This document provides resources for planning and progression in teaching and learning. It includes lists of resources such as documents on the national curriculum in England, pedagogy and practice in secondary schools, and resources for specific subjects like English, geography, and history. The resources contain strategies, guidelines, and materials applicable across educational phases and topics to support curriculum design, teaching models, and student progression.
This document provides a list of resources for curriculum design in 2014 following discussions at workshops in June 2013. It includes resources for the new national curriculum in England being introduced in 2014 as well as curriculum information for Northern Ireland, Scotland, and Wales. The list contains references to publications, reports, and websites on topics related to curriculum design, principles of curriculum development, and curriculum innovation. All items are in alphabetical order and provide enough detail to locate each resource.
This document discusses student engagement through partnership between higher education institutions and students. It provides a framework to support partnership and explores opportunities and challenges, such as issues of inclusivity, power relationships, and defining terms of engagement. The document also outlines conceptual models of partnership in areas like learning, teaching and assessment. It examines tensions around partnership and opportunities to further explore areas like pedagogies of partnership and disciplinary approaches.
This document lists resources for subject knowledge and pedagogy in various subjects. It includes web links to resources from organizations like the DfE, Ofsted, and subject associations for topics like early years, primary/secondary subjects, science, maths, English, history and languages. The resources provide information on curriculum, teaching methods, assessments and developing subject knowledge for teaching different areas. The list is not intended to be exhaustive and was compiled based on workshop participant recommendations.
This document discusses internationalizing the curriculum at Glasgow Caledonian University. It provides context on GCU's internationalization strategy, which aims to embed internationalization across all university activities. It then describes the GLOBAL PERSPECTIVES project, which is researching internationalization of the curriculum at GCU from the perspectives of students, faculty and best practices. Initial findings show that internationalization is seen primarily as international student recruitment rather than developing global competencies in all students. The document advocates for a university-wide approach and flexible support to internationalize curricula through critical reflection and collaboration across disciplines.
Presentation by Professor Simon Haslett at the University of Wales Annual Moderators Conference at City Hall, Cardiff (Wales, UK), on Friday 15th April 2011. Simon Haslett is Professor of Physical Geography and Dean of the School of STEM at the University of Wales.
The document describes a project that involved Irish pre-service science teachers in developing teaching resources for the TEMI (Teaching Enquiry with Mysteries Incorporated) project. TEMI aims to improve science teaching in Europe using an inquiry-based approach centered around "mysteries". For their final year research projects, four pre-service teachers created inquiry lessons, trialled them in schools, and evaluated their effectiveness. Their involvement provided resources for teachers and experience for the pre-service teachers. Both groups benefitted from the collaboration between pre-service and in-service teachers.
This document provides a list of resources for curriculum design in 2014 following discussions at workshops in June 2013. It includes resources for the new national curriculum in England being introduced in 2014 as well as curriculum information for Northern Ireland, Scotland, and Wales. The list contains references to publications, reports, and websites on topics related to curriculum design, principles of curriculum development, and curriculum innovation. All items are in alphabetical order and provide enough detail to locate each resource.
This document discusses student engagement through partnership between higher education institutions and students. It provides a framework to support partnership and explores opportunities and challenges, such as issues of inclusivity, power relationships, and defining terms of engagement. The document also outlines conceptual models of partnership in areas like learning, teaching and assessment. It examines tensions around partnership and opportunities to further explore areas like pedagogies of partnership and disciplinary approaches.
This document lists resources for subject knowledge and pedagogy in various subjects. It includes web links to resources from organizations like the DfE, Ofsted, and subject associations for topics like early years, primary/secondary subjects, science, maths, English, history and languages. The resources provide information on curriculum, teaching methods, assessments and developing subject knowledge for teaching different areas. The list is not intended to be exhaustive and was compiled based on workshop participant recommendations.
This document discusses internationalizing the curriculum at Glasgow Caledonian University. It provides context on GCU's internationalization strategy, which aims to embed internationalization across all university activities. It then describes the GLOBAL PERSPECTIVES project, which is researching internationalization of the curriculum at GCU from the perspectives of students, faculty and best practices. Initial findings show that internationalization is seen primarily as international student recruitment rather than developing global competencies in all students. The document advocates for a university-wide approach and flexible support to internationalize curricula through critical reflection and collaboration across disciplines.
Presentation by Professor Simon Haslett at the University of Wales Annual Moderators Conference at City Hall, Cardiff (Wales, UK), on Friday 15th April 2011. Simon Haslett is Professor of Physical Geography and Dean of the School of STEM at the University of Wales.
The document describes a project that involved Irish pre-service science teachers in developing teaching resources for the TEMI (Teaching Enquiry with Mysteries Incorporated) project. TEMI aims to improve science teaching in Europe using an inquiry-based approach centered around "mysteries". For their final year research projects, four pre-service teachers created inquiry lessons, trialled them in schools, and evaluated their effectiveness. Their involvement provided resources for teachers and experience for the pre-service teachers. Both groups benefitted from the collaboration between pre-service and in-service teachers.
Research-teaching relationships and HE professional practiceProf Simon Haslett
A presentation by Professor Simon Haslett at a Higher Education Aacdemy Wales Research-Teaching Nexus Action Set Meeting held at Aberystwyth University on 10th February 2011. Professor Haslett is Dean of the School of STEM at the University of Wales.
In the presentation, Professor Haslett examines the ways in which research and teaching may be linked in academic practice in Higher Education. He attempts to unravel the various linkages through scholarship, research (both subject-based and pedagogic), and curriculum, and outlines the activity and contribution of the Higher Education Academy Research-Teaching Nexus Action Set in Wales. The presentation draws upon his recent experience as Director of the Centre for Excellence in Learning and Teaching at the University of Wales, Newport, as a case study, and he also provides examples of research-teaching links from his own professional practice.
Keynote presentation by Professor Simon Haslett at the University of Wales: Trinity Saint David Research, Innovation, Enterprise & Commercialisation Staff Development Day at the Townhill Campus, Swansea, on Monday 16th December 2013.
The document discusses teacher retention issues in the UK and a research project to address these issues. It found that over 10 years, 12% of new teachers left after 1 year and 28% left within 5 years. Reasons for leaving included high workload, lack of support, and stress. The project developed a toolbox with two tools to support teacher collaboration and resilience: 1) a framework for collaborative dialogue to structure conversations around challenges, and 2) lesson study where teachers collaboratively plan and observe lessons. Initial findings found the tools helped frame discussions and promoted collaboration, but challenges included lack of time and potential workload increases.
Cheryl Hodgkinson-Williams, (the Principal Investigator of the Research on Open Educational Resources for Development (ROER4D) project) and Andrew Deacon, from the Centre for Innovation for Learning and Teaching (CILT), presented a short seminar for the Chemical Engineering Department at the University of Cape Town on OER and MOOCs.
