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result(s) returned

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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1.3.10 Official publications

It is becoming increasingly difficult to keep up with the plethora of green and white papers, reports of advisory committees, guidance notes and circulars relating to education. You may be able to get access to some of them via the websites of relevant government departments and committees.

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1.3.2 Search engines and subject gateways

Although both search engines and subject gateways will help you find the resources that you need, the types of information that you find will differ.

Search engines such as Google and Yahoo! search the internet for keywords or phrases, and then show you the results. These results are not mediated by the search engines, and therefore you need to use your own judgement on the reliability of the results. You may, for example, find websites written by experts, alongside websites written by
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1.2.2 Choosing keywords

Keywords are significant words which define the subject you are looking for. The importance of keywords is illustrated by the fact that there is a whole industry around providing advice to companies on how to select keywords for their websites that are likely to make it to the top of results lists generated by search engines. We often choose keywords as part of an iterative process; usually if we don't hit on the right search terms straight off, most of us tweak them as we go along based on t
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La civilisation du châtaignier (Vidéo)

Ressource non labellisée UVED - En cours d'expertise


Cette expression fait référence à un système économique très complet et dépendant des diverses utilisations que l'on a fait de cet arbre. On a qualifié aussi le châtaignier d'arbre nourricier, d'arbre providentiel ou d'arbre à pain, parce qu'il fournissait tout à son ami ...
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5.4 The influence of the Western perspective

With regard to the first set of problems – that the rights discourse is not universal but is deeply informed by a Western perspective – it is striking that many actors and commentators on the international stage now frame their arguments and assertions in terms of the language of rights and justice. Yet we need to ask to what extent this language of rights and justice really underpins shared understandings and values. There is a strong case for saying that if there are shared understandin
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Copyright © 2016 The Open University

Learning outcomes

After studying this unit you should be able to:

  • develop your understanding of the process of teaching and learning in classrooms, and the role of language in that process;

  • appreciate how a sociocultural approach can be used to make critical, constructive analyses of classroom interaction in a variety of second language learning contexts;

  • use this knowledge to reflect on second language learning processes in the classrooms you know.


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Acknowledgements

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Author details

Sue Cowley is an experienced teacher and subject co-ordinator, who has tau
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4 Lesson content

To a certain extent, the actual content of your lessons will be dictated by the curriculum requirements. However, it should be possible to put across that content in an interesting, imaginative and creative way. Not only will doing this help to engage your students with their work, it will also mean that you enjoy the lessons as well.

There are various ways in which we can make our lesson content as successful and appealing as possible. The more inventive and skilful we can become as te
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1 Teaching and behaviour

The quality of our teaching inevitably has an impact on the behaviour of our students: a student who is busy learning is far less likely to think about misbehaving. Using a range of strategies, positive approaches and rewards will have a positive impact on behaviour on a day-to-day basis. However, one of the key factors in getting sustained good behaviour is ensuring that your students are fully engaged with the work that they are doing.

There are many factors that can contribute to mis
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Learning outcomes

The learning outcomes for this unit are:

  • exploring the links between lesson format and learning styles;

  • examining quality lesson delivery and its links to good behaviour;

  • experimenting with new and innovative approaches to planning and teaching.


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References

Alexander, R. J., Rose, J. and Woodhead, C. (1992) Curriculum Organisation and Classroom Practice in Primary Schools: a discussion paper, London, Department of Education and Science.
Awdurdod Cymwysterau, Cwricwlwym ac Asesu (ACCAC, or the Qualifications, Curriculum and Assessment Authority for Wales) (2000a) Desirable Outcomes for Children's Learning before Compulsory School Age, Cardiff, ACCAC.
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6.3 Meaning in action and interaction

Earlier in this unit you considered the importance of manipulating and articulating information in order to understand it. This kind of behaviour is at the heart of constructivist and social-constructivist theory. The idea that we learn and understand what we are able to organise and make sense of is not just a theoretical viewpoint, as the next Activity demonstrates.

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6.1 Knowledge and society

If I have seen farther than others, it is because I was standing on the shoulders of giants.

Sir Isaac Newton (Letter to Robert Hooke, 1676)

At the foreground of this final part of the unit is one of its more important themes – that knowledge is something held, developed and perpetuated both by and in the context of communities, societies and cultures. Newton's declaration to Hooke (above
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4.4 Summary

In this section, you have had the opportunity to work on some mathematical activities yourself. This should have enabled you to:

  • reflect on how you approach mathematics and what helps you to work on a piece of mathematics;

  • remind yourself of those pieces of mathematics that you can work at successfully;

  • identify aspects of mathematics that you can strengthen as you work through the later blocks of this unit;


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4.2 Knowing mathematics

How much mathematics do you think you know? You may feel that you know quite a lot, or that you are ‘out of practice’ and have forgotten much of it; or perhaps you were never very secure in your mathematical knowledge and feel that you did not achieve complete understanding. Primary teachers are expected to have a confident knowledge of mathematics. You are not expected to reach such a level for this unit, but you do need to know a fair amount. All the mathematics that children go on to d
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4.1 From awareness to understanding

In this section the mathematical content is more obvious as we talk explicitly about what it means to know and to think in mathematics. We will also address your own personal knowledge in the subject.

Like any other activity, doing and learning mathematics involves:

  • using and adapting existing knowledge;

  • acquiring and constructing new knowledge through thinking and learning;

  • building up links that enable known t
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3 Language, mathematics and science in context

In the opening part of this unit we argued that, as human beings, we are constantly engaging with the world through mechanisms called ‘ways of knowing’, and that three important ways of knowing are language, mathematics and science. Although it may be easy to see what makes language, mathematics and science different from each other, in real-life contexts they are rarely used in isolation. We tried to show this by using shopping as an example of an everyday activity that can involve all t
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2.5 Communicating with language

It has been suggested that our ‘linguistic competence’ (Chomsky, 1965) consists simply of the ability to construct ‘well-formed sentences’. The sociolinguist Del Hymes (1979) considered this notion to be far too narrow, and proposed the term ‘communicative competence’ to account for speakers’ ability to use language appropriately. Communicative competence lets us know when to speak and when not to speak, how to take turns in conversations and how to start and end them, and how t
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1.2 What the unit is about

This unit is about the ways in which we come to know and make sense of the world, in particular how we do this using the media of language, mathematics and science.

There are many possible theoretical positions which can be taken towards early years curricula. Some people, for example, think of children as ‘empty vessels’ which can be ‘filled’ with knowledge that is transmitted to them by adults. This view has been associated with a behaviourist approach to teaching and l
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