Conclusion This free course provided an introduction to studying sociology. It took you through a series of exercises designed to develop your approach to study and learning at a distance and helped to improve your confidence as an independent learner.
7.1 Processing meanings Reading and thinking requires you to begin to process the material you read in preparation for re-presenting it in assessments. Initially, processing happens in your head. Selecting what to identify and extract will start the process off. Summarizing the arguments continues this process and, crucially, gets you started on reproducing ideas in your own words. The next stage is to develop your notes further by thinking more consciously about the material you have read and the points you
Exploring Psychology
How humans think, develop, and experience the world around us has been fascinating psychologists for over 100 years. The tracks in this album cover a range of case studies, looking at factors which can influence the development of our personalities. What is the impact of significant people in our early lives? How do you go about the process of researching topics like this in social psychology? The audio tracks feature disabled people who reflect on how disability has affected their sense of ide
Living psychology: animal minds
Does your pet cat or dog experience emotions the same way you do? Can non-human animals solve complex problems? To what extent do other species have minds that are like human minds? This free course, Living psychology: animal minds, explores these, and other, issues in the psychology of animal minds. Studying animal minds is of great importance to psychologists as humans are, of course, also animals. Researching other species can provide extremely useful insights into how human minds developed t
3.2 Questionnaires and interviews If we are interested in what people think or feel, or in behaviours that are difficult to observe in humans, we need to ask people about themselves. This is a variant on introspection, in that researchers are not looking inside themselves but are using the best possible means to obtain other people's introspections. Psychologists do this through both questionnaires and interviews. Many of you will have filled in questionnaires from market researchers on the street or at home. Questi
2.1 An evidence-based enterprise We have seen that psychology is an evidence-based enterprise and we have also seen that disputes about what should count as evidence have had an important impact on the development of psychology as a discipline. For example, the rise of behaviourism was driven by the idea that only observable behaviour is legitimate data for psychology because only data that can be observed by others, and agreed upon, can be objective. Many other disciplines have had less trouble with this issue
3 Using the Menu This activity follows the previous one by encouraging you to explore the menus available in the SPSS software. Each item has been annotated to provid 1 The SPSS statistics tutorial This online tutorial is designed to help you familiarise yourself with the software package SPSS and learn about basic statistics. You will need to follow the instructions within each activity in the sequence presented to complete the course. Some activities have questions, whilst others will encourage you to explore the various software options. All are designed to help you think about how SPSS works and how to carry out some basic statistical work. All the required work for this 2 How active should young people be? Physical activity in childhood has a range of benefits, including healthy growth and development, maintenance of a healthy weight, mental well-being and learning social skills. It is particularly important for bone health, increasing bone mineral density and preventing osteoporosis in later life. Although there is only indirect evidence (compared with adults) linking physical inactivity in children with childhood health outc Acknowledgements The content acknowledged below is Proprietary (see terms and conditions) and is used under licence (not subject to Creative Commons licence). The material acknowledged below is Proprietary and used under licence (not subject to Creative Commons licence). See terms and conditions. 5.2 Behaviorism, Piagetianism and social constructivism How do the well-known ideas of behaviorism, Piagetianism and social constructivism relate to what you actually do as a teacher in a face-to-face context? Are you able to ‘sign up’ to any one of the theories wholeheartedly? As you read the descriptions you may have felt that each of them separately described some aspects of your ideas about learning and those of your colleagues, yet none was wholly satisfactory in its own right. For example, in teaching certain practical skills, a regime o 4.2 Exercises from video Here are some questions that were explored in the video. You may want to provide your thoughts and considerations before looking at the comments. Acknowledgements Except for third party materials and otherwise stated (see terms and conditions), this content is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 Licence Grateful acknowledgement is made to the following sources for permission to reproduce materia 3.1 The Extended Schools initiative The last few years have seen a plethora of initiatives for English schools: two significant initiatives are ‘Extended Schools’ and the ‘Every child Matters’. What are the implications for a business manager? Government thinking places schools at the centre of local provision for a wide range of options, from health centres to full community facilities. These ‘extended schools’, as the government terms them, offer an opportunity for schools to contribute to and work more clos 1.4 What is creativity? All people are capable of creative achievements in some areas of activity, provided the conditions are right, and they have acquired the relevant knowledge and skills … creative possibilities are pervasive in the concerns of everyday life, its purposes and problems … creative activity is also pervasive … creativity can be expressed in collaborative as well as individual activities, in teamwork, in 4 The student's view Activity 3 should have helped you to clarify your ideas about the aims and purposes of geography education. One of the advantages of doing this is that it encourages you to focus on what you think is important about teaching geography. In our experience, this is sometimes difficult given the hectic pace of life in schools! Missing so far in this discussion has been the voice of the students who are on the ‘receiving end’ of geography lessons. After all, they are the people who will Acknowledgements Professor David Lambert is Chief Executive of the Geographical but remains Research Associate of the Institute of Education (London). He is a former secondary geography teacher (for 12 years) and developed a scholarly interest in assessment issues following the introduction of the national curriculum. He also has a research interest in the way teachers select and use textbooks with pupils. He has a long-standing concern with moral and cultural aspects of geography education and is curr 4.1 Geography as a medium of education Geography is what geographers do. (Anon) Aren't we all geographers now? (Buttimer, 2004) Define history. Now define geography (Gritzner, 2004) Charles Gritzner supplies us with one of t 1.2 The warm up The importance of an effective warm up to prepare the body for physical exertion cannot be emphasised enough. Warm-up activities for dance should: mobilise the joints; increase the internal temperature of the body; increase the heart rate and blood flow to the muscles; make the muscles warm and pliable; increase the range of movement around the joints; increase the speed o 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.
Activity 2
Activity 8: exercises from the video