The document discusses the disruption of open and distance learning (ODL) due to the COVID-19 pandemic and the need to adapt to the "new normal" in higher education. It outlines some of the immediate challenges faced by tutors and students in transitioning from face-to-face to remote online learning, including lack of experience with technology, limited access to devices and internet, and alternative assessment methods. Moving forward, it suggests the ODL system needs a new culture of learning, new mindsets, redesigned learning and assessments, improved connectivity and affordability, and policies and infrastructure that support pedagogy-technology integration to engage students and help them succeed in the long run.
The document discusses science education initiatives under Horizon 2020. It provides background on science education support from previous EU research frameworks and outlines the key initiatives and funding provided. Horizon 2020 continues supporting science education through the Science with and for Society program. Upcoming calls focus on open schooling collaboration, science education outside the classroom, and celebrating European science. The total budget for science education under Horizon 2020 is not specified.
1. The document discusses inclusion on the European agenda and how school managers and teachers can deal with inclusion.
2. It outlines five points about inclusion, including that it is compulsory by law, an objective for welfare professions, local and situated, a role model for teachers, and a tool for school management.
3. The document also discusses challenges to inclusion in Europe related to learning, education, socioeconomic issues, and refugees. It emphasizes the importance of inclusion for schools as a common place for children.
1) Students today learn differently than in the past as they prefer online resources and visual/social media forms of communication.
2) The economy is also changing as markets integrate globally and consumers can easily compare options online, changing business models.
3) As a result, teachers must shift their role from experts of information to learning coaches who guide students to find relevant information and set personalized learning goals.
University Studies: embedding High Impact Practices and ePortfolios at UW Osh...R. John Robertson
The University of Wisconsin Oshkosh is launching a new General Education program called the University Studies Program. As part of this reform, they will implement High Impact Practices like learning communities for all first-year students. Students will also create an ePortfolio to showcase their work from across classes and make connections between courses. This presentation outlines the plans, questions, and challenges around implementing program-level ePortfolios on a large scale, such as helping faculty understand the pedagogical approach and ensuring students have support for reflection.
Understanding the nature of OEP for OER adoption in Global South contexts: Em...ROER4D
Understanding the nature of OEP for OER adoption in Global South contexts: Emerging lessons from the ROER4D project
Presentation at OER17 London 5-6 April 2017
Sukaina Walji & Cheryl Hodgkinson-Williams
Influences on empowerment of talented secondary science students dortmund2Junior College Utrecht
The JCU program provides an enriched learning environment for talented pre-university science students through collaboration between Utrecht University and 28 secondary schools. The program includes a student program, teacher professional development program, and school development program. Research found that the JCU environment empowered students by making them feel competent, that their work had meaning, and that they could have impact. Characteristics like an excellent atmosphere, enrichment, and accelerated pacing contributed most to empowerment. Students appreciated the challenges but suggested more freedom and choice. The program was adapted to better balance acceleration and enrichment based on these findings.
The document summarizes a conference on the RETAIN project, which aims to reduce work-related stress for teachers. It describes the diagnostic process that identified key stress factors like role ambiguity and poor organizational communication. Intervention tools like shared vision and world cafe activities helped schools develop a joint understanding of values and priorities. A case study highlights how one school used these tools to establish a shared vision, increasing staff motivation, participation and satisfaction levels. The tools appear effective in promoting a more cooperative school culture and developing teachers' talents.
Open Educational Resources: Reflections from Global PerspectivesRamesh C. Sharma
The document discusses several open educational resource (OER) initiatives from a global perspective. It describes the Teacher Education in Sub-Saharan Africa (TESSA) initiative, which focuses on teacher education needs in nine African countries and creates audience-specific OERs primarily by African teacher educators. It also mentions TESSA explores using OERs in different formats like audio dramas and interviews. The document then discusses the Open Educational Quality (OPAL) Initiative, which aims to increase innovation and quality in higher and adult education through open educational practices using OERs. Finally, it briefly introduces the Virtual University for Small States of the Commonwealth (VUSSC) and some OER initiatives in countries like Thailand, Pakistan
Developing study skills through online interactive workshops by karen foley, ...EADTU
Blended and Online Edcuation webinar week, Day 1: Developing study skills through online interactive workshops by karen foley, The Open University, The United Kingdom
The 4th Annual eLearning Innovators Conference & Expo (ELICE), an international conference for mobile educators, researchers, innovators & leaders, was held between 12th-16th September at KICD in Nairobi. This year's event attracted over 300 delegates during the five day event. www.elice.co
How to effectively integrate guest/visiting lecturers into HEI provision.Simon Haslett
Presentation by Dr Gavin Bunting (University of Wales) at the Research-Teaching Practice in Wales Conference, 10th September 2013, at the University of Wales, Gregynog Hall. Slidecast edited by Professor Simon Haslett.
Just a buzz by Chrissi Nerantzi and Neil Withnell poster presentation for the...Chrissi Nerantzi
This poster summarizes research on an open online course called FDOL132 for the professional development of teachers in higher education. A PhD study used FDOL132 as a case study to investigate learners' experiences in the course. Preliminary findings from surveys and interviews found that participants valued group work but found it challenging. They appreciated working with colleagues from different disciplines and countries but faced barriers like language and commitment levels. The research aims to develop a framework for collaborative learning in open cross-institutional courses.
The document discusses the evolution of ongoing English for Academic Purposes (EAP) support provided by the Academic Support Clinic (ASC) at the University of Nottingham Ningbo China (UNNC) from 2009-2013. It describes how support has shifted from a "push" model of predetermined workshops to a more flexible "pull" model that allows students to select the support they need. This was done in response to concerns that the "push" model may not fully meet student needs. The ASC now provides academic advising, customized workshops, and online self-study materials to offer ongoing EAP support through multiple flexible options.
This document summarizes models for using open educational resources (OER) and open educational practices (OEP) in teaching. It discusses traditional instructivist models and argues for new pedagogical models using OER and OEP to develop skills needed for the new economy, including collaboration, innovation, and initiative. Examples are provided of courses that use topic projects, Wix websites, YouTube videos, and student-created content to implement OEP models with OER. The conclusion is that authentic learning through OEP and OER better prepares students for the new economy.
In 2012 the Higher Education Academy worked with teacher educators from across the UK to curate a list of useful resources in this area. Kathy Wright has maintained and updated this list.
Research-teaching relationships and HE professional practiceProf Simon Haslett
A presentation by Professor Simon Haslett at a Higher Education Aacdemy Wales Research-Teaching Nexus Action Set Meeting held at Aberystwyth University on 10th February 2011. Professor Haslett is Dean of the School of STEM at the University of Wales.
