Discovery To Host Free Event on Using Technology in Science Education

Discovery Education has announced the Discovery Educator Network SCIcon (DENSCIcon) 2010, a free, virtual professional development event demonstrating the many ways educators can integrate digital content and educational technologies into science education.

The event will be held Saturday, Jan. 9 from 9 a.m. to 4 p.m. EST and will offer a variety of individual sessions on the topic, including teaching global climate change issues, real-world applications for classroom science instruction; paperless instruction; hands-on activities; challenge-based learning; teaching with video from Mythbusters (Discovery Channel's series that subjects all sorts of myth to hands-on testing); and fun, easy and effective science experiments.

Between educational sessions, there will be 10-minute informational sessions on the company's online media offerings, including STEM Connect and the newly launched Siemens STEM Academy, along with national science contests for K-12 students, including the "We Can Change the World" Challenge and the 3M Young Scientist Challenge.

For more information on DENSCIcon 2010, visit the event Web page. To register for the online sessions, visit the registration page.

14 Technologies Educators Should Watch in 2010

Tech vets go toe-to-toe on the latest tools that can improve instruction, boost productivity, or just help make users' lives a bit more organized.

* By Chris Riedel
* 01/20/10

Which technology tools can help improve teaching and learning? Which can boost productivity? Which are just plain useful for keeping organized? Education technology veterans shared their lists of apps intended to make life in and out of the classroom faster, easier, and, well, better.

At the FETC 2010 conference in Orlando, FL last week, speakers Hall Davidson and John Kuglin were joined by Leslie Fisher for a game of one-upmanship as each gave a packed house the rundown on their favorite new--and not so new--apps, platforms, and gadgets in a session dubbed the "Sandbox Shoot-Out."

Interact. It's Easy.
As a former secondary and post-secondary educator and current director of educator outreach for the Discovery Educator Network, Hall Davidson spends a lot of time thinking about how to use technology in education. For his list, he focused on software for capturing information and using it to enhance instruction.

* Jing: This screen capture software lets users record still images or video from of the desktop. Files can be saved to a hard drive or hosted on Jing's servers. Davidson described it as great for sharing lesson plans, recording classroom activities, and creating interactive curricula. Using a Webcam, teachers can even record and embed videos in Google Earth. The free version saves Flash-based files only; the paid service offers additional options.

# BT-1 Bluetooth Web Cam: Available for around $150, this Bluetooth-based wireless Webcam has an effective range (judging from the distance Davidson was able to use it) of around 15 feet to 20 feet. He said the camera is great for capturing action without being tethered to a computer.
Further information: bt-1.com
# Photo Booth: Although a number of photo editing ad effects tools exist for Mac OS X, Windows, and Linux, Davidson singled out Apple's consumer-grade tool called Photo Booth. As the integrated Mac OS X software for recording videos and stills from the iSight camera, Photo Booth has several stock effects, including the ability to use a custom backdrop (from either an image or video file) to put teachers and students anywhere in the word--or anywhere in history.
Further information: apple.com
# Poll Everywhere: A Web-based polling tool that allows users to create polls and receive results from participants via SMS (text), as well as Twitter and the Web. Results are displayed in real-time, and the service is free for up to 30 participants. Polls can be embedded into other media, including PowerPoint presentations

What Are the Top-10 Ed Tech Priorities for 2010?

Which issues in education technology should drive policymaking in 2010? Start with establishing technology as the "backbone of school improvement," and we'll be on the right track, according to the International Society for Technology in Education (ISTE), which published a list of its top-10 priorities for decision makers for the coming year.

According to ISTE, it released its "Top Ten in '10" list in an effort to provide a framework for policymakers and educators when making decisions about how education funds will be spent--with a particular emphasis on employing technology for school improvement in the context of new and pending federal funding programs tat are demanding education reforms.

"No matter what kind of improvement path a state or school district may follow, the use of technology in learning and teaching is essential for real and lasting change," said ISTE CEO Don Knezek in a statement released this week.

ISTE's recommendations include the following:

1. Establishing technology "as the backbone of school improvement" for student learning, professional development, and administration;
2. Integrating technology to prepare students for careers and keep students engaged;
3. Increasing federal funding support for technology through Enhancing Education Through Technology (EETT);
4. Keeping educators up to date on the latest technologies to help them be more effective in their teaching environments;
5. Increasing support for pre-service education technology programs to help produce more technologically adept teachers;
6. Using technology to "scale improvement" and "accelerate reform";
7. Ensuring universal access to broadband services, which ISTE described as "critical so that students and parents have access to school assignments, grades, announcements and resources";
8. Developing systems and strategies that will help educators use assessment data to improve student learning;
9. Investing in research and development focused on "innovation in teaching and learning"; and
10. Promoting "global digital citizenship" through technology-based, cross-border collaboration.

Islamic Education VS Modern Education

Now-a-days there are a lot of people who talk about the modern and Islamic Education. And it really surprises me as I don’t believe there is any difference in Islamic and modern Education. Look Education is Education.

Education means to know about something. The modern science is being defined as “system of knowledge gained by systematic research and organized into general laws”.

The Humans are asked, on various occasions in the Quran, to research, to make some thorough investigations about the universe and to find the hidden truth in the things around us. The ALLAH ALMIGHTY has invited us to look around and observe the things in order to solidify our belief in HIM. We believe in ALLAH but it will solidify our belief in HIM even more.

Now can anybody let me know where the difference is? There is no difference as we are welcomed to observe, to feel and to understand the things to come closer to our CREATOR. It means that we are entitled to learn science as science is the systematic way to observing a fact or finding a fact for which we are asked to.

Now from where does this concept of “Islamic Education” and “Modern Education” come? In fact we have restricted ourselves to some part of Islam and preaching only that part is given the name “Islamic Education”. Will anybody let me know what Islam really is? Islam is the complete code of life. There are solutions to all kind of problems a human being can face in his lifetime. There is economic system, there is science, there is political system, there is educational system and all other things a man can ask for, in Islam.

Now-a-days whenever we discuss the politics we keep Islam aside. Is it right? Of course not! The Quran says:

Mafhoom: Indeed The Messenger of ALLAH is the best example for you.

And we find The Messenger of ALLAH, Hazrath MUHAMMAD (P.B.U.H) making the policies in the state of MADINA. Now what is this? Does it not prove that politics is a part of Islam?

The economic policies of Hazrath Umer Farooq (The second Caliph) amazed the European economists. Is it not Islam?

In gazwa-e-Badr some of the enemies were captured and those, who were educated among them, were asked to teach the Muslims. Can anybody tell me what they taught to the Muslims, Islamic Virtues? What do you think?

May ALLAH guide us towards the right way and help us in our life.

Are Spellings Really Important?

Hi,

I recently got the following email that really unleashed a wonderful fact of human viewing capability. It shows that human mind can even read words not exactly as words but rather as images... yes images of a set of characters.


Try to read this. I'm sure you can....very interesting.

fi yuo cna raed tihs, yuo hvae a sgtrane mnid too
Cna yuo raed tihs?

i cdnuolt blveiee taht I cluod aulaclty uesdnatnrd waht I was rdanieg. The phaonmneal pweor of the ! hmuan mnid, aoccdrnig to a rscheearch at Cmabrigde Uinervtisy, it dseno't mtaetr in waht oerdr the ltteres in a wrod are, the olny iproamtnt tihng is taht the frsit and lsat ltteer be in the rghit pclae. The rset can be a taotl mses and you can sitll raed it whotuit a pboerlm. Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe. Azanmig huh? yaeh and I awlyas tghuhot slpeling was ipmorantt! if you can raed tihs forwrad it.

Impact of Foreign Education

In a changing global scenario, Third World countries are accelerating efforts to achieve recognizable success in the field of education. Pakistan has also taken measures to this effect. These efforts, though laudable, are debated by some academics as non-sustainable and thus non-productive. Notwithstanding these objections, over 2,000 students have been able to avail scholarships advertised by the Higher Education Commission (HEC). These scholarships in the field of science and technology are expected to bring expertise to the country and set it on the path of progress. The experience also aims to give individuals a global perspective, hence contributing towards the making of ‘global’ citizens. On the economic and employment front, it offers a great advantage to graduates of prestigious international universities in gaining employment within the country and abroad. In the job market, preference is given to fresh graduates!

This fact was highlighted when a respected teacher and faculty member of the Punjab University visited the student advising office at the US Consulate Lahore to inquire about Graduate Degree Programs in the US for his son. He explained that despite the fact that his son had a record of outstanding academic credentials, he lost out to foreign, especially US educated candidates, in the job market. Unfortunate though the situation may appear for the local graduates, it is a fact that the international education experience, especially at renowned educational institutions, does often give an advantage to students who are applying for jobs.

