<?xml version="1.0" encoding="utf-8"?>
<rss version="2.0" xml:base="http://www.teachingenglish.org.uk" xmlns:dc="http://purl.org/dc/elements/1.1/">
<channel>
 <title>Top stories</title>
 <link>http://www.teachingenglish.org.uk/category/content-type/top-stories</link>
 <description>The taxonomy view with a depth of 0.</description>
 <language>en-UK</language>
<item>
 <title>Singable Books: Sing and Read Your Way to English Proficiency</title>
 <link>http://www.teachingenglish.org.uk/top-stories/singable-books-sing-read-your-way-english-proficiency</link>
 <description>Singable books are inherently interactive and appealing to children. The melody is often familiar to American-born teachers, but in any event, the musical notation and all the words are usually included at the end of the book. &lt;a target=&quot;_blank&quot; href=&quot;http://www.cal.org/resources/digest/singable.html&quot;&gt;Read more&lt;/a&gt;&lt;p&gt;&lt;a href=&quot;http://www.teachingenglish.org.uk/top-stories/singable-books-sing-read-your-way-english-proficiency&quot;&gt;read more&lt;/a&gt;&lt;/p&gt;</description>
 <comments>http://www.teachingenglish.org.uk/top-stories/singable-books-sing-read-your-way-english-proficiency#comments</comments>
 <category domain="http://www.teachingenglish.org.uk/category/tags/song">song</category>
 <category domain="http://www.teachingenglish.org.uk/category/tags/young-learners">young learners</category>
 <category domain="http://www.teachingenglish.org.uk/category/content-type/top-stories">Top stories</category>
 <pubDate>Tue, 30 Dec 2008 12:40:25 +0000</pubDate>
 <dc:creator>nikeditor</dc:creator>
 <guid isPermaLink="false">4513 at http://www.teachingenglish.org.uk</guid>
</item>
<item>
 <title>Web 2.0 Storytelling: Emergence of a New Genre</title>
 <link>http://www.teachingenglish.org.uk/top-stories/web-20-storytelling-emergence-a-new-genre</link>
 <description>A story is told by one person or by a creative team to an audience that is usually quiet, even receptive. Or at least that’s what a story used to be, and that’s how a story used to be told. Today, with digital networks and social media, this pattern is changing. Stories now are open-ended, branching, hyperlinked, cross-media, participatory, exploratory, and unpredictable. &lt;a href=&quot;http://connect.educause.edu/Library/EDUCAUSE+Review/Web20StorytellingEmergenc/47444?time=1231252890&quot; target=&quot;_blank&quot;&gt;Read more&lt;p&gt;&lt;a href=&quot;http://www.teachingenglish.org.uk/top-stories/web-20-storytelling-emergence-a-new-genre&quot;&gt;read more&lt;/a&gt;&lt;/p&gt;</description>
 <comments>http://www.teachingenglish.org.uk/top-stories/web-20-storytelling-emergence-a-new-genre#comments</comments>
 <category domain="http://www.teachingenglish.org.uk/category/tags/digital-narrative">digital narrative</category>
 <category domain="http://www.teachingenglish.org.uk/category/tags/narrative">narrative</category>
 <category domain="http://www.teachingenglish.org.uk/category/content-type/top-stories">Top stories</category>
 <pubDate>Thu, 08 Jan 2009 16:30:07 +0000</pubDate>
 <dc:creator>nikeditor</dc:creator>
 <guid isPermaLink="false">4563 at http://www.teachingenglish.org.uk</guid>
</item>
<item>
 <title>The Teaching Knowledge Test</title>
 <link>http://www.teachingenglish.org.uk/top-stories/teaching-knowledge-test</link>
 <description>Introduced by Cambridge ESOL (the CELTA people) in 2005, the Teaching Knowledge Test (1) was a response to requests by governments around the world (2) for an easily accessible way of training and certifying English Language teachers, including those who have previously taught other subjects and need to requalify. It is now offered by centres in 21 countries around the world. &lt;a href=&quot;http://eltnotebook.blogspot.com/2007/06/teaching-knowledge-test.html&quot; target=&quot;_blank&quot;&gt;Read more&lt;p&gt;&lt;a href=&quot;http://www.teachingenglish.org.uk/top-stories/teaching-knowledge-test&quot;&gt;read more&lt;/a&gt;&lt;/p&gt;</description>
 <comments>http://www.teachingenglish.org.uk/top-stories/teaching-knowledge-test#comments</comments>
 <category domain="http://www.teachingenglish.org.uk/category/tags/teacher-development">teacher development</category>
 <category domain="http://www.teachingenglish.org.uk/category/tags/teacher-training">teacher training</category>
 <category domain="http://www.teachingenglish.org.uk/category/tags/tkt">tkt</category>
 <category domain="http://www.teachingenglish.org.uk/category/content-type/top-stories">Top stories</category>
 <pubDate>Thu, 08 Jan 2009 16:26:42 +0000</pubDate>
 <dc:creator>nikeditor</dc:creator>
 <guid isPermaLink="false">4562 at http://www.teachingenglish.org.uk</guid>