In the presentation, Professor Haslett examines the ways in which research and teaching may be linked in academic practice in Higher Education. He attempts to unravel the various linkages through scholarship, research (both subject-based and pedagogic), and curriculum, and outlines the activity and contribution of the Higher Education Academy Research-Teaching Nexus Action Set in Wales. The presentation draws upon his recent experience as Director of the Centre for Excellence in Learning and Teaching at the University of Wales, Newport, as a case study, and he also provides examples of research-teaching links from his own professional practice.
Keynote presentation by Professor Simon Haslett at the University of Wales: Trinity Saint David Research, Innovation, Enterprise & Commercialisation Staff Development Day at the Townhill Campus, Swansea, on Monday 16th December 2013.
The document discusses teacher retention issues in the UK and a research project to address these issues. It found that over 10 years, 12% of new teachers left after 1 year and 28% left within 5 years. Reasons for leaving included high workload, lack of support, and stress. The project developed a toolbox with two tools to support teacher collaboration and resilience: 1) a framework for collaborative dialogue to structure conversations around challenges, and 2) lesson study where teachers collaboratively plan and observe lessons. Initial findings found the tools helped frame discussions and promoted collaboration, but challenges included lack of time and potential workload increases.
Cheryl Hodgkinson-Williams, (the Principal Investigator of the Research on Open Educational Resources for Development (ROER4D) project) and Andrew Deacon, from the Centre for Innovation for Learning and Teaching (CILT), presented a short seminar for the Chemical Engineering Department at the University of Cape Town on OER and MOOCs.
The document discusses the disruption of open and distance learning (ODL) due to the COVID-19 pandemic and the need to adapt to the "new normal" in higher education. It outlines some of the immediate challenges faced by tutors and students in transitioning from face-to-face to remote online learning, including lack of experience with technology, limited access to devices and internet, and alternative assessment methods. Moving forward, it suggests the ODL system needs a new culture of learning, new mindsets, redesigned learning and assessments, improved connectivity and affordability, and policies and infrastructure that support pedagogy-technology integration to engage students and help them succeed in the long run.
The document discusses science education initiatives under Horizon 2020. It provides background on science education support from previous EU research frameworks and outlines the key initiatives and funding provided. Horizon 2020 continues supporting science education through the Science with and for Society program. Upcoming calls focus on open schooling collaboration, science education outside the classroom, and celebrating European science. The total budget for science education under Horizon 2020 is not specified.
1. The document discusses inclusion on the European agenda and how school managers and teachers can deal with inclusion.
2. It outlines five points about inclusion, including that it is compulsory by law, an objective for welfare professions, local and situated, a role model for teachers, and a tool for school management.
3. The document also discusses challenges to inclusion in Europe related to learning, education, socioeconomic issues, and refugees. It emphasizes the importance of inclusion for schools as a common place for children.
1) Students today learn differently than in the past as they prefer online resources and visual/social media forms of communication.
2) The economy is also changing as markets integrate globally and consumers can easily compare options online, changing business models.
3) As a result, teachers must shift their role from experts of information to learning coaches who guide students to find relevant information and set personalized learning goals.
University Studies: embedding High Impact Practices and ePortfolios at UW Osh...R. John Robertson
The University of Wisconsin Oshkosh is launching a new General Education program called the University Studies Program. As part of this reform, they will implement High Impact Practices like learning communities for all first-year students. Students will also create an ePortfolio to showcase their work from across classes and make connections between courses. This presentation outlines the plans, questions, and challenges around implementing program-level ePortfolios on a large scale, such as helping faculty understand the pedagogical approach and ensuring students have support for reflection.
Understanding the nature of OEP for OER adoption in Global South contexts: Em...ROER4D
Understanding the nature of OEP for OER adoption in Global South contexts: Emerging lessons from the ROER4D project
Presentation at OER17 London 5-6 April 2017
Sukaina Walji & Cheryl Hodgkinson-Williams
Influences on empowerment of talented secondary science students dortmund2Junior College Utrecht
The JCU program provides an enriched learning environment for talented pre-university science students through collaboration between Utrecht University and 28 secondary schools. The program includes a student program, teacher professional development program, and school development program. Research found that the JCU environment empowered students by making them feel competent, that their work had meaning, and that they could have impact. Characteristics like an excellent atmosphere, enrichment, and accelerated pacing contributed most to empowerment. Students appreciated the challenges but suggested more freedom and choice. The program was adapted to better balance acceleration and enrichment based on these findings.
The document summarizes a conference on the RETAIN project, which aims to reduce work-related stress for teachers. It describes the diagnostic process that identified key stress factors like role ambiguity and poor organizational communication. Intervention tools like shared vision and world cafe activities helped schools develop a joint understanding of values and priorities. A case study highlights how one school used these tools to establish a shared vision, increasing staff motivation, participation and satisfaction levels. The tools appear effective in promoting a more cooperative school culture and developing teachers' talents.
Open Educational Resources: Reflections from Global PerspectivesRamesh C. Sharma
The document discusses several open educational resource (OER) initiatives from a global perspective. It describes the Teacher Education in Sub-Saharan Africa (TESSA) initiative, which focuses on teacher education needs in nine African countries and creates audience-specific OERs primarily by African teacher educators. It also mentions TESSA explores using OERs in different formats like audio dramas and interviews. The document then discusses the Open Educational Quality (OPAL) Initiative, which aims to increase innovation and quality in higher and adult education through open educational practices using OERs. Finally, it briefly introduces the Virtual University for Small States of the Commonwealth (VUSSC) and some OER initiatives in countries like Thailand, Pakistan
Developing study skills through online interactive workshops by karen foley, ...EADTU
Blended and Online Edcuation webinar week, Day 1: Developing study skills through online interactive workshops by karen foley, The Open University, The United Kingdom
The 4th Annual eLearning Innovators Conference & Expo (ELICE), an international conference for mobile educators, researchers, innovators & leaders, was held between 12th-16th September at KICD in Nairobi. This year's event attracted over 300 delegates during the five day event. www.elice.co
How to effectively integrate guest/visiting lecturers into HEI provision.Simon Haslett
Presentation by Dr Gavin Bunting (University of Wales) at the Research-Teaching Practice in Wales Conference, 10th September 2013, at the University of Wales, Gregynog Hall. Slidecast edited by Professor Simon Haslett.
Just a buzz by Chrissi Nerantzi and Neil Withnell poster presentation for the...Chrissi Nerantzi
This poster summarizes research on an open online course called FDOL132 for the professional development of teachers in higher education. A PhD study used FDOL132 as a case study to investigate learners' experiences in the course. Preliminary findings from surveys and interviews found that participants valued group work but found it challenging. They appreciated working with colleagues from different disciplines and countries but faced barriers like language and commitment levels. The research aims to develop a framework for collaborative learning in open cross-institutional courses.
