1.1 Introduction
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.
Supporting professional development in ITT: introduction
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.
3.1 Who is to be included? Some critics have seen the focus on students with disabilities and difficulties in learning as distracting from the real issue, that is, the processes of inclusion and exclusion that leave many students, not simply those with disabilities, unable to participate in mainstream culture and communities (Booth, 1996). Such processes have an impact on many students, not just those with ‘special educational needs’. In line with this way of thinking, the study of inclusion should be co
1.1 Persuasion, control and argument The Reading below contains examples of interaction that you may or may not be familiar with. The book that it comes from is concerned with how people use language in many kinds of situations to solve problems and get things done. Before examining ways in which teachers can help students develop their understanding and use of spoken language, it may be useful to step outside the classroom and consider some of the ways that language is used in everyday life as a means for ‘getting things
1 The science of ecology
What is ecology and why is it important to our understanding of the world around us? This unit looks at how we can study ecosystems to explore the effect that humans are having on the environment.
3.7 Models of adjustment
This unit looks at the way people identify and become attached to places, buildings and objects. It also analyses how this attachment can impact on personal well-being. Understanding this is important in assessing the care people of all ages need and how this care should be delivered.
3.6 Relocation: acceptance
This unit looks at the way people identify and become attached to places, buildings and objects. It also analyses how this attachment can impact on personal well-being. Understanding this is important in assessing the care people of all ages need and how this care should be delivered.
3.5 Coping with relocation
This unit looks at the way people identify and become attached to places, buildings and objects. It also analyses how this attachment can impact on personal well-being. Understanding this is important in assessing the care people of all ages need and how this care should be delivered.
3.4 Change on a daily basis: Day unit care
This unit looks at the way people identify and become attached to places, buildings and objects. It also analyses how this attachment can impact on personal well-being. Understanding this is important in assessing the care people of all ages need and how this care should be delivered.
3.3 Change on a daily basis: shared care for the elderly
This unit looks at the way people identify and become attached to places, buildings and objects. It also analyses how this attachment can impact on personal well-being. Understanding this is important in assessing the care people of all ages need and how this care should be delivered.
3.1 The impact of surroundings
This unit looks at the way people identify and become attached to places, buildings and objects. It also analyses how this attachment can impact on personal well-being. Understanding this is important in assessing the care people of all ages need and how this care should be delivered.
1 Attachment to place
This unit looks at the way people identify and become attached to places, buildings and objects. It also analyses how this attachment can impact on personal well-being. Understanding this is important in assessing the care people of all ages need and how this care should be delivered.
2.3 Place and identity
This unit looks at the way people identify and become attached to places, buildings and objects. It also analyses how this attachment can impact on personal well-being. Understanding this is important in assessing the care people of all ages need and how this care should be delivered.
2.2 A place for possessions
This unit looks at the way people identify and become attached to places, buildings and objects. It also analyses how this attachment can impact on personal well-being. Understanding this is important in assessing the care people of all ages need and how this care should be delivered.
2.1 Positive and negative meanings
This unit looks at the way people identify and become attached to places, buildings and objects. It also analyses how this attachment can impact on personal well-being. Understanding this is important in assessing the care people of all ages need and how this care should be delivered.
Religions of the World (as practiced in America)
Welcome to the NROC Religions of the World course. The study of the world's religions is a lifelong journey. This course is designed to give you structure to help you organize your thoughts and enable you to make intelligent judgments about religion. You will be introduced to each faith by leading advocates of the tradition. Religion is a basic building block for society worldwide,and this course will enable you to grow in understanding and in appreciation of the many faith communities around th
k-12math.info
Provides information to develop primary and secondary school mathematics materials and textbook series (OER or paper). Content (uses 1000 of the most commonly historically used terms), content distribution (used within many textbook and OER series from 1972 to the present), standards (within the United States and other countries), curriculum parameters and sources of information to develop examples and excercises are provided. Spreadsheets are used to help understanding. Information is displayed
Behind the Scenes at PDC 2010 PDC may happen physically here in Redmond, but it's really a global event and all of the sessions PLUS the Channel 9 LIVE feed was streamed out over the net. In addition to the content being available immediately, we also translated it live to Spanish, Chinese, Japanese and French. While it look simple and seamless to the viewer, there is a lot of hard work going on behing the scenes to make this all possible. Here's how it's done!
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Plate Tectonics: An Introduction
In the early 1900s, most geologists thought that Earth's appearance, including the arrangement of the continents, had changed little since its formation. This video segment adapted from Discovering Women describes the impact the theory of plate tectonics has had on our understanding of Earth's geological history, as we have become aware of our planet's ever-changing nature. Closed captioning included. Run time 02:21.
The framework for easy intelligent tutor programs creation
In this paper the framework for intelligent tutor programs creation is described. It separates the logical part of tutor program and technical parts like user interface, database connectivity, etc. The intelligent program is built in specially developed graphical tool by means of performing primitive actions to create task model as a graph with states and conditional transitions. So it may be composed by a teacher with base programming skills.
