic Life for Undergraduate Students

June Pierce Youatt, Wyl McCully, and Sue A. Blanshan describe an innovative, collaborative approach to making on‐campus life more accessible to students at Michigan State University.     

Distance education plans: Course planning for online adult learners

Summary There can be an untethered excitement connected with ever-expanding technologies and the vastness of educational opportunities that online learning generates. Yet, these new and exciting opportunities do not diminish the real-life concerns and issues that online professors face. Lack of planning often sets the stage for disastrous educational experiences. Problems with technology, the lack of professor guidance and the inability to build community, facilitate communication or humanize learning can sabotage educational efforts. Minimal or nonexistent evaluation can lead to a recycling of futile educational efforts in future online courses. Yet, you can circumvent these issues with proper planning-with the use of distance education plans