The document discusses the evolution of ongoing English for Academic Purposes (EAP) support provided by the Academic Support Clinic (ASC) at the University of Nottingham Ningbo China (UNNC) from 2009-2013. It describes how support has shifted from a "push" model of predetermined workshops to a more flexible "pull" model that allows students to select the support they need. This was done in response to concerns that the "push" model may not fully meet student needs. The ASC now provides academic advising, customized workshops, and online self-study materials to offer ongoing EAP support through multiple flexible options.
This document summarizes models for using open educational resources (OER) and open educational practices (OEP) in teaching. It discusses traditional instructivist models and argues for new pedagogical models using OER and OEP to develop skills needed for the new economy, including collaboration, innovation, and initiative. Examples are provided of courses that use topic projects, Wix websites, YouTube videos, and student-created content to implement OEP models with OER. The conclusion is that authentic learning through OEP and OER better prepares students for the new economy.
In 2012 the Higher Education Academy worked with teacher educators from across the UK to curate a list of useful resources in this area. Kathy Wright has maintained and updated this list.
This document provides a list of resources related to the theme of literacy, systematic synthetic phonics, and early reading. It includes guidance documents, reports, and websites from government organizations in the UK such as the TDA, DCSF, DfE, and Ofsted. The resources cover topics like systematic synthetic phonics instruction, the phonics screening check, phonics teaching methods, and improving literacy standards. The list is intended as a record of views from workshops rather than being exhaustive and provides enough information for readers to locate each resource.
This document provides resources for teaching English as an additional language, including websites, guidance documents, and research papers. It begins with an overview of the National Association for Language Development in the Curriculum (Naldic) which is a key website for EAL resources. It then lists numerous EAL guidance documents and research papers in alphabetical order that are intended to help teachers support EAL learners. The document aims to record the views of workshop participants and provide references to allow resources to be located, but is not intended to be exhaustive.
Design, development and implementation of blended learningZalina Zamri
Share reflections of the three authors on the process of
instructional design and implementation of blended learning for teachers’ professional development
(PD) in rural western Kenya.
Flex-ing our pedagogical muscles: locating change in the ‘matrix of complexit...Chrissi Nerantzi
This document outlines a session at the SEDA Spring Teaching, Learning and Assessment Conference in 2014. The session will explore a large-scale change project within the complexities of institutions and theories of education. It will also examine flexible professional development for academics and explore opportunities for collaboration. Delegates will gain insight into managing change and locating it within the "matrix of complexity", as well as exploring flexible continuing professional development models for higher education professionals.
Tim Bullough & Anthony Sinclair: Working with your discipline's HEA Subject Centres. Slides from the University of Liverpool Learning and Teaching Conference 2009.
The Higher Education Academy was formed in 2004 as “a single, central body to support the enhancement of learning and teaching in higher education” in the UK. It currently spends about half of its ~£25million annual budget supporting a Subject Network of 24 National Subject Centres, designed to support teaching and learning across all the main subject disciplines in UK higher education. Although the Subject Centre network is well used by many academic staff, the majority probably have little contact with them. The aim of this session is to discuss ways in which teaching staff can work with, and potentially be supported by, the their discipline’s Subject Centre. Examples will include how staff at Liverpool work with their Subject Centre to develop teaching resources, help train and support fellow academic teachers and students, and even inform national policy.
Teaching Development Grants are a common way that Subject Centres support academic staff, providing funds to develop teaching resources or investigate teaching policy. A major study has just been completed by UKCME (the materials subject centre) analysing the characteristics of Teaching Development Grants which produced useful outputs for individual academics, departments and/or the discipline’s community. These will be discussed by UKCME researchers and colleagues in the History, Classics and Archaeology Subject Centre also based in Liverpool. The session should be of interest to any teaching staff at Liverpool who currently work with their discipline’s subject centre, or have thought about doing so but were not sure where to start.
The document proposes the creation of the European Science Education Academy (ESEA) to promote best practices in science education across Europe. The goals of ESEA are to 1) influence science teaching approaches, 2) document innovation in teacher professional development, 3) create an accessible repository of best practices, and 4) provide policy advice. ESEA will develop guidelines, identify resources, support communities of practice, and disseminate information to stakeholders including teachers, policymakers, and educational organizations. Initial funding from PATHWAY and other projects will support developing the conceptual framework, repository, and teacher training programs to improve science education.
This document provides a list of resources on assessment themes in alphabetical order. It includes websites, publications, and other resources from organizations like the Assessment Reform Group and individual authors like Paul Black and Dylan Wiliam. The list was originally created based on recommendations from workshops in the UK in 2012 to provide a record of contributors' views, and is not intended to be exhaustive. Links were last checked in February 2016.
2014 12 15 for Chris Berry, Head of Education, DFIDTom Power
A brief presentation to Chris Berry, Head of Education, DFID. Outlines some key weaknesses in the evidence base on teacher education and international development. Overviews two main approaches to teacher development: 'boutique' and 'cascade' training, and contrasts these to school-based, peer-supported, m-learning.
Sandra Schaffert: Open Educational Resources as Facilitators of Open Educatio...Sandra Schön (aka Schoen)
In the last few years Open Educational Resources (OER) have gained much attention. Experts who understand OER as a means of leveraging educational practices and outcomes define OER based on the following core attributes: the content is provided free of charge and liberally licensed for re-use in educational activities, the content should ideally be designed for easy re-use, open content standards and formats are being employed, and software is used for which the source code is available (i.e. Open Source software). From January 2006 to December 2007 Open e-Learning Content Observatory Services (OLCOS), a project co-funded by the European Commission under the eLearning Programme, explored how OER can make a difference in teaching and learning. The project aimed at promoting OER through different activities and products such as a European OER roadmap and OER tutorials. We present some results of the roadmap which provides an overview of the OER landscape and describes possible pathways towards a higher level of production, sharing and usage of OER. The roadmap emphasises that the knowledge society demands competencies and skills that require innovative educational practices based on open sharing and evaluation of ideas, fostering of creativity, and teamwork among the learners. Moreover, the roadmap provides recommendations on required measures and actions to support decision making at the level of educational policy and institutions.
Go-Lab: Introduction to Go-Lab and creation of interactive learning spacesGo-Lab Initiative
Learn in this presentation about the Go-Lab Project and the creation of interactive learning spaces. This presentation was part of the 12th Science Projects Workshop in the Future Classroom Lab in Brussels, June 2016.
This document outlines Rob Darrow's presentation on planning, implementing, and sustaining a blended learning program. The presentation defines blended learning and discusses various blended learning models. It also reviews existing blended learning research, which is limited given the newness of the field. The presentation emphasizes that successful blended learning involves focusing on six key elements: leadership, professional development, teaching practices, operations/policy, content, and technology. It provides examples of how these elements can be implemented in schools and promising practices within each element.
