Learning resources
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Purely photos of some of the resources developed and shared in the Interest Groups at the Study Day on 24 April
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Teaching learning resources
Formal learning resources include textbooks, course books, storybooks, dictionaries, and source books which are used in institutional settings like schools under an established curriculum. Informal learning occurs outside classrooms through resources like libraries, language labs, e-books, films, blogs, language institutions, museums, spoken English centers, and literary clubs in a more spontaneous, flexible way without a set curriculum. Both formal and informal learning resources help teachers make language teaching more effective and promote students' language development.
Learning resources
Learning resources are devices and procedures that make teaching and learning more engaging. There are several principles for selecting and utilizing learning resources effectively. Resources should be appropriate for students' ages, interests, and educational objectives. They must be simple, accurate, and available within the school's budget. While resources can enhance learning when used properly, there are also limitations like teacher apathy, financial constraints, and dependency on stable electricity. Proper training is needed to ensure teachers optimize learning resources.
The PRINCIPLES of LEARNING (Principles of Teaching 1)
A Power Point Presentation of the Topic ''The PRINCIPLES of LEARNING'' on the subject '' The Principles of Teaching 1''
Contains the following:
-9 Principles of Learning by Horne and Pine
-Laws of Learning by Thorndike
with Pictures to be easily understand, or for to you ask share their insight about the given principles, Quotation related to the topic and also a special video.
Hope it will help you, thank you~
Assessment re-capitulated and questioned
This document discusses various topics relating to assessment in education. It addresses the central role of assessment in framing student learning and defining the curriculum. Different types of assessment are examined, including formative and summative assessment. Considerations for effective assessment are also outlined, such as validity, reliability, fairness and security. The document references theories from various scholars and considers issues like norm-referenced versus criterion-referenced assessment.
Emotions 15
This document discusses various theories and concepts related to emotions in teaching and learning. It covers Plutchik's Wheel of Emotions, optimal stress and arousal levels, reversal theory, Herzberg's motivational and hygiene factors, Maslow's hierarchy of needs, learning curves, grit, mindset theory, emotions inherent in the learning process, and how learning can involve loss of old knowledge and confidence before gaining new understanding. The theories presented provide frameworks for understanding emotional aspects of education.
Groups 10 for web
A guest session at a partner college. Annotations and links added. Not comprehensive and jumps around a bit following the in-class discussion.
What are learning theories good for?
Slides accompanying a live webinar (with some screenshots of interaction) from an introductory course on teaching in higher education.
Mentor training presentation for PCE programme, 2013
This document outlines the mentor training for a PGCE/Certificate in Education program. It discusses:
1. The course is based on a spiral curriculum that revisits material in greater detail over multiple terms.
2. Professional practice units involve a learning contract, minimum of 50 hours teaching, 4 observations (2 by tutors and 2 by mentors), 10 hours of reflective evaluation, and a reflective journal.
3. Observations are formative and use a standard form to provide feedback on 10 areas of teaching practice. Mentors observe trainees twice per year.
The purpose of mentoring is to help trainees improve by discussing their work in a supportive way, focusing on their goals and experience in teaching
Recommended
Teaching learning resources
Formal learning resources include textbooks, course books, storybooks, dictionaries, and source books which are used in institutional settings like schools under an established curriculum. Informal learning occurs outside classrooms through resources like libraries, language labs, e-books, films, blogs, language institutions, museums, spoken English centers, and literary clubs in a more spontaneous, flexible way without a set curriculum. Both formal and informal learning resources help teachers make language teaching more effective and promote students' language development.
Learning resources
Learning resources are devices and procedures that make teaching and learning more engaging. There are several principles for selecting and utilizing learning resources effectively. Resources should be appropriate for students' ages, interests, and educational objectives. They must be simple, accurate, and available within the school's budget. While resources can enhance learning when used properly, there are also limitations like teacher apathy, financial constraints, and dependency on stable electricity. Proper training is needed to ensure teachers optimize learning resources.
