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 <title>Top stories</title>
 <link>http://www.teachingenglish.org.uk/think/top-stories</link>
 <description>Top stories page</description>
 <language>en-UK</language>
<item>
 <title>The Use of Film to Support Classroom Literacy Learning</title>
 <link>http://www.teachingenglish.org.uk/top-stories/use-film-support-classroom-literacy-learning</link>
 <description> In the western metropolitan region of Victoria, Australia, groups of students, with one teacher assigned to each group, have been given the opportunity to script, film and edit a short film every year... &lt;a target=&quot;_blank&quot; href=&quot;http://tinyurl.com/5g2n3t&quot;&gt;Read more &amp;gt;&amp;gt; &lt;p&gt;&lt;a href=&quot;http://www.teachingenglish.org.uk/top-stories/use-film-support-classroom-literacy-learning&quot;&gt;read more&lt;/a&gt;&lt;/p&gt;</description>
 <comments>http://www.teachingenglish.org.uk/top-stories/use-film-support-classroom-literacy-learning#comments</comments>
 <category domain="http://www.teachingenglish.org.uk/category/tags/film">Film</category>
 <category domain="http://www.teachingenglish.org.uk/category/tags/literacy">literacy</category>
 <category domain="http://www.teachingenglish.org.uk/category/tags/video">video</category>
 <category domain="http://www.teachingenglish.org.uk/category/content-type/top-stories">Top stories</category>
 <pubDate>Mon, 01 Sep 2008 10:53:37 +0100</pubDate>
 <dc:creator>nikeditor</dc:creator>
 <guid isPermaLink="false">3616 at http://www.teachingenglish.org.uk</guid>
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<item>
 <title>Gateway to 21st Century Skills. </title>
 <link>http://www.teachingenglish.org.uk/top-stories/gateway-21st-century-skills</link>
 <description> Join educators sharing and networking with other educators. Our focus
is on the community discussion surrounding learning resources
facilitated by Web 2.0 technologies.   Make suggestions, highlight best
practices, add academic standards correlations, give helpful hints and
more... &lt;a href=&quot;http://www.thegateway.org/&quot; target=&quot;_blank&quot;&gt;Read more &amp;gt;&amp;gt; &lt;p&gt;&lt;a href=&quot;http://www.teachingenglish.org.uk/top-stories/gateway-21st-century-skills&quot;&gt;read more&lt;/a&gt;&lt;/p&gt;</description>
 <comments>http://www.teachingenglish.org.uk/top-stories/gateway-21st-century-skills#comments</comments>
 <category domain="http://www.teachingenglish.org.uk/category/tags/best-practice">best practice</category>
 <category domain="http://www.teachingenglish.org.uk/category/tags/educators">educators</category>
 <category domain="http://www.teachingenglish.org.uk/category/tags/materials">materials</category>
 <category domain="http://www.teachingenglish.org.uk/category/tags/research">research</category>
 <category domain="http://www.teachingenglish.org.uk/category/tags/web-20">Web 2.0</category>
 <category domain="http://www.teachingenglish.org.uk/category/content-type/top-stories">Top stories</category>
 <pubDate>Mon, 01 Sep 2008 10:48:48 +0100</pubDate>
 <dc:creator>nikeditor</dc:creator>
 <guid isPermaLink="false">3615 at http://www.teachingenglish.org.uk</guid>
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<item>
 <title>SOS Children launches Wikipedia for Schools</title>
 <link>http://www.teachingenglish.org.uk/top-stories/sos-children-launches-wikipedia-schools</link>
 <description> Volunteers at the English Wikipedia and SOS Children have today
launched The Wikipedia Selection for Schools. The Selection is about
the size of a 15 volume encyclopaedia with 24,000 pictures, 14 million
words and articles on 4,625 topics. It includes the best of Wikipedia
as well as many thousands of pages of extra material specifically