Tim Goodier How can a language syllabus be relevant and stay relevant?eaquals
The document discusses how language syllabuses and professional development frameworks can stay relevant over time through generative approaches, including consulting learners, promoting blended learning both inside and outside the classroom using various technologies, and creating communities of practice for ongoing sharing and development among teachers. Key challenges addressed include shelf life of materials, balancing sequence with flexibility, and ensuring coherence between stated aims and actual classroom practices.
Developing a collaborative learning design framework for open cross-instituti...Chrissi Nerantzi
The document describes a PhD research project that aims to explore learner experiences in open cross-institutional academic development courses through phenomenographic analysis of semi-structured interviews and surveys. The research questions focus on how these courses are experienced by learners, which course characteristics influence learner experience, and identifying features of a collaborative design framework. The methodology section outlines the phenomenographic approach, purposeful sampling strategy, and initial findings from surveys and interviews conducted with participants in two case studies.
Exploring learner experiences in open cross-institutional and cross-boundary professional development courses in higher education,
a Phd project work-in-progress
Chrissi Nerantzi, Manchester Metropolitan University, United Kingdom, @chrissinerantzi
An Educational Experience With Online Teaching Not A Best PracticeKristen Carter
The document summarizes an educational experience with online teaching that was not considered a best practice. It describes two learning designs created by teachers for online master's students. While the designs aimed to actively involve all students, analysis of usage data found that student participation declined throughout the sessions. Many students watched videos before or after class rather than during. Discussion forum participation was also low. The study concludes the learning designs did not match how students engaged with the online content in practice.
Similar to Planning and Progression Initial Teacher Education Resource List (20)
Slides to support short presentation by Kathy Wright at the 2015 HE and FE Show in London on 14 October. The presentation is taken from previous keynotes by Dr Abbi Flint of the Higher Education Academy.
This document summarizes a presentation on staff development workshops aimed at stimulating academics' teaching practices. It discusses common staff development formats, more innovative formats explored in 6 HEA workshops, and themes that emerged from participant feedback. Workshops incorporating creative and interactive activities facilitated new ways of thinking and discussion that prompted some changes to participants' continuing professional development and consideration of implementing new approaches. However, the workshops' short duration and lack of follow up posed challenges to transferring learning and changing practice. The document recommends providing explicit theory, lengthening workshops, and follow up to better support impacts on teaching.
This report contains the preliminary findings from a research project that aimed to explore:
• What is the current practice around teaching social science research methods to undergraduate medical students in the UK: what is being taught, how are teaching and learning organised within the curriculum, how is content is delivered, to and by whom and how is student learning assessed?
• And, what are the challenges and opportunities around developing this teaching and learning practice and the curriculum and policy contexts that frame it?
The document discusses the debate around whether students should be allowed to use laptops and other devices in the classroom with "lids up" or be required to have "lids down." It presents perspectives from academics and students on both sides of the debate, including arguments that devices can boost engagement but may also encourage distraction, and that banning devices may improve focus but prevent students from fact-checking understanding. The document also explores how technology affects different types of learning and engagement, and models for determining appropriate educational technology use.
This workshop was held as part of the HEA Enhancement Event 'Technology enhanced learning: What can we learn from MOOCs?'. The presentation forms part of a blog post about this workshop which can be accessed via: http://bit.ly/1AbOtCA
For further details of the enhancement event, please see: https://www.heacademy.ac.uk/events-conferences/event10203
This document discusses student partnership in higher education. It defines partnership as a specific form of student engagement that focuses on learning relationships and working arrangements between staff and students. The document presents a conceptual model of partnership that can occur through learning, teaching and assessment; subject-based research and inquiry; scholarship of teaching and learning; and curriculum design. It also discusses some tensions in partnership, such as issues of inclusivity, power relationships, and defining roles and responsibilities. The document advocates that higher education institutions learn from both successes and failures of partnership programs to improve impact and address ethical implications.
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via http://bit.ly/1wVOUxf
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via http://bit.ly/1wVOUxf
This document presents a generic modular framework for implementing innovation and commercialization-oriented curricula through scenario-based and experiential learning. The framework is adaptable and scalable, covering topics like opportunity recognition, intellectual property, finance, and business strategy. Assessment includes feasibility reports, presentations, research tasks, and reflective logs.
The School of Bioscience applies this framework through student "company teams" that invent marketable biotech products addressing global issues. External speakers provide discipline-relevant content, and weekly plans guide students through a scenario culminating in a feasibility report and company pitch. Feedback indicates the innovative methodology develops students' commercial awareness and employability skills.
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via http://bit.ly/1wVOUxf
This presentation is linked to a workshop presented at the HEA Enhancement event 'Ways of knowing, ways of learning: innovation in pedagogy for graduate success'. The blog post that accompanies this presentation can be accessed via http://bit.ly/13zCShG
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via
This presentation is linked to a workshop presented at the HEA Enhancement event 'Ways of knowing, ways of learning: innovation in pedagogy for graduate success'. The blog post that accompanies this presentation can be accessed via http://bit.ly/1yYJket
This presentation is linked to a workshop presented at the HEA Enhancement event 'The full picture: the journey from listening to partnership in student engagement'. The blog post that accompanies this presentation can be accessed via http://bit.ly/129riIW
This list of resources is one of the outputs of the HEA Social Sciences funded project 'The role of assessment in teaching research methods' led by Anesa Hosein (University of Surrey) and Namrata Rao (Liverpool Hope University).
For further details of this project, please see HEA Social Sciences blog post:
This document provides a list of resources related to special educational needs and disability (SEND) in alphabetical order. It includes over 50 references to reports, guidelines, toolkits and other materials produced by organizations like the Department for Education, Ofsted, and National Association of Special Educational Needs. The resources cover topics like inclusion, bullying prevention, teacher training, the SEND code of practice and acts, and aim to support teaching students with diverse needs.
This presentation by Sara Bragg (University of Brighton) was part of the Higher Education Academy (HEA) symposium at BERA Annual Conference in London, September 2014.
The project, funded by the HEA, offered groups of student teachers to reflect on the increased use of technology in schools to track students and the use of technology by students outside schools.
To find out more, read the project report at http://bit.ly/ZCqNq8
Presentation by Phil Taylor and Dario Faniglione for the Higher Education Academy (HEA) symposium at BERA Annual Conference in London, September 2014.
The project, one of four projects supported by the HEA in 2014, has created an app which can be used by student teachers and other practitioners to carry out both individual and collaborative research,
Further details can be found in the project report at http://bit.ly/ZpLMfU
Presentation by Dr Elspeth McCartney for the Higher Education Academy (HEA) symposium on teacher education at BERA Annual Conference in London, September 2014.
