Definitions for teaching effectiveness abound, which makes it difficult to identify any one as definitive. We’ve defined it by asking those concerned (teachers, students, and administrators) what the term means to them. Here are some examples of how we’ve asked and what’s been answered. When asked to list in order of importance the three most important abilities, students, teachers, and administrators agreed on the same three — cultivate thinking skills, stimulate interest in the subject, and motivate students to learn — but not in the same order.
- See more at: http://www.facultyfocus.com/articles/teaching-professor-blog/defining-teaching-effectiveness/#sthash.NrDBZ5f8.dpuf
Students respond to information differently. Thus, it is often to our advantage as teachers to use many different formats and modes to teach the subject matter of a lesson. This is why teachers normally use some combination of lecture, text and hands-on laboratory for conveying information. With the advent of the Internet and the multiple formats that can be communicated over the World Wide Web, we now have several new and exciting ways to present information. The Web allows the incorporation of animation, moving pictures, and sound into lessons, which extends our abilities to present materials that encourage student interaction with the subject matter. Pictures and animations help bring to life scientific principles, and multimedia allows students to take a more active role in learning: they can watch experiments in action, see microorganisms up close, and use a mouse or keyboard to navigate images, simulations and interactive material. One of the advantages of using multimedia is to convey information quickly and effectively to all students – and keep them interested in learning (Savage and Vogel, 1996).
School-purchased multimedia such as videos and CDs work well, but these can be limited by school budgets. Another drawback of these tools is that given the hectic schedule teachers are often forced to keep, it can be a significant strain on our time to review multimedia materials and seamlessly incorporate them into a lesson plans. Finally, juggling a VCR and TV for video, a CD-ROM player, computer, projector, and textbook can be technically, as well as financially, challenging. Ideally, what teachers needs is a single system that blends text, images, simulations, video, audio and other multimedia material into a single, coherent environment that is available from school or home.
One of the goals of Visionlearning is to provide just such a resource. Visionlearning provides clearly written, concise online multimedia modules that focus on core scientific principles in biology, chemistry, earth sciences, and physics. Our modules make it possible for you to reach out to students and allow them to view engaging presentations repeatedly. Our modules provide core, text-based lessons written to conform to the National Science Education Standards. These modules also offer original photographs, scientific illustrations, Flash animations, educational videos, audio recordings, interactive quizzes, and ask-a-question areas through a series of external hyperlinks on the right and bottom menu bars.
Photographs and scientific illustrations appear embedded within our learning modules. Photographs of scientists on the right menu of our modules link to biographies to provide historical context to the lesson. Within the text of the lessons, center-aligned, hyperlinked text loads interactive animations or short movies that help convey the core topic discussed in the lesson. For example, our Scientific Methodmodule contains an interactive experiment in which students are virtually transported to Pisa, Italy where they can simultaneously drop different sized objects off of the Leaning Tower. For more examples of our interactive animations, visit our sample animations page. Many of our illustrations and animations are reproduced in an overheads area of the Resources section (bottom menu) of our modules to provide teachers an easy way to show these materials to a class without having to search through a module.
Students respond to information differently. Thus, it is often to our advantage as teachers to use many different formats and modes to teach the subject matter of a lesson. This is why teachers normally use some combination of lecture, text and hands-on laboratory for conveying information. With the advent of the Internet and the multiple formats that can be communicated over the World Wide Web, we now have several new and exciting ways to present information. The Web allows the incorporation of animation, moving pictures, and sound into lessons, which extends our abilities to present materials that encourage student interaction with the subject matter. Pictures and animations help bring to life scientific principles, and multimedia allows students to take a more active role in learning: they can watch experiments in action, see microorganisms up close, and use a mouse or keyboard to navigate images, simulations and interactive material. One of the advantages of using multimedia is to convey information quickly and effectively to all students – and keep them interested in learning (Savage and Vogel, 1996).
School-purchased multimedia such as videos and CDs work well, but these can be limited by school budgets. Another drawback of these tools is that given the hectic schedule teachers are often forced to keep, it can be a significant strain on our time to review multimedia materials and seamlessly incorporate them into a lesson plans. Finally, juggling a VCR and TV for video, a CD-ROM player, computer, projector, and textbook can be technically, as well as financially, challenging. Ideally, what teachers needs is a single system that blends text, images, simulations, video, audio and other multimedia material into a single, coherent environment that is available from school or home.