</item>
<item>
 <title>Krashen teaching methods challenged</title>
 <link>http://www.teachingenglish.org.uk/top-stories/krashen-teaching-methods-challenged</link>
 <description>First let&#039;s look at what fluency in a language means. My definition can be found in a document that is a few years old, called The Linguist Manifesto. Fluency does not mean perfection. Perfection in another language is an illusion, but we can all achieve fluency. We can always improve. As long as we are communicating effectively we are fluent. &lt;a href=&quot;http://thelinguist.blogs.com/how_to_learn_english_and/2009/01/krashen-teaching-methods-challenged.html&quot; target=&quot;_blank&quot;&gt;Read more&lt;p&gt;&lt;a href=&quot;http://www.teachingenglish.org.uk/top-stories/krashen-teaching-methods-challenged&quot;&gt;read more&lt;/a&gt;&lt;/p&gt;</description>
 <comments>http://www.teachingenglish.org.uk/top-stories/krashen-teaching-methods-challenged#comments</comments>
 <category domain="http://www.teachingenglish.org.uk/taxonomy/term/192">fluency</category>
 <category domain="http://www.teachingenglish.org.uk/category/tags/krashen">Krashen</category>
 <category domain="http://www.teachingenglish.org.uk/category/content-type/top-stories">Top stories</category>
 <pubDate>Thu, 08 Jan 2009 16:23:05 +0000</pubDate>
 <dc:creator>nikeditor</dc:creator>
 <guid isPermaLink="false">4561 at http://www.teachingenglish.org.uk</guid>
</item>
<item>
 <title>Lara Croft is my new teacher</title>
 <link>http://www.teachingenglish.org.uk/top-stories/lara-croft-my-new-teacher</link>
 <description>Problem solving, improving performance though the acquisition of skills and meta-cognative knowledge. Sound familiar? Games have a pseudo-pedagogy all of their own which can be leveraged into learning and teaching in education. &lt;a href=&quot;http://deangroom.wordpress.com/2009/01/08/lara-croft-is-my-new-teacher/&quot; target=&quot;_blank&quot;&gt;Read more&lt;p&gt;&lt;a href=&quot;http://www.teachingenglish.org.uk/top-stories/lara-croft-my-new-teacher&quot;&gt;read more&lt;/a&gt;&lt;/p&gt;</description>
 <comments>http://www.teachingenglish.org.uk/top-stories/lara-croft-my-new-teacher#comments</comments>
 <category domain="http://www.teachingenglish.org.uk/category/tags/acquisition">acquisition</category>
 <category domain="http://www.teachingenglish.org.uk/category/tags/meta-cognative-knowledge">meta-cognative knowledge</category>
 <category domain="http://www.teachingenglish.org.uk/category/tags/video-games">video games</category>
 <category domain="http://www.teachingenglish.org.uk/category/content-type/top-stories">Top stories</category>
 <pubDate>Thu, 08 Jan 2009 16:13:35 +0000</pubDate>
 <dc:creator>nikeditor</dc:creator>
 <guid isPermaLink="false">4560 at http://www.teachingenglish.org.uk</guid>
</item>
<item>
 <title>When YouTube is blocked (eight ways around) </title>
 <link>http://www.teachingenglish.org.uk/top-stories/when-youtube-blocked-eight-ways-around</link>
 <description>Pretty much everyday, in schools everywhere, and at homes at night, students and teachers are trying to figure out how to best capture video that is blocked to them during the school day. &lt;a target=&quot;_blank&quot; href=&quot;http://www.schoollibraryjournal.com/blog/1340000334/post/1410038141.html&quot;&gt;Read more&lt;p&gt;&lt;a href=&quot;http://www.teachingenglish.org.uk/top-stories/when-youtube-blocked-eight-ways-around&quot;&gt;read more&lt;/a&gt;&lt;/p&gt;</description>
 <comments>http://www.teachingenglish.org.uk/top-stories/when-youtube-blocked-eight-ways-around#comments</comments>
 <category domain="http://www.teachingenglish.org.uk/category/tags/video">video</category>
 <category domain="http://www.teachingenglish.org.uk/category/tags/youtube">youtube</category>
 <category domain="http://www.teachingenglish.org.uk/category/content-type/top-stories">Top stories</category>
 <pubDate>Thu, 08 Jan 2009 15:44:57 +0000</pubDate>
 <dc:creator>nikeditor</dc:creator>
 <guid isPermaLink="false">4559 at http://www.teachingenglish.org.uk</guid>
</item>
<item>
 <title>Students Watch Lecture Videos in Fast Forward</title>
 <link>http://www.teachingenglish.org.uk/top-stories/students-watch-lecture-videos-fast-forward</link>
 <description>Some professors report that when their students are reviewing class materials, the students speed up online recordings of lectures and zip through hour-long presentations in as little as 30 minutes. Sure, their professors sound like chipmunks. But the students say they can absorb the information faster than the professors deliver it. &lt;a href=&quot;http://chronicle.com/wiredcampus/article/3394/students-watch-lecture-videos-in-fast-forward&quot; target=&quot;_blank&quot;&gt;Read more&lt;p&gt;&lt;a href=&quot;http://www.teachingenglish.org.uk/top-stories/students-watch-lecture-videos-fast-forward&quot;&gt;read more&lt;/a&gt;&lt;/p&gt;</description>