This understanding has led to an increase in study abroad plans in almost all countries, especially in those countries where the local education industry is still evolving. UNESCO records a 56 percent increase in international student enrollment from 1999-2004. Six countries host 69 percent of the world’s mobile students. They are: USA (22 percent); UK 14 percent; Germany 10 percent; France 10 percent; Australia seven percent and China five percent (UNESCO, and Open Doors 2006). Currently there are 2.5 million international students worldwide and according to forecasts there will be 7.2 million international students (worldwide) in 2025 (Boehm, Davis, Meares and Pearce, 2002).

What is important here is to understand the reasons for this increased demand, apart from the fact that it is perceived as a key to better employability. The American Council on Education enumerates the following factors which have led to an increase in ‘internationally mobile students,’ a term coined by UNESCO:



* Projected growth in household wealth

* Increased demand for higher education

* Lack of capacity in some countries to meet this demand

* Growing interest in studying overseas

(Boehm, Davis, Meares and Pearce, 2002).

The last factor enumerated above can be better explored when seen in the context of the changing global scenario. It is no longer a world where countries or economies function in semi-isolation. Today’s world is an interdependent and fiercely competitive entity; multinationals are erasing geographical boundaries in the context of business/industrial investment and opportunities. To be able to compete successfully, they look for local human resources in countries where they are investing. These employers have the advantage of selecting the best and the brightest because of attractive employment benefits. One endearing element in candidate selection seems to be the ‘study abroad’ experience. Notwithstanding the academic value of a ‘foreign’ degree, what really attracts the employer is the ‘global experience’. This experience or exposure in the case of international students provides an opportunity to interact with teachers and students from different countries, stimulates learning and allows insights into different points of view. It also helps in creating an international network of contacts.

By way of example it is interesting to note some similarities between experiences looked forward to by Freshmen at four-year colleges in the US (Chronicle of Higher Education August ’05) and employers rating of the importance of candidates qualities/skills (10 Things employers want you to learn in college, Bill Coplin, Ten Speed Press, 2003). Among the 13 objectives listed by students, five in the top bracket deal with communication and interaction with people of diverse racial or cultural backgrounds. In the rating provided by employers the majority of the desired qualities involve communication and interpersonal skills. On a five-point scale the top four most important skills rated by employers are:

It is interesting to note that the Grade Point Average (GPA) gets a rating of 3.68 in comparison! This is not to undermine the importance of the GPA since it is an indicator of skills and reveals how good the student is at “figuring out what the professors want and then delivering the goods” (Bill Coplin”).

What stands out is the significance of and focus on communication or interpersonal skills; these are the qualities that an international learning environment provides and these are skills that employers and big businesses are looking for. Because of the diverse multicultural environment in colleges and universities in the US and because the US is host to the largest international student population worldwide. American colleges and universities provide the most conducive environment for acquiring effective people-dealing skills, this is why “over 565,000 international students are enrolled in the US Higher Education – more than twice as many as any other leading host” (American Council on Education).

Principle of Studying - How to Study Fast & Effective By Mudassar Bashir

Introduction

The authors have been involved in the training of thousands of medical students and have explored and discussed with these students their test preparation and test-taking strategies. These students have developed into efficient, skillful test takers in order to cope with the volumes of detailed material on which they are tested. They learned to recognize key elements of course co tent and to train themselves to successfully answer thousands of test questions.

It is not just our observations of medical students, however, that we rely on to give you advice.
There is a growing body of scientific literature emerging from psychology and the neurosciences
that provides useful information about how to study for tests. These studies have identified the following very important test preparation topics.

1. Study time: HOW much you use; HOW you use it
2. Study location: WHERE and WHEN you study
3. Input: HOW you ENTER knowledge into memory
4. Storage: HOW you SAVE knowledge in memory
5. Retrieval: HOW you GET knowledge from memory

All these topics offer something to help you study and prepare for any type of examination you could encounter in the future.

Study Time

Preparation time is a necessary element for successful performance on tests but is found to be insufficient when used alone. Students have told us that they must set aside regular time periods for studying which increases their efficiency. It is not just setting aside time, however, that allows lear ing to take place. Rather, it is what happens during the regular study periods. We all know people who spend large amounts of time looking at textbooks or notes but still have poor grades because they lack effective study strategies. The most important strategy is for you to concentrate on what you are learning and to have learning as your sole purpose for studying. The goal of every study period should be to learn something new or relearn something that you have partially forgotten.

Here is a hint to help you concentrate or pay attention: If you find that your eyes are crossing a page of text but nothing is registering in your mind, and you are having trouble paying attention, you need to read faster. So fast that you will finally pay attention but not so fast that you aren't actually reading. Speed helps you concentrate. Suppose you are driving along a winding, country road at 20 mph. What arc you likely to be doing? Perhaps you are enjoying the scenery—taking in the trees, the horses in the pasture, or the ducks flying overhead. Now push down on the acceler tor until you are going 55 mph. What will you do?

You either are paying attention to your driving or are likely to find yourself in serious trouble. The point is that speed forces you to focus on what you are doing. Reading rapidly helps you pay attention to what you are reading.

Study Location

Research tells us where and when to study. If you learn something in a certain environment, you are more likely to remember this information when you are again in that environment: therefore, study in a place similar to that in which you will be tested.

Even your mood is thought to play a role in memory. While the effect is not thought to be a powerful one. researchers do believe it influences memory in two ways:

1. Recall is better for pleasant than for unpleasant material.
2. Recall is better when you arc in the same mood at retrieval time as you were when you encoded the knowledge.

You will want to study in spurts. Spread out practice over time with rest intervals spaced between. This is called distributed study or spaced practice. The amount of study material and the distribution of practice sessions affects your ability to retrieve the things you have learned.

Massed practice refers to long study periods and produces the poorest learning outcome. For most academic subjects it is best to work in a series of shorter study sessions distributed over several days if, however, you are cramming for a test, then long study sessions are better. The problem with cramming is that you do all right on an exam but don't remember much two weeks later.

Putting Knowledge into Short-Term Memory

Putting information into memory involves the encoding of incoming sensory information into a form that the brain can understand. In other words, our senses take in information from the environment, and our brain makes sense of it. A key to storing information in long-term memory so that you can easily retrieve it is organization.

Short-term memory (STM), also known as working memory, has a capacity limited to 5 to 9 items. Unrehearsed material stays in STM for 15 to 20 seconds.

What is the usual length of a telephone number? Count the digits in 555-4567. Interestingly most phone numbers have 7 digits (the ideal number of items to be remembered in working memory).

Fortunately, there are ways that your brain can manipulate the limitation of remembering just 5 to 9 items. One way is called chunking in which you arrange pieces of information into meaningful clusters and increase your capacity to remember. Take, for example, the following numbers:
76823318289190827103135466542594214.

You can't even hold this 35-digit number in your working memory. Maybe you could remember the first 3 or 4 or last 3 or 4 numbers but you're not going to hold all 35 numbers in your working memory. Now look at the same number chunked into 5 telephone numbers.

768-2331
828-9190
827-1031
354-6654
259-4214

Interesting, isn't it? Do you think you could use chunking to learn material just as apparently overwhelming and meaningless as the 35-digit number you just chunked? What is the key to chunking?

You're right—organization. It is a key to storing information in your long-term memory.

Storing Knowledge in Long-Term Memory

Strategies that encode information in a meaningful manner help you retrieve easily information from long-term memory (LTM). There are two ways to increase retention of what you are learning. Both require you to practice what you are learning. The first, overlearning, involves practicing with the material over and above what is needed to just learn it and is particularly good for learning basic facts and skills.

When you learned the multiplication tables, you overlearned them by practicing them over and over again. Furnish yourself with opportunities for overlearning of key concepts and skills. Make up flash cards and use them over and over until you have the facts locked in memory.

Repeat until you "know it cold." Most people don't have the time, patience, or determination for this approach, and it's not very efficient when you have a lot to learn in a short-period of time.

Because of these deficiencies, an approach called elaboration is often recommended. When you elaborate, you reorganize information and make it meaningful by relating it to something already in your memory. In order for you to engage in elaborative activities, you need to connect new information to something you already know. An organizational plan that is useful for school subjects utilizes logical schemes: places, dates, hierarchies, etc. Semantic categories allow you to organize by any meaningful strategy that you prefer. For example, you can categorize alphabetically, by body part, by size, by function, or by structure. Still other ways of organizing information are sounds, pictures, and colors. You should use personally meaningful categories to organize the knowledge you are attempting to store in long-term memory.

