1.4 Defining reflection
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.
1.3 Reflection and course study
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.
1.1 Effective course study
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.
Introduction
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.
Introduction This unit looks at the prevalence of maps in everyday life, their uses and their importance. From mental maps to public transport and street maps it moves on to historical and history-making maps. Along with assessing the political importance of some maps it examines how we read maps and looks at how to evaluate the information contained within them. Although maps might seem to be objective and factual the unit looks at the values embedded in both maps themselves and our perceptions of them.<
Introduction
The ‘Big Bang’ is said to be the origin of our Universe. This unit will help you to comprehend what happened in the moments immediately after the Big Bang and during the initial cooling period. You will also gain an understanding of how this event turned in to the Universe we live in today.
2.4 Achieving targets
Mentoring, observation and interviews are three important strategies in developing student teachers. This unit, which gives a flavour of the Open University's flexible PGCE course, introduces student–teacher centred strategies both inside and outside of the classroom involving mentors, pupils, tutors and others to develop student teachers' professional skills and understanding.
2.3.2 Synthesis
Mentoring, observation and interviews are three important strategies in developing student teachers. This unit, which gives a flavour of the Open University's flexible PGCE course, introduces student–teacher centred strategies both inside and outside of the classroom involving mentors, pupils, tutors and others to develop student teachers' professional skills and understanding.
Learning outcomes
Mentoring, observation and interviews are three important strategies in developing student teachers. This unit, which gives a flavour of the Open University's flexible PGCE course, introduces student–teacher centred strategies both inside and outside of the classroom involving mentors, pupils, tutors and others to develop student teachers' professional skills and understanding.
5.2 Further reading
Participating in the democratic processes is seen as being a fundamental aspect of citizenship. All pupils need a broad knowledge and understanding of the rights, responsibilities and duties of citizens, as well as an understanding of forms of government. Notions of citizenship have been forged alongside the expansion of the right to vote and the development of our ideas about democracy. In this unit we explore different interpretations of democracy and strategies for involving pupils in conside
5.1 A story of fox hunting
Participating in the democratic processes is seen as being a fundamental aspect of citizenship. All pupils need a broad knowledge and understanding of the rights, responsibilities and duties of citizens, as well as an understanding of forms of government. Notions of citizenship have been forged alongside the expansion of the right to vote and the development of our ideas about democracy. In this unit we explore different interpretations of democracy and strategies for involving pupils in conside
4.1 Can talking do more than voting?
Participating in the democratic processes is seen as being a fundamental aspect of citizenship. All pupils need a broad knowledge and understanding of the rights, responsibilities and duties of citizens, as well as an understanding of forms of government. Notions of citizenship have been forged alongside the expansion of the right to vote and the development of our ideas about democracy. In this unit we explore different interpretations of democracy and strategies for involving pupils in conside
3.1 The Athenians, the Swiss, and Arnold Schwarzenegger
Participating in the democratic processes is seen as being a fundamental aspect of citizenship. All pupils need a broad knowledge and understanding of the rights, responsibilities and duties of citizens, as well as an understanding of forms of government. Notions of citizenship have been forged alongside the expansion of the right to vote and the development of our ideas about democracy. In this unit we explore different interpretations of democracy and strategies for involving pupils in conside
2 What are some possible alternatives?
Participating in the democratic processes is seen as being a fundamental aspect of citizenship. All pupils need a broad knowledge and understanding of the rights, responsibilities and duties of citizens, as well as an understanding of forms of government. Notions of citizenship have been forged alongside the expansion of the right to vote and the development of our ideas about democracy. In this unit we explore different interpretations of democracy and strategies for involving pupils in conside
1 Is democracy really such a good thing?
Participating in the democratic processes is seen as being a fundamental aspect of citizenship. All pupils need a broad knowledge and understanding of the rights, responsibilities and duties of citizens, as well as an understanding of forms of government. Notions of citizenship have been forged alongside the expansion of the right to vote and the development of our ideas about democracy. In this unit we explore different interpretations of democracy and strategies for involving pupils in conside
Introduction Participating in the democratic processes is seen as being a fundamental aspect of citizenship. All pupils need a broad knowledge and understanding of the rights, responsibilities and duties of citizens, as well as an understanding of forms of government. Notions of citizenship have been forged alongside the expansion of the right to vote and the development of our ideas about democracy. In this unit we explore different interpretations of democracy and strategies for involving pupils in con
1.4.2 And finally In this unit you have looked at:
why the global dimension in science is so important;
what contributions have been made to science by ‘non-Western’ scientists;
how to deliver the curriculum so as to bring global science to life for students. Many teachers have found that including the global dimension in science is exciting and motivating for both teacher and students
1.4.1 Global science in the classroom Other cultures have had flourishing examples of science that should be much more widely known by pupils… Pupils can be helped to see that science is a cultural activity, and it is inevitably the case that different cultures produce different sciences. Reiss (2000) p. 17 There are many ways of helping students appreciate that science is a global pursuit. In Activity 4 you are as
1.1 1 Why include a global dimension in science education? Western science drew on a world heritage, on the basis of sharing ideas. Sen (2002) The global dimension refers to approaches to education … which focus on global issues, events and interdependence. … pupils will develop … an understanding of different cultural and political perspectives, as well a Introduction There are many compelling reasons for introducing a global dimension in science education. This unit, aimed at teachers in secondary schools explores why the global dimension in science education is so important and how you might incorporate it in your lessons. This unit is from our archive and is an adapted extract from A global dimension to science education in schools (TL_SCIT5) which is no longer taught by The Open University. If you want to study formally with us, you may wish to e
