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As a professor of arts integration, I often use storytelling as a teaching tool and have recognized that as I demonstrate various methods to tell a story, I use at least one of Howard Gardner's eight multiple intelligences. Gardner defines an intelligence as the capacity to solve a problem or create a product in a naturalistic setting; in other words, according to Gardner, the question is not whether someone is intelligent, the question is how someone is intelligent. T

Efficient Teachers are not just aware of the right content to be delivered but also are aware of the strategy to deliver that content. Teaching or Instructional strategies are a teacher's compass when it comes to effective involvement of the students in the process of knowledge absorption and assimilation. This in turn has a direct co-relation to knowledge retention. Teaching strategies range from low involvement of the learner all the way to extremely high levels of learner involvement. Direct Instruction - Lectures, Drill and Practice, Demos are examples. The teacher in these settings is in

In the first part of this series, we discussed how teachers and administrators struggle to apply new techniques and up-to-date processes to address the motivational challenges that block students from engaging in the learning process. As we continue, we'll look at the complexities in students lives that impact their engagement in the classroom.

I am always amazed at the range of ability levels of my students within any given class. Within one 8th grade class I may have students who struggle to read and write while at the same time have students (within the same class) who are reading and writing on an upper high school level.

This is a short follow-up to a previous article on the viability of virtual worlds as language learning/teaching platforms, in specific Second Life. Focus here is the use of SL (Second Life) as a component of blended learning.

Teaching is always a dynamic activity. It unfolds a world of knowledge and information, experience and erudition (Chakrabarti, 1998). Effective teaching requires more than straightforward teaching methods. Teachers need to know their students well and be able to adapt their teaching styles to a particular classroom and to individual students. (Elliott et al, 2000).