Mnemonics arc schemes designed to assist you in remembering. "Fall back, spring forward" is a way of remembering to set your clock forward in the spring and back in the fall. "Every good boy does fine" and "FACE" help us remember the lines and spaces of the musical staff. "Please Excuse My Dear Aunt Sally" stands for the order of the following mathematical operations: Parentheses, Exponents, Multiplication, Division, Addition, and Subtraction.

You remember these mnemonics, don't you? They are unforgettable acronyms or sentences used to recall a set of already existing strong associations. Other mnemonic schemes include methods of associating things you are trying to remember with words (peg word method) and with locations (loci method).

Peg Word Method

With the peg word method, you begin by using the sequence of numbers 1 to 10 to memorize a word that is concrete and rhymes with the number beside it. For each number, you memorize the word that rhymes with it. Here are 10 numbers and words.

1. bun
2. shoe
3. tree
4. door
5. hive
6. stick
7. heaven
8. gate
9. line
10. hen

These words make up a peg list. You use it to memorize new, unrelated sets of items. Place each item to be remembered in an image with a peg word. For example, if you wanted to memorize a list of words that begins muscle, tissue, cell, energy ..., you could imagine a muscle burger bulging through a bun, Mother Hubbard's shoe house covered with toilet tissue as a result of your high school's big victory, a tree growing through a jail cell, and a door swirling in the sky captured by the energy of a tornado. Try this method with lists that you need to memorize. It could be fun to use the peg word method.

Loci Method

The loci method lets you use knowledge of the spatial arrangement and contents of some familiar place, like your own home or neighborhood. When trying to remember a list of words, take an imagined walk through your location, placing each item in, on, or near some familiar, easily remembered object. To return to the sample words above, your muscles would be seen in the mirror in the bathroom, tissues would be on the nightstand in your bedroom, the cell phone would be on the kitchen table where you left it, and the energy would come from the furnace in the garage.

To retrieve these items you recreate the stroll and retrieve each item as you come to it. To remember these words, you imagine driving into the garage and seeing that the furnace is aglow with energy. You open the door inside the garage and enter the kitchen, where you immediately notice your cell phone on the kitchen table. While picking up the phone, you knock over the pepper shaker and start sneezing. You run to your bedroom, where you pick up tissues from the nightstand so you can blow your nose.

Then you decide to take a shower. While entering the bathroom, you can't help but stop and admire your muscles in the mirror on the bathroom door.

These methods may seem silly, but you really ought to try them.

Retrieving Knowledge

Retrieval is difficult if the information you are trying to remember is not encoded appropriately. Remember, organization is the key to storing information in long-term memory so that you can easily retrieve it. Also, do you remember the importance of studying in ah environment similar to the one in which you will be tested? Retrieval tends to be best when the context in which it takes place matches the context present at encoding. Two things that you have control over and that affect your ability to retrieve knowledge from memory are the amount of time you spend practicing and how you distribute your practice. What is the best way to distribute practice? That's right— study in spurts, take breaks, and study over time.

There are two ways in which you are asked to remember on tests. One is to recall information without cues, as with fill-in-the-blank and essay questions. These are considered the hardest questions, because recall tasks provide few cues to the answers. The other way you are asked to remember is called recognition, which requires you to identify material previously learned. Multiple-choice and matching items are typically aimed at asking you to recognize word associations. Both recall and recognition require retrieval of data stored in long-term memory.

Forgetting

It appears that there is no practical limit to how much information we can put into long-term memory.

Many psychologists believe that information is permanently stored in various places in our brain. For them, forgetting is failure in retrieval. Other psychologists theorize that aging, lack of use, and disease decay memory and cause our brain to forget. Still other psychologists think that the ability to remember is linked to the use of the same cues for encoding and retrieving items in long-term memory.

A basic problem with retrieving information from memory is that there are lots of things that interfere. So being forewarned may help you overcome some of the things that will interfere with your ability to remember for recall and recognition tasks.

There are two classic interference effects that we all face when trying to put new knowledge into memory: the recency/primacy effect and the retroactive and proactive interference effect.

Retroactive interference refers to the new memories impairing the memory of something that you previously stored in memory. Proactive interference refers to the effect that old memories have on your ability to remember new material. For example, you memorized the names of the muscles and bones of the leg last week.

This week you are trying to learn the names of the muscles and bones of the arm. What will happen? You will have a tendency to forget the parts of the leg as you learn the arm parts (retroactive interference), as well as a tendency to forget some of the arm parts because you learned the leg first (proactive interference). You should avoid studying similar things in consecutive time periods.

Remember that long list of 35 numbers you saw earlier? We told you that virtually no one would remember that list. But we did say that you might remember the first couple or the last couple of numbers, which is an example of the recency/primacy effect. You tend to remember the beginning and end of any list much more easily than you remember what is in the middle.

When you go to a restaurant and the waitress names 8 or 10 salad dressings, you tend to ask for either the first or last one she mentioned. Or you ask her to repeat the list because you can't remember the fifth one she mentioned. The moral of this story is to make short lists.

Summary

Factors that enhance learning and memory are:

* Study time and place.
* Characteristics of what must be remembered.
* Strategies for storing knowledge and remembering.
* Context characteristics of practice and test situations.

Role of National Academe of Higher Education in Teachers Professional Development By Iqbal Hussain Turi

The importance of teachers training at university level can not be under estimated. The better a teacher trained, the better he or she can educate tomorrow generation of the country.

Higher education commission brought revolutionary changes in the quality of education at higher level around the county by running different innovative projects/programs.

Before the HEC revolutionary steps towards the higher education quality improvement, there was nothing as such convincible regarding teachers professional development.

HEC running different projects in the field of teacher’s education, professional development for higher studies to students and teachers, which ultimately result in high quality of education in the country to meet the global challenges.

The importance of teacher training and capacity building convinced the competent authority, who established Learning Innovation Department in 2003 under HEC that laid the foundation towards producing high quality of teachers in the county to fill the gap.

Unfortunately in Pakistan there are no such pre-requisites for university teachers, like school teachers. They will have to qualify PTC and CT teachers training courses before entering to the field of teaching, but at higher level there are no such pre-requisites, to teach at university level.

To bring the quality of higher education to international standers pre-requisites in the form of teacher professional development courses made as compulsory before entering to professional career in teaching at higher level.

LID took bold steps to bring the higher education level at par with international standards by polishing university teachers through conducting different professional competency enhancement programs.

LID conducting different types of professional development programs ranging from long duration to short duration programs.

These programs include seminars, workshops and lectures in specific subject area. These programs are delivered by experienced subject’s specialists.

Long term programs run under ID are 45 days to 3 months duration. During ling term professional development program teachers come from different universities of the country to HEC and 30-35 teachers batch trained in one long term program. Seminars and workshops are arranged at any university door step on the basis of the need of that specific university.

There are more than 16000 university teachers in Pakistan in different universities; National Academy of Higher Education trained 3564 teachers in the first phase of the project, which shows that only 22% of teachers are trained till now, ultimately keeping in view the financial position of the country and the time availability, the overall result is convincible.

Pakistan being a development country we are far away from the real target to meet the global challenges. We are still in dire need to take revolutionary steps for the professional development of teachers.

Keeping in view the importance and need of professional development of teacher’s, national academy of higher education start phase II of the project, in this phase total 2100 teachers will be trained through professional competency enhancement program and 400 teachers will be trained through information and communication technologies.

ICT have the potential to enhance the quality and effectiveness in the education, which can transform the nature of education and can change the way students learn.

The core aim of these professional development programs is to improve the pedagogical, communication and technological skills of the teachers.

Educating Children Who Are Deaf or Hard-of-Hearing

What Is Meant by the "Auditory-Oral" Approach?