selected to be of interest to children... &lt;a target=&quot;_blank&quot; href=&quot;http://www.soschildrensvillages.org.uk/charity-news/wikipedia-for-schools.htm&quot;&gt;Read more &amp;gt;&amp;gt; &lt;p&gt;&lt;a href=&quot;http://www.teachingenglish.org.uk/top-stories/sos-children-launches-wikipedia-schools&quot;&gt;read more&lt;/a&gt;&lt;/p&gt;</description>
 <comments>http://www.teachingenglish.org.uk/top-stories/sos-children-launches-wikipedia-schools#comments</comments>
 <category domain="http://www.teachingenglish.org.uk/category/tags/encyclopaedia">encyclopaedia</category>
 <category domain="http://www.teachingenglish.org.uk/category/tags/images">images</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>Mon, 01 Sep 2008 10:45:10 +0100</pubDate>
 <dc:creator>nikeditor</dc:creator>
 <guid isPermaLink="false">3614 at http://www.teachingenglish.org.uk</guid>
</item>
<item>
 <title>Learning styles... again</title>
 <link>http://www.teachingenglish.org.uk/top-stories/learning-styles-again</link>
 <description> Once again, because I found the material logical and easy to
understand, it never occurred to me to question the validity of the
theories or the research. I embraced it enthusiastically, to the extent
that I developed a resource for my students at the IT learning centre,
by means of which they could identify their own learning style and
adopt some tactics that would enable them to maximise their learning
experience at the centre... &lt;a href=&quot;http://karynromeis.blogspot.com/2008/08/learning-styles-again.html&quot; target=&quot;_blank&quot;&gt;Read more &amp;gt;&amp;gt; &lt;p&gt;&lt;a href=&quot;http://www.teachingenglish.org.uk/top-stories/learning-styles-again&quot;&gt;read more&lt;/a&gt;&lt;/p&gt;</description>
 <comments>http://www.teachingenglish.org.uk/top-stories/learning-styles-again#comments</comments>
 <category domain="http://www.teachingenglish.org.uk/category/tags/it">IT</category>
 <category domain="http://www.teachingenglish.org.uk/category/tags/learning-styles">learning styles</category>
 <category domain="http://www.teachingenglish.org.uk/category/tags/research">research</category>
 <category domain="http://www.teachingenglish.org.uk/category/1-general-content/try/tips">Tips</category>
 <pubDate>Mon, 01 Sep 2008 10:43:09 +0100</pubDate>
 <dc:creator>nikeditor</dc:creator>
 <guid isPermaLink="false">3613 at http://www.teachingenglish.org.uk</guid>
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<item>
 <title>Improving behaviour and attendance: guidance on exclusion from schools and Pupil Referral</title>
 <link>http://www.teachingenglish.org.uk/top-stories/improving-behaviour-attendance-guidance-exclusion-schools-pupil-referral</link>
 <description> The decision to exclude a pupil is a serious one. It will usually be
the final step in a process for dealing with disciplinary offences
following a wide range of strategies that have been tried without
success... &lt;a target=&quot;_blank&quot; href=&quot;http://publications.teachernet.gov.uk/default.aspx?PageFunction=productdetails&amp;amp;PageMode=publications&amp;amp;ProductId=DCSF-00573-2008&quot;&gt;Download Guide &amp;gt;&amp;gt; &lt;p&gt;&lt;a href=&quot;http://www.teachingenglish.org.uk/top-stories/improving-behaviour-attendance-guidance-exclusion-schools-pupil-referral&quot;&gt;read more&lt;/a&gt;&lt;/p&gt;</description>
 <comments>http://www.teachingenglish.org.uk/top-stories/improving-behaviour-attendance-guidance-exclusion-schools-pupil-referral#comments</comments>
 <category domain="http://www.teachingenglish.org.uk/category/tags/behaviour">behaviour</category>
 <category domain="http://www.teachingenglish.org.uk/category/tags/discipline">discipline</category>
 <category domain="http://www.teachingenglish.org.uk/category/content-type/top-stories">Top stories</category>
