4.8 Activity task

1. Read through the four scenarios below and choose one to answer the associated questions.

Work out your answers to the questions posed.

You will find your list of challenging activities and solutions useful here. In a real situati
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4.6.3 If the objectives CAN be achieved

If a major learning objective cannot be achieved, this should be apparent from the early stage of course planning. Once the learning objectives have been considered, the accessibility of each component of a course should be examined.

Responsibility for delivering adjustments varies between organisations. Some higher education institutions may have a centralised system for providing web-based resources, with a central responsibility for accessibility. The institutions may also have a sys
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4.6.1 What if a learning objective CAN'T be achieved?

What can you do if you have considered all the adjustments appropriate for a particular student and you have determined that they can't achieve the learning objective?


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1.2.3 Legal requirements

The third factor is legal obligation. In many countries it is unlawful to discriminate against disabled people as employees, as students, and as consumers of goods and services. Legislation requires employers, education establishments, and providers of goods and services to make ‘reasonable adjustments’ to avoid discriminating against disabled people.

In practice this means that, where ‘reasonable’, websites, software, buildings and other entities involved in employment, educati
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1.3 Concern over falling standards: a policy for the ‘90s

There followed a number of reports from the Scottish Education Office to schools offering guidance in developing particular aspects of the curriculum. These culminated in a consultative paper Curriculum and Assessment in Scotland: a policy for the ‘90s (SED, 1987) which identified apparent poor practice in school curricular policy-making, lack of continuity in the school curriculum, lack of challenge for students in Years 6 and 7 of primary schools, lack of consistency in the practic
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Learning outcomes

After studying this unit you will:

  • be able to state your own motivation for producing self-study Open Educational Resources (OERs);

  • have investigated and analysed some of the research into online learning;

  • have evaluated some examples of educational resources for active open learning;

  • be able to plan a structured learning experience using a range of resources;

  • be able to construct an OpenLearn-style unit by remixing res
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Learning outcomes

By the end of this unit, you will have:

  • an awareness of methods of introducing film music to secondary school pupils;

  • an understanding of how the concept of music accompanying image can be applied to skills of composition;

  • an awareness of how to develop techniques of appraising and analysing film music through classroom activities.


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Introduction

There are many approaches to using film music in the classroom, including:

  • a focus on pupil experience;

  • a focus on the structure of composition;

  • a focus on the relationship between music and image;

This unit will explore some of these approaches through various activities.


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Learning outcomes

On completion of this unit you should be able to:

  • understand how the use of objects and museum activities can enhance pupil learning;

  • explore the museum resources and support available to teachers, and the ways of accessing those services.


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Introduction

Museums give children experiences above and beyond the everyday – experiences that enrich and build upon classroom teaching and learning. Taking pupils to a museum, or bringing museum artefacts into school, instantly changes the dynamics of the usual learning environment. It gives you as a teacher the opportunity to start afresh with each child, to reach and engage with pupils in new and different ways. This unit explores practical ways in which you can make the most of the UK's extraordina
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Acknowledgements

Author Details

This unit was originally prepared for TeachandLearn.net by Heather Rendall. Heather is a CiLT Associate Trainer and freelance consultant. Her specialisms are ICT, grammar and reading skills. She continues to research into the ‘how’ of learning.

The Modern Foreign Language units have been developed for TeachandLearn.net in collaboration with CiLT.

Other Acknowledgemen
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References

Claiborne, R. (1983; this edition 1990) The Life and Times of the English Language: The History of our Marvellous Native Tongue, Bloomsbury.
Tolkien, J. R. R. (1954; this edition 2003) The Lord of the Rings: The Two Towers, HarperCollins.
Bodmer, F. (1943) The Loom of Language, London: Allen & Unwin (republished Merlin Press, 1981).
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1.6. Listening, reading and language assimilation

One assumption that is widely held as axiomatic is that people learn by doing … We seem to have deduced that people learn to speak by speaking and so on. In reality one simply drowns by attempting to swim without some sort of prior preparation and theoretical instruction. Obviously the art of speaking can be improved by practice but the skill of speaking is learnt primarily in a vast complex of other ways. It might be su
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1.5. Introducing vocabulary

How do you introduce new vocabulary to your students? There is nothing more deadly than being given a list of words and being told to learn them. Utterly essential as this is to language learning, it is probably the most ‘missed’ homework of them all.

Pupil: But they’re hard to learn!

Me: Why? How do you learn them?

Pupil: I look at the paper they’re written on.

Me: And … ?

Pupil:
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1.4. Encouraging students to think about etymology

When is the best time to introduce students to making connections between languages?

  1. When introducing them to the new language.

  2. When introducing new vocabulary.

  3. When developing whole-class reading skills.

It is very encouraging to students about to embark on the study of their first foreign language to know that they already possess a working knowledge of some of its vocabulary. English is littered with dir
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2. Starters

We all have pictures in our heads but some people use them more than others.

‘Doing’ can often be the most powerful way to learn. Before discussing other people's thoughts on visualisation, it is probably worthwhile to spend some time exploring some visualisation activities with your colleagues. This should enable you to consider the next section from an experiential perspective.


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5 Conclusion

I hope this unit has made clearer what a business manager can do to impact positively on the school and its core function of teaching and learning as we move forward into a changing future.

You may now find it helpful to revisit your job description and the notes you made in Activity 1.

Equally, through some of the new developments that are taking place in society, the school itself will need business management in order to best position itself to help pupils, parents and communit
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1.4.7 T is for Timeliness

The date when information was produced or published can be an important aspect of quality. This is not quite as simple as saying that 'good' information has to be up to date.

Activity

Here is an example of a news item from an onli
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1.2.1 Planning your search

Your approach to searching will depend to a great extent on what kind of person you are. In an ideal world, when searching for information for a specific purpose, we would all find what exactly we were looking for at the first attempt, especially if we are in a hurry. However, it’s always a good idea to have some kind of plan when you are searching for information, if only to help you plan your time and make sure you find the information you need. If I was starting to search for material on
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SP.772 Internet Technology in Local and Global Communities (MIT)
This course is based on the work of the MIT-African Internet Technology Initiative (MIT-AITI). MIT-AITI is an innovative approach by MIT students to integrate computers and internet technology into the education of students in African schools. The program focuses upon programming principles, cutting-edge internet technology, free open-source systems, and even an entrepreneurship seminar to introduce students in Africa to the power of information technology in today's world.MIT-AITI achieves this
Author(s): Gaudi, Manish,Gray, Paul

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Content within individual OCW courses is (c) by the individual authors unless otherwise noted. MIT OpenCourseWare materials are licensed by the Massachusetts Institute of Technology under a Creative C