The auditory-oral approach is based on the fundamental premise that acquiring competence in spoken language, both receptively and expressively, is a realistic goal for children who are deaf or hard-of-hearing. Further, this ability is best developed in an environment in which spoken communication is used exclusively. This environment includes both the home and the classroom (Adams, Fortier, Schiel, Smith, & Soland, 1990; Stone, 1988). Elements of the auditory-oral approach that are critical to its success include:

1. Parent involvement. Parental involvement and education are the bases for success in an auditory-oral approach. Acquiring effective speech and language requires that parents play an active role in their child's education. Early intervention efforts focus on educating parents to become effective communication partners. Classroom efforts involve supporting classroom activities and goals while advocating for their child.
2. Appropriate amplification. The auditory-oral approach places a premium on consistent use of appropriate amplification. Each child's needs are evaluated individually and monitored carefully over time with modifications made as necessary. Hearing aids are the first choice; however, for children whose severity of loss limits the success of a hearing aid, cochlear implants are a viable option. Given the power and flexibility of current hearing aids and the availability of cochlear implants, it is realistic to expect almost every child with a hearing loss to hear speech at conversational levels.
Teaching children to use whatever hearing they have to further the acquisition of spoken language is basic to the auditory-oral approach. Although begun before school, oral intervention continues in the classroom. The four levels of listening skill development are detection, discrimination, identification, and comprehension. Because the purpose of developing listening skills is to further spoken language competence, speech is the primary stimulus used in listening activities (Ling & Ling, 1980).
3. Consistent quality speech training. Developing speech production skills (duration, loudness, pitch, and articulation) requires skilled teachers who work individually with children wearing appropriate amplification. Instruction is carried on at two complementary levels: the phonetic (developing proficiency with isolated syllables) and the phonologic (developing proficiency with words, phrases, and sentences). Skills are developed at the phonetic level and practiced immediately at the phonologic level. This is crucial as meaningful communication is the goal and serves to stimulate further development. Children are typically working at two or three stages at each level at any given time.
4. Developmentally appropriate language instruction. Language is best learned in child-centered, naturalistic situations as opposed to didactic, teacher-directed activities, where students develop useful communication rather than memorize lists of vocabulary and rules of grammar.
5. Range of placement option. Effective implementation of the auditory-oral approach requires that a continuum of placement options be available. Individual sessions for infants and their caregivers, and self-contained or mainstreamed placements in preschool and elementary school are necessary options. The particular placement for an individual child will depend on his or her social, communication, and learning skills. (See ERIC EC Digest E557 for a discussion of inclusion.)

Who Can Choose an Auditory-Oral Option?

Given current amplification technology (i.e., powerful and flexible hearing aids, FM systems, cochlear implants), it is reasonable and realistic to expect most children with hearing loss to hear at conversational levels. This makes an auditory-oral education a possibility for the large majority of such children, given appropriate support. However, the crucial role parents play in such an education makes it imperative that they make a conscious and informed decision about the communication approach that best fits their situation.


What Are the Benefits of an Auditory-Oral Approach?

The primary benefit is being able to communicate directly with a wide variety of individuals. This ability brings with it options in terms of education, vocation, and social life. Geers and Moog (1989) reported that 88 of the 100 sixteen and seventeen-year-olds they studied had proficiency with spoken language and had high levels of speech intelligibility. The average reading ability of these students was at thirteen to fourteen-year-old levels, which is approximately double the national average for all children who are deaf.

What Are the Limitations of the Auditory-Oral Approach?

As with every approach to educating children who are deaf or hard-of-hearing, not all children will be successful. Unanswered questions remain about auditory functioning (even some hearing children cannot use their hearing well), language processing (some children may also have additional language disorders), and learning styles (some learning styles inhibit the attention and vigilance needed to develop orally). As research provides more information, the small number of children who cannot benefit from auditory-oral education will diminish. Fortunately, the availability of effective amplification removes severity of hearing loss as a limitation of auditory-oral education.

What Are Some Questions to Ask Before Choosing this Option?

The primary question to ask is whether the philosophy and goals of auditory-oral education match the family's philosophy, goals, and ability to participate in their child's education. If the answer is "yes," more specific questions need to be asked of schools and/or programs under consideration:

* Does the school/program offer comprehensive parent education and support?
* Does it have a certified audiologist available?
* Does it have in place a consistent philosophy and practices designed to foster the development of each child's listening skills?
* Does it utilize a recognized speech curriculum that provides for the acquisition of speech skills in a developmental progression?
* Does it employ a language curriculum that is consistently used and that includes appropriate child-centered activities?
* Does it have available a full range of adequately staffed placement options?
* Do the children appear happy and outgoing?
* Are they using speech and language that is understandable?
* Are the parents of children in the school or program knowledgeable about its philosophy and curricula?
* Do parents feel adequately informed about their child's strengths, weaknesses, and progress?
* What percentage of graduates have intelligible speech?
* What percentage of graduates have continued their education beyond high school?

References and Additional Resources

Adam, A., Fortier, P., Schiel, G., Smith, M., & Soland, C. (1990). Listening to learn. Washington, DC: Alexander Graham Bell Association for the Deaf.

Geers, A., & Moog, J. (1989). Factors predictive of the development of literacy in profoundly hearing-impaired adolescents. Volta Review, 91, 69-86.

Ling, D., & Ling, A. (1980). Aural habilitation. Washington, DC: Alexander Graham Bell Association for the Deaf.

Simmons-Martin, A. & Rossi, K. (1990). Parents and teachers: Partners in language development. Washington, DC: Alexander Graham Bell Association for the Deaf.

Stone, P. (1988). Blueprint for conversational competence Washington, DC: Alexander Graham Bell Association for the Deaf.

Alexander Graham Bell Association for the Deaf, 3417 Volta Place, NW, Washington, DC 20007, (202) 337-5220.

The Alexander Graham Bell Association for the Deaf is an international organization of parents, oral hearing-impaired adults, and professionals dedicated to ensuring that every child with a hearing loss grows up given the opportunity to learn spoken language.

Dr. Stone is Director of the Tucker-Maxon School for the Deaf in Portland, Oregon and a past president of the AG Bell Association for the Deaf and the Council on Education of the Deaf.

Standards for Good Teaching

You and I and a couple million other people have all been in schools for a number of years, and we all have some pretty good ideas about the qualities we feel are important for good teaching. Not surprising, several agencies and organizations have looked into the characteristics of good teachers. One of those is the Interstate New Teacher Assessment and Support Consortium (INTASC).

The INTASC establishes guidelines for preparing, licensing, and certifying educators. Among other things, they promote 10 standards that should be part of every teacher's classroom practice or personality (after some principles I have listed articles that address the specific topics):

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Principle 1. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.
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Principle 2. The teacher understands how children learn and develop and can provide learning opportunities that support their intellectual, social, and personal development (Effective Learning and How Students Learn).
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Principle 3. The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners (How Students Learn and Teaching Special Needs Students).
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Principle 4. The teacher understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem-solving, and performance skills (Lesson Methodologies and Problem Solving).
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Principle 5. The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation (What Is Cooperative Learning, and What Does It Do? and Motivating Your Students).
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Principle 6. The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom (Lesson Methodologies and Levels of Questions).
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Principal 7. The teacher plans instruction based on knowledge of subject matter, students, the community, and curriculum goals (Lesson Plans: Using Objectives and The Question of Homework).
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Principle 8. The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner (Categories of Evaluation).
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Principle 9. The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.
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Principle 10. The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being (Special Projects, Special Events).

It's important to point out that your effectiveness as a teacher depends on much more than your knowledge of one or more subjects. In fact, your success will be driven by characteristics and dynamics that are as much a part of who you are as they are of your classroom behavior.

Conversations with hundreds of teachers around the country indicate that good teachers are effective because they assume five interrelated roles:

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You as a person
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Student orientation
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Task orientation
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Classroom management
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Lifelong learning

I invite you to consider these roles in terms of your own personality dynamics as well as in terms of your reasons for becoming a teacher.

You as a Person

The reasons you are a teacher are undoubtedly many. Who you are as a person and how you would like to share your personality with students are significant factors in why you choose to be a teacher. So, too, will they be significant in terms of your success in the classroom. My own experience with hundreds of teachers has taught me that the personality of a teacher is a major and predominant factor in the success of students within that teacher's influence.
Joy to the World

Good classroom teachers are joyful. They relish in the thrill of discovery and the natural curiosity of students. They are excited about learning and often transmit that excitement to their students. They are stimulated by the unknown and are amazed at what can be learned, not just at what is learned.

Students consistently rate teachers high when humor is part of the classroom environment. This humor does not come from telling lots of jokes, but rather from the good-natured conversations and discussions carried on with students. Humor helps break down conversational barriers, establishes good rapport, and builds strong classroom communities.

You should be passionate. Good teachers are good because they not only have a love for children, but they also have a passion for the subjects they teach. If you're passionate about teaching, your students will know immediately. If you're less than excited about what you're doing, students will be able to determine that very rapidly, too. Your passion for teaching must be evident in everything you do.
I Wonder Why …

Effective teachers are inquisitive. They continuously ask questions, looking for new explanations and myriad new answers. They serve as positive role models for students, helping them ask their own questions for exploration. They are content with not finding all the answers but rather with developing a classroom environment in which self-initiated questioning (by both teacher and students) predominates.

Good teachers are also creative. They're willing to explore new dimensions and seek new possibilities — never sure of what lies around the corner or down the next path. They're willing to experiment and try new approaches to learning — not because they've been done before but simply because they've never been tried at all.

Outstanding teachers seek help from others. They talk about new strategies with colleagues, seek input from administrators and education experts, read lots of educational magazines and periodicals, and access websites frequently. They don't try to go it alone.

