Peer Assisted Learning
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Peer Assisted Learning (PAL) involves students helping each other learn and teach course material. There are four main types of PAL: same-level peer tutoring with equal or unequal status between students, and cross-level tutoring within or between institutions. PAL is commonly used in higher education, particularly for courses with many international students, technical content, or collaborative work. PAL provides benefits but requires clear responsibilities for tutors and students, working in small groups, and being properly integrated into course curriculum.
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Peer assisted learning strategies
PALS is a peer tutoring strategy used for reading and math instruction. Students are paired up, with one acting as the "coach" and helping the other "player" practice skills. The pairs take turns so all students experience both roles. Research shows PALS improves outcomes for diverse learners when teachers collaborate to develop and test the strategies. It provides opportunities for teachers to observe students and offer individualized help.
Peer assisted learning
The document discusses Peer Assisted Learning (PAL) at Bournemouth University. It provides an overview of PAL, how it operates through embedded weekly sessions using existing student groups, and its intended outcomes of supporting learning and being supplemental to teaching. Student surveys found that PAL helped them integrate more quickly, develop study skills, understand course material better, and prepare for assessments. PAL leaders reported gaining skills in leadership, group management, communication, confidence, organization and prioritization. The document also discusses initial challenges implementing PAL and the role of the PAL leader mentor.
Pals strategy powerpoint
PALS (Peer Assisted Learning Strategies) is an instructional method that pairs students together to work on reading and math skills. Teachers identify specific skills individual students need help with and pair students so partners can help each other, taking turns as the "coach" and "player." PALS creates opportunities for differentiated instruction as students work simultaneously on different activities tailored to their individual needs. Research shows PALS improves student achievement in reading and math when implemented for 90 minutes per week with pairs consisting of students with differing abilities.
Peer Assisted Learning presentation - reflections
This document summarizes the experiences of two medical students, Chris and Camille, as peer-assisted learning (PAL) tutors. As PAL tutors, they taught clinical skills to younger medical students and provided reflections on their teaching experiences. Some of their key learnings included gaining confidence as medical educators, identifying areas for self-improvement through reflection, and refreshing their own clinical skills knowledge. They found the opportunity to teach and apply what they had learned during their medical degree to be valuable. Both students enjoyed being PAL tutors and hoped to continue in the role and encourage other students.
Supporting transition through peer assisted learning (pal)
The document discusses the Peer Assisted Learning (PAL) program at the University of Bradford. The PAL program aims to support student transition and provide opportunities for developing employability skills. It operates across disciplines and involves upper-level students facilitating small group sessions for first-year students. Evaluation shows PAL benefits both first-year students and PAL leaders by improving belonging, skills, and retention. The program has expanded significantly since starting in 2012.
Analyzing Data and Exploring Research Strategies
West Central High School is located in rural, western Illinois with a total enrollment of 232 students in 2019 (Illinois Report Card, 2019). The student population is predominantly white, with only 6.5% of students who are non-white (Illinois Report Card, 2019). According to Illinois Report Card (2019), half of the students at West Central High School come from low-income families, and 13% of the students have Individualized Education Plans (IEPs). These populations are notable due to the results on standardized achievement tests, which indicate that the school is not meeting the needs of students of low income or of students with special needs in mathematics. In fact, the school is underperforming across the board in mathematics. Evidence of this statement is visible in Figure 1. West Central High School recognizes this shortcoming and has identified goals in the school improvement plan (SIP) to help improve student performance in mathematics on standardized test. Although the SIP includes several action steps for meeting their goals, a team of colleagues and I have identified West Central High Schoolโs SIP could be improved by including different action steps to reach their goal. In this report is a data analysis supporting the area of need for West Central High School as well as research supporting best practices the school should implement to better serve their students and meet their goal of improving studentsโ math achievement.
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Original contribution American College of Education
This is the original contribution for my capstone. I will be delivering this presentation at the beginning of the year to team members.
