1.4 Subject knowledge

Subject knowledge is a critical factor at every point in the teaching process: in planning, assessing and diagnosing, task setting, questioning, explaining and giving feedback.

(Alexander et al., 1992, paragraph 77)

Subject knowledge, which lies at the heart of this unit, comes in different forms. One well-known typology (Shulman, 1986) identifies three kinds:

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Next steps
Number systems and the rules for combining numbers can be daunting. This unit will help you to understand the detail of rational and real numbers, complex numbers and integers. You will also be introduced to modular arithmetic and the concept of a relation between elements of a set.
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Introduction

In this unit you will be building on your previous study and experience of ‘working with others’. Using the notion of ‘teamwork’, you will be asked to think specifically about the values and beliefs underpinning the following three aspects of practice:

  • developing working relationships with other professionals;

  • sharing information and skills with other professionals;

  • working in cooperation with other profe
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4.6 References for Extract 3

British Association of Social Workers (BASW) (2002) A Code of Ethics for Social Workers, Birmingham, BASW.

O'Dowd, A. (2003) ‘Social work? That’s a proper job now: New training and rules have changed it for ever’, The Guardian Special Supplement: Social Care, 15 October, p. 7.

Introduction

From an early age, play is important to a child's development and learning. It isn't just physical. It can involve cognitive, imaginative, creative, emotional and social aspects. It is the main way most children express their impulse to explore, experiment and understand. Children of all ages play.

(Dobson, 2004, p.8)

This material is from our archive and is an adapted extract from Devel
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The Plain English Campaign
Op het einde van deze les kun je je aan de hand van het beluisterde interview een beeld vormen van de campagne voor klare taal.
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Research in the Humanities: The Very Idea
Simon Glendinning is reader in European philosophy at the European Institute, LSE, and director of the Forum for European Philosophy.
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Believing Cassandra: how to be an optimist in a pessimist's world
Coinciding with the reprint of Alan’s classic book, this event will look at how to build a bridge over the sea of despair, and show how to catch the wave to an enticing, sustainable future. Alan will discuss the pioneers who created the ideas, techniques and practices of sustainable living - the people who prove Cassandra's warnings wrong, by believing in them, and taking strategic action. Alan AtKisson is president and CEO of The AtKisson Group, an international sustainability consultancy to
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Learning outcomes

By the end of this unit, you should be able to:

  • identify your objectives;

  • assess what you have to offer;

  • balance these against a practical framework of your personal circumstances;

  • explore a range of reference sources to select what is most relevant;

  • prepare an action plan, including evaluation of achievements;

  • produce ongoing strategies to develop your voluntary work;

  • understand employers
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Introduction

Any local newspaper describes the latest achievements of volunteers in the community: hospital fund-raising, a wildlife pond created. The advantages to the community are obvious, but this unit explores how engaging in voluntary work can enhance your employment opportunities.

It will focus mainly on how voluntary work can improve job prospects, for those actively job seeking or considering a career change. Employers are impressed by volunteering, but many volunteers don’t appreciate wh
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Science as a verb
Inquiry science requires active relationships between students, teachers, and science. Building these relationships is a three-step process that involves thinking about inquiry as a process of science, as a pedagogical strategy, and as a set of skills and behaviors to encourage in students.
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Cloud Protocols
The purpose of this activity is to observe the type and cover of clouds including contrails. Students observe which of ten types of clouds and how many of three types of contrails are visible and how much of the sky is covered by clouds (other than contrails) and how much is covered by contrails. Intended outcomes are that students learn how to make estimates from observations and how to categorize specific clouds following general descriptions for the categories. They will learn the meteorologi
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Viscosity of the Mantle: Constraints from Post-glacial Rebound
In this lab, students determine the viscosity of a relatively viscous fluid by measuring the rate of rebound of a partially submerged object following a rapid decrease in its mass. This experiment is carried out in the context of an analysis of post-glacial rebound as a measurement of the viscosity of the mantle. Learning goals, context for use, teaching tips, materials, assessment tips and related resources are provided.
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Evan Ziporyn
recut 4-4-11
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J.S. Bach, Brandenburg Concerto No. 4
MIT Symphony Orchestra (MITSO) - 1967 April 9
J.S. Bach, Brandenburg Concerto No. 4
Sonia Guterman and Barbara Kuchuk, flutes
Stuart Schulman, violin

Jump to: 05 Brandenburg Concerto no. 4, I. Allegro
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7 Conclusion
Reading is an essential skill for all of us and developing our skills in reading is a good investment. This unit is packed with practical activities which are aimed at making reading more enjoyable and rewarding. This unit also includes sections on how to read actively and critically.
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6.1 What is a ‘good’ reader?
Reading is an essential skill for all of us and developing our skills in reading is a good investment. This unit is packed with practical activities which are aimed at making reading more enjoyable and rewarding. This unit also includes sections on how to read actively and critically.
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5.1.4 What evidence is offered?
Reading is an essential skill for all of us and developing our skills in reading is a good investment. This unit is packed with practical activities which are aimed at making reading more enjoyable and rewarding. This unit also includes sections on how to read actively and critically.
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3.1 Skimming
Reading is an essential skill for all of us and developing our skills in reading is a good investment. This unit is packed with practical activities which are aimed at making reading more enjoyable and rewarding. This unit also includes sections on how to read actively and critically.
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