Effective teachers are change-makers. They're not afraid of change and realize that change can be a positive element in every classroom. If something isn't working, these teachers are eager to strike out into new territories for exploration. They're never content with status quo; their classrooms are always evolving, always in a state of transition.
Flexibility

I have interviewed scores of teachers all over the United States, from Maine to California and from Oregon to Florida — and a lot of places in between. I wanted to get their thoughts and impressions of good teaching and the characteristics they felt are essential in a quality-based classroom program.

To a person, they all told me the same thing: the number-one characteristic of a good teacher is flexibility or the ability to roll with the punches and not let the little things get you down.

It might come as no surprise to you, but there's no such thing as an average or typical day in teaching. Students come and go, clocks and other machines break, parents drop in unexpectedly, administrators have reports to file, meetings are scheduled at the last minute, you forget your lunch or your car gets a flat tire, the film you ordered didn't arrive, and a hundred other things can — and often do — go wrong.

However, it's the flexible teacher — the one who doesn't let these inevitable “roadblocks” get in her or his way — who survives and teaches best in the classroom. Yes, there will be “surprises,” unanticipated and unplanned events, and glitches along the way. But if you are willing to compromise, bend, and adjust, you will give yourself an incredible opportunity to succeed.


Secondary Thoughts

Observations of successful secondary classrooms reveal that the teacher's knowledge of the subject is of considerably less importance (to students' learning) than her or his energy for teaching the subject.

Textbooks: Advantages and Disadvantages

As you visit classrooms, you probably notice that most, if not all, of those classrooms use a standard textbook series. The reasons for this are many, depending on the design and focus of the curriculum, the mandates of the administration, and/or the level of expertise on the part of classroom teachers.

Textbooks provide you with several advantages in the classroom:

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Textbooks are especially helpful for beginning teachers. The material to be covered and the design of each lesson are carefully spelled out in detail.
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Textbooks provide organized units of work. A textbook gives you all the plans and lessons you need to cover a topic in some detail.
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A textbook series provides you with a balanced, chronological presentation of information.
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Textbooks are a detailed sequence of teaching procedures that tell you what to do and when to do it. There are no surprises—everything is carefully spelled out.
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Textbooks provide administrators and teachers with a complete program. The series is typically based on the latest research and teaching strategies.
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Good textbooks are excellent teaching aids. They're a resource for both teachers and students.

Use Textbooks Wisely

A textbook is only as good as the teacher who uses it. And it's important to remember that a textbook is just one tool, perhaps a very important tool, in your teaching arsenal. Sometimes, teachers over-rely on textbooks and don't consider other aids or other materials for the classroom. Some teachers reject a textbook approach to learning because the textbook is outdated or insufficiently covers a topic or subject area.

As a teacher, you'll need to make many decisions, and one of those is how you want to use the textbook. As good as they may appear on the surface, textbooks do have some limitations. The following table lists some of the most common weaknesses of textbooks, along with ways of overcoming those difficulties.




Fire Alarm

Some textbooks may fail to arouse student interest. It is not unusual for students to reject textbooks simply because of what they are—compendiums of large masses of data for large masses of students. Students may find it difficult to understand the relevance of so much data to their personal lives

hink of a Textbook as a Tool

I like to think of textbooks as tools—they are only as good as the person using them. A hammer in the hands of a competent carpenter can be used to create a great cathedral or an exquisite piece of furniture. In the hands of someone else, the result may be a rundown shack or a rickety bench. How you decide to use textbooks will depend on many factors.

I would like to add a personal note of caution here: do not make the mistake of basing your entire classroom curriculum on a single textbook. The textbook needs to be used judiciously. A carpenter, for example, doesn't use only a hammer to build a magnificent oak chest. She may use a plane, chisel, saw, sander, or any number of tools to create the masterpiece she wishes to build. A great classroom program, just like a great piece of furniture, needs many tools in its construction.

When thinking about how you want to use textbooks, consider the following:

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Use the textbook as a resource for students, but not the only resource.
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Use a textbook as a guide, not a mandate, for instruction.
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Be free to modify, change, eliminate, or add to the material in the textbook.
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Supplement the textbook with lots of outside readings.
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Supplement teacher information in the textbook with teacher resource books; attendance at local, regional, or national conferences; articles in professional periodicals; and conversations with experienced teachers.


Jabberwocky

A textbook is a collection of the knowledge, concepts, and principles of a selected topic or course. It's usually written by one or more teachers, college professors, or education experts who are authorities in a specific field. Most textbooks are accompanied by teacher guides, which provide you with supplemental teaching materials, ideas, and activities to use throughout the academic year.


Expert Opinion

Remember, no textbook is perfect, and no textbook is complete. It is but one resource at your disposal. Use it as a blueprint, a guidebook, or an outline.


Expert Opinion

A mathematics standard for students in grades 6 though 8 is to “compare and order fractions, decimals, and percents efficiently and find their approximate locations on a number line.” An example of a writing standard for students in grade 11 is to “write a persuasive piece that includes a clearly stated position or opinion along with convincing, elaborated and properly cited evidence.”


Jabberwocky

Standards-based teaching is when teachers use activities and lessons to ensure that students master a predetermined set of requirements or standards.

Standards, Schmandards

One of the major movements in schools everywhere is standards-based education. Generally speaking, a standard is a description of what students should know and be able to do.





By definition, educational standards let everyone—students, teachers, parents, administrators—know what students are expected to learn.

Educational standards have been developed by a number of professional organizations in addition to those created by state departments of education and local school districts. Standards are designed to answer four questions:

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What do we want students to know and be able to do?
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How well do we want them to know/do those things?
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How will we know if students know and can do those things?
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How can we redesign schooling to ensure that we get the results we want?

Let's take a look at each of these questions in a little more detail.
Learn to Earn

Standards make clear to everyone, including students, the expectations for learning. They are designed to help students be responsible for their own learning, become a good thinker and problem-solver, and know what quality work looks like. They are based on three primary concepts:

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Content standards. These describe what students should know or be able to do in 10 content areas: language arts, mathematics, science, social studies, fine arts, health, physical education, world languages, career and life skills, and educational technology.
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Benchmarks. These make clear what students should know and be able to do at grade levels K to 3, 4 to 5, 6 to 8, and 9 to 12.
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Performance standards. These answer the questions, “What does good performance look like?” and “How good is good enough?”

Higher and Higher

Standards-based education engages students, not only in the learning process, but also in knowing what is expected of them. Students know, before a lesson begins, what they should do to achieve competence. They also know that you, as their teacher, will do whatever it takes to help them achieve the standards of a lesson or unit.
Accountability Counts

In a standards-based school, everyone is accountable. Students are responsible for their own learning, parents know what is expected of their children, teachers provide a positive learning environment, administrators provide the necessary leadership, and community members work to support the learning. Everybody has a role, and everybody is responsible for learning to happen.
Teach Them, and They Will Come

Standards-based teaching is different from some of the more traditional forms of teaching with which you may be familiar. It is a sequential and developmental process in which academic standards become the focus, or pillars, around which all instruction revolves. Here's how you would develop a standards-based lesson:
Jabberwocky

Standards-based teaching is when teachers use activities and lessons to ensure that students master a predetermined set of requirements or standards.

1.

Define the content standards and the accompanying benchmarks.
2.

Write the learning objectives.
3.

Develop the appropriate assessments.
4.

Establish the performance standards or levels.
5.

Design the lesson.
6.

Plan the instructional strategies and/or activities.
7.

Implement the instruction (teach).
8.

Assess students.
9.

Evaluate and refine the teaching/learning process.

And the Difference Is …?

There are two major differences between standards-based teaching and traditional forms of teaching. In standards-based education …

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Teachers identify key knowledge and skills first and use them to focus all instructional and assessment activities.
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Teachers determine performance standards and share these with students before instruction begins.

It is important to note that standards-based reforms have met with both success and controversy. Many school districts across the United States report that standards-based efforts have resulted in higher overall achievement test results. Another benefit is that community members are more engaged in the affairs of the school.

There are also some negative views on standards-based education. Teachers have concerns because of the sheer number of standards in place within a single content area or at a single grade level. Some teachers feel as though they have to “teach for the test” so their students will have higher test scores. There are also concerns about the lack of emphasis on problem-solving skills and critical-thinking abilities. Some communities are concerned that their urban schools are not being treated fairly and that the higher standards are causing higher failure rates.

Standards, whether those from professional organizations, your state, or your school district, are another form of instructional resource for your classroom. They can guide you in developing appropriate lessons and assist you in helping your students achieve academically. However, just as with any other resource, they are teaching tools. Just as you would select one set of tools to build a log cabin, so, too, would you select another set of tools to build a condominium. The same is true of the teaching tools at your disposal.