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Peer assisted learning strategies
PALS is a peer tutoring strategy used for reading and math instruction. Students are paired up, with one acting as the "coach" and helping the other "player" practice skills. The pairs take turns so all students experience both roles. Research shows PALS improves outcomes for diverse learners when teachers collaborate to develop and test the strategies. It provides opportunities for teachers to observe students and offer individualized help.
Peer assisted learning
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Pals strategy powerpoint
PALS (Peer Assisted Learning Strategies) is an instructional method that pairs students together to work on reading and math skills. Teachers identify specific skills individual students need help with and pair students so partners can help each other, taking turns as the "coach" and "player." PALS creates opportunities for differentiated instruction as students work simultaneously on different activities tailored to their individual needs. Research shows PALS improves student achievement in reading and math when implemented for 90 minutes per week with pairs consisting of students with differing abilities.
Peer Assisted Learning presentation - reflections
This document summarizes the experiences of two medical students, Chris and Camille, as peer-assisted learning (PAL) tutors. As PAL tutors, they taught clinical skills to younger medical students and provided reflections on their teaching experiences. Some of their key learnings included gaining confidence as medical educators, identifying areas for self-improvement through reflection, and refreshing their own clinical skills knowledge. They found the opportunity to teach and apply what they had learned during their medical degree to be valuable. Both students enjoyed being PAL tutors and hoped to continue in the role and encourage other students.
Supporting transition through peer assisted learning (pal)
The document discusses the Peer Assisted Learning (PAL) program at the University of Bradford. The PAL program aims to support student transition and provide opportunities for developing employability skills. It operates across disciplines and involves upper-level students facilitating small group sessions for first-year students. Evaluation shows PAL benefits both first-year students and PAL leaders by improving belonging, skills, and retention. The program has expanded significantly since starting in 2012.
Analyzing Data and Exploring Research Strategies
West Central High School is located in rural, western Illinois with a total enrollment of 232 students in 2019 (Illinois Report Card, 2019). The student population is predominantly white, with only 6.5% of students who are non-white (Illinois Report Card, 2019). According to Illinois Report Card (2019), half of the students at West Central High School come from low-income families, and 13% of the students have Individualized Education Plans (IEPs). These populations are notable due to the results on standardized achievement tests, which indicate that the school is not meeting the needs of students of low income or of students with special needs in mathematics. In fact, the school is underperforming across the board in mathematics. Evidence of this statement is visible in Figure 1. West Central High School recognizes this shortcoming and has identified goals in the school improvement plan (SIP) to help improve student performance in mathematics on standardized test. Although the SIP includes several action steps for meeting their goals, a team of colleagues and I have identified West Central High Schoolโs SIP could be improved by including different action steps to reach their goal. In this report is a data analysis supporting the area of need for West Central High School as well as research supporting best practices the school should implement to better serve their students and meet their goal of improving studentsโ math achievement.
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Higher ability writers in FS2 made less progress than other groups across Key Stage 1, so the author created a school improvement project focused on using rubrics. The project involved sharing the plan with colleagues, collecting baseline data, modeling the use of rubrics in the classroom, and leading collaborative activities like joint planning and team teaching to help the team consistently implement rubrics. As a result, higher ability writers showed increased progress, rubrics were effectively used in all classes, and colleagues felt confident using rubrics going forward to further student learning.
Original contribution American College of Education
This is the original contribution for my capstone. I will be delivering this presentation at the beginning of the year to team members.
Original Contribution
The document presents a lesson plan for teaching middle school students about the rock cycle. It aims to help students develop literacy skills and vocabulary related to earth science standards on rock formation. The plan includes using KWL charts, partner work, hands-on examples, and flashcards to engage students in learning key terms like igneous, sedimentary and metamorphic rocks. Students will demonstrate their understanding through an exit slip identifying the rock cycle and defining sample vocabulary words. Additional tutoring will be provided for students who need extra help meeting the objectives.