The PRINCIPLES of LEARNING (Principles of Teaching 1)
A Power Point Presentation of the Topic ''The PRINCIPLES of LEARNING'' on the subject '' The Principles of Teaching 1''
Contains the following:
-9 Principles of Learning by Horne and Pine
-Laws of Learning by Thorndike
with Pictures to be easily understand, or for to you ask share their insight about the given principles, Quotation related to the topic and also a special video.
Hope it will help you, thank you~
Assessment re-capitulated and questioned
This document discusses various topics relating to assessment in education. It addresses the central role of assessment in framing student learning and defining the curriculum. Different types of assessment are examined, including formative and summative assessment. Considerations for effective assessment are also outlined, such as validity, reliability, fairness and security. The document references theories from various scholars and considers issues like norm-referenced versus criterion-referenced assessment.
Emotions 15
This document discusses various theories and concepts related to emotions in teaching and learning. It covers Plutchik's Wheel of Emotions, optimal stress and arousal levels, reversal theory, Herzberg's motivational and hygiene factors, Maslow's hierarchy of needs, learning curves, grit, mindset theory, emotions inherent in the learning process, and how learning can involve loss of old knowledge and confidence before gaining new understanding. The theories presented provide frameworks for understanding emotional aspects of education.
Groups 10 for web
A guest session at a partner college. Annotations and links added. Not comprehensive and jumps around a bit following the in-class discussion.
What are learning theories good for?
Slides accompanying a live webinar (with some screenshots of interaction) from an introductory course on teaching in higher education.
Mentor training presentation for PCE programme, 2013
This document outlines the mentor training for a PGCE/Certificate in Education program. It discusses:
1. The course is based on a spiral curriculum that revisits material in greater detail over multiple terms.
2. Professional practice units involve a learning contract, minimum of 50 hours teaching, 4 observations (2 by tutors and 2 by mentors), 10 hours of reflective evaluation, and a reflective journal.
3. Observations are formative and use a standard form to provide feedback on 10 areas of teaching practice. Mentors observe trainees twice per year.
The purpose of mentoring is to help trainees improve by discussing their work in a supportive way, focusing on their goals and experience in teaching
Problematising Assessment
A discussion of some issues inherent in the practice of assessment in education; assessment drift and Type 1/Type 2 errors
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The document discusses aspects of curriculum design using several models. It introduces Biggs' 3Ps model, which describes the teaching-learning situation as having three stages: presage, process, and product. It then discusses an input-output model of educational systems, noting that in open systems not all components can be fixed. The document concludes by noting that if you want to put students through a standard course but have them come out with capabilities at a set level, you cannot fix all three components of input, process, and output.
Study Day 10.11.12 Evaluation
1) A survey was conducted of 128 PGCE/Cert Ed students who attended the Year 2 First Study Day on November 10th, 2012 at the University of Bedfordshire to evaluate various aspects of the day.
2) Responses showed mixed reactions to the keynote speaker and question time exercise, with many feeling the speaker avoided questions and it was too political, while the ICT session was overwhelmingly praised as very useful and inspiring.
3) Feedback on the interest group work was generally positive, though some felt it lacked relevance or they did not have time to participate, and responses were varied on whether the timing was appropriate.
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This document provides a summary of evaluation responses from the first study day of a PGCE/Cert Ed program. Key findings include:
- Most respondents felt they knew what to expect from the day and found it to be enjoyable overall.
- Sessions on registration, the library induction, technology for learning and teaching, and a talk by Sue Cowley were well received.
- The interest group task and time allocated for interest groups could be improved, with some finding not all subjects were catered to and time was too short.
- Many respondents indicated they left Sue Cowley's session feeling stimulated and with ideas they could use.
Liminality as liability
A short paper given at the 4th Theshold Concepts conference in Dublin, 28-29 June 2012.
It discusses how the system of vocational education in particular militates against permitting liminality and hence by extension the teaching of threshold ideas.
