I'm looking for articles that range between 5-10 pages long about effective teaching strategies for regular high school students in average courses.
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Title Talk: Prereading that focuses on the title of a literary text gets students thinking about the text to come. Such thinking teaches them how to generate ideas, make connections and predictions. Here is a recent example form an initial discussion of Lord of the Flies. \n\nUse Visual Aids to Improve Instruction: I copy most of the different Tools for Thought onto transparencies. Depending on the activity, I project the organizer onto the whiteboard or the overhead screen. Here you see it projected onto the whiteboard so I can model for them how to fill in the outline. I used the graphic organizer to take notes for what we were doing that day; then had my Reading Workshop students do the same so they could improve their notetaking skills. \n\nInvolve the Students in the Assessment Process: My students and I created this rubric through collaboration. They came in with their papers (Weekly Paper assignment) then got into groups. They were supposed to read through and identify the important areas of a good paper and the criteria for each category. I used the board to take notes on what they said and provide structure to the discussion. I then used these notes to create the rubric we used for the Weekly Paper. \nClassroom Connection: I am often asked what my classroom computer set up is. This is what it looks like. It is an iMac DVD edition with a T-1 Internet line and supporting connection to the overhead monitor. This meets most of our needs. Students can, for example, do work elsewhere and send it to the class computer (room82@englishcompanion.com) to print or present.\nUse the Board: Though it will not make much sense here, I wanted to include this example of my use of the board. We were discussing how one chapter in a book can build on or be related to the previous one and/or those which came before it. The image here is one I draw as I talked; thus I used the board to support/narrate what I was saying. The arrows are meant to show how themes (e.g., change) run throughout the stories we were reading. "Kim," "Ana," and "Wendell" refer to (and the boxes represent) different stories/chapters in the book Seedfolks. When the next class comes in, I erase this and start over. I find it does not work to refer to it as a static drawing/diagram in subsequent periods. Also, the act of drawing it makes the teaching more active and makes my thinking more visible. \n\nUse Multiple Means to Deliver Instruction: In the picture below I am using the overhead to model how to do an assignment in my reading workshop. I photocopied the assignment to a transparency and modeled how to do the assignment. Then I had them try one. We discussed what they came up with, critiqued their responses, then continued for independent practice while I moved around to support them. So students have information to help them on this assignment on the whiteboard, on the overhead, on their handouts, and through my voice. This is not what we do every day. I only use so many modalities when teaching something specific which they need to process by multiple means if they are to learn it. \n\nUse Reciprocal Teaching: These students in my freshman honors English class work together (as everyone else in class is doing) to read, discuss, and make notes using a graphic organizer designed to help them learn who all the characters are. The novel Jasmine, which we read as part of their integrated world cultures course (taught by the Social Studies teacher), has many characters, jumps in time, and shifts in location. I used reciprocal teaching here to allow students to get a solid understanding who is who and how the text works before moving ahead in the text. Setting up a good foundation early on prevents confusion and problems later.\n\nUse Student Exemplars; In my freshman honors English class we have worked hard to learn how to read more closely. Each Friday I give them a poem (click here to see an example of one of the weekly poem assignments,
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if you want good essay my suggestion is contact with http://www.nicetermpaper.com \n\nIt's my good experience.