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Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrรก encontrar los resultados de importantes trabajos de investigaciรณn prรกcticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposiciรณn sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Econรณmico y Social de Costa Rica y otras latitudes.
Queremos ser enfรกticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducciรณn parcial o total, asรญ como ser utilizados por otro autor, a excepciรณn de que los compartan como citas de autor o referencias bibliogrรกficas. Toda esta informaciรณn tambiรฉn quedarรก a su disposiciรณn desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliogrรกfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry Gonzรกlez quien estรก administrando este sitio.
Rectorรญa, Universidad Magister. โ 2014.
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The document describes the Direct Instruction model of teaching. It is a teacher-directed approach where the teacher introduces new content to all students in a systematic way. It uses the "I do, we do, you do" approach of gradual release of responsibility. Key aspects include behavioral modeling by the teacher, whole and small group instruction, and individualizing for each student. The steps involve introduction, presentation by the teacher, guided practice with students participating, and independent practice. Benefits include developing thinking skills, automaticity of skills, fostering independent learning, and promoting self-knowledge. Technology tools and differentiation strategies can be used to meet individual student needs. An example for teaching time telling to 1st graders is provided.
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As important changes are taking place in education regarding teaching as a complex issue, news ways for evaluating teachersโ practices are being explored to enhance their teaching quality - a sine qua non- condition to make learning come alive for students. Indeed teachersโ development has become the forefront concern of school reforms, policy makers, educators and those in charge of evaluating their performance in the classroom. However, this new interest was challenged, by two main questions:
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The document discusses two levels of teaching: the memory level and the understanding level.
The memory level focuses on acquiring factual knowledge through methods like drill, review, and questioning. The teacher plays an active role while the learner is more passive. This level is useful for young children but encourages rote learning.
The understanding level aims to help learners comprehend meanings and apply concepts. Subject matter is presented in lecture format using methods like demonstration and explanation. The motivation is both extrinsic and intrinsic. Evaluation involves essays, MCQs, and application questions. The teacher guides interactively while the learner takes a more active role through questions and interaction. Models of this level include the focus, syntax, and social system approaches.
ANALYSIS OF ENGLISH LEVEL OF STUDENTS AT BRAULIO CARRILLO COLINA HIGH SCHOOL ...
ANALYSIS OF ENGLISH LEVEL OF STUDENTS AT BRAULIO CARRILLO COLINA HIGH SCHOOL ...UNIVERSIDAD MAGISTER (Sitio Oficial)
Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrรก encontrar los resultados de importantes trabajos de investigaciรณn prรกcticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposiciรณn sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Econรณmico y Social de Costa Rica y otras latitudes.
Queremos ser enfรกticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducciรณn parcial o total, asรญ como ser utilizados por otro autor, a excepciรณn de que los compartan como citas de autor o referencias bibliogrรกficas. Toda esta informaciรณn tambiรฉn quedarรก a su disposiciรณn desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliogrรกfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry Gonzรกlez quien estรก administrando este sitio.
Rectorรญa, Universidad Magister. โ 2014.
ย
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Original Contribution
The document presents a lesson plan for teaching middle school students about the rock cycle. It aims to help students develop literacy skills and vocabulary related to earth science standards on rock formation. The plan includes using KWL charts, partner work, hands-on examples, and flashcards to engage students in learning key terms like igneous, sedimentary and metamorphic rocks. Students will demonstrate their understanding through an exit slip identifying the rock cycle and defining sample vocabulary words. Additional tutoring will be provided for students who need extra help meeting the objectives.
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Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrรก encontrar los resultados de importantes trabajos de investigaciรณn prรกcticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposiciรณn sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Econรณmico y Social de Costa Rica y otras latitudes.
Queremos ser enfรกticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducciรณn parcial o total, asรญ como ser utilizados por otro autor, a excepciรณn de que los compartan como citas de autor o referencias bibliogrรกficas. Toda esta informaciรณn tambiรฉn quedarรก a su disposiciรณn desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliogrรกfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry Gonzรกlez quien estรก administrando este sitio.