Study Day Evaluation 24 March 2012
The document summarizes evaluation responses from a Study Day event in 2012 for PGCE/Cert Ed students at the University of Bedfordshire. Over 140 students responded to questions about the usefulness of the topic for the day, the stimulating nature of a session speaker, and whether students found takeaways from their interest group discussions and shared resources that could be used going forward. The full written responses are available upon request as they could not be conveniently reported in the format presented.
Submission plan 10
The document outlines steps for preparing a submission for Unit 2 in March 2012, beginning with telling the story of one's practice based on critical incidents. It instructs to provide necessary background context, examine choices made regarding methods and why, and whether those choices proved good. It recommends reviewing literature to see how other ideas and research can inform practice, and writing multiple versions incorporating explanations, literature, and ensuring outcomes are addressed.
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This document summarizes evaluations from a study day for a PGCE/Cert Ed program. Based on 53 responses, which likely represent only 25% of attendees, feedback was mixed. For Professor Ecclestone's session on disempowerment of teachers, some found it interesting but not useful, while others enjoyed the question and answer portion. Feedback on the interest groups was that discussions were useful but sometimes wandered off topic. The session on progression, CPD and QTLS was described as confusing and not focused enough. The technology-enhanced learning session was seen as rushed by some, while others found it always interesting to share resources. A few respondents thought the entire day was a waste of time.
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The document provides instructions for interest groups following a lecture on assessing fragile learners. Attendees are asked to discuss the lecturer's analysis, identify three ways to develop practice to address challenges, and list ideas on a flip-chart to be shared and used as a resource. The document also lists various interest group topics.
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The document discusses the concept of intelligence and how it has been defined and measured. It covers topics like the development of IQ tests by researchers like Binet and Wechsler to quantify intelligence. It also discusses debates around the existence of general intelligence ("g factor") versus theories of multiple intelligences. Testing of intelligence incorporates areas like verbal reasoning, quantitative reasoning, abstract thinking, and memory.
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The document provides guidance on using presentation packages to support teaching. It discusses using slides to help students follow lengthy lectures and highlights some key issues to consider, such as using bullet points sparingly, keeping slides simple with few words, and ensuring slides complement rather than just repeat the spoken content. The focus is on designing slides that enhance learning rather than attracting undue attention to themselves.
Threshold Concepts and Professional Formation
Annotated version of presentation at University of Lincoln, November 2011. References can be found at www.doceo.co.uk/lincoln/
Swot reports from disciplinary interest groups
This document provides instructions for interest groups at a PGCE/Cert Ed program to conduct a SWOT analysis of their discipline or area of practice based on a lecture about professionalism in lifelong learning. The groups are asked to discuss the lecture, undertake a SWOT analysis evaluating their area's potential for change, and share their analysis with a paired group. The completed SWOT charts will be collected and uploaded online as a resource. SWOT analysis involves identifying strengths, weaknesses, opportunities, and threats in relation to the environment. Discipline groups listed include adult literacy, engineering, health and social care, and more.
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1. Evaluations were collected from 157 PGCE/Cert Ed students about the University of Bedfordshire Year 2 Study Day on November 12, 2011.
2. Based on the evaluations, most students found the topics covered during the day to be relevant to their work. Frank Coffield's keynote session was viewed as very stimulating by most attendees.
3. The question time session following Coffield's talk was also viewed positively, though some felt it could have been chaired more actively or allowed for more questions. Group work in the afternoon was found to be quite or very useful by most students.
Evaluation of year 1 study day
- An evaluation was conducted of a study day for a PGCE/Cert Ed program with 179 responses. Overall the day was described as worthwhile, well-organized, and helpful to meet others, though some found it overwhelming or felt some sessions could be improved.
- Students rotated through various 45-minute sessions on managing the course, advice from current students, learning tools, and the virtual learning environment. Some had issues with registration or felt some sessions were rushed or not relevant.
- Interest groups to discuss developing teaching resources received mixed feedback, with some finding the topics too broad or time too short, while others found their discussion focused and informative.
Nature of education_web_2011
Overview of the contested nature of "education" for an introductory session. Original by Peter Hadfield.
