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	<title>The Institute for Learning Centered Education</title>
	<link>http://www.learningcentered.org</link>
	<description>Constructivist Educational Strategies</description>
	<lastBuildDate>Wed, 22 Feb 2012 22:21:43 +0000</lastBuildDate>
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	<item>
		<title>Teaching Strategy of the Day 2-22-12</title>
		<description><![CDATA[End a class, just before your closure (or ticket out the door activity) while students are engaged in something that needs to be completed. Instruct students to begin their work as soon as class begins the next day and not to wait for you to start class. As students enter the room the next day, [...]]]></description>
		<link>http://www.learningcentered.org/2012/02/22/teaching-strategy-of-the-day-2-22-12/</link>
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	<item>
		<title>Teaching Strategy of the Day 2-21-12</title>
		<description><![CDATA[During an activity or while students are working on a project, ask them three questions: What are you doing? Why are you doing it? What will be your next steps? It should be the goal of a teacher to reach a point where students can respond correctly to each of these three questions. This is [...]]]></description>
		<link>http://www.learningcentered.org/2012/02/21/teaching-strategy-of-the-day-2-21-12/</link>
			</item>
	<item>
		<title>Teaching Strategy of the Day 2-20-12</title>
		<description><![CDATA[Administrators: do you agree, as most of us do, that people copy what we do much more than listen to what we say? If this is true, then your actions have a much greater impact on your teaching staff than anything you speak to them about. Ask yourself one question: “Does the way you conduct [...]]]></description>
		<link>http://www.learningcentered.org/2012/02/20/teaching-strategy-of-the-day-2-20-12/</link>
			</item>
	<item>
		<title>Teaching Strategy of the Day 2-19-12</title>
		<description><![CDATA[Do you want students to learn to empathize and simultaneously learn something about the subject you teach? Distribute a short poem (or song lyrics) about a person or event in your subject area that discusses something that would bring great joy, sorrow or some other emotion to the people being discussed. Ask your students to [...]]]></description>
		<link>http://www.learningcentered.org/2012/02/19/teaching-strategy-of-the-day-2-19-12/</link>
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	<item>
		<title>Teaching Strategy of the Day 2-18-12</title>
		<description><![CDATA[Celebration is an important aspect of student learning and stress relief for employees. Teachers, how often do you ask your students to share successes, large and small in the work they accomplish? How often do you compliment the class and actually celebrate a class-wide success? Administrators, take five minutes at staff meetings to have one [...]]]></description>
		<link>http://www.learningcentered.org/2012/02/18/teaching-strategy-of-the-day-2-18-12/</link>
			</item>
	<item>
		<title>Teaching Strategy of the Day 2-17-12</title>
		<description><![CDATA[No matter what subject you teach, focus students on a specific event, person or place you want them to study. Ask them to come to class with a list of song titles that reflect this person, place, or thing. Use this as the catalyst for a dialogue.]]></description>
		<link>http://www.learningcentered.org/2012/02/17/teaching-strategy-of-the-day-2-17-12/</link>
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	<item>
		<title>Teaching Strategy of the Day 2-16-12</title>
		<description><![CDATA[For English or social studies: play the song or print the lyrics to We’ll Meet Again. Tell students it was recorded during the second world war. Challenge them to do research, or give them a hand-out or textbook and cite appropriate pages which describe the environment in England. Ask students to interpret the song in [...]]]></description>
		<link>http://www.learningcentered.org/2012/02/16/teaching-strategy-of-the-day-2-16-12/</link>
			</item>
	<item>
		<title>Teaching Strategy of the Day 2-15-12</title>
		<description><![CDATA[Sit silently and stare, one day, as students enter the classroom. Don’t say a word until all is quiet, which may take a few minutes. Then ask students if there is a way, without yelling, scolding, penalizing or threatening, to achieve silence at the time scheduled for the start of class.]]></description>
		<link>http://www.learningcentered.org/2012/02/15/teaching-strategy-of-the-day-2-15-12/</link>
			</item>
	<item>
		<title>Volume 13, Issue 6 &#8211; How Does a Teacher Differentiate Instruction?</title>
		<description><![CDATA[In the next three articles I intend to outline specific strategies for differentiating instruction. These will be practical strategies for classroom teachers in any discipline, at any grade level. PART ONE: The two most important thoughts for a teacher to keep in mind when differentiating instruction are “Options” and “Flexibility”. Let’s start with the concept [...]]]></description>
		<link>http://www.learningcentered.org/2012/02/15/volume-13-issue-6/</link>
			</item>
	<item>
		<title>Teaching Strategy of the Day 2-4-12</title>
		<description><![CDATA[Anything that can be spoken can also be recorded as words to a poem or lyrics to a song. Children enjoy being able to engage with music of their generation. Take advantage of this to motivate students to learn in subjects like math, science, English and social studies. Occasionally, ask a question and require students, [...]]]></description>
		<link>http://www.learningcentered.org/2012/02/04/teaching-strategy-of-the-day-2-4-12/</link>
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