3. Review and recall Learning cannot take place without memory, and we expect our students to be able to process, synthesise and recall a vast amount of information every day. There are, however, some simple strategies that we can employ to help them to do this. Firstly consider the natural concentration span. A rough guide is that concentration span in minutes is equivalent to chronological age in years, +/− 2 minutes. That means that even our most attentive 18 year olds need a short concentration break
2. Connecting the hemispheres We know that our brains are divided into two hemispheres, and that different areas of the brain have a dominant responsibility for different functions and actions. It is important to maximise our brain use; some studies say that we use less than 5 per cent! In general, the Western educational system is strongly weighted towards the functions of the left brain – reading, writing, listening, and activities involving logic and sequence. ‘Right brain’ activities involving images, colo
1. Efficient brain performance Two sources of fuel are particularly important to ensure a healthy and efficiently functioning brain – oxygen and water. Fortunately, in many countries, both of these are in ready supply! Many schools in the UK are already beginning to recognise the need for students (and their brains) to be sufficiently hydrated, and have installed water-coolers at strategic points. Oxygen is easier to supply, but sitting down for a typical 50-minute lesson could decrease the amount of oxygen delivered to
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3.3 The purpose of the formal review meeting The purpose of this meeting is to: review performance against agreed objectives, and also in overall leadership of the school; agree objectives for the next year; set dates for in-year monitoring of progress. A statement must be agreed between the headteacher and governors that covers all of these areas, and which may be seen by the appropriate committee of the governing body when they review the head
3.2 Adviser time The governing body is allowed up to eight hours of external adviser time. These are split roughly: three hours for preparation before the meeting; one hour for writing/checking the review statement; four hours in school. The time allows for both the headteacher and the appointed governors to meet the adviser separately to discuss issues and, in the case of the governors, to seek advice. To do this, th
Learning outcomes The aim of this unit is to: raise awareness of the process and principles of performance management/appraisal in schools; identify the negative aspects of appraisal systems and consider how these might be overcome; enhance understanding of the role of the governing body in the performance review process, especially in relation to reviewing the headteacher's performance; encourage discussion of performance with regard to pay awards, an
1 What is monitoring? Monitoring means gathering evidence to show what progress has been made towards strategic priorities and targets and the implementation of policies. Evaluation means making judgements about the results. DfES 2003, National Training Programme for New Governors, Module 2, p. 4. Monitoring is a key aspect of governors' remit; it is necessary so that governing bodies can carry out their strat
Learning outcomes The learning outcomes for this unit are: To briefly explain the history and development of school governance. To explore the role of the governing body in the strategic leadership of schools. To familiarise governors with their statutory responsibilities. To explain the work of governors as partners with the headteacher in the strategic management of their schools.
Introduction This unit looks at visualisation as it relates to mathematics, focusing upon how it can be used to improve learning. It will also identify ways in which to make more use of visualisation within the classroom.
2.1 Looking forward Because it is easy to explain things looking backwards, we think we can then predict them forwards. It doesn't work, as many economists know to their cost. The world keeps changing. It is one of the paradoxes of success that the things and the ways which got you where you are, are seldom the things to keep you there. If you think that they are, and that you know the way to the future because it is a continuation of where you 1 A revolution in schools The school we are in today will not be the school we are in tomorrow. This is especially apparent when the government's Extended Schools and Every Child Matters agendas for English schools are added to the mix, together with remodelling and the changes to the 14 – 19 phase. For details of the bursar's key role in this process visit Bursar's role in remodelling [accessed 26 January 2007].
Admittedly, there is no ‘one size fits all’ business manager (or bursar) role. The position 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 Introduction There is an ongoing ‘revolution’ in the running of UK state schools and this is making the position of the school business manager (or bursar) both significant and necessary. Government thinking, together with profound changes in society generally, will affect every institution both in terms of pedagogy and the physical environment, particularly technology and levels of security employed. This unit will look at how you – an existing or aspiring business manager – can work effect 3.1 Transition points for 11–19 year-olds When 16 year-old Mike Barker told people he wanted to be a film director they laughed at him… Mike's long journey to Hollywood stardom as a director began with a teacher at his school who instilled a sense of confidence into the discouraged teenager. ‘I was going to leave school at 16 and get a job because I wanted a motorbike, but she persuaded me to do my A levels. I told her about wanting to be in the film industry a 2.3 Co-analysis of practice Carrying out observations of the student teacher is an important part of mentor activity and one of the major ways that mentors gather evidence to improve practice. Observations are most useful when they are followed by an opportunity for the mentor and student teacher to debrief the session, consider the implications of what happened and set targets for further development. This process of observation and debriefing is called co-analysis of practice. Observations provide evidence for f 2.2 Working together to support and challenge Planning and evaluation are essential aspects of teaching, but very difficult to observe. Through working together and collaboratively planning teaching and evaluating lessons, the student teacher can learn how experienced teachers carry these out. This phase is an important transition between the student teacher supporting the mentor in the classroom, and taking full responsibility for the class. Involving student teachers in the minutiae of lesson planning is an important part of helping th 1.6.1 Introduction The process of keeping up-to-date in your chosen subject area is useful for your studies and afterwards, for your own personal satisfaction, or perhaps in your career as part of your continuing professional development. There are a great many tools available that make it quite easy to keep yourself up to date. You can set them up so that the information comes to you, rather than you having to go out on the web looking for it. Over the next few pages, you will be experimenting with some Lesson 04 - One Minute Romanian Introduction 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".
In lesson 4 of One Minute Romanian you will learn how to say you don't understand something. Remember - even a few phrases of a language can help you make friends and enjoy travel more. Find out more about One Minute Romanian at our website - http://www.oneminutelanguages.com. One Minute Romanian is brought to you by the Radio Lingua Network and is ©Copyright 2008.Author(s):