To educate or be educated

Teaching is an honorable profession. No doubt, it is. Teachers have to lead and educate a nation as much as they can. Holy Prophet (PBUH) was a great reformer, messenger as well as a great teacher for us, in fact for every man of this world. I sometimes think, being a teacher, what should be the properties in a good teacher. To have enough knowledge, enough experience, patience, regularity and be principled and sometimes even tolerance too or what else…

Unfortunately, when I analyzed myself including my colleagues, that whether we deserve teaching profession or not. A lot of things are missing, if we are having enough knowledge, we become weak in explanation. If we are having talent then sometimes we lose our patience. And even if we are having patience then we become so much lenient that our students start losing moral values. So what to do and what should be a change in our teaching methodology. The need is to rethink and evaluate ourselves whether we deserve this noble profession or we should say good bye to teaching. But saying Good bye to teaching ’is not a solution; we should also have to take some steps. The major objective of education is to develop a responsible, active and educated citizenship. Think about it today and now.

Education / talent

After visiting too many schools, and having detailed talk with students, one important thing that I felt missing there is the Respect of teachers. Almost 80% students of every class don’t respect their teachers. The reason, the teachers are not well educated and even if they are educated, they have not learnt the teaching skills. So as they enter in the classrooms, just pick up the chalks or markers and start writing on the board. They just bother to complete their so called prepared lectures and even don’t have time to see at the pupils that what they are doing. This situation leads to a disturbance in the classrooms as only front row of students can hardly see teacher s writing on the board. And rest of the students, would be laughing, playing, and nobody to see nobody to control. Now what the teacher is doing after all that situation, just shouting and passing unpleasant remarks. The result is No respect for teachers. Teaching doesn’t only mean that you must have to complete a topic but the purpose should be that your pupils must have to understand the topic. For this, you have to engage each and every student of the class in your lecture by giving examples, key points, questions and the list should goes on. There should be encouragement for students for their participation in class activities.

Moral Values

The Government of Pakistan is spending money and trying a lot to improve the standard of education, as they have increased the salary package of teachers. HEC is also bringing a huge change in the higher education sector. NGO s and several other private educational institutions are doing their best to maintain the education standards and to increase the literacy rate. However, when I look at the education institutes and the behavior of the student, I felt one thing badly that is lost in the students. That obsolete thing is Moral values. Students don’t know what is right and what is wrong. I think, it must be the foremost duty of teachers to give them the concept of right and wrong things.

That true, before it is said that children learn from their homes and now it is said they learn from their schools. Obviously, it is true to some extent, because schools are said to be great Alma mater for the growing kids. I have experienced that pupils will follow you and if fortunately you are a good teacher, then they would start obeying you in a good sense. Believe me, if you are a talented and educated teacher, your students would give you good results. If you are a regular and confident person then your pupils would be like you. If you are a responsible and sensible teacher then your pupils would be the same. You have to create all those abilities in yourselves that you think your pupils should have to be called a proper educated person.

Teaching Skills

Pupils are now fed up form the same old ABC of every subject. Now, it’s the 21st century, and our pupils want a change in teaching methodology. Teachers should have to be well known of modern ways of teaching. The objective of lectures should be based on creativity and observation. It should be like that the students have learnt something new today. Students learn better in stimulating environment. So depending on the subject, teachers should have to create novelty and inspiration for the pupils. This will lead to the production of researchers, mathematicians and technologist.

These major points a teacher should have to remember.

1. Ability to convey the competence in subject matter so that concept would be clear.
2. Must have confidence in one’s ability to teach
3. Ability to develop course curriculum and individual lessons
4. Awareness of effective use of common instructional aids, including audiovisual techniques
5. Ability to help students to understand the general principles and concepts underlying a particular lesson
6. Ability to explain both basic and difficult concepts clearly
7. Ability to ask good questions (testing, study, case histories)
8. Ability to provide feedback to students
9. Awareness of the strengths and limitations of various means for evaluating teaching performance
10. Ability to adjust lesson plan based on information garnered from student questions
11. Ability to foster an effective learning environment including showing respect for the student, encouraging their intellectual growth and providing a role model for scholarship and intellectual vigor

At the end, I must say, we have to teach student carefully. Not because of that we are paid of it but because of that the whole nation would have to pay at the end, if we are simply failed to make them an educated and responsible citizen.

How to help your child with homework?

It is estimated that parents spend an average of six hours a week on helping their children with homework. If you show interest and give support early on, it will encourage your child to develop positive attitudes to learning, in and out of school.

You will benefit, too. You'll get to know your child's particular strengths and difficulties and you will also find out what he's studying. Your child's school will also gain by having motivated pupils and well-informed parents who are fully involved with their children's education.

As your child gets older, of course, he needs to become more independent. Helping your child to get organized, providing equipment and a quiet place to work and offering lots of encouragement will get him off to the right start.

Most schools also issue a homework diary where children write down what they have been set and when it is due. You should check it every week (and sign it if the school asks you to).

* Make sure you are familiar with any school guidelines on homework.
* Ask the school for copies of any leaflets about supporting children at home.
* Watch out for school newsletters advertising parents' subject sessions. These are really useful for learning about modern teaching methods.
* Nominate somewhere at home as a homework area. It needs a flat surface, a good light source and resources such as pens, pencils, rulers, scissors, glue, dictionary and notebook to hand.
* Set up a daily routine. Plan a homework timetable so you both know what your child needs to do and when. If your child is at secondary school he will probably be told which subject teacher will set homework on each day.
* It's a good idea if your child has a break and something to eat before starting on homework.
* Ask your child to explain the homework task and how it follows on from what he was studying at school.
* Be interested and be on hand to talk to your child about what he has learnt so far.
* Help your child to become an independent learner. Explain how to look up information or find a word in a dictionary rather than simply giving an answer in order to get the task finished.
* Don't be tempted to teach your child methods you used at school.
* Turn off the television while homework is underway but do let your child listen to music if he finds it helpful.
* Use home/school books to note how your child tackles the task, what is done well and where he has difficulties. (Remember, your child is probably one of 30 so keep your comments brief!) Read carefully any comments that your child's teacher makes in return.
* Discourage your child from copying when he's asked to do research tasks. Talk about the information together, work out the key facts and help your child to write these down as brief notes.
* Be positive about your child's attempts. If you have concerns about his progress, make an appointment with the school.
* Don't let homework become a chore. Make it a special time that you both look forward to.

A word of warning: Schools are extremely keen that parents become fully involved in their children's education but please don't be tempted to correct homework and make your child copy it out. Schools need to know how much your child understands and can do independently.

Homework clubs - If you feel your child needs more help than you are able to give, do contact the school. Many schools offer an after-school homework club staffed by teachers or learning support assistants.

education for all...think again

When talking of the governmental claims and policies, seems that Pakistan is really working to flourish its education sector but I believe that the picture of educational conditions is grim as Pakistan has one of the lowest literacy rates in the world.

By 2005 according to the statistics provided by the government the literacy rate of the country was 54% approximately. Whereas the unofficial statistics differ and the rate is less than about 50% and the government still claims to increase it to 60%. From 1976 to the date the number of primary schools doubled, but so did the population. High levels of population growth continue to hamper educational development in the country. The government launched a nationwide initiative in 1998 with the aim of eradicating illiteracy and providing a basic education to all children but we can see the actual scenario.

The picture of educational conditions in Pakistan is depressing. Although successive governments have announced various programs to promote literacy, especially among women, they have been unable to translate their words into action because of various political, social and cultural obstacles. Independent sources and educational experts, however, place the overall literacy rate at 26 per cent and the rate for girls and women at 12 per cent, contending that the higher figures include people who can handle little more than a signature. The situation is especially alarming in rural areas due to social and cultural obstacles. One of the most deplorable aspects is that in some places, particularly northern tribal areas, the education of girls is strictly prohibited on religious grounds. This is a gross misinterpretation of Islam, which like all religions urges men and women to acquire education. Even though there is a lack of concern on the part of government to promote education, some religious groups, political parties and NGOs are working actively to do so, despite all barriers. The media have played an effective role in convincing people to send their children to schools, the situation remains dramatic in the villages and small towns where almost 70 per cent of the country's population resides.

Let’s now discuss about the role of our governments towards the education system. According to the constitution, it is the state’s responsibility to provide free primary education. Five years has been established as the period of primary school attendance, but attendance is not compulsory. There are 122, 349 primary schools in Pakistan, of which merely 30, 078 cater to girls. Of these, approximately 13,000 are in Punjab Province. These are the statistics provided by the government of Pakistan. I wish to refer only to Punjab where some positive efforts are being initiated by Punjab Education Foundation and according to them they are providing funds to private schools in rural and urban areas which were charging fee amount up to Rs.300 and now foundation is providing that fund per head.

