Science Teaching 2010
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Slides from a presentation "Science Teaching: The Classroom and Beyond" given by Claire Simpson, Deputy Director of the Science Learning Centre East Midlands as part of the Careers After Biological Sciences series at the University of Leicester, UK. www.biosciencecareers.wordpress.com
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The document discusses the implementation of Curriculum for Excellence in Scottish primary schools. It outlines the scope and principles of the new curriculum, including placing the learner at the center, emphasizing pedagogy, and assessing to support learning. It also provides examples from one primary school's journey in reshaping its curriculum to focus on learner outcomes, joined-up learning across subjects, and using formative assessment strategies. The head teacher aims for every child to become an architect of their own learning.
Interactive Portfolio Class Afloat
Curtis Young provides an interactive portfolio presentation that allows users to navigate between sections on his resume, teaching philosophy, qualifications, training, pedagogical approaches, professional development goals, evaluations, and contact information. The portfolio utilizes slide navigation and embedded files to showcase Curtis' experience and goals for ongoing education.
Interactive Portfolio Class Afloat
Curtis Young provides an interactive portfolio presentation that allows users to navigate between sections on his resume, teaching philosophy, qualifications, training, pedagogical approaches, professional development goals, evaluations, and contact information. The portfolio utilizes slide navigation and embedded files to showcase Curtis' experience and goals for ongoing education.
High School Maths
Zadok Olinga will present a High School Maths Clinic to help fill the gap between math concepts taught and their application. The clinic will be held every Saturday for 3 hours, costing R400 per month, starting in February 2015. Tutors will connect the dots in students' knowledge, help them understand examples from tests, and provide practice opportunities to improve understanding of core math and physics subjects. Registering students will receive study materials.
practicum presentation
Practicum involves students gaining hands-on experience in their field of study. It allows theory to be put into practice through supervised real-world application. Practicum is an important part of teacher training, giving student teachers experience in managing a classroom, developing lesson plans, and receiving feedback to improve their teaching skills before full-time employment. The document outlines the roles and responsibilities of student teachers, cooperating teachers, supervisors, and coordinators to ensure a successful practicum experience.
Using IRIS Connect to support peer-to-peer coaching
Using IRIS Connect to support peer-to-peer coaching - Simon Brown from Bosworth Academy shared their journey at the Midlands Community Conference.
Preparing to teach in graduate and professional programs
A presentation designed to orient new faculty to the learning needs and interests of graduate and continuing education students at Emmanuel College.
Strategy Sessions: Get organised with a lesson plan
In any given semester, course content should be properly communicated to the students in an organised manner to ensure the learning outcomes are met within the limited time. A 'lesson plan' becomes handy in this situation.
A lesson plan is a tool and a model for structuring an individual lesson. It provides strategies for efficiently putting together content needed for teaching; the amount of time spent in each topic and what supporting tools can be used. Other advantages of a lesson plan is that it ensures the consistency of teaching from one semester to another. Also if there are multiple lecturers teaching the same unit, they can use the same patterns and tools for teaching.
In this presentation, Menik Tissera uses an example of her own lesson plan to demonstrate how to effectively create and use one.
A Retention Initiative: Refining Your Learning Skills for Academically Dismis...
This document describes a 10-day summer program called "Refining Your Learning Skills for Academically Dismissed Students" at Dalhousie University aimed at helping first-year students who have been academically dismissed. The program focuses on developing study skills, time management, and building student confidence and commitment. Approximately 77% of students who complete the program pass and are allowed to return to classes in the fall rather than having to sit out a year. Critical success factors of the program include a caring instructional team, a holistic curriculum, high expectations, feedback on assignments, academic supports, and involvement of advisors and faculty. Student feedback indicates the program has helped improve motivation, time management, and outlook
Intro to the TLTC PF and TAPDP Programs
A presentation that introduces the TLTC Pedagogical Fellows and TA Professional Development Programs.