Rectorรญa, Universidad Magister. โ 2014.
ย
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The document discusses the five models of co-teaching: (1) One Teach, One Assist; (2) Station Teaching; (3) Parallel Teaching; (4) Alternative Teaching; and (5) Team Teaching. It provides brief descriptions and examples of each model.
Direct Instruction Model
The document describes the Direct Instruction model of teaching. It is a teacher-directed approach where the teacher introduces new content to all students in a systematic way. It uses the "I do, we do, you do" approach of gradual release of responsibility. Key aspects include behavioral modeling by the teacher, whole and small group instruction, and individualizing for each student. The steps involve introduction, presentation by the teacher, guided practice with students participating, and independent practice. Benefits include developing thinking skills, automaticity of skills, fostering independent learning, and promoting self-knowledge. Technology tools and differentiation strategies can be used to meet individual student needs. An example for teaching time telling to 1st graders is provided.
Classroom Action Research
This document provides an overview of action research and the steps involved in conducting action research as a teacher. It discusses that action research involves teachers taking a self-reflective, critical and systematic approach to exploring their own teaching contexts. The key steps outlined are planning, action, observation, and reflection. Planning involves identifying an area of focus, developing research questions, and preparing materials. During the action stage, teachers collect and analyze both qualitative and quantitative data. Observation methods include checklists, notes, recordings and photographs. Non-observation methods include interviews, questionnaires, journals and reviewing documents. Reflection involves analyzing and interpreting the data, assessing outcomes, and planning next steps to improve teaching practice.
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Responding when kids don't learn
Teachers can carefully plan lessons and assessments but still find that some students do not learn. Schools have tried various solutions like new curricula, scripted lessons, and schedule changes, but these are not always effective. An alternative is implementing a Response to Intervention (RTI) system which involves monitoring student learning through assessments, providing timely intervention or enrichment based on student needs, and making student learning the collective responsibility of the school. RTI represents a paradigm shift from a focus on compliance and seat time to achieving student proficiency through flexible, fluid intervention.
Developing teacher quality and effectiveness in new teachers for nyu
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Shdp foundation course concept paper
1. The document discusses a school principal's concept paper for a project to address issues identified at Canayaon Elementary School.
2. Testing found that 8 of 27 Grade 2 students struggled with reading skills and 11 of 27 Grade 3 students had difficulties with math word problems. The school stage and gate were also identified as hazardous.
3. The project's objectives are to help the 8 Grade 2 students improve reading skills, help the 11 Grade 3 students solve math word problems, and renovate the school stage and gate. This will contribute to achieving DepEd's vision of literacy and numeracy skills development for students.
Task of teaching
The document discusses different levels of teaching - memory, understanding, and reflective.
At the memory level, teaching focuses on rote learning of facts through repetition. Herbart's model of this level involves steps like preparation, presentation, comparison, and application.
The understanding level aims to help students comprehend principles and think intellectually. Morrison's model includes exploration, presentation, assimilation, organization, and recitation.
The reflective level centers around problem-solving and developing independent thinking. Hunt's model has students formulate hypotheses to solve problems presented by the teacher, through collecting data and testing their ideas. Evaluation focuses on attitudes, beliefs, and competencies rather than objective tests.
Unit and Lesson Planning with Purpose
In this training, participants were learning more about planning with Purpose, a dimension of our instructional framework (5 Dimensions of Teaching and Learning). In this training, we were learning to plan for Purpose including standards, a unit/learning goal, learning targets, success criteria, task alignment with the targets, and identifying evidence for meeting the learning targets.
Peer tutoring - Online tutoring - Peer learning
Students work in pairs or small groups, provides explicit teaching support with peer groups, use students as teachers. Types of peer tutoring is effective for handling students with mild disabilities
Curriculum Ideologies
This document outlines and compares four different curriculum ideology models - academic, social efficiency, learner-centered, and social reconstruction. Each ideology is defined according to its view of the aim of education, nature of knowledge, instructional process, role of the teacher, and assessment. The academic model views the purpose as advancing students in a discipline through transmitting objective knowledge. The social efficiency model focuses on preparing students with skills to perform tasks. The learner-centered approach emphasizes individual growth and development. The social reconstruction ideology interprets and reconstructs society through acculturating students into the educators' vision.