One of the goals of Visionlearning is to provide just such a resource. Visionlearning provides clearly written, concise online multimedia modules that focus on core scientific principles in biology, chemistry, earth sciences, and physics. Our modules make it possible for you to reach out to students and allow them to view engaging presentations repeatedly. Our modules provide core, text-based lessons written to conform to the National Science Education Standards. These modules also offer original photographs, scientific illustrations, Flash animations, educational videos, audio recordings, interactive quizzes, and ask-a-question areas through a series of external hyperlinks on the right and bottom menu bars.
Photographs and scientific illustrations appear embedded within our learning modules. Photographs of scientists on the right menu of our modules link to biographies to provide historical context to the lesson. Within the text of the lessons, center-aligned, hyperlinked text loads interactive animations or short movies that help convey the core topic discussed in the lesson. For example, our Scientific Methodmodule contains an interactive experiment in which students are virtually transported to Pisa, Italy where they can simultaneously drop different sized objects off of the Leaning Tower. For more examples of our interactive animations, visit our sample animations page. Many of our illustrations and animations are reproduced in an overheads area of the Resources section (bottom menu) of our modules to provide teachers an easy way to show these materials to a class without having to search through a module.
Students respond to information differently. Thus, it is often to our advantage as teachers to use many different formats and modes to teach the subject matter of a lesson. This is why teachers normally use some combination of lecture, text and hands-on laboratory for conveying information. With the advent of the Internet and the multiple formats that can be communicated over the World Wide Web, we now have several new and exciting ways to present information. The Web allows the incorporation of animation, moving pictures, and sound into lessons, which extends our abilities to present materials that encourage student interaction with the subject matter. Pictures and animations help bring to life scientific principles, and multimedia allows students to take a more active role in learning: they can watch experiments in action, see microorganisms up close, and use a mouse or keyboard to navigate images, simulations and interactive material. One of the advantages of using multimedia is to convey information quickly and effectively to all students – and keep them interested in learning (Savage and Vogel, 1996).
School-purchased multimedia such as videos and CDs work well, but these can be limited by school budgets. Another drawback of these tools is that given the hectic schedule teachers are often forced to keep, it can be a significant strain on our time to review multimedia materials and seamlessly incorporate them into a lesson plans. Finally, juggling a VCR and TV for video, a CD-ROM player, computer, projector, and textbook can be technically, as well as financially, challenging. Ideally, what teachers needs is a single system that blends text, images, simulations, video, audio and other multimedia material into a single, coherent environment that is available from school or home.
One of the goals of Visionlearning is to provide just such a resource. Visionlearning provides clearly written, concise online multimedia modules that focus on core scientific principles in biology, chemistry, earth sciences, and physics. Our modules make it possible for you to reach out to students and allow them to view engaging presentations repeatedly. Our modules provide core, text-based lessons written to conform to the National Science Education Standards. These modules also offer original photographs, scientific illustrations, Flash animations, educational videos, audio recordings, interactive quizzes, and ask-a-question areas through a series of external hyperlinks on the right and bottom menu bars.
Photographs and scientific illustrations appear embedded within our learning modules. Photographs of scientists on the right menu of our modules link to biographies to provide historical context to the lesson. Within the text of the lessons, center-aligned, hyperlinked text loads interactive animations or short movies that help convey the core topic discussed in the lesson. For example, our Scientific Methodmodule contains an interactive experiment in which students are virtually transported to Pisa, Italy where they can simultaneously drop different sized objects off of the Leaning Tower. For more examples of our interactive animations, visit our sample animations page. Many of our illustrations and animations are reproduced in an overheads area of the Resources section (bottom menu) of our modules to provide teachers an easy way to show these materials to a class without having to search through a module.
One of the techniques to improving the students’ meets the academic needs and helps them developing English language skills is providing multimedia during the process of teaching and learning in the classroom. Multimedia classroom provide the students chances for interacting with diverse texts that give them a solid background in the tasks and content of mainstream college courses. The writing aims to find out some advantages of the use of multimedia in the classroom. Also, the involvement of technology in the classroom can not denied giving positive point to improving the quality of teaching and giving more various techniques in teaching a foreign language. The research uses a qualitative method giving a deeply description using multimedia in the classroom. The difference between a traditional classroom and multimedia classroom has been drawn in this writing. The writing shows that there are some advantages in teaching English using multimedia as a technique in teaching process in the classroom. Through the media the teacher could give more opportunity to students to express their opinions and enjoy during the course. The highly presence and motivation also bring positive aspects to students so that they can improve their skills.
