This report captures what might be learnt from a selection of the world's most interesting examples of technology-assisted in-service professional development in lower-income countries and from wider reflections about the potential of technology to enhance the professional learning of teachers. This report explores the literature surrounding…

The importance of adolescent literacy is well established, and the topic continues to be of both local and national interest. Practitioners need to know not only which programs and practices appear effective, but which have the scientific evidence to support that claim. To identify effective programs and practices for general education students in…

This volume offers a comprehensive, up-to-date, empirical and methodological view over the new scenarios and environments for language teaching and learning recently emerged (e.g. blended learning, e-learning, ubiquitous learning, social learning, autonomous learning or lifelong learning), and also over some of the new approaches to language…

Several teachers contribute their tested ideas for projects that involve a large group of students. Included are: an archaelogical dig; a school mural; a visit from a children's author; and a whale-watching field trip. (SJL)

Current instructional uses of computers primarily involve an individualized approach which requires assigning one student per computer. However, the computer can also serve as an "electronic chalkboard" in small and large group instruction in the middle school. The equipment required for the electronic chalkboard include: (1) the…

Describes management strategies used in a large kinetics/industrial chemistry course. Strategies are designed to make instruction in such classes more efficient and effective. Areas addressed include homework assignment, quizzes, final examination, grading and feedback, and rewards for conducting the class in the manner described. (JN)

The paper describes techniques of developing and implementing speech-language individualized education programs to speech/language impaired students by means of "whole class" language experiences in regular elementary classrooms. (Author/DB)

Argues that the Socratic method of teaching has limitations in the modern classroom--as he indicates Socrates and Plato also recognized--including the difficulty of a dialog with 35 pupils and the time-consuming nature of the trial and error procedure. (JT)

The booklet describes approaches to teaching a large group of severely developmentally disabled students. The book begins with a review of the circle time format intended to foster motivation through a sense of playfulness, novel items, and opportunities for student participation and response. A theme approach to planning is advocated, and…

The eight chapters of this book present tools to identify and resolve learning style conflicts. Chapter 1 discusses the philosophical foundations of education in the United States and other countries. Chapter 2 explains why identifying and accommodating learning styles is important, using case studies of unsuccessful students in real classroom…

The challenges facing language teachers with large classes are discussed from an Australian perspective, including absentee learners and field coverage. Some blackboard and student performance techniques are identified along with possibilities of group work and individual work. (Contains five references.) (LB)

Six keys to successful instruction in large classes are identified: don't be intimidated, prepare carefully, be natural, be personal, prevent students from feeling insignificant and anonymous, and stay in touch with teaching assistants. (MLW)

Lists postulates on which the author bases his approach to large class instruction. Suggestions are given for such administrative, operational, and academic procedures as organizing handouts and class information; avoiding "busy work"; finding out about the students (personal and academic); making an assignment due every class; and providing quick…

The place of group work in three possible language classroom contexts is considered. No definitive generalizations are drawn, but a few inferences are noted: good teachers vary in organization and teaching styles; learner preferences vary; and not enough is known about group work in large classes in "difficult circumstances." (Contains 14…

Suggests five activities for the college classroom to stimulate discussion when students report results of small- group discussions to the class as a whole. The activities "newsprint dialogue," rotating small-group stations, "snowballing,""cocktail party," and "jigsaw" stress maximum student participation, interaction, and intellectual engagement.…