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Recommended Sites on the World Wide Web\n\nhttp://www.universalteacher.org.uk/urls/urls.htm#english\n\nTemplates & Stuff For Teachers\n\nhttp://sps.k12.ar.us/massengale/templates.htm\n\nTeaching Tips\n\nIdeas to inspire and support teachers \n\nhttp://www.teachingtips.com/\n\nhttp://www.geocities.com/bl4lee/webrings.htm\n\nhttp://r.webring.com/hub?ring=staffroom\n\nhttp://edtech.kennesaw.edu/web/referenc.html\n\nhttp://edtech.kennesaw.edu/web/3-5.htm\n\nhttp://www.sitesforteachers.com/\n\nhttp://www.picadome.fcps.net/lab/teacherl/teacher_resources/default.htm\n\nhttp://teachers.teach-nology.com/\n\nhttp://www.teachernet.gov.uk/teachingandlearning/\n\n\n\nCurriculum, Lesson Plans, Colouring Links & Fun Stuff.\n\nhttp://www.lessonplanspage.com/index.html\n\nhttp://www.wplwloo.lib.ia.us/kids.html\n\nhttp://school.discovery.com/schrockguide/kidstuff.html\n\nhttp://www.crayola.com/educators/lessons/index.cfm\n\nhttp://cp.c-ij.com/english/3D-papercraft/science/index.html\n\nhttp://www.enchantedlearning.com/subjects/dinosaurs/\n\nhttp://www.underfives.co.uk/wshtalph.html\n\nhttp://www.rhymes.org.uk/\n\nhttp://www.didyouknow.org/animals/animals.htm\n\nhttp://www.allpopularsites.com/cartoons.htm\n\nhttp://www.coloring-page.com/\n\nhttp://www.coloring.ws/\n\nhttp://www.funbrain.com/index.html\n\nhttp://www.letsreadclyde.com/\n\nhttp://www.picadome.fcps.net/lab/currl/\n\nhttp://www.starfall.com\n\nhttp://www.pbskids.org\n\nhttp://edtech.kennesaw.edu/web/3-5.htm\n\nhttp://www.schoolexpress.com/\n\nhttp://gamequarium.com/\n\nhttp://jambav.com/\n\nhttp://www.fisher-price.com/us/\n\nhttp://www.allpopularsites.com/kids.htm\n\nLESSON PLANS\n\nhttp://www.teachernet.gov.uk/teachingandlearning/resourcematerials/Resources/\n\nhttp://go.hrw.com/ndNSAPI.nd/gohrw_rls1/pKeywordResults?sr9+rubrics\n\nhttp://www.lessonplanz.com/\n\nhttp://www.schoolhistory.co.uk/teachers/starters.html\n\nhttp://www.sitesforteachers.com/\n\nhttp://www.4teachers.org/\n\nhttp://www.lessonplanet.com/\n\nhttp://www.lessonplanspage.com/\n\nhttp://www.teachingideas.co.uk/\n\nhttp://www.canteach.ca/\n\nhttp://www.lessonplanspage.com/index.html\n\nhttp://www.lessonplanspage.com/WriteLessonPlan.htm\n\nPrintable Work Sheets.\n\nhttp://www.sitesforteachers.com/index2.html\n\nhttp://members.aol.com/ggallag958/default.html/worksheet.html\n\nhttp://www.teach-nology.com/themes/lang_arts/abc/\n\nhttp://cp.c-ij.com/english/3D-papercraft/science/index.html\n\nhttp://www.mardar.us/\n\nhttp://www.worksheets4teachers.com/\n\nhttp://www.schoolhistory.co.uk/resources/\n\nhttp://familyfun.go.com/printables/\n\nhttp://www.akidsheart.com/\n\nhttp://www.busyteacherscafe.com/worksheets.htm\n\nhttp://www.akidsheart.com/color.htm\n\nhttp://www.preschoolprintables.com/\n\nhttp://ivyjoy.com/coloring/search.html\n\nhttp://www.chompchomp.com/handouts.htm\n\nhttp://www.busyteacherscafe.com/worksheets.htm\n\nhttp://www.webeans.net/hutt/ffgames.htm\n\nhttp://www.teach-nology.com/worksheets/\n\nhttp://www.ezschool.com/worksheets/\n\nhttp://www.enchantedlearning.com/\n\nhttp://school.discovery.com/\n\nhttp://www.schoolexpress.com/\n\nhttp://www.abcteach.com/\n\nhttp://www.kidsdomain.com/\n\nhttp://choreworksheetsforkids.com/\n\nhttp://www.beginningreading.com/\n\nhttp://teacher.scholastic.com/\n\n11 Free printable worksheets for students through 5th grade\n\nhttp://tlsbooks.com/historyworksheets.htm\n\nChildrens Nursery Rhymes\n\nhttp://www.nurseryrhymes4u.com/\n\nLost Lyrics of Old Nursery Rhymes\n\nhttp://www.rhymes.org.uk/\n\nhttp://www-personal.umich.edu/~pfa/dreamhouse/nursery/rhymes.html\n\nhttp://www.bbc.co.uk/cbeebies/teletubbies/nurseryrhymes/index.shtml\n\nMany of the illustrated nursery rhymes presented below are accompanied by funny sounds. Look around for surprises!\n\nhttp://www.mamalisa.com/house/\n\nhttp://www.zelo.com/family/nursery/index.asp\n\nLearning to Tell Time\n\nClocks and watches have both a big hand to tell the minutes and a little hand to tell the hour. Look at the picture below. T
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i woud like to halp, if you doesn't mine a people who fall his every english class.  are you kiding 6 page.  me, my most page i write is 2.  i can try.
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How about a closing paragraph/sentence about how beneficial it would be to incorporate all those strategies into university life and the difference it could make to overall success?\n\nI hope this helps.