A school of our rural area (Punjab province)
The Punjab Education Foundation was established under the Punjab Education Foundation Act of 1991 as an autonomous statutory body to encourage and promote education in the private sector operating on non-commercial/ non-profit basis. The Punjab Education Foundation has been restructured under the Punjab Education Foundation Act-XII of 2004 for the promotion of education, specially encouraging and supporting the efforts of the private sector in providing education to the poor, through public private partnership. Now when we talk of partnership as being claimed by the officials the question arises of “does it actually exists?” or it’s a relationship of an employer and employee. Partnership works on equality which in real situation we cannot see as PEF is engaging its efforts more into a “boss” role. Restricting my discussion only to one district of province of Punjab where private institutions are being funded by PEF. They say that to help the poor they contributed their effort and still working on it but are they actually working for the poor? The question remains unanswered. They provided the funds on the basis of quality education and assured the owners their “partnership” but the institutions were working before their initiative so is it their effort? Do they think that providing Rs. 300 per child they are fulfilling their obligation?

The expenses of running a school in any remote area are not so less, it includes cost of building and even the books and most important the cost of employees that are teachers so our PEF is aware of all these expenses? Surely they must be aware of that’s why after signing a contract they visit so often just to see is the building is being constructed, children are provided with quality education, teachers are paid well and the list goes on.... Our officials need to think about their strategies before implementing because implementation phase of attractive paper work is difficult and different. Let’s hope that initiative of PEF is continued further and such schemes are offered all over the country. PEF has enhanced its role and should also consider all the related matters in detail and should pay attention that private school owners’ rights are not violated and manipulated.

Education - GLOBAL ISSUES

When we think about education, we often view school in a traditional, formal sense. Many people believe that true learning can only take place in a formal classroom setting. Others feel education occurs in many different forms and environments. There may not be a definitive answer to the question of, ‘What is Education?’ However, we can start thinking about the purpose of education. Is it to educate youth to be responsible citizens? Is it to develop individuals, as well as society, in order to ensure a society’s economic success? Or is the purpose of education to simply focus on developing individual talents and intelligence? Perhaps it is the balance of all three that defines education? While our answers may differ, we can perhaps agree that education is a basic human right. When that right is granted growth and development, the society as a whole is more likely to improve in areas such as health, nutrition, general income and living standards and population fertility rates.

The information in this section will prompt you to think about some very important issues surrounding the topic of education. As global citizens of the world it is our responsibility to critically think about these issues and attempt to come up with solutions to the problems plaguing education. In 1990 UNESCO launched EFA, the movement to provide quality education for all children, youth, and adults by the year 2015. Seventeen years later much progress still needs to be made if we are to achieve the goal for 2015. The unfortunate reality is that for many countries, larger issues precede improving the quality of education. How can we achieve the goals of EFA when numerous countries around the world are faced with challenges that seem far too impossible to overcome?

The answer lies in attempting to bridge some of the gaps that prevent developing nations to compete with developed nations. One example is that of providing greater access to technology and narrowing the ever widening digital divide. In many ways the most basic access to technology can serve as a valuable educational tool. Individuals who are not afforded this access are at a disadvantage when trying to grasp opportunities to make life better for themselves, their families, and their community.

Another issue that poses a barrier to widespread development is that of literacy. There still remains a rather larger percentage of illiterate youth and adults in many nations around the world. Economic difficulty and lack of education get in the way of decreasing illiteracy rates. As you will learn in the following sections, literacy is no longer simply limited to reading and writing.

There are many different capacities in which an individual living in the twenty-first century can be literate. Helping to strengthen skills in other areas, can still help to make progress on sustaining the development of a nation, as well as achieve gender equality. The gender gap in education points to the fact that females are still not afforded the same opportunities as males. In many parts of the world cultures see no value in educating females. Two of the eight Millennium Development Goals, achieving universal primary education and promoting gender equality, seek to close the gaps that exist in the education around the world. If we can make some advancement on achieving these goals, we can further the progress on the remaining six. Education is the foundation for the success of any given society. Numerous studies have shown the correlation between education and lower birth rates, lower infant mortality rates and fewer maternal deaths. Furthermore, a more educated population will also result in higher personal incomes as we all expand access to financial opportunities.

In summary therefore, education does not only encourage personal development but also provides a place for people to interact, socialize, and unify their societies.

"That Boy will be Hung"

That boy will be hung,' said the gentleman in the white waistcoat. 'I know that boy will be hung.'

- Charles Dickens in "Oliver Twist"

State standards operate under the assumption that most people don't know what their kids need to learn, nor how well they have to learn it. That's why the State thinks it has to set standards for every school.

But I think every parent knows this much - their child needs to be able to read and enjoy it, and be able to do all the simple operations of arithmetic in their sleep, and to be able to write to express themselves to their own and their reader's satisfaction.

Those are the Three Rs - Reading, 'Riting, and 'Rithmetic. Anyone who thinks their child doesn't need to do all three well, is welcome in School Hell. Fortunately, parents like that are few and far between.

In School Hell, though, state standards can mess with the Three Rs. Popular modern "curriculums" can tell you that basic arithmetical skills are not necessary, because kids can use calculators. Word processors can give children the feeling that skill at spelling and grammar are something a machine can do for them. Video games, programs that read books to children, etc. can lull administrators into thinking that if children are "exposed" to books, that is as good as children being able to read well for enjoyment.

Wouldn't it be better if the child just loved to read and was constantly picking out his or her own books to read for enjoyment?

When I was in Junior High, I had a psycho-nazi teacher from hell who gave us a summer reading list. She said we could just pick out a certain number of the books on the list and do reports on them. I noticed that none of the Tolkien books were on the list. (This was at the end of the sixties, and it was the first wave of mass popularity of "The Lord of the Rings" in the U.S.)

Having just finished "The Hobbit", I asked if I could exchange one of the books on the list for "The Fellowship of the Ring."

It was as if I were Oliver Twist asking for "more," only she didn't throw a ladle at me. But it was forbidden. Now why on earth would a teacher forbid a child to show initiative? Why couldn't I exchange "The Fellowship of the Ring" for, say, "Charlotte's Web"? We'd had that book read to us probably three times in grade school. It wasn't like I was trying to weasel out of reading something on the list. I would have read all of them, just to be able to present a book-report on something by Tolkien. None of my classmates had read him yet, but lots of them loved to hear me tell them about "The Hobbit."

Here was a kid dying to turn his classmates on to something fine, but the teacher was ready to report him and send him off to Mr. Bumble.

Looking back in the distance (this was almost forty years ago) (sigh), could it have been that the teacher just hadn't read Tolkien, and was afraid of facing something in her classroom that she didn't have total control over? That's my theory, anyway.

State standards are a form of control. They are necessary for a very small portion of the population. Are they necessary for your child? Read this free post at MathMojo.com about the tyranny of "Math Standards" and "Math Facts".


About the Author



If you or someone you know (your child or student, maybe?) hasn't totally mastered the "multiplication tables," you'll be happy to know that there is a fool-proof, easy way to teach or learn the basic times-tables in minutes. If you are serious about teaching multiplication, you owe it to your child or your students to Learn to Multiply at http://Learn2multiply.com, now.

Educational Review

Aims & Scope

Educational Review is a leading journal for generic educational research and scholarship. For over half a century it has offered authoritative reviews of current national and international issues in schooling and education. It publishes peer-reviewed papers from international contributors which report research across a range of education fields including curriculum, inclusive and special education, educational psychology, policy, management and international and comparative education.
The editors welcome informed papers from new and established scholars which encourage and enhance academic debate. The journal offers four editions a year; two editions publish non-commissioned papers and two special issues focus on specific themes. The Board invites proposals for special editions as well as commissioning them.

A regular feature of the journal is state-of-the-art reviews on issues across the educational spectrum. An extensive range of recently published books is reviewed. Readership is aimed at educationists, researchers, and policy makers.

Disclaimer for Scientific, Technical and Social Science publications:
Taylor & Francis and The Editors of Educational Review make every effort to ensure the accuracy of all the information (the “Content”) contained in its publications. However, Taylor & Francis and The Editors of Educational Review and its agents and licensors make no representations or warranties whatsoever as to the accuracy, completeness or suitability for any purpose of the Content and disclaim all such representations and warranties whether express or implied to the maximum extent permitted by law. Any views expressed in this publication are the views of the authors and are not the views of Taylor & Francis and The Editors of Educational Review

Systems Thinking for Education and Research= STELLA

"STELLA gives us an enormously powerful and flexible tool for creating environments that allow people to learn by doing."
Dennis Meadows
President, Laboratory for
Interactive Learning
Co-author Limits To Growth:
The 30 Year Update

Education and research are most exciting when they move out of the lecture hall and library and provide opportunity to create, experience, and see. STELLA® offers a practical way to dynamically visualize and communicate how complex systems and ideas really work.
Whether they are first-time or experienced modelers, teachers, students, and researchers use STELLA to explore and answer endless questions like:
* How does climate change influence an ecosystem over time?
* Would Hamlet’s fate have changed if he’d killed Claudius earlier?
* How do oil prices respond to shocks in supply and/or demand?
* What will happen when the ozone layer is gone?
* How do basic macroeconomic principles affect income and consumption?