The project, one of 4 funded by the HEA, involved supporting student teacher engagement with published research. The full project report describing the work can be found at http://bit.ly/1mqhzHS
Tom Russell defines reflection in teaching as interacting sensitively with students to challenge preconceptions about teaching and learning. Reflection requires giving attention to how each student experiences the course, which may lead to surprised discoveries that alter a teacher's understanding. It encourages metacognitive learning for both students and teachers. Russell believes reflection should be central to teacher education, with classes taught reflectively to exemplify this for students and redefine teacher preparation.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
Planning and Progression Initial Teacher Education Resource List
1. Theme: Planning and Progression
This is one of 11 lists of themed resources originally created as a result of recommendations by participants at a series of eight HEA workshops held around England in spring/summer 2012. In this sense, they form a record of the views of the particular contributors, and are not intended to be exhaustive, or exclusive.
We also created a new list of resources on Curriculum design which should be consulted alongside this list.
Lists are in alphabetical order, and enough information is included in the referencing to allow resources to be located readily. If the individual resources are to be used (in course documentation, academic work, etc.), you may need to adapt this to fit your own institutional requirements.
Updated 19 September 2014
National curriculum for England
DfE (2012), The School Curriculum. Information and national curriculum documents for England. Available at http://www.education.gov.uk/schools/teachingandlearning/curriculum and
https://www.gov.uk/government/organisations/department-for-education/series/national- curriculum
NFER (2013) Practical guides to the 2014 National Curriculum. Will be available from October 2013 to order from http://www.nfer.ac.uk/cp1a/
Pearson (2013), Primary Policy Watch – Curriculum 2014: signed, sealed and now to be delivered. Available at
https://dl.dropboxusercontent.com/u/101923446/policy%20watch/Primary%20Policy%20Watch%20-%20Sept%2013%20-%20RL.pdf
Pedagogy and practice: teaching and learning in secondary schools.
Great Britain. Department for Education and Skills (2004) Pedagogy and practice: teaching and learning in secondary schools.
These documents contain strategies which are applicable across different phases.
2. Unit 1: Structuring learning http://dera.ioe.ac.uk/5664/
Unit 2: Teaching models http://dera.ioe.ac.uk/5665/
Unit 3: Lesson design for lower attainers http://dera.ioe.ac.uk/5666/
Unit 4: Lesson design for inclusion http://dera.ioe.ac.uk/5667/
Unit 5: Starters and plenaries http://dera.ioe.ac.uk/5668/
Unit 6: Modelling http://dera.ioe.ac.uk/5669/
Unit 7: Questioning http://dera.ioe.ac.uk/5671/
Unit 8: Explaining http://dera.ioe.ac.uk/5672/
Unit 9: Guided learning http://dera.ioe.ac.uk/5673/
Unit 10: Group work http://dera.ioe.ac.uk/5674/
Unit 11: Active engagement techniques http://dera.ioe.ac.uk/5675/
Unit 12: Assessment for learning http://dera.ioe.ac.uk/5676/
Unit 13: Developing reading http://dera.ioe.ac.uk/5677/
Unit 14: Developing writing http://dera.ioe.ac.uk/5678/
Unit 15: Using ICT to enhance learning http://dera.ioe.ac.uk/5679/
Unit 16: Leading in learning http://dera.ioe.ac.uk/5703/
Unit 17: Developing effective learners http://dera.ioe.ac.uk/5704/
Unit 18: Improving the climate for learning http://dera.ioe.ac.uk/5705/ (See also Behaviour Management resources)
Unit 19: Learning styles http://dera.ioe.ac.uk/5706/
Unit 20: Classroom management http://dera.ioe.ac.uk/5707 (See also Behaviour Management resources)
Video sequences which accompany this resource are available at
http://orbit.educ.cam.ac.uk/wiki/DfES_DVD
3. Other recommended resources:
Bransford J. D., Brown, A. L. and Cocking, R.R. (eds) (2004), How People learn: Brain, mind, experience and school. Available at www.csun.edu/~sb4310/How%20People%20Learn.pdf
Capel, S., Leask, M. and Turner, T. (2009) Learning to Teach in the Secondary School: A Companion to School Experience, Routledge. [Chapter 2 Beginning to teach]
Coffield, F., Moseley, D., Hall, E. and Ecclestone, K. (2004) Learning styles and pedagogy in post-16 learning, A systematic and critical review, Learning and Skills Research Centre. Available at http://sxills.nl/lerenlerennu/bronnen/Learning%20styles%20by%20Coffield%20e.a..pdf
Day, Christopher et al (2008) Effective Classroom Practice: A mixed method study of influences and outcomes, ESRC. Review available at http://www.ttrb3.org.uk/?p=1842 , Full Report available at http://www.esrc.ac.uk/my-esrc/grants/RES-000-23-1564/read
DCSF (2008) Teaching for progression: Speaking and listening. Available at http://dera.ioe.ac.uk/2528/
DCSF (2008) Teaching for progression: Reading. Available at http://dera.ioe.ac.uk/2530/
DCSF (2008) Teaching for progression: Writing. Available at
http://dera.ioe.ac.uk/2529/
DCSF (2008) Teaching for progression: Teaching spelling. Available at
http://dera.ioe.ac.uk/2531/
DCSF Research Report (2010) Evaluation of the Making Good Progress Pilot, available at: https://www.education.gov.uk/publications/RSG/SchoolsSO/Page18/DCSF-RR184
DfES (2007) Pedagogy and Personalisation. Available at http://dera.ioe.ac.uk/7585/
Education Scotland webpages on ‘Approaches to learning’ are available at http://www.educationscotland.gov.uk/learningteachingandassessment/approaches/index.asp
Higgins, S., Katsipataki, M., Kokotsaki, D., Coleman, R., Major, L.E., & Coe, R. (2013). The Sutton Trust - Education Endowment Foundation Teaching and Learning Toolkit. London: Education Endowment Foundation Education Endowment Fund Toolkit Available at http://educationendowmentfoundation.org.uk/toolkit/about-the-toolkit/
4. Howard-Jones, P. (2014) Neuroscience and Education: A Review of Educational Interventions and Approaches Informed by Neuroscience, Evidence brief. London: Education Endowment Foundation Education Endowment Fund Available at http://educationendowmentfoundation.org.uk/uploads/pdf/NSED_LitReview_Final.pdf
Edudemic (2013), Teachers’ iPad guide. Available at www.edudemic.com/2013/08/teachers-ipad-guide/
Futurelab and Microsoft, Enquiring Minds Project (2005 -2008) - http://www.enquiringminds.org.uk/
Futurelab, Thinking Guides. Available at http://www.futurelab.org.uk/resources/thinking-guides
General Teaching Council for England (2011) Research for Teachers - Hattie's concept of visible teaching and learning, GTCE. Available at
http://www.tla.ac.uk/site/SiteAssets/RfT2/06RE059%20Hattie%27s%20concept%20of%20visible%20teaching%20and%20learning.pdf
General Teaching Council for England (2011) Creating a curriculum for learning - Research for Teachers anthology 4, GTCE Available at http://www.tla.ac.uk/site/SiteAssets/Anthologies/06RE090%20Creating%20a%20curriculum%20for%20learning%20anthology.pdf
General Teaching Council for England (2003) Research for Teachers -Vygotsky's ideas on teaching and learning, GTCE. Available at
http://www.tla.ac.uk/site/SiteAssets/RfT2/06RE014%20Vygotsky%27s%20ideas%20on%20teaching%20and%20learning.pdf
General Teaching Council for England (2006) Research for Teachers – Jerome Bruner's constructivist model and the spiral curriculum for teaching and learning
Available at http://www.tla.ac.uk/site/SiteAssets/RfT1/06RE031%20Jerome%20Bruner%27s%20constructivist%20model%20and%20the%20spiral%20curriculum%20for%20teaching%20and%20learning.pdf
General Teaching Council for England (2006) Research for Teachers –Neuroscience, GTCE. Available at http://www.tla.ac.uk/site/SiteAssets/RfT1/06RE049%20Neuroscience.pdf
General Teaching Council for England (2008) Research for Teachers – Interactive teaching and interactive whiteboards, GTCE. Available at
http://www.tla.ac.uk/site/SiteAssets/RfT1/06RE046%20Interactive%20teaching%20and%20interactive%20whiteboards.pdf
5. General Teaching Council for England (2010) Research for Teachers – The impact of classroom support: new evidence, GTCE. Available at
http://www.tla.ac.uk/site/SiteAssets/RfT1/06RE056%20The%20impact%20of%20classroom%20support%20-%20new%20evidence.pdf (This report summarises research on the effective use of Teaching Assistants).
