TEKS Identify your content area and grade level My content area is English with an emphasis on grades 7 through 12. Create a tiered assignment (at least 7) for that content level. Example within module The classroom is now becoming very heterogeneous. Students due in part to cultural influences are now becoming more diverse. This diversity, although a benefit to the class, also provides opportunities in regards to tiered assignments. I will use tiered

Computer Adult Learner An employee is terminated after 23 years of service. Suddenly thrust into the work arena without the skills to make a smooth transition. In order to make a transition into the computerized workforce it will be necessary to get educational skills up to speed. (The employee has never had the need to learn the basics such as the use of a mouse, word, excel, power point or even

Matching students' interests with learning objectives will increase the chances of students' learning. They tend to use it and remember it long after. Using literature relevant to adolescents, for example, will raise their literacy and capacity to address contemporary issues affecting them. Reading materials about adolescents and for adolescents are another window into their world that teachers should be looking into. This is the time when they should read

Kinesthetic Learners Achievement Levels in Technology Rich Classrooms Hypothesis With Operational Definitions Computers and Kinesthetic Learning Existing Research The Challenge 2000 Multimedia Project Collaborative Visualization (CoVis) Project Apple Classroom of Tomorrow Project American Culture in Context: Enrichment for Secondary Schools SchoolNet / Rescol Report: The emerging contribution of online resources and tools to classroom learning and teaching Lehrer HyperAuthor Study The Highly Interactive Computing Environments (HI-CE) Group Lego/Logo Project Interactive technologies that are appealing to kinesthetic learning such as multimedia, hypermedia, and

, notes at that there has been a "paucity of studies" on the effectiveness of video in teaching culture through foreign-language programs. Herron investigated whether students retain more ("little c") cultural "practices" or ("big C") cultural "products" by watching video in a second-language program (Herron, 1999, p. 522). Thirty-eight students were given a pretest before watching the 10 videos that were part of the French-language curriculum. Immediately afterward they were

The second student being admitted is an English language learner. It was determined that he would require special assistance, and one of the bilingual teachers at the school offered to spend three hours per week tutoring the student in English. Dietary issues were raised, as the school cafeteria has been under scrutiny by some of the local parents. Parents have been expressing concern about their children's lunch choices at the