1.3.1 What it means
Learning online is one of the great advantages of information technology. This unit will help you establish a safe and comfortable working environment to ensure that your study time at the computer screen does not impact on your health. It also looks at the basic skills for online study, such as file management and installing software.
1.2.2 Learning new tasks
Learning online is one of the great advantages of information technology. This unit will help you establish a safe and comfortable working environment to ensure that your study time at the computer screen does not impact on your health. It also looks at the basic skills for online study, such as file management and installing software.
1.2 What's going on – learning online
Learning online is one of the great advantages of information technology. This unit will help you establish a safe and comfortable working environment to ensure that your study time at the computer screen does not impact on your health. It also looks at the basic skills for online study, such as file management and installing software.
Modality Matching and other Myths: Learning styles and pedagogy in post-16 learning
This influential report by the Learning and Skills Research Centre undertaken in 2005 critically reviews the literature on learning styles and examines in detail 13 of the most influential models. The report concludes that it matters fundamentally which instrument is chosen. The implications for teaching and learning in post-16 learning were reported as being serious and of concern to learners, teachers and trainers, managers, researchers and inspectors. The report was aimed at post 16 education
2 What sort of English do I need to be able to study at higher education level?
Even if you feel confident using English in everyday situations, studying in English at higher education level might present extra challenges. This unit provides an opportunity for you to reflect on your English language skills through a series of academic exercises.
Mathematics and Science in Secondary Schools: The Deployment of Teachers and Support Staff to Delive
Commissioned by the Department for Education and Skills (DfES), this resource is a summary of the findings of a largely quantitative survey into the deployment of teachers and support staff of mathematics and science in 25% of maintained secondary schools in England. Data was obtained from postal questionnaires to heads and teachers of mathematics and science and a survey of support staff assisting in mathematics and science departments. Twelve schools, chosen for exemplifying good practices in
GTIP: Extending Writing Skills
Extracts from a Theory into Practice Publication of the Geographical Association, Extending Writing Skills is concerned with written communication and the ways in which writing activities in the geography classroom can assist the learning process
Une gestion durable des déchets - Alain Navarro (audio)
Une conférence du cycle : "Développement durable, la croissance verte : comment ?"
Une gestion durable des déchets
Par Alain Navarro, professeur à l'Insa, (directeur scientifique du réseau
coopératif de recherche sur les déchets (R.E.C.O.R.D))
Boom! Crack! Crash! [The Inflation Crisis, and How to Resolve It • By Henry Hazlitt • Ludwig von Mises Institute, [1978] 2009 • 191 pages; and Beyond Boom and Crash • By Robert L. Heilbroner • W.W. Norton, 1987 • 111 pages; and Manias, Panics, and Crashes: A History of Financial Crises • By Charles P. Kindleberger • Basic Books, 1987 &b CPD for Teachers – Mentoring and Coaching Modelling heat transfer From idea to impact : a guide to the research process. Building effective research : 1 Building thinking skills in thinking classrooms ACTS (Activating Children’s Thinking Skills) in No P Scales: Glossary Item Teaching Emotive and Controversial History 3-19 Working on improving your problem-solving skills Evaluation of the Young Apprenticeships programme Monitoring progress 7.1 Evidence required 3 Key skills assessment units
This Teachers TV video is concerned with mentoring and coaching with a particular focus on peer-to-peer learning to be employed as an effective tool for staff development. Located within the wider context of continuing professional development, this resource provides examples of how teachers can learn from and with one another in the early and more advanced stages of their career.
This unit is the fourth in the MSXR209 series of five units on mathematical modelling. In this unit you will be taken through the whole modelling process in detail, from creating a first simple model, through evaluating it, to the subsequent revision of the model by changing one of the assumptions. The problem that will be examined is one based on heat transfer. This unit assumes you have studied Modelling pollution in the Great Lakes (MSXR209_1), Analysing skid marks (MSXR209_2) and Developing
This is one of the titles in the Learning & Skills Research Centre Series which is intended to increase the effectiveness of research on and for the Learning & Skills Sector. This title focuses on the research process as a whole.
This research briefing is of a project carried out as part of the Teaching and Learning Research Programme based at the Institute of Education, University of London. ACTS (Activating Children’s Thinking Skills) was used as the thinking framework. The project builds on a substantial earlier review of the research literature on developing thinking skills.
Working with 134 teachers of 8-11 year old pupils in Northern Ireland schools, lessons were designed and taught to teach thinking skills inte
The P scales are descriptions of attainment levels below level 1 of the National Curriculum. They were first published in 1998 by the Department for Education and Skills (DfES) and the Qualifications and Curriculum Authority (QCA).
This is a 46 page report commissioned by the Department for Education and Skills and undertaken by The Historical Association to provide guidance and advice to history teachers on how to approach the teaching of emotive and controversial issues. The report was written by eight eminent and experienced history teacher educators and, as well as a general overview, there is guidance and advice focused on particular age groups.
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
This report, published by Ofsted, evaluates the effectiveness of the Young Apprenticeships programme from its introduction in September 2004 to 2006/07. The programme was launched by the then Department for Education and Skills (DfES) in September 2004, in order to allow school-based students of average or above average ability at Key Stage 4 to study for nationally recognised vocational qualifications two days per week, delivered by their local Young Apprenticeships partnership.
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
Working effectively with other people in a group or a team is a skill valued highly by community and educational organisations, as well as employers. Working in a group is about communicating effectively, contributing ideas, listening and receiving feedback, and leading or following as appropriate. Developing your skills means thinking about and planning the tasks the group needs to do, negotiating with others to develop shared goals and purpose, collaborating to achieve agreed results and then
Working effectively with other people in a group or a team is a skill valued highly by community and educational organisations, as well as employers. Working in a group is about communicating effectively, contributing ideas, listening and receiving feedback, and leading or following as appropriate. Developing your skills means thinking about and planning the tasks the group needs to do, negotiating with others to develop shared goals and purpose, collaborating to achieve agreed results and then