MTPS - For Secondary Three (Feb 2011)
The document outlines the agenda for a Meet-the-Parents Session for Secondary Three students at a school. It includes an address by the Year Masters, introduction of school staff, information about assessment and promotion criteria, secondary level programmes, community involvement programmes, partnership with parents, and a question and answer segment.
Motivation
The document discusses various aspects of lesson planning and student motivation. It defines motivation and explores goal orientation and how goals can improve performance. It then examines goal setting, planning, and strategies for motivating students such as behavior tracking charts and challenge activities. The document also provides examples of lesson planning models including the 3Ps, 3-stage, 5E, ITB, and ESA models and recommends including objectives, methodology, presentation, practice, and production stages.
New Faculty Orientation.Dr.Pierce
This document provides an overview and introduction for new faculty at Davenport University. It discusses key administrators and their roles, a brief history of the university, and its pedagogical philosophy which focuses on active learning and creating a learner-centered environment. The document also provides guidance on course syllabi, required assessments, classroom management techniques, and engaging activities to stimulate students.
Teacher Training Seminar
This document contains notes from a secondary teacher training session on lesson planning and differentiation. It provides questions for teachers to consider when planning lessons, such as objectives, activities, and accommodating different student needs. It also discusses differentiating instruction through varying tasks, materials, feedback and grouping students by ability. The goal of differentiation is to provide an appropriate level of challenge for all students.
Teaching: one way to your academic career
Teaching: one way to your academic career
Jaye McIsaac
Educational Developer
University of Salford
22 June 2010
*Copyright rests with authors. Please use and cite appropriately .
Psi District Presentation 091210
The document discusses the Progressive Science Initiative (PSI), a program begun 10 years ago at Bergen Tech - Teterboro High School in New Jersey. PSI aims to improve math and science achievement by aligning curriculum vertically to AP standards. Key elements include requiring all students to take college-level science courses in sequence from Physics to Biology. Teachers collaborate closely to develop shared lessons and assessments. PSI has successfully increased student achievement in science and participation in AP exams without increasing resources. The initiative seeks to expand this model to more schools by training new teachers in the PSI method.
Session 6 Sulamin Rafiq Langdon School
This document summarizes the Langdon Cluster Project, which aimed to introduce student/trainee teachers to work as teaching assistants in challenging secondary schools. The project involved 5 schools partnering with the Institute of Education. Trainees would identify barriers to student learning and use strategies to enable all students to work effectively. Trainees would gain experience that provides evidence for their curriculum assignment. The project produced guidance documents and had trainees present case studies. It provided benefits for trainees, schools, and higher education institutions. An evaluation suggested improvements like additional training and outreach.
Similar to Science Teaching 2010 (20)
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Using IRIS Connect to support peer-to-peer coaching
Using IRIS Connect to support peer-to-peer coaching
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Strategy Sessions: Get organised with a lesson plan
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More from Chris Willmott
How the use of multimedia enhances teaching, learning and research
Slides from a webinar delivered by Dr Chris Willmott (University of Leicester) on behalf of Learning on Screen and Association of Learning Technologists (ALT).
Chris discussed the use of Box of Broadcasts (BoB) in university teaching, illustrating the potential with examples from his own practice. He also discussed the emerging potential of BoB as a tool for multimedia research
BoB and TRILT for Research
Slides from a presentation given by Holly Large, Emma Sewell (in absentia) and Dr Chris Willmott at the launch of our guide on the use of BoB ("Box of Broadcasts" and TRILT (the Television and Radio Index for Learning and Teaching) as tools for academic research. The launch event took place in London on 23rd September 2022.
"Discussion boards don’t work": Evaluation of a course blog for teaching with...
This document describes a course instructor's evaluation of replacing an exam with a shared resource collection assignment for a second year medical biochemistry module. The assignment required students to submit blog posts and comments reviewing resources related to module topics over four windows. While some high-quality resources were shared, most posts lacked critical analysis. Engagement with other posts was limited due to late submissions and a lack of feedback examples. While skills were built, the discussion format did not maximize learning as intended. Future iterations would provide explicit examples and require timely, anonymous contributions and comments to improve interactivity.