Action research in second language teaching
Linda Ross, an experienced ESL teacher, became dissatisfied with her heterogeneous adult numeracy class and joined a collaborative action research group to address this issue. Through observations and developing assessment checklists, she gained a clearer understanding of her students' diverse abilities and how to better meet their individual needs. Student feedback also helped her refine her teaching approaches to give more individual attention while allowing independent work.
Teacher's portfolio a genius tool for professional growth
As important changes are taking place in education regarding teaching as a complex issue, news ways for evaluating teachersโ practices are being explored to enhance their teaching quality - a sine qua non- condition to make learning come alive for students. Indeed teachersโ development has become the forefront concern of school reforms, policy makers, educators and those in charge of evaluating their performance in the classroom. However, this new interest was challenged, by two main questions:
๏ How can teachers develop?
๏ How can their accomplishments be measured and their efforts evaluated?
The answers were found in the fine arts where artistsโ work is exhibited in art galleries. Artists display the best of their paintings and drawings, leaving in this way a chance for both amateurs and professionals see what they have accomplished and value their work. Likewise teachersโ efforts and growth can be fleshed out through a teacher portfolio (TP) that documents three key components: their goals, accomplishments and their reflection about their practices.
LEVELS OF TEACHING - MEMORY AND UNDERSTANDING LEVEL
The document discusses two levels of teaching: the memory level and the understanding level.
The memory level focuses on acquiring factual knowledge through methods like drill, review, and questioning. The teacher plays an active role while the learner is more passive. This level is useful for young children but encourages rote learning.
The understanding level aims to help learners comprehend meanings and apply concepts. Subject matter is presented in lecture format using methods like demonstration and explanation. The motivation is both extrinsic and intrinsic. Evaluation involves essays, MCQs, and application questions. The teacher guides interactively while the learner takes a more active role through questions and interaction. Models of this level include the focus, syntax, and social system approaches.
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Similar to Peer Assisted Learning
ANALYSIS OF ENGLISH LEVEL OF STUDENTS AT BRAULIO CARRILLO COLINA HIGH SCHOOL ...
ANALYSIS OF ENGLISH LEVEL OF STUDENTS AT BRAULIO CARRILLO COLINA HIGH SCHOOL ...UNIVERSIDAD MAGISTER (Sitio Oficial)
Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrรก encontrar los resultados de importantes trabajos de investigaciรณn prรกcticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposiciรณn sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Econรณmico y Social de Costa Rica y otras latitudes.
Queremos ser enfรกticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducciรณn parcial o total, asรญ como ser utilizados por otro autor, a excepciรณn de que los compartan como citas de autor o referencias bibliogrรกficas. Toda esta informaciรณn tambiรฉn quedarรก a su disposiciรณn desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliogrรกfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry Gonzรกlez quien estรก administrando este sitio.
Rectorรญa, Universidad Magister. โ 2014.
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Literacy strategies for pasifika students
This document outlines a professional development session on improving literacy for Pasifika students.
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Research presented finds that many Pasifika students struggle with literacy and do not achieve qualifications needed for success. Effective strategies discussed include explicitly teaching academic expectations, valuing students' home languages, and using culturally relevant texts.
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In this interactive talk, the presenter introduces a study of learner engagement in university EFL contexts in Japan that is being undertaken as part of a doctoral program at the University of Reading in the U.K. Intuitively, as teachers, we can recognize engagement or disengagement in our own learners when we see it. However, it is not clear where this recognition comes from, or whether or not our perceptions align with learner realities. After presenting an outline of the research project and preliminary findings, the presenter will ask participants to collectively work on a list of instructional practices that promote engagement in university EFL classes.