 <comments>http://www.teachingenglish.org.uk/top-stories/students-watch-lecture-videos-fast-forward#comments</comments>
 <category domain="http://www.teachingenglish.org.uk/category/tags/lectures">lectures</category>
 <category domain="http://www.teachingenglish.org.uk/category/content-type/top-stories">Top stories</category>
 <pubDate>Sat, 03 Jan 2009 20:38:27 +0000</pubDate>
 <dc:creator>nikeditor</dc:creator>
 <guid isPermaLink="false">4533 at http://www.teachingenglish.org.uk</guid>
</item>
<item>
 <title>Negroponte, TED and the XO</title>
 <link>http://www.teachingenglish.org.uk/top-stories/negroponte-ted-xo</link>
 <description>This is an interesting video from the TED conference network on the XO Computer initiative. Nicholas Negroponte is very engaging in explaining how the XO laptops can be integrated into developing communities in ways that bring children into the spotlight. &lt;a href=&quot;http://dogtrax.edublogs.org/2009/01/03/negroponte-ted-and-the-xo/&quot; target=&quot;_blank&quot;&gt;Read more&lt;p&gt;&lt;a href=&quot;http://www.teachingenglish.org.uk/top-stories/negroponte-ted-xo&quot;&gt;read more&lt;/a&gt;&lt;/p&gt;</description>
 <comments>http://www.teachingenglish.org.uk/top-stories/negroponte-ted-xo#comments</comments>
 <category domain="http://www.teachingenglish.org.uk/category/tags/computer">computer</category>
 <category domain="http://www.teachingenglish.org.uk/category/tags/laptop">laptop</category>
 <category domain="http://www.teachingenglish.org.uk/category/content-type/top-stories">Top stories</category>
 <pubDate>Sat, 03 Jan 2009 20:34:51 +0000</pubDate>
 <dc:creator>nikeditor</dc:creator>
 <guid isPermaLink="false">4532 at http://www.teachingenglish.org.uk</guid>
</item>
<item>
 <title>Cool tools (for schools)</title>
 <link>http://www.teachingenglish.org.uk/top-stories/cool-tools-schools</link>
 <description>Yesterday we met with Microsoft who showed us some really exciting new (and older) tools and resources they have developed. Some have an obvious educational application while others are just very cool pieces of software! All except SenseCam are available to use now (and most are free). &lt;a href=&quot;http://flux.futurelab.org.uk/2008/11/12/cool-tools-for-schools/&quot; target=&quot;_blank&quot;&gt;Read more&lt;p&gt;&lt;a href=&quot;http://www.teachingenglish.org.uk/top-stories/cool-tools-schools&quot;&gt;read more&lt;/a&gt;&lt;/p&gt;</description>
 <comments>http://www.teachingenglish.org.uk/top-stories/cool-tools-schools#comments</comments>
 <category domain="http://www.teachingenglish.org.uk/category/tags/software">software</category>
 <category domain="http://www.teachingenglish.org.uk/category/tags/tools">tools</category>
 <category domain="http://www.teachingenglish.org.uk/category/content-type/top-stories">Top stories</category>
 <pubDate>Sat, 03 Jan 2009 20:31:30 +0000</pubDate>
 <dc:creator>nikeditor</dc:creator>
 <guid isPermaLink="false">4531 at http://www.teachingenglish.org.uk</guid>
</item>
<item>
 <title>Brainbox: neuroscience and learning</title>
 <link>http://www.teachingenglish.org.uk/top-stories/brainbox-neuroscience-learning</link>
 <description>Advances in neuroscience mean that our knowledge of the brain, how it develops and works, is rapidly improving. But what is our current level of understanding of the brain, what developments in related technology are taking place and what are the potential implications for education and learning? &lt;a href=&quot;http://www.futurelab.org.uk/resources/publications-reports-articles/vision-magazine/VISION-Article1176&quot; target=&quot;_blank&quot;&gt;Read more&lt;p&gt;&lt;a href=&quot;http://www.teachingenglish.org.uk/top-stories/brainbox-neuroscience-learning&quot;&gt;read more&lt;/a&gt;&lt;/p&gt;</description>
 <comments>http://www.teachingenglish.org.uk/top-stories/brainbox-neuroscience-learning#comments</comments>
 <category domain="http://www.teachingenglish.org.uk/category/tags/education">education</category>
 <category domain="http://www.teachingenglish.org.uk/category/tags/learning">learning</category>
 <category domain="http://www.teachingenglish.org.uk/category/tags/neuroscience">neuroscience</category>
 <category domain="http://www.teachingenglish.org.uk/category/content-type/top-stories">Top stories</category>
 <pubDate>Sat, 03 Jan 2009 20:21:14 +0000</pubDate>
 <dc:creator>nikeditor</dc:creator>
 <guid isPermaLink="false">4530 at http://www.teachingenglish.org.uk</guid>
</item>
</channel>
</rss>