Mentor Briefing 2011
Presentation to support mentor training for the Post-Compulsory teacher training course at the University of Bedfordshire
Evaluation 260311
The document summarizes evaluation responses from 165 students regarding a study day in the Faculty of Education, Sport and Travel PGCE/Certificate in Education program. Students responded to questions about whether the day's topic and a session by Sue Cowley were useful and stimulating. They also provided feedback on their interest groups and discussions around a plenary session, learning resources, and what they could take away and apply from the interest group experience.
Evaluation 0500311
This document summarizes evaluation responses from 85 participants of a study day for a Post-Compulsory Education program. Key findings included:
- Over 40% found lectures quite or very useful, while 15-20% found them only a little or not at all useful.
- Responses were mixed on what was covered in sessions on the next steps and technology, with some finding content irrelevant or wanting more hands-on activities.
- Interest groups received more negative feedback, with comments noting a lack of structure, continuity and specific tasks.
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A discussion of some issues inherent in the practice of assessment in education; assessment drift and Type 1/Type 2 errors
Aspects of curriculum
The document discusses aspects of curriculum design using several models. It introduces Biggs' 3Ps model, which describes the teaching-learning situation as having three stages: presage, process, and product. It then discusses an input-output model of educational systems, noting that in open systems not all components can be fixed. The document concludes by noting that if you want to put students through a standard course but have them come out with capabilities at a set level, you cannot fix all three components of input, process, and output.
Study Day 10.11.12 Evaluation
1) A survey was conducted of 128 PGCE/Cert Ed students who attended the Year 2 First Study Day on November 10th, 2012 at the University of Bedfordshire to evaluate various aspects of the day.
2) Responses showed mixed reactions to the keynote speaker and question time exercise, with many feeling the speaker avoided questions and it was too political, while the ICT session was overwhelmingly praised as very useful and inspiring.
3) Feedback on the interest group work was generally positive, though some felt it lacked relevance or they did not have time to participate, and responses were varied on whether the timing was appropriate.
Mentors 2012
A briefing presentation for mentor training for a teacher education programme in post-compulsory education.
Sd 1 evaluation 061012
This document provides a summary of evaluation responses from the first study day of a PGCE/Cert Ed program. Key findings include:
- Most respondents felt they knew what to expect from the day and found it to be enjoyable overall.
- Sessions on registration, the library induction, technology for learning and teaching, and a talk by Sue Cowley were well received.
- The interest group task and time allocated for interest groups could be improved, with some finding not all subjects were catered to and time was too short.
- Many respondents indicated they left Sue Cowley's session feeling stimulated and with ideas they could use.
Liminality as liability
A short paper given at the 4th Theshold Concepts conference in Dublin, 28-29 June 2012.
It discusses how the system of vocational education in particular militates against permitting liminality and hence by extension the teaching of threshold ideas.
Study Day Evaluation 24 March 2012
The document summarizes evaluation responses from a Study Day event in 2012 for PGCE/Cert Ed students at the University of Bedfordshire. Over 140 students responded to questions about the usefulness of the topic for the day, the stimulating nature of a session speaker, and whether students found takeaways from their interest group discussions and shared resources that could be used going forward. The full written responses are available upon request as they could not be conveniently reported in the format presented.
Submission plan 10
The document outlines steps for preparing a submission for Unit 2 in March 2012, beginning with telling the story of one's practice based on critical incidents. It instructs to provide necessary background context, examine choices made regarding methods and why, and whether those choices proved good. It recommends reviewing literature to see how other ideas and research can inform practice, and writing multiple versions incorporating explanations, literature, and ensuring outcomes are addressed.
Evaluations 030312
This document summarizes evaluations from a study day for a PGCE/Cert Ed program. Based on 53 responses, which likely represent only 25% of attendees, feedback was mixed. For Professor Ecclestone's session on disempowerment of teachers, some found it interesting but not useful, while others enjoyed the question and answer portion. Feedback on the interest groups was that discussions were useful but sometimes wandered off topic. The session on progression, CPD and QTLS was described as confusing and not focused enough. The technology-enhanced learning session was seen as rushed by some, while others found it always interesting to share resources. A few respondents thought the entire day was a waste of time.
