Working in Classrooms: Part 2 - Organising time and space in a school
Part 2 looks at timetables and addresses the question of how much classroom time we actually have for organising teaching and learning. Teachers discuss various strategies, and we see a number of experiments in using classroom space in different ways.
Acknowledgements
The quality of our teaching inevitably has an impact on the behaviour of our students. This unit considers some of the factors that can contribute to misbehaviour in the classroom and some of the steps that we can take as teachers to re-engage students with the learning process. This unit considers the format of lessons, how lessons are delivered, how to present lesson content in an interesting and creative way, and the development of "engaging lessons".
Learning outcomes
The quality of our teaching inevitably has an impact on the behaviour of our students. This unit considers some of the factors that can contribute to misbehaviour in the classroom and some of the steps that we can take as teachers to re-engage students with the learning process. This unit considers the format of lessons, how lessons are delivered, how to present lesson content in an interesting and creative way, and the development of "engaging lessons".
Acknowledgements
This unit focuses on your initial encounters with research. It invites you to think about how perceptions of mathematics have influenced you in your prior learning, your teaching and the attitudes of learners.
References
This unit focuses on your initial encounters with research. It invites you to think about how perceptions of mathematics have influenced you in your prior learning, your teaching and the attitudes of learners.
Course team
How do we learn? Understanding ‘how’ is the key to learning more effectively. This unit looks at the three main categories of theories: the acquisitive, constructivist and experiential models of learning. There is no right way to learn but developing an active approach will ensure that you are open to new ideas.
Acknowledgements
How do we learn? Understanding ‘how’ is the key to learning more effectively. This unit looks at the three main categories of theories: the acquisitive, constructivist and experiential models of learning. There is no right way to learn but developing an active approach will ensure that you are open to new ideas.
References
How do we learn? Understanding ‘how’ is the key to learning more effectively. This unit looks at the three main categories of theories: the acquisitive, constructivist and experiential models of learning. There is no right way to learn but developing an active approach will ensure that you are open to new ideas.
Learning outcomes
How do we learn? Understanding ‘how’ is the key to learning more effectively. This unit looks at the three main categories of theories: the acquisitive, constructivist and experiential models of learning. There is no right way to learn but developing an active approach will ensure that you are open to new ideas.
Learning outcomes After studying this unit you will: have developed a systematic understanding of knowledge and a critical awareness of issues in inclusive education; be able to reflect critically upon and analyse your own perspective, and that of others, regarding inclusion; be able to analyse and develop successful inclusive learning practices; be able to identify conceptual frameworks appropriate for investigating inclusion issues, examining the inc
Learning outcomes At the end of this unit you should be able to: reflect on your purposes and expectations in doing this unit; record in your Learning Journal your initial and developing understandings of what the unit is about; use your Learning Journal as an on-going record of your developing understandings, expectations and experiences; use your Learning Journal to record your reflections; begin taking responsibility for your own re
References Learning outcomes The learning outcomes for this unit are: to gain an understanding of the rationale for careers education and guidance (CEG) and young people's need for it; to understand your school's statutory responsibilities for CEG and its links with Connexions; to develop the basic knowledge and skills needed to help students access careers information and guidance; to gain knowledge of the school's CEG programme and the confidence to carry out y Learning outcomes The learning outcomes for this unit are: To consider the value of democracy, through examples. To try to challenge perceived wisdom about our political systems. Except for third party materials and otherwise stated (see terms and conditions), this content is made available under a Author(s): Learning outcomes The learning outcomes for this unit are: Critically appreciate the significance of claims made for ‘global corporate citizenship’. Understand the nature of work and ‘social citizenship’. Recognize the difference between ‘acts citizenship’ and ‘status citizenship’. Be able to assess the ‘ethical dimension’ to arguments about citizenship. See the relevance of historical compari Acknowledgements Professor David Lambert is Chief Executive of the Geographical but remains Research Associate of the Institute of Education (London). He is a former secondary geography teacher (for 12 years) and developed a scholarly interest in assessment issues following the introduction of the national curriculum. He also has a research interest in the way teachers select and use textbooks with pupils. He has a long-standing concern with mo Learning outcomes The learning outcomes of this unit are: review some of the recent debates about the place of geography in the school curriculum; consider the different aims of geographical education; links for further study Except for third party materials and otherwise stated (see terms and conditions), this content is made available under a Learning outcomes The learning outcomes for this unit are: to review a job description for a business manager that takes account of today's context; to understand how a business manager can support teaching and learning and all stakeholders; to understand and use a range of analytical tools; to apply these analytical tools to your school's situation, in particular responding to government agendas; to understand how benchmarking data can Acknowledgements This unit was originally prepared for TeachandLearn.net by Zoe Macdonald who is Head of RE at Bourne Grammar School in Lincolnshire. She is active in the delivery of in-school training on a variety of subjects, and lectures annually at the St Gabriel’s National Conference for RE teachers. Acknowledgements The content acknowledged below is Proprietary (see terms and conditions) and is used under licence. Grateful acknowledgement is made to the following sources for permission to reproduce material in this unit: Table 1: Source: Transport Statistics Great Britain, 2001, Department for Transport. Crown copyright material is reproduced under Class Licence Number C01W0000065 with the permission of the Controller if HMSO and the Que
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