Journal Club: Role of Active Learning on Closing Attainment Gap
Slides from a Biological Sciences Scholarship of Learning & Teaching journal club held at the University of Leicester (UK) in May 2021. We discussed Theobald et al. (2020) Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math PNAS 117:6476-6483. Note slides relating to Fig 2 have been edited after the meeting to better reflect the discussion on the day.
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Exploiting Capture Technology for Other Purposes
This document discusses the use of lecture capture technology beyond simply recording lectures. It notes that 75% of UK higher education institutions now have lecture capture systems. The document outlines several potential alternative uses of capture technology, including for flipped classroom approaches, pre-recorded demonstrations, and recording fieldwork. It then describes a project investigating how one university is using capture technology for these other purposes. The project involves interviews with academics and a review of module surveys. Preliminary findings suggest pockets of excellent practice exist, but more guidance is needed for staff on the full capabilities of capture technology and how to implement alternative approaches.
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Slides from a presentation about the Box of Broadcasts resource, and creative uses of lecture capture technology. Talk given at the Dept of Molecular and Cell Biology, University of Leicester in April 2019.
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Slides from a presentation given at the AdvanceHE STEM Teaching and Learning Conference in January 2019. The talk is a warts and all description of a four year journey trying to develop flipped lectures for teaching core bioethics to second year undergraduates at the University of Leicester, UK
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Slides from a presentation given via Skype to the First International Bioethics Conference, on Teaching and Learning in Bioethics. The meeting was organised by Víctor Grífols i Lucas Foundation and held at the Universitat de Vic - Universitat Central de Catalunya in January 2019. The talk was a personal reflection on the teaching of ethics to bioscience students as it has occurred over the past 17 years or so.
A back-up version of the talk (in case of technical difficulties) was recorded and is available at https://youtu.be/JS--0SDAYTk.
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This document summarizes a project examining uses of lecture capture technology beyond standard lecture recording. It describes several examples where lecture content was broken into shorter pre-recorded videos to facilitate flipped classroom approaches. Preliminary findings found higher student engagement for optional advanced modules compared to mandatory core modules. Effectiveness seems to depend on ensuring videos are directly relevant to assessments and weekly in-person sessions provide opportunities to apply content. The project aims to develop best practice guides on using technology to diversify teaching methods.
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Slides from a presentation given at Lights, Camera, Learning: Teaching with the moving image - a conference held at Birkbeck, University of London in November 2018. The event marked the 70th anniversary of the setting up of the organisation known now as Learning on Screen (http://bufvc.ac.uk)
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Slides from a presentation given to the Biological Sciences Scholarship of Teaching and Learning group at the University of Leicester (November 2018). The talk gave a step-by-step reflection on the evolution of bioethics teaching via a combination of online videos and face-to-face discussion of case studies. As noted, aspect of the process remain problematic.
As Seen On TV: Promoting the use of broadcast media in HE
This document discusses promoting the use of broadcast media in higher education. It provides justification for using broadcast clips by arguing it can enhance teaching through illustration of theory, demonstrating practical application and contextualizing content. Broadcast media can also improve the learning process by enabling active learning and increasing student engagement and retention. Additionally, the medium itself can support critical thinking, student-driven curriculum development and moral development by exposing students to real-world issues. Examples are given of integrating broadcast clips and full programs into coursework. Challenges to adoption are also outlined along with recommendations for setting up online repositories like the proposed [Subject]OnTheBox project to expand access and sharing of educational broadcast materials.
Pedagogy Involving Capture Technology: Uses of Panopto beyond the recording o...
Slides from a presentation given at the International Federation of National Teaching Fellows summit in Halifax, Nova Scotia (May 2018)
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These are the slides I prepared for an innovative Twitter conference held on 29th March 2018. The #PressEDconf18 event organised by Natalie Lafferty (@nlafferty) and Pat Lockley (@pgogy) focused on educational uses of WordPress. Each speaker had 15 tweets, one per minute for 15 minutes. I chose to plan my contribution out as a standard PowerPoint presentations for which I turned each slide into a separate JPG to embed in my tweets.
