Working on improving your problem-solving skills
This unit focuses on higher level skills. Skills development is complementary to other learning – it cannot be done in isolation. The higher level skills in this material aim to raise your awareness of the processes of learning and development – other subject-based material must supply the context and motivation for this. Key skills underpin the ability to carry out successfully, and improve on, a wide range of tasks in higher education, employment and wherever there is a continuation of le
Monitoring progress
This unit focuses on higher level skills. Skills development is complementary to other learning – it cannot be done in isolation. The higher level skills in this material aim to raise your awareness of the processes of learning and development – other subject-based material must supply the context and motivation for this. Key skills underpin the ability to carry out successfully, and improve on, a wide range of tasks in higher education, employment and wherever there is a continuation of le
Formative Assessment and Personalised Learning - Primary
This is a Teachers TV video, of 27 minutes duration developed by Bristol University’s Effective Lifelong Learning Inventory project (ELLI) in collaboration with Westbury Park Primary School. The school promotes an original and unique approach to personalised learning and formative assessment by using seven dimensions for effective teaching and learning: learning relationships, changing and learning, creativity, resilience, curiosity, meaning making and strategic awareness.
Exponent Rules
Learn exponent rules through music! Video shows how to multiply and divide numbers with exponents, find the number when you have an exponent of an exponent, and to find the number when you have a negative exponent. Video is good quality and good for all students as a review or initial learning of the topic.
Engaging parents in their children’s learning
This document reports the findings of a small-scale research study commissioned by the General Teaching Council (GTC) about parental experiences and views in relation to involvement and engagement with their children’s learning.
Group Work: Transition into Secondary
This report, commissioned by the Scottish Government and completed in 2007, presents the findings of a study consisting of two projects concerning primary to secondary transitions and the use of group work in science activities. It builds on an earlier project of 2004 (ScotSPRing), which found that "significant gains in science attainment and social connectedness between pupils were promoted by using collaborative learning techniques to teach science" (p1). This follow-up project aimed to esta
Providing learning opportunities for trainees
The resource is an informative and activities based workbook, to support school-based trainers in providing appropriate learning opportunities for trainees. This is a collation of materials used at training managers’ workshops to aid their understanding of how to improve initial teacher training (ITT) provision, which has been developed from the outcomes of a range of evidence, including small scale research conducted by the University of Birmingham for the TDA.
A systematic review of the effect of nutrition, diet and dietary change on learning, education and p
This is a systematic review of research into the effect of good nutrition on the behaviour, learning and performance of school-aged children. Conducted by the Centre for Food, Physical Activity and Obesity Research at the University of Teesside between November 2005 and April 2006, it was updated in June of that year.
ITE English: English and Behaviour for Learning
Materials from the Subject Resource Network for English on English and Behaviour for Learning. ‘Behaviour for Learning’ emerged from a review of theories of effective behaviour management which suggested that poor behaviour in schools does not occur in isolation. Student teachers at the beginning of their courses frequently express acute anxiety about whether they will be able to teach pupils anything, or whether they will simply spend the whole time controlling pupils’ behaviour. This res
Teachers TV Primary Framework week
This week (22 - 28 September), Teachers TV has a week of programmes looking at the revised Primary Framework, promoting the Primary Framework as a tool for improving the teaching and learning of mathematics and literacy.
Reframing Literacy: A United Kingdom Literacy Association (UKLA) conference about moving image medi
The UKLA conference was held at the British Film Institute (BFI) on 13th and 14th November 2008 and attended by teachers, teacher educators and representatives from the local authority and the film industry. The conference proposed that ‘media literacy’ be recognised and taught within the wider context of literacy rather than as a separate subject and offered three perspectives:
• Leading learning in moving image media education – aimed at local authority literacy advisors
• Developi
Masters in Teaching and Learning: Making it work
This paper is the response from the Universities’ Council for the Education of Teachers (UCET) to the government announcement of the new Masters in Teaching and Learning (MTL) award for teachers. The MTL is be run for teachers in their first 5 years of service and later expanded to include all serving teachers. The paper shares publicly the UCET advice given to the Training and Development Agency (TDA) and the Department for Children, Schools and Families (DCSF).
Optimising Challenge to Young Children: Action Research in a Nursery School
This resource is from NFER's Topic (now PRE) online journal. The focus of the resource explores the use of action research to improve the learning for young children in a West Sussex nursery school. The study reported on had its origins in the results of an Ofsted visit to the school. The resource outlines the procedures undertaken by the school to collect and analyse data, in order to continue the success experienced at the school, to engage children in scaffolding their own learning, and to pl
14 – 19 Diploma Initial Teacher Training: Strand 2 regional network meetings
Regional network meetings were held in London, Birmingham and Leeds on 27th, 29th and 30th April 2009 for ITT sector colleagues involved in the planning and delivery of Strand 2 Diploma experience for trainees. The Strand 2 programme enables some initial teacher trainees to obtain two weeks’ experience of Diploma teaching and learning which is additional to the route to Qualified Teacher Status which the trainee is undertaking. The meetings - which were attended by provider, school and Local A
TDA E-Learning Grant Reports Round Two: CILT
This is a report for a TDA funded project, based at CILT, focusing on the development and impact of e-learning on ITE provision.
Neurobiology
Neurons’ electrical activity results in the release of neurotransmitters that account for everything from survival to addiction to learning and memory. This session explains how neurons communicate to achieve all these functions.
Teachers TV: The Future of Education week
Teachers TV has a week of programmes, 2 – 8 February, exploring potential future developments in teaching and learning, as well as innovative practice that is already happening in schools.
TDA Standards case study: Exemplifying QTS standard Q17
A case study charting the experiences of a trainee on a secondary PGCE programme in geography, including the ways in which the provider tailored provision to develop the trainee’s understanding of the use of ICT to support teaching and learning.
Report on Learning and Technology World Forum
The first ever Learning and Technology World Forum, 12-14 January 2009, was organised by Becta (the UK government's lead agency on supporting technology in education) on behalf of the Department for Innovation, Universities and Skills (DIUS) and the Department for Children, Schools and Families (DCSF).
Enhancing the communication learning environment of an early years unit
This research paper, presented at BERA 2001, reports on an action research project in which a group of teachers, nursery nurses and teaching assistants worked with an Open University consultant, Melanie Nind, to improve the language and communication provision in an early years unit. The project took an inclusive approach, rather than starting with a deficit model, through which the learning environment was enriched for all children. The development and evaluation of changes was guided by the co
