Learning outcomes After studying this course, you should be able to: understand the nature of ‘professionalism’ and ‘being a professional’ in relation to teaching understand the importance of effective working relationships with pupils and with colleagues understand more about the form or group tutor’s role understand the ways in which adults within the wider workforce contribute to successful schools understand the different
1.4.8 Summary In this section we have introduced you to the PROMPT checklist as a useful tool for assessing the quality of any piece of information. If you use it regularly you will find that you develop the ability to scan information quickly and identify strengths and weaknesses. As a closing exercise you might like to pick one of the websites below or any of your own choice and try to evaluate it using the PROMPT criteria. To make it easier for you we have provided a printable checklist (see below).
1.3.9 Reports Often research results, policy documents, conference papers etc. do not always get published through official channels in journals, books or conference proceedings. Consequently they may be more difficult to track down. 1.2 Development through dialogue Now read Chapter 6, ‘Development through dialogue’, of the set book Words and Minds. As you read, pay special attention to: Learning outcomes After studying this course, you should be able to: understand ways that spoken language is used to create joint knowledge and understanding, and to pursue teaching and learning consider the educational implications of some recent research on teaching and learning in face-to-face interactions demonstrate some approaches to analysing the spoken language of teaching and learning. Introduction This unit draws attention to the value of a sociocultural understanding of spoken language in the processes of teaching and learning. It focuses upon how language can be used for persuasion, control and argument, and how dialogue can act as an aid to development. Along with some background reading and activities this unit offers opportunities for the evaluation of some selected classroom talk. This material is from our archive and is an adapted extract from Language and literacy in a Acknowledgements The following extracts are from the Study Guide which forms part of an Open University, UK, MA in Education course E841 Teaching English to Speakers of Other Languages Worldwide and part of LING 936, 937, 938, units of programs in Applied Linguistics of Macquarie University, Sydney, Australia. Course image: Global X in Flickr made available under Author(s): 2.1 Language in everyday life Language is an ever-present feature of human life. In the developed world in particular, we are surrounded by language. Radio and television provide a soundtrack to the lives of many people. Written language is part of everything from cereal packets and street signs, to relatively new technologies such as email and text messaging. If you were completely alone, far away from any other people or any kind of human contact, how long would it be before words came into your head, perhaps because of 4.1 Thinking about constraints within your setting The objectives of this activity are: to identify constraints within your setting; Learning outcomes After studying this course, you should be able to: examine practices in relation to working with other professionals in order to make the underpinning knowledge, values and beliefs explicit use a variety of ‘tools’ to examine the knowledge, values and beliefs underpinning a practice identify contradictions between an underpinning knowledge, values and beliefs and a practice identify any requirements for development of a practice a Conclusion One of the central aims of this course has been to give you a sense of how teaching assistants are part of an exciting educational development. We have therefore set the employment of teaching assistants in the context of the widespread growth of a new paraprofessional workforce across public services. We have noted the gendered nature of this workforce in schools, identified reasons why local parents in particular are attracted to working in schools, and highlighted the valuable contribu 3 Support in action A teaching assistant’s role of supporting teaching and learning in the classroom may evolve with time. Alternatively an assistant may be recruited to the role for that very purpose, or perhaps they might lie somewhere in the middle, having joined the body of teaching assistants just as the role was being reviewed and bearing witness to its expansion and development. In the penultimate section of this course, we focus with a degree of detail on the practice of teaching assistant Caroline Hig 2.3 Distinctive contributions In Activity 1 you looked at the various support roles of Jean, a pupil support assistant. Let us now consider the essential nature of the work that assistants do and the way they contribute to the totality of work in a classroom. Are teaching assistants ‘simply’ assisting teachers in doing their work? If this is so, it seems that teachers and assistants are working together to carry out the duties that previously teachers working alone would have covered. On this analysis, teaching 1.6 Growth of the teaching assistant workforce Between the mid 1990s and 2012, in all four UK countries there was a growth in the number of teaching assistants working alongside teachers in primary classrooms. As we have indicated, the seeds of this development were sown in the 1980s, when support staff were employed to support the inclusion of children with special educational needs in mainstream classrooms. Teaching assistants were recruited to provide individualised help for children. In some areas of the UK, nursery nurses have long w 1.3 Professional and personal skills Jean Ionta works as a pupil support assistant at St Patrick’s Primary School in Glasgow. ‘Pupil support assistant’ has been the preferred name for teaching assistants in Scotland. They often provide both specialist learning support and more general support to teachers. When filming the videos for this course at the school we focused on Jean as she went about her work with children and staff. We put these aspects of her work together to give a sense of her day and the professional and pe Learning outcomes After studying this course, you should be able to: be able to discuss how the UK’s teaching assistant workforce came into being be developing your understanding that teaching assistants are part of a wider assistant workforce in the public services of health, social services and education have insights into the diverse roles and distinctive contributions of teaching assistants across the UK be able to identify some of the skills tha Ouverture: Intermediate French Nuevo vocabulario relacionado con el tono de un cuento En esta actividad podrá aprender nuevo vocabulario relacionado con el tono de un cuento y también identificará el tono de Apocalipsis.
Click 'view document' to open ‘Apocalipsis' de Marco De Distintos tipos de artesanía En esta actividad va a poder hablar de distintos tipos de artesanÃa.
1 Relacione las siguientes artesanÃas con los materiales que se utilizan para elaborarlas. ¡Ojo!, tenga en cuenta que varia El arte conceptual En esta actividad va a estudiar más a fondo el arte conceptual. Si usted sabe mucho sobre arte, haga el siguiente test, y luego compruebe sus respuestas leyendo el te
British Education Index An electronic archive of "grey
Activity 2: Reading
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This course revises and consolidates your knowledge of French and teaches more advanced language skills whilst offering insights into many aspects of every day life in modern France. Your knowledge need not be formal; it could come from adult education classes, time spent in French-speaking countries, regular contact with French-speaking people or other sources. The course materials are carefully designed to develop the four language skills of speaking, listening, reading and writing. They also
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