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split them in to small paragraph or sentences say 10 sentences each, and at the end you could link them easily! this way u learn them quick and easy///
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* Committee on Education and the Workforce - Publications\nIncludes A Compilation of Federal Education Laws Volume II - Elementary and Secondary Education, Individuals With Disabilities, And Related Programs As Amended Through December 31, 1998, 106th Congress, 1st Session (.pdf document) \nhttp://edworkforce.house.gov/publications/pubindex.htm \n\n* Legislation, Regulations, and Policy Guidance\nIncludes information on kindergarten-adult education, civil rights, grants, and special education provided by the U.S. Department of Education.\nhttp://www.ed.gov/topics/topics.jsp?&top=Policy \n\n* Supreme Court Preview: Cases of Interest to the School Community\nThe American Bar Association's Division for Public Education makes available these brief summaries of pending Supreme Court cases.\nhttp://www.abanet.org/publiced/preview/school/home.html \n\n* American Civil Liberties Union (ACLU) \nThe ACLU provides information on many issues related to school law and student rights, including drug searches and testing, privacy, free expression, religion, equity, more.\nhttp://www.aclu.org/StudentsRights/StudentsRightsMain.cfm \n\n* Education Law Materials\nFrom Cornell University \nhttp://www.law.cornell.edu/topics/education.html \n\n* Findlaw\nEducation Law Resources \nhttp://www.findlaw.com/01topics/37education/index.html \n\n\n\n--------------------------------------------------------------------------------\n\nElectronic Discussion Group: \n\n* EDLAW \nForum for discussions of law and education. \nTo subscribe, address an e-mail message to: listserv@lsv.uky.edu\nIn the message body: subscribe edlaw Your First and Last Name \n\n\n\n--------------------------------------------------------------------------------\n\nOrganizations: \n\n* NSBA Council of School Attorneys \n1680 Duke Street \nAlexandria, Virginia 22314 \nPhone: 703-838-6722 \nEmail: cosainfo@nsba.org\nhttp://www.nsba.org/cosa/ \n\n* The Center for Law and Education, Inc. \n1875 Connecticut Avenue, NW, Suite 510 \nWashington, DC 20009 \nTel: 202/986-3000 \nFax: 202/986-6648 \nEmail: cle@cleweb.org\nhttp://www.cleweb.org/ \n\n* Education Law Association\nMail Drop 0528\n300 College Park\nDayton, Ohio 45469\nPhone: (937) 229 - 3589\nFax: (937) 229 - 3845\nEmail: ela@udayton.edu\nhttp://www.educationlaw.org/ \n\nBelow are several ERIC Citations that may be relevant to your question. For information on obtaining the full text of the materials cited below please refer to our document on how to obtain the full text of materials cited in ERIC at: http://www.eduref.org/Eric/Help/obtain.shtml \nFor more information about ERIC Citations, including an explanation of the abbreviations used for the field codes, click here: http://www.eduref.org/Virtual/Qa/archives/fields.shtml  \n\n\nERIC Database Citations through 1/2003: \n\nSearch Strategy: federal legislation (All Descriptors) AND school law (All Descriptors) AND elementary secondary education (All Descriptors) \n\nClick here to run this search in the ERIC Database: \n    \n\nRecord 1 of 12 - The ERIC Database \n\nAN: ED455607 \nCHN: EA031205 \nAU: Russo,-Charles-J., ed.; Polansky,-Harvey, ed.; Wood,-R.-Craig, ed. \nTI: Primer on Legal Affairs for the School Business Official. \nCS: Association of School Business Officials International, Reston, VA. \nPY: 2001 \nISBN: 0910170827 \nAV: Association of School Business Officials International, 11401 North Shore Drive, Reston, VA 20190. Tel: 703-478-0405; Fax: 703-478-0205; Web site: http://www.absointl.org.\nPR: EDRS Price MF01 Plus Postage. PC Not Available from EDRS. \nDL: http://www.edrs.com/members/sp.cfm?AN=ED455607 \nDT: Books (010); Collected-Works-General (020) \nCP: U.S.; Virginia \nLA: English \nPG: 216 \nDE: *Constitutional-Law; *Court-Litigation; *School-Business-Officials; *School-Law \nDE: Board-of-Education-Policy; Charter-Schools; Contracts-; Dress-Codes; Educational-Vouchers; Elementary-Secondary-Education; Federal-Courts; Federal-Legislation; Freedom-of-Speech; Negl
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Try these:\n\nhttp://teacher.scholastic.com/lessonplans/graphicorg/duringreading.htm\n\nhttp://teacher.scholastic.com/lessonplans/graphicorg/afterreading.htm\n\nhttp://www.reading.org/resources/issues/focus_assessment.html
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Here are a few sites that I found.  I hope they are what you were looking for.\n\nwww.eduplace.com\nwww.aplshoppe.com\nwww.edin.com
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Try the International Reading Association (IRA)\n\nThe National Council of Teachers of English (NCTE)\n\nJournal of Adolescent and Adult Literacy
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for advanced math try\n\nhttp://mathworld.wolfram.com/\n\nif you are looking for seventh grade books this may be too much
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Try looking on sirs.com ....\n\n http://sks.sirs.com/cgi-bin/hst-portal-res?id=SMO0381-0-3087\n\nsirs has tons of newspaper arcticles and stuff on it and it really helped me with my research paper when i had to do mine in the spring.