 <pubDate>Mon, 01 Sep 2008 10:30:04 +0100</pubDate>
 <dc:creator>nikeditor</dc:creator>
 <guid isPermaLink="false">3612 at http://www.teachingenglish.org.uk</guid>
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<item>
 <title>Tackle youth violence by ending illiteracy</title>
 <link>http://www.teachingenglish.org.uk/top-stories/tackle-youth-violence-ending-illiteracy</link>
 <description> This focus on exam results can leave a significant number of &amp;quot;hopeless&amp;quot;
cases left behind. As the recent SATs result show, almost a fifth of
students leave primary school without basic literacy. Allowing this
number of children to slip through the net can have a detrimental
effect on their behaviour in adolescence and through into adulthood... &lt;a href=&quot;http://www.guardian.co.uk/education/2008/sep/01/pupilbehaviour.classroomviolence&quot; target=&quot;_blank&quot;&gt;Read more &amp;gt;&amp;gt; &lt;p&gt;&lt;a href=&quot;http://www.teachingenglish.org.uk/top-stories/tackle-youth-violence-ending-illiteracy&quot;&gt;read more&lt;/a&gt;&lt;/p&gt;</description>
 <comments>http://www.teachingenglish.org.uk/top-stories/tackle-youth-violence-ending-illiteracy#comments</comments>
 <category domain="http://www.teachingenglish.org.uk/category/tags/behaviour">behaviour</category>
 <category domain="http://www.teachingenglish.org.uk/category/tags/exams">exams</category>
 <category domain="http://www.teachingenglish.org.uk/category/tags/literacy">literacy</category>
 <category domain="http://www.teachingenglish.org.uk/category/content-type/top-stories">Top stories</category>
 <pubDate>Mon, 01 Sep 2008 10:24:37 +0100</pubDate>
 <dc:creator>nikeditor</dc:creator>
 <guid isPermaLink="false">3611 at http://www.teachingenglish.org.uk</guid>
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<item>
 <title>Who personalises learning? The learners of course</title>
 <link>http://www.teachingenglish.org.uk/top-stories/who-personalises-learning-learners-course</link>
 <description> Forums, quizzes and a wide range of online collaborative activities helped support children as self-directed learners. But the key lessons from Ranvilles transcend ICT and the infant age group too, and lie at the heart of learning - because Ranvilles’ quest had been to re-energise the curriculum, with the children at the centre... &lt;a href=&quot;http://www.futurelab.org.uk/resources/publications_reports_articles/web_articles/Web_Article1078&quot; target=&quot;_blank&quot;&gt;Read more &amp;gt;&amp;gt; &lt;p&gt;&lt;a href=&quot;http://www.teachingenglish.org.uk/top-stories/who-personalises-learning-learners-course&quot;&gt;read more&lt;/a&gt;&lt;/p&gt;</description>
 <comments>http://www.teachingenglish.org.uk/top-stories/who-personalises-learning-learners-course#comments</comments>
 <category domain="http://www.teachingenglish.org.uk/category/tags/collaborative">collaborative</category>
 <category domain="http://www.teachingenglish.org.uk/category/tags/curriculum">curriculum</category>
 <category domain="http://www.teachingenglish.org.uk/category/tags/online">online</category>
 <category domain="http://www.teachingenglish.org.uk/category/content-type/top-stories">Top stories</category>
 <pubDate>Mon, 25 Aug 2008 10:45:07 +0100</pubDate>
 <dc:creator>nikeditor</dc:creator>
 <guid isPermaLink="false">3600 at http://www.teachingenglish.org.uk</guid>
</item>
<item>
 <title>My-E</title>
 <link>http://www.teachingenglish.org.uk/top-stories/my-e</link>
 <description> My-E (My Education) is a prototype online visual environment that can
support very young students to explore and express their own personal
