Monday, January 07, 2008
Teaching and Learning Research Project - ten key messages | Teaching Expertise
Mary James, the Teaching and Learning Research Project (TLRP) deputy
director, describes the most important messages that have arisen out of this
national multi-faceted exploration of teaching and learning practice...TLRP projects working with secondary schools
Secondary education:
EPSE: Towards Evidence-based Practice in Science Education (Director: Prof Robin Millar)
InterActive Education: Teaching and Learning in the Information Age (Director: Prof Ros Sutherland)
From Black Boxes to Glass Boxes: Computerised Concept Mapping in Schools (Director: Robin Bevan)
Facilitating Teacher Engagement in More Inclusive Practices (Director: Dr Sue Davies)Across school phases:
Consulting Pupils about Teaching and Learning (Director: Prof Jean Rudduck)
Understanding and Developing Inclusive Practices in Schools (Director: Prof. Mel Ainscow)
SPRinG: Improving the Effectiveness of Pupil Groups in Classrooms (Director: Prof Maurice Galton for the secondary element)
LHTL: Learning How to Learn, in Classrooms, Schools and Networks (Director: Prof Mary James)
Lessons for Learning: Using Research Study Lessons to Innovate and Transfer Metapedagogy (Director: Pete Dudley)
5-14 Mathematics in Scotland: The Relevance of Intensive Quantities (Director: Prof Christine Howe)
CPAL: Consulting Pupils on the Assessment of their Learning (Director: Dr Ruth Leitch)
The Use of ICT to Improve Learning and Attainment through Interactive Teaching (Director: Dr Steve Kennewell)
VITAE: Variations in Teachers’ Work and Lives and their Effects on Pupils (Director: Prof Chris Day)
Saturday, January 05, 2008
My next book...
related to education will be Essential Motivation in the Classroom. Contributors: Ian Gilbert - author. Publisher: Routledge Falmer. Place of Publication: London. Publication Year: 2002
I have always wondered, how to persuade kids to get some stuff done. Especially the boring one. And with my job as Cover Supervisor there is usually more boring book work than anything else... I cannot wait to learn some more tricks. I would like to know how other Cover Supervisors cope with this facts and how they motivate students to do boring work, when they are not allowed to teach (even if they are qualified)?
Thursday, January 03, 2008
Wednesday, January 02, 2008
My Last Book...
I want to understand all aspect of teaching in the UK. Even more, than I ever wanted to understand teaching in my country. I