The Gold Standard

Easy-to-use, STELLA models provide endless opportunities to explore by asking "what if," and watching what happens, inspiring the exciting ah-ha moments of learning.

Thousands of educators and researchers have made STELLA the gold standard; using it to study everything from economics to physics, literature to calculus, chemistry to public policy. K-12, college, and research communities have all recognized STELLA’s unique ability to stimulate learning.

Shared Learning

You know that your students have learned when they can, in turn, explain. STELLA models allow you to communicate how a system works – what goes in, how the system is impacted, what are the outcomes.

STELLA supports diverse learning styles with a wide range of storytelling features. Diagrams, charts, and animation help visual learners discover relationships between variables in an equation. Verbal learners might surround visual models with words or attach documents to explain the impact of a new environmental policy.

Use STELLA to:
• Simulate a system over time
• Jump the gap between theory and the real world
• Enable students to creatively change systems
• Teach students to look for relationships – see the Big Picture
• Clearly communicate system inputs and outputs and demonstrate outcomes

Key Features
Mapping and Modeling
• Intuitive icon-based graphical interface simplifies model building
• Stock and Flow diagrams support the common language of Systems Thinking and provide insight into how systems work
• Enhanced stock types enable discrete and continuous processes with support for queues, ovens, and enhanced conveyors
• Causal Loop Diagrams present overall causal relationships
• Model equations are automatically generated and made accessible beneath the model layer
• Built-in functions facilitate mathematical, statistical, and logical operations
• Arrays simply represent repeated model structure
• Modules support multi-level, hierarchical model structures that can serve as “building blocks” for model construction
Simulation and Analysis
• Simulations "run" systems over time
• Sensitivity analysis reveals key leverage points and optimal conditions
• Partial model simulations focus analysis on specific sectors or modules of the model
• Results presented as graphs, tables, animations, QuickTime movies, and files
• Dynamic data import/export links to Microsoft® Exce


Communication
• Flight simulators and dashboards describe model components and facilitate manipulation
• Input devices include knobs, sliders, switches, and buttons
• Output devices highlight outcomes with warning flashers, text, graphs, tables, and reports
• Storytelling supports step-by-step model unveiling
• Causal Loop Diagrams present dominant feedback loops within structure
• Sketchable graphs allow easy comparison of expected results with actual simulations
• Export for NetSim support publishing and sharing model over the web using
isee NetSim add-on software
• Save as Runtime option creates full-screen, runtime models
• Multimedia support triggers graphics, movies, sounds, and text messages based on model conditions
• Model security features allow locking or password protection

System Requirements
For Windows:
233 MHz Pentium
Microsoft Windows™ 2000/XP/Vista/7
(English Version)
128 MB RAM
90 MB disk space
QuickTime For Macintosh:
120 MHz PowerPC or
any Intel-based Mac
Mac OS 10.2.8 or higher
128 MB RAM
90 MB disk space
QuickTime

VISIT:http://www.iseesystems.com/softwares/Education/StellaSoftware.aspx?gclid=CKTryNmTlZ8CFY0vpAodx1Iz2w

Effective Educational Services For Students With Special Learning Needs

15 million school age children in the US have learning problems that public and private schools can’t solve. There are 72,000 special education students in LAUSD, alone. Every day these students sit unhappily in class, losing hope of ever realizing their dreams. Students are living in pain and shame. They are not learning to be successful students.

Their parents are frustrated in their attempts to find suitable education for their child. They’ve tried working through the public schools. They have hired tutors. Parents are calling for real solutions.

In order to thrive, these students need special educational methods that address their unique profile of strengths and needs. But even more importantly, these children require a new mindset of success.

Educational therapy offers help and hope to children and adults with learning challenges such as ADHD, autism, dyslexia, and learning disabilities. Educational therapy is an appropriate and highly successful approach to helping students of all ages achieve their maximum potential.

Educational therapists use state of the art educational programs and methods that have been proven to teach students with learning problems the skills they require to be successful. Educational therapy shows students how to overcome their learning problems and lead successful lives.

All throughout the school years, foundations for future success are laid down. Not only are students learning essential skills such as reading, they are also learning to value education. But most importantly, they are learning to believe that they are successful students!

When students experience repeated frustration and failure, they develop self-doubt along with dislike or distrust of educational experiences. These negative views influence how much students can learn, at every level from elementary school through college!

Special needs students experience three major problems with learning:

Teachers and tutors use the same methods for every child. Children are unique and each learns in his or her own way. Teachers and tutors usually do not understand how to modify their approach to address different learning styles.

Teachers and tutors only teach subject matter. Students who experience repeated academic failure lack the underlying foundational skills to be successful students. They often don’t know the best study methods, how to manage their time, or what the real secrets are to academic success.

Teachers and tutors do not address the root cause of continued academic failure—learned helplessness. When students experience failure after failure, they develop a mindset that they are “stupid” and “can’t learn.” They give up on ever being a good student! But, when students believe they can succeed, they begin to try. When they believe they can learn, they begin to study. When they believe they can have impressive futures, they make powerful choices. Students have the right to believe in their innate intelligence and skill!

Educational therapists generally begin their professional careers in special education, child development or counseling. The Association of Educational Therapists is the national professional organization that sets the training standards for educational therapists. There are three levels of membership in the Association of Educational Therapists: Associate Professional (introductory level), Professional (experienced), Board Certified (seasoned).

According to the Association of Educational Therapists: “Regardless of previous background, all Professional members of the Association of Educational Therapists (AET) have met rigorous professional requirements in the academic areas of elementary and/or secondary education, child development, educational assessment, learning theory, learning disabilities, and principles of educational therapy. All members have a B.A. degree and are required to hold a Masters Degree or equivalent in post-BA course work. They have completed at least 1500 supervised direct service hours, and are required to complete 40 clock hours of Continuing Education every two years.

To become a Board Certified Educational Therapist (BCET)®, a member must meet the following additional requirements: Masters Degree (required); one year membership in AET at the Professional level; 1000 hours of professional practice; formal written Case Study evaluated and passed by the AET Certification Board; a written examination that demonstrates professional expertise in educational therapy.”

To locate an educational therapist near you or obtain more information about educational therapy, visit the Association of Educational Therapists website.

An Easy Way For Parents To Monitor How Well Their Children Are Doing In School

Here’s the problem: public schools are sometimes mediocre; children learn little; but parents don’t find out until it’s too late.

Question is, how can parents check on a school’s performance? How can they know if children are falling behind schedule?

“What parents need,” according to Bruce Price, the founder of Improve-Education.org, “is simple benchmarks suggesting the subjects that children would typically study in each grade. I’m talking about really simple rules of thumb, comparable to ‘children usually walk by two and talk by three.’ We need the same sort of guidelines for each grade. It probably doesn’t matter if the child is a year ahead or behind. The big danger in that students slip several years behind. That’s what we absolutely need to stop.”

Improve-Education.org has just added “43: American Basic Curriculum,” which is intended to help parents monitor how their children are doing.

“The material is very brief,” Price points out. “It has to be. This is not a curriculum in the sense of listing everything a child studies. This material is designed to set brackets on where a child should be.”

For example, the entry for 2nd-grade math says in toto: “Count to 50; add and subtract 2-digit mumbers.” Point is, it’s easy for parents to assess these skills. American Basic Curriculum (ABC) gives parents a little more insight and control.

Asked to explain his inspiration for American Basic Curriculum, Price answered: “I noticed that some public schools are quite irresponsible. Students might get A’s in reading but not be able to read! So I started thinking about providing a safety net to prevent the worst case scenarios. A lot of parents want to be more involved; but they don’t know how. Here’s a place to start. They can compare notes. Can your child do this? Can your child do that?”

“43: American Basic Curriculum” is part of a broader concept called Parallel Education, an umbrella term for all the things parents are doing OUTSIDE of the schools to compensate for what is not done properly INSIDE the schools. American Basic Curriculum is one example of where Parallel Education can go.

The article also discusses Foundational Knowledge, and why it’s so crucial.

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Bruce Price is the founder of Improve-Education.org, a leading voice for education reform. His fifth book is “THE EDUCATION ENIGMA--What Happened to American Education.”