learning experiences, interests and aims... &lt;a href=&quot;http://www.futurelab.org.uk/projects/my_e/details&quot; target=&quot;_blank&quot;&gt;Read more &amp;gt;&amp;gt; &lt;p&gt;&lt;a href=&quot;http://www.teachingenglish.org.uk/top-stories/my-e&quot;&gt;read more&lt;/a&gt;&lt;/p&gt;</description>
 <comments>http://www.teachingenglish.org.uk/top-stories/my-e#comments</comments>
 <category domain="http://www.teachingenglish.org.uk/category/tags/e-learning-0">e learning</category>
 <category domain="http://www.teachingenglish.org.uk/category/tags/research">research</category>
 <category domain="http://www.teachingenglish.org.uk/category/tags/yl">yl</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>Mon, 25 Aug 2008 10:37:38 +0100</pubDate>
 <dc:creator>nikeditor</dc:creator>
 <guid isPermaLink="false">3599 at http://www.teachingenglish.org.uk</guid>
</item>
<item>
 <title>Mediating the Tensions of Online Learning with Second Life</title>
 <link>http://www.teachingenglish.org.uk/top-stories/mediating-tensions-online-learning-second-life</link>
 <description> The authors posit that a  multiuser virtual environment such as Second Life offers a valuable medium for enhancing and enriching online education because
it meets human needs for belonging, esteem, and self-actualization... &lt;a href=&quot;http://www.innovateonline.info/index.php?view=article&amp;amp;id=537&amp;amp;action=synopsis&quot; target=&quot;_blank&quot;&gt;Read more &amp;gt;&amp;gt; &lt;p&gt;&lt;a href=&quot;http://www.teachingenglish.org.uk/top-stories/mediating-tensions-online-learning-second-life&quot;&gt;read more&lt;/a&gt;&lt;/p&gt;</description>
 <comments>http://www.teachingenglish.org.uk/top-stories/mediating-tensions-online-learning-second-life#comments</comments>
 <category domain="http://www.teachingenglish.org.uk/category/tags/e-learning-0">e learning</category>
 <category domain="http://www.teachingenglish.org.uk/category/tags/research">research</category>
 <category domain="http://www.teachingenglish.org.uk/category/tags/virtual-worlds">Virtual worlds</category>
 <category domain="http://www.teachingenglish.org.uk/category/content-type/top-stories">Top stories</category>
 <pubDate>Mon, 25 Aug 2008 10:35:09 +0100</pubDate>
 <dc:creator>nikeditor</dc:creator>
 <guid isPermaLink="false">3598 at http://www.teachingenglish.org.uk</guid>
</item>
<item>
 <title>Understanding the Net Generation&#039;s Texts</title>
 <link>http://www.teachingenglish.org.uk/top-stories/understanding-net-generations-texts</link>
 <description> Mark Mabrito and Rebecca Medley explore the nature of Net-Generation
texts as a reflection of the cognitive differences between this
generation&#039;s students and their older instructors... &lt;a target=&quot;_blank&quot; href=&quot;http://www.innovateonline.info/index.php?view=article&amp;amp;id=510&amp;amp;action=synopsis&quot;&gt;Read more &amp;gt;&amp;gt; &lt;p&gt;&lt;a href=&quot;http://www.teachingenglish.org.uk/top-stories/understanding-net-generations-texts&quot;&gt;read more&lt;/a&gt;&lt;/p&gt;</description>
 <comments>http://www.teachingenglish.org.uk/top-stories/understanding-net-generations-texts#comments</comments>
 <category domain="http://www.teachingenglish.org.uk/category/tags/reading">reading</category>
 <category domain="http://www.teachingenglish.org.uk/category/tags/research">research</category>
 <category domain="http://www.teachingenglish.org.uk/category/tags/text">text</category>
 <category domain="http://www.teachingenglish.org.uk/category/tags/writing">writing</category>
 <category domain="http://www.teachingenglish.org.uk/category/content-type/top-stories">Top stories</category>
 <pubDate>Mon, 25 Aug 2008 10:28:09 +0100</pubDate>
 <dc:creator>nikeditor</dc:creator>
 <guid isPermaLink="false">3597 at http://www.teachingenglish.org.uk</guid>
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