As Seen On TV: Using broadcast media in university teaching
Slides for a presentation promoting the use of "BoB", an online repository of TV and radio programmes for education. This presentation was given at the Education in a Digital Age event at the University of Lincoln, UK, in November 2017.
RSB CPD PDG IMHO: A mechanism for capturing your “evidence”
Slides from a presentation describing the merits of the Royal Society of Biology's CPD scheme. I can take no credit for the creation of the scheme, but have found it an extremely helpful way to capture the kind of "evidence" of ongoing professional development which is required for appraisals, awards and applications. This talk was given at BioSummit2017, an annual gathering of teaching-dominant UK Bioscience academics.
Teacher of the Deaf
The document outlines the career journey of a Teacher of the Deaf. It discusses obtaining qualifications like a degree in Biological Sciences, a Postgraduate Certificate in Education, and a Postgraduate Diploma in Special Education focused on hearing impairment. It describes working as a primary school teacher and then as a Teacher of the Deaf in Rutland and Melton Mowbray. Key aspects of the role include building relationships with students, families, and other professionals. The goals are to minimize the impact of deafness on language development, learning access, and life chances by supporting students through areas like literacy, math, and personal independence.
More from Chris Willmott (20)
How the use of multimedia enhances teaching, learning and research
How the use of multimedia enhances teaching, learning and research
"Discussion boards don’t work": Evaluation of a course blog for teaching with...
"Discussion boards don’t work": Evaluation of a course blog for teaching with...
Journal Club: Role of Active Learning on Closing Attainment Gap
Journal Club: Role of Active Learning on Closing Attainment Gap
Turning teaching innovations into education publications
Turning teaching innovations into education publications
Analysis of Broadcast Science as a Capstone Project
Analysis of Broadcast Science as a Capstone Project
Measuring actual learning versus feelings of learning (Journal Club)
Measuring actual learning versus feelings of learning (Journal Club)
Do you know Bob? Adventures with technology-based resources for teaching (and...
Do you know Bob? Adventures with technology-based resources for teaching (and...
Adventures in Flipping the Teaching: A bioethical example
Adventures in Flipping the Teaching: A bioethical example
Teaching ethics in the UK: A Bioscience perspective
Teaching ethics in the UK: A Bioscience perspective
Pedagogy Involving Capture Technology: Uses of Panopto beyond the recording o...
Pedagogy Involving Capture Technology: Uses of Panopto beyond the recording o...
As Seen On TV: Using broadcast media in university teaching
As Seen On TV: Using broadcast media in university teaching
Not so flippin' easy: Adventures in "flipped teaching" in the biosciences
Not so flippin' easy: Adventures in "flipped teaching" in the biosciences
As Seen On TV: Promoting the use of broadcast media in HE
As Seen On TV: Promoting the use of broadcast media in HE
Pedagogy Involving Capture Technology: Uses of Panopto beyond the recording o...
Pedagogy Involving Capture Technology: Uses of Panopto beyond the recording o...
Developing WordPress blogs as shared educational resources: some practical tips
Developing WordPress blogs as shared educational resources: some practical tips
As Seen On TV: Using broadcast media in university teaching
As Seen On TV: Using broadcast media in university teaching
RSB CPD PDG IMHO: A mechanism for capturing your “evidence”
RSB CPD PDG IMHO: A mechanism for capturing your “evidence”
Science Teaching 2010
- 3. [ Photos removed from this slide for copyright reasons ]
- 5. 4 x lessons per day, approx 1 hour, plus other activities e.g. Staff briefing (8.30am) Registration (Y10 tutor group) Y10 physics (mixed ability) AS biology Registration Y11 biology (high ability set) Y11 chemistry (low ability set) Department meeting (3.45-5pm) Later…preparation for next day, booking practical equipment, marking etc