General Teaching Council for England (2011) Research for Teachers – Effective teaching and learning in humanities, GTCE. Available at
http://www.tla.ac.uk/site/SiteAssets/RfT2/06RE061%20Effective%20teaching%20and% 20learning%20in%20humanities.pdf
McNamara, S. (1999) Differentiation: An Approach to Teaching and Learning. Pearson Publishing. Sample chapter available at http://www.pearsonpublishing.co.uk/education/samples/S_494342.pdf
Higgins S., Kokotsaki D. & Coe R. (2012) The Teaching and Learning Toolkit. Available at http://educationendowmentfoundation.org.uk/uploads/pdf/Teaching_and_Learning_Toolkit_ %28July_12%29.pdf
HMIe Scotland (2006) Emerging Good Practice in Promoting Creativity. Available at http://dera.ioe.ac.uk/6273/
Hughes M., and Walker, G., (2006) And the Main Thing is... Learning: Keeping the Focus on Learning - for Pupils and Teachers (Jigsaw Pieces), Education Training And Support: Cheltenham ISBN 978-0-95-46290-3-8
Karpicke J.D, (2012) Retrieval-Based Learning: Active Retrieval Promotes Meaningful Learning. Available at http://learninglab.psych.purdue.edu/downloads/2012_Karpicke_CDPS.pdf
Kidd, W. & Czerniawski, G., (2010) Successful Teaching 14-19. Sage [Chapters 13 Planning and preparation, Chapter 14 How to engage learners and Chapter 15 Classroom ideas that really work]
Kidd, W. & Czerniawski, G., (2011) Teaching teenagers: a toolbox for engaging and motivating learners, Sage
Kyriacou, C. (2009) Essential Teaching Skills 3rd Edition, Nelson Thornes, Cheltenham
McGrane, J. & Lofthouse, R., (2010) Developing Outstanding Teaching and Learning: Creating a culture of professional development to improve outcomes, Optimus Education [Chapter 1 (Learning and progress), Chapter 3 (Subject knowledge) and Chapter 4 (Differentiation)]
6. Mutton, T., Hagger, H., and Burn, K., (2011) Learning to plan, planning to learn: the developing expertise of beginning teachers, Teachers and teaching, 17:4, 399-416
Ofsted (2008) Curriculum Innovation in schools, available at
http://www.ofsted.gov.uk/resources/curriculum-innovation-schools
Ofsted (2011), The impact of the Early Years Foundation Stage. Available at http://www.ofsted.gov.uk/resources/impact-of-early-years-foundation-stage
Open University (2013) The Art of Rich Pictures Download via iTunes U. Information available at: https://itunes.apple.com/gb/itunes-u/art-rich-pictures-for- ipod/id563801497 Rich pictures could be used as a learning activity with many age groups and for many topics.
Pegg, J. (2013), Building the Realities of Working Memory and Neural Functioning into Planning, Instruction and Teaching. ACER Research Conference Proceedings. Available at http://research.acer.edu.au/cgi/viewcontent.cgi?article=1179&context=research_conference
Petty, G. (2004) Training materials on differentiation available at http://www.geoffpetty.com/differentiation.html and Active Learning strategies http://www.geoffpetty.com/activelearning.html
Rogers, S. (2013) Personalisation and Student Voice, BERA Insights 7 Autumn 2013. Available at www.mmtrack075.co.uk/4/link.php?M=16382294&N=13258&L=31678&F=H
QCA Schemes of Work available online:
http://webarchive.nationalarchives.gov.uk/20090608182316/standards.dfes.gov.uk/schemes3/
Skinner, D., (2010) Effective Teaching and Learning in Practice, Continuum
Teachers TV (archived) (2009) The Teachers TV ITE Lectures: Creative teaching. Available at http://www.teachersmedia.co.uk/videos/creative-teaching
Teachers TV (archived) (2009) The Teachers TV ITE Lectures: Pedagogy. Available at http://www.teachersmedia.co.uk/videos/pedagogy
Teachers TV (archived) (2009) The Teachers TV ITE Lectures: Problem-based learning. Available at http://www.teachersmedia.co.uk/videos/problem-based-learning
Teachers TV (archived) (2009) The Teachers TV ITE Lectures: Reflecting on outstanding teaching. Available at http://www.teachersmedia.co.uk/videos/reflecting-on- outstanding-teaching
7. Art and Design
Ofsted (2013), Subject professional development materials: Art, craft and design. Available at http://www.ofsted.gov.uk/resources/subject-professional-development- materials-art-craft-and-design
Computing/ICT
Ofsted (2012), Subject professional development materials: ICT. Available at http://www.ofsted.gov.uk/resources/goodpractice?page=5&keywords=*&remit=2&type=all&recent=year
Computing and CPD (2013) https://sites.google.com/site/primaryictitt/ This site has been created by teacher educators and teachers to support the introduction of the new Computing curriculum in England.
Design and Technology
Owen-Jackson, Gwyneth ed. (2008). Learning to Teach Design and Technology in the Secondary School: A Companion to School Experience. Second edition. Abingdon, Oxon: Routledge.