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Bernadette Knewstubb
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Waddle Kam3application
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5.9.younkin17
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- 2. There are four main forms of PAL according to the research of Nancy Falchikov in her book โLearning Together. Peer Tutoring in Higher Educationโ. PAL 1 Same Level Peer Tutoring (Equal Status) 2 Same Level Peer Tutoring (Unequal Status) 3 Cross Level Peer Tutoring (Intra Institution) 4 Cross Level Peer Tutoring (Inter Institution)
- 3. Who is using it? PAL 1 Many higher education institutes, particularly in the U.S. where it is known as S.I. or Supplemental Instruction, and Australia. 2 Many primary and secondary schools for core skills such as literacy and mathematics. 3 Big business 4 One of our main competitors, the University of Bournemouth
- 4. What type of course is it good for? PAL 1 Courses with a large number of overseas students 2 Courses with a high technical content 3 Courses with a wide range of previous student experience 4 Courses that expect a high level of collaborative work
- 5. Whatโs it not? PAL 1 Itโs not a substitute for tutor lead learning 2 Itโs not resource intensive 4 Beyond initial tutor set up and moderation, itโs not a high maintenance activity 3 Itโs not expensive
- 6. What are the associated problems? PAL 1 PAL has to be seen to be beneficial for both peer tutors and their students 2 PAL requires clear specification of the responsibilities and expectations of both sides 4 PAL works best with small tutor groups 3 PAL involves trust, trust can be abused 5 PAL has to be properly embedded within courses, and actively promoted by staff in order to succeed
- 7. So how do we do this? PAL 2 Identify student experts and their areas of expertise (part of induction?) 3 Recruit student groups for peer tutors 5 Evaluate PAL at regular intervals via reflective journal from both students and peer tutors 4 Establish timetable for PAL within units 6 Enable credit for peer tutors within PPD element? 1 Publish a guide for both peer tutors and their students 7 Ensure visibility of process for promotion to subsequent years, and as marketing tool to enhance recruitment
- 8. Discuss! Any problems I havenโt seen, any benefits I havenโt thought through? PAL
- 9. PAL Bibliography 1 Royse D. (2000) Teaching Tips for College and University Instructors: A Practical Guide , Allyn and Bacon Habeshaw T., Habeshaw S. and Gibbs G. (1987) 53 Interesting Ways Of Helping Your Students To Study , Technical And Educational Services Ltd. Littlejohn A. and Pegler C. (2007) Preparing For Blended E-Learning , Routledge Falchikov, N. (2001) Learning Together. Peer Tutoring in Higher Education . Routledge Elliott J. (1991) Action Research For Educational Change , Buckingham: SRHE and Open University Press Brockbank A. and McGill I. (1998) Facilitating Reflective Learning In Higher Education , Buckingham: SRHE and Open University Press Biggs J. B. (2003) Teaching For Quality Learning At University: Second Edition , Buckingham: SRHE and Open University Press Books
- 10. PAL Bibliography 2 H. Swain, (January 3 rd 2008) Peer Assisted Learning Times Higher Education http:// www.timeshighereducation.co.uk/story.asp?storyCode =210078§ioncode=26 K. Topping, (September 2003) Literacy Today Issue 36 Journals H. Fleming and J.Hurne, (March 2004) University Of Bournemouth PAL Project Final Report For NCT And The HEFCE Reports
- 11. PAL Bibliography 3 http:// pal.bournemouth.ac.uk / The University of Bournemouthโs site relating to their PAL scheme. Interesting for me particularly as Bournemouthsโ CG courses are Ravensbourneโs main competitors. Accessed Jan 2008 http:// www.bestevidence.org/math/math_summary.htm John Hopkins University Best Evidence Encyclopedia, gathered evidence of effectiveness of peer assisted learning in maths curricula. Contains an interesting analysis of widely varying results for effectiveness in terms of usage of Computer Assisted Instruction. Accessed Jan 2008 Web