Interest group posters_030312
The document provides instructions for interest groups following a lecture on assessing fragile learners. Attendees are asked to discuss the lecturer's analysis, identify three ways to develop practice to address challenges, and list ideas on a flip-chart to be shared and used as a resource. The document also lists various interest group topics.
Notes on "Intelligence"
The document discusses the concept of intelligence and how it has been defined and measured. It covers topics like the development of IQ tests by researchers like Binet and Wechsler to quantify intelligence. It also discusses debates around the existence of general intelligence ("g factor") versus theories of multiple intelligences. Testing of intelligence incorporates areas like verbal reasoning, quantitative reasoning, abstract thinking, and memory.
Basic introduction to using presentations to support teaching
The document provides guidance on using presentation packages to support teaching. It discusses using slides to help students follow lengthy lectures and highlights some key issues to consider, such as using bullet points sparingly, keeping slides simple with few words, and ensuring slides complement rather than just repeat the spoken content. The focus is on designing slides that enhance learning rather than attracting undue attention to themselves.
Threshold Concepts and Professional Formation
Annotated version of presentation at University of Lincoln, November 2011. References can be found at www.doceo.co.uk/lincoln/
Swot reports from disciplinary interest groups
This document provides instructions for interest groups at a PGCE/Cert Ed program to conduct a SWOT analysis of their discipline or area of practice based on a lecture about professionalism in lifelong learning. The groups are asked to discuss the lecture, undertake a SWOT analysis evaluating their area's potential for change, and share their analysis with a paired group. The completed SWOT charts will be collected and uploaded online as a resource. SWOT analysis involves identifying strengths, weaknesses, opportunities, and threats in relation to the environment. Discipline groups listed include adult literacy, engineering, health and social care, and more.
Evaluation of first Year 2 Study Day on 12 November
1. Evaluations were collected from 157 PGCE/Cert Ed students about the University of Bedfordshire Year 2 Study Day on November 12, 2011.
2. Based on the evaluations, most students found the topics covered during the day to be relevant to their work. Frank Coffield's keynote session was viewed as very stimulating by most attendees.
3. The question time session following Coffield's talk was also viewed positively, though some felt it could have been chaired more actively or allowed for more questions. Group work in the afternoon was found to be quite or very useful by most students.
Evaluation of year 1 study day
- An evaluation was conducted of a study day for a PGCE/Cert Ed program with 179 responses. Overall the day was described as worthwhile, well-organized, and helpful to meet others, though some found it overwhelming or felt some sessions could be improved.
- Students rotated through various 45-minute sessions on managing the course, advice from current students, learning tools, and the virtual learning environment. Some had issues with registration or felt some sessions were rushed or not relevant.
- Interest groups to discuss developing teaching resources received mixed feedback, with some finding the topics too broad or time too short, while others found their discussion focused and informative.
Nature of education_web_2011
Overview of the contested nature of "education" for an introductory session. Original by Peter Hadfield.
Mentor Briefing 2011
Presentation to support mentor training for the Post-Compulsory teacher training course at the University of Bedfordshire
Evaluation 260311
The document summarizes evaluation responses from 165 students regarding a study day in the Faculty of Education, Sport and Travel PGCE/Certificate in Education program. Students responded to questions about whether the day's topic and a session by Sue Cowley were useful and stimulating. They also provided feedback on their interest groups and discussions around a plenary session, learning resources, and what they could take away and apply from the interest group experience.
Evaluation 0500311
This document summarizes evaluation responses from 85 participants of a study day for a Post-Compulsory Education program. Key findings included:
- Over 40% found lectures quite or very useful, while 15-20% found them only a little or not at all useful.
- Responses were mixed on what was covered in sessions on the next steps and technology, with some finding content irrelevant or wanting more hands-on activities.
- Interest groups received more negative feedback, with comments noting a lack of structure, continuity and specific tasks.
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