Acknowledgements The content acknowledged below is Proprietary (see terms and conditions) and is used under licence. Grateful acknowledgement is made to the following source for permission to reproduce material: Woodward, K (2004) Questioning Identity: gender, class, ethnicit
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Acknowledgements Grateful acknowledgement is made to the following sources for permission to reproduce material in this unit: The content acknowledged below is Proprietary and used under licence (not subject to Creative Commons licence). See Terms and Conditions. Figure 2 Co
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Learning outcomes After studying this unit you should be able to: identify and describe what is meant by a formal rule and understand the problems associated with rule making; explain what is meant by policy and why it is important; understand how formal rules are constructed; explain the difference between specific and general rules, and why the difference matters; explain why the language of formal rules is important; ex
References 1.3.3 Stage 1: Preparation The task here is very different from our task when faced with numbers, where we need to deal with a high level of abstraction. Writing is often dense and multi-layered, and usually gives us, if anything, too much surface information about our subject. We need to make a mental effort this time in selecting and abstracting information ourselves. In order to do this effectively we need to be aware of the context of the writing. We need to check if we can, for instance, the political and s 1.3.2 Stages in reading qualitative evidence As with numbers, we need to approach qualitative evidence systematically and with purpose, and not just assume we know what it means. Except for third party materials and otherwise stated (see terms and conditions), this content is made available under a Creative Commons Attribution-NonComm 1.2.3 Stage 1: Preparation Numbers and diagrams are highly abstract and condensed summaries of the world. They require a degree of mental effort to bridge the gap between them and the aspects of the ‘real’ world they stand for. Approach them slowly and with care, allowing yourself time to get the feel of what you are looking at. Don't assume you already know what you are looking at. 1.2.2 Stages in reading numbers and diagrams Having established roughly what we are looking at when we see a table of numbers or a diagram, how do we read it systematically? It may be best to think of this as a process with several stages. Except for third party materials and otherwise stated (see terms and conditions), this content is made available under a Author(s): Learning outcomes After studying this unit you should be able to: identify that social scientists can collect evidence to support their claims and theories in different ways; give examples of quantitative and qualitative evidence; recognise a variety of methods for obtaining evidence; understand the ways in which evidence can be presented; how to read it actively and with purpose. Except for third party 1.3 Active reading Whatever the specific objective of reading, as a student you will always need to read in an active way. Active reading involves reading with a purpose; that is reading in order to grasp definitions and meanings, understand debates, and identify and interpret evidence. It requires you to engage in reading and thinking at one and the same time in order to: identify key ideas extract the information you want from the text Introduction We know that the brain has a hugely important role to play in the students' learning that goes on in our classrooms. However, surprisingly, scientists still know relatively little about the workings of the brain, and most of what we do know has been discovered only in the last 15 years. Our challenge is to ensure that what we do know about the brain is translated into classroom practice and used to maximise student learning – this is the idea at the heart of Accelerated Learning. This unit 1.3.2 Exploring other activities After trying Activity 3 you may want to explore some of the other resources given or even develop your own, in which case the Global Dimension section of the ASE site
or the New Scientist online may be helpful starting points. One way of bringing global science into the classroom is by using ‘off-the-shelf’ activities that: exemplify curriculum content – for example, iron was extracted from its ore in a precursor of the blast 1 6. Conclusion This unit has explored the ways in which moving and still images may motivate and inspire pupils in their understanding of music. You may find it helpful to share your experiences of using images with your peers, perhaps through a short presentation to your department. Except for third party materials and otherwise stated (see terms and conditions), this content is made availabl 1.5.2 Resources Resources on film music can be difficult to come by. There has been a gradual increase in the range and number of books available, and the bibliography you can get by clicking on the link below should help guide you towards useful texts. Click 'View document' to open Indicative film music bibliography Soundtrack albums are now released for many films, and DVDs occasionally include composer i Learning outcomes By the end of this unit, you will have: an awareness of methods of introducing film music to secondary school pupils; an understanding of how the concept of music accompanying image can be applied to skills of composition; an awareness of how to develop techniques of appraising and analysing film music through classroom activities. Except for third party materials and otherwise stated (see Author(s): Introduction There are many approaches to using film music in the classroom, including: a focus on pupil experience; a focus on the structure of composition; a focus on the relationship between music and image; This unit will explore some of these approaches through various activities. Learning outcomes On completion of this unit you should be able to: understand how the use of objects and museum activities can enhance pupil learning; explore the museum resources and support available to teachers, and the ways of accessing those services. Except for third party materials and otherwise stated (see terms and conditions), this content is made Introduction Museums give children experiences above and beyond the everyday – experiences that enrich and build upon classroom teaching and learning. Taking pupils to a museum, or bringing museum artefacts into school, instantly changes the dynamics of the usual learning environment. It gives you as a teacher the opportunity to start afresh with each child, to reach and engage with pupils in new and different ways. This unit explores practical ways in which you can make the most of the UK's extraordina References Learning outcomes Once you have completed this unit you will be able to: clarify your own ideas on literacy criticism; explore with your pupils what makes a good book; produce a range of writing frames to encourage pupils to write book reviews; encourage your pupils to follow some of the award schemes for children's books and perhaps start one of your own. Except for third party materials and otherwise