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Hard question if your time is limited...\n\nThe Economics of Staying in School.... Human Resources and Development Canada. The presentation and video is geared towards older kids, but is well done and applicable in any middle years classroom.\n\nIdea... you can use any type of video... even a cartoon, and have the students count a particular word or action. Have different groups of students look for different words/actions. Then use these to work their knowledge of algorithms. (I realize that this is not what you are asking for, but a sub should be able to handle it).\n\nCheck with your librarian... there are lists and lists of good videos that you can access for free. Manitoba Education has loads of them. Career education areas tend to spotlight careers using math, science, and technology.\n\nIf you use problem solving as a focus in your class, maybe a movie on chess... Bobby Fischer, etc.\n\nOh... Bill Nye is always a good choice...
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Ebsco is one of them. There are others, but ebsco is the most comprehensive. However, all sites that offer access to a range of magazine articles are subscription sites. Your school probably has a subscription to ebsco and can give you the name and password to get into the site. Otherwise, you will have to go to the library and use the actual magazines or microfilm/microfiche. \n\nGood luck.
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Check out http://www.ClassTopic.com They have some great topics that I've used in the past. Each topic has three good sources to get you started on the research, too.
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Day to Day \nA. \nTake good notes. Very few students leave high school with this skill. College of DuPage's Learning Lab can help you here. Some suggestions and observations. \n1. \nAlways take the notes for a particular class in the same notebook. Spiral bound notebooks were invented because they solved the problem of keeping related information consolidated in one place. Take advantage of this. \n2. \nDate each entry into your notebook. \n3. \nIt is usually best to keep the notes for different classes separate from each other. Spiral notebooks with built in dividers are excellent for this purpose. \n4. \nYour notes should contain as complete a record of what the instructor said as possible. Of course, you should not try to write every word spoken, but don't leave out ideas. When you study, your notes should call back to your mind the entire sequence of ideas presented. Take care to spell all new words carefully. It you don't know how to spell a word, ask your instructor to write it on the board. Most will automatically do so for new or difficult terms. \n5. \nAnything the instructor writes on the board should appear in your notes. If the instructor took the time to write it out, he or she considers it important. You should do the same. \n6. \nIf possible, try to take your notes in some kind of outline form. The organization of ideas is as important as the content of those ideas, especially when it comes to learning the material for an exam. \n7. \nYou might find it useful to have a second color of pen or pencil available for highlighting important ideas or indicating vocabulary. \nB. \nBe involved in your classes. Don't simply pretend you are a sponge, ready to soak up whatever the instructor says. You are there to learn, not to be taught. \n1. \nIf the instructor is moving too rapidly for you, or if you don't understand what is being said, say something! \n2. \nAsk questions if you are confused. Confusion is definitely your worst enemy. \n3. \nIf your class includes group activities, participate as fully as you can. Such exercises are done for your benefit, not to provide a break for the instructor. \nC. \nReview your notes every day. This suggestion is one which we have all heard a thousand times. Unfortunately, most of us never really believe it until we actually try it. Spend 30 minutes or so each evening going over the notes from each class. There are at least two tremendous benefits to be gained from this discipline. \n1. \nResearch has shown that reviewing new material within 24 hours of hearing it increases your retention of that material by about 60%. This means that you will be 60% ahead of the game the next time you walk into class. If you want to significantly reduce the time necessary to prepare for exams, this is the way to do it. \n2. \nReviewing material before the next class period enables you to identify points of confusion or omission in your notes, which prepares you to ask the questions you need to ask before the next lecture. Again, confusion is your worst enemy. \nD. \nIt is excellent policy to give high priority to new vocabulary. Language is the most fundamental tool of any subject, and it can seriously handicap you to fall behind in this. \nE. \nKeep up on your reading. Unlike most high school teachers, many college instructors don't give specific reading assignments. You are expected to go to your text for the reading related to the materials covered in class. Be independent enough to do this without being told. \n\n\nII. \nUsing Your Textbook \nA. \nDon't expect your instructor to give you detailed, page by page textbook assignments. While some may do so, many do not. College teachers are much more likely to expect you to use your own initiative in making use of the text. \nB. \nIn most cases, it will be most useful for you to at least skim the relevant chapters before each lecture. You should receive a course outline/syllabus at the beginning of the quarter, which will
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try cliff notes or spark notes