Owen-Jackson (ed) (2010) Aspects of Teaching Secondary Design and Technology. Perspectives on Practice. London: Routledge Falmer.
Owen-Jackson (ed) (2013) Debates in Design and Technology Education. Routledge Falmer.
Su Sayers, Jim Morley and Bob Barnes (2002) Issues in Design and Technology Teaching
Ofsted (2013), Subject professional development materials: Design and Technology. Available at
http://www.ofsted.gov.uk/resources/subject-professional-development-materials- design-and-technology
English
Davison, J. and Dowson, J. (eds) (3rd edition) Learning to Teach English in the Secondary School: A Companion to School Experience London: Routledge Falmer
DfES (2001) Exemplar units of work for English (KS3). Available at http://dera.ioe.ac.uk/4999/
Green, A. (Ed) (2011) Becoming a Reflective English Teacher
Maidenhead: Open University Press
8. Initial Teacher Education English. Readings to recommend to student teachers. Available at http://www.ite.org.uk/index.php/ite_home/readingstorecommend.html
Heilbronn R & Yandell J (Eds) (2010) Critical Practice in Teacher Education London: Institute of Education Publications
Ofsted (2011) Excellence in English. Available at http://www.ofsted.gov.uk/resources/excellence-english
Ofsted (2012) Moving English forward. Available at http://www.ofsted.gov.uk/resources/moving-english-forward
Ofsted (2013) Subject professional development materials: English. Available at http://www.ofsted.gov.uk/resources/subject-professional-development-materials- english
Geography
Geography NC (2013) Interpreting the 2014 Geography National curriculum framework. Available at http://geognc.wordpress.com/
This site has been created by teacher educators and teachers to support the introduction of the new Geography curriculum in England.
Ofsted (2011) Geography – Learning to make a world of difference. Available at http://www.ofsted.gov.uk/resources/geography-learning-make-world-of-difference
History
Ofsted (2011) History for all. Available at http://www.ofsted.gov.uk/resources/history- for-all
The Historical Association (2009) How children learn in history , HA. Available at http://www.history.org.uk/resources/secondary_resource_2095_140.html
The Historical Association (2009) Working with models of progression in history learning, HA. Available at http://www.history.org.uk/resources/secondary_resource_2118_140.html
The Historical Association (2010) Progression in historical learning, HA.
Available at http://www.history.org.uk/resources/primary_resource_1412_141.html
The Historical Association (2011) Progression and coherence in history, HA.
Available at http://www.history.org.uk/resources/resource_4105.html
Mathematics
9. Boaler, J. (2002) Experiencing School Mathematics. New Jersey: Lawrence Erlbaum Associates, (revised edition).
Boaler, J. (2009) The Elephant in the Classroom, Souvenir Press
Chambers, P. (2008) Teaching Mathematics, London: Sage
DfES (2007), Mathematics at Key Stage 4: developing your scheme of work: planning handbook summer 2007. Available at http://dera.ioe.ac.uk/3445/
General Teaching Council for England (2005) Research for Teachers - Secondary School mathematics, GTCE. Available at http://www.tla.ac.uk/site/SiteAssets/RfT2/06RE026%20Secondary%20school%20mathematics.pdf
Johnston-Wilder, S., Johnston-Wilder, P. and Pimm P. (2005), Learning to Teach Mathematics in the Secondary School, 2nd edition London: Routledge Falmer
Ofsted (2011) Good practice in Primary Mathematics. Available at http://www.ofsted.gov.uk/resources/good-practice-primary-mathematics-evidence- 20-successful-schools
Ofsted (2012) Mathematics: made to measure. Available at http://www.ofsted.gov.uk/resources/mathematics-made-measure
Onion A., Burns S., Thorpe J. and Wiliam, D. (1990) ‘Investigative and problem- solving approaches to mathematics’. Available at
http://www.dylanwiliam.org/Dylan_Wiliams_website/Resources.html
originally published in 1990 by Framework Press to help teachers introduce investigative and problem-solving into the teaching of mathematics in secondary school. While much of the material is now dated, there are many ideas that teachers will find useful in getting their students to think more deeply about mathematics. The copyright in the materials has now reverted to Alice Onion, but is made available under an Attribution-Noncommercial-No Derivative Works 2.0 UK: England & Wales License from the Creative Commons, which means that they can be used for non-commercial purposes provided they are not modified, and the source is acknowledged.
Modern Languages:
AQA Teacher Resource Bank GCSE French Scheme of Work
10. http://store.aqa.org.uk/qual/newgcse/pdf/AQA-4655-W-TRB-SW.PDF
Deane, M., Planning MFL learning in Aspects of teaching secondary modern foreign languages, Swarbrick, A. (Ed.) (2002), London: Routledge/Falmer
Hawkes, R (2009) Curriculum Now! Association for Language Learning
Heilbronn, R. (2007) 'Planning' In N. Pachler and A. Redondo, A Practical Guide to Teaching Modern Foreign Languages in the Secondary School. London: Routledge.
Pachler, N & Field, K (2009), Learning to Teach Modern Foreign Languages in the Secondary School (3rd ed). London: Routledge.
Satchwell, P. & de Silva, J. (2007) Speak up! Using the target language in class (YPF15) London: CILT.
RE
QCA (2004) Religious education: The non-statutory national framework. Available at: http://www.mmiweb.org.uk/publications/re/NSNF.pdf.
‘RE:online’ practical ideas and resources, http://www.reonline.org.uk/
Primary/Secondary Science
Frost, J., (2010) Learning to Teach Science in the Secondary School London: Routledge Falmer
General Teaching Council for England (2011) Research for Teachers – Students' views about science theory and practice, GTCE. Available at
http://www.tla.ac.uk/site/SiteAssets/RfT1/06RE055%20Students%27%20views%20about%20science%20theory%20and%20practice.pdf (This paper provides a useful summary of the work of Rosalind Driver on how children's ideas about science influence their learning).
General Teaching Council for England (2011) Research for Teachers – Effective classroom talk in science, GTCE. Available at
http://www.tla.ac.uk/site/SiteAssets/RfT2/06RE062%20Effective%20classroom%20talk%20in%20science.pdf
Ofsted (2011) Successful Science. Available at http://www.ofsted.gov.uk/resources/successful-science
Ross. K., Lakin, L., & McKechnie. J., (2010) Teaching Secondary Science. (Third Edition). London: Routledge Falmer
11. Wellington, J., Ireson, G., (2012) Science Learning, Science Teaching. (Third Edition). London: Routledge Falmer
Physical Education
Bailey, R (2010) Physical Education for Learning: A Guide for Secondary Schools London: Continuum
Capel, S. and Whitehead, M. (2010) Learning to Teach Physical Education in the Secondary School 3rd edition London: Routledge Falmer
Green, K & Hardman, K (2008) Physical Education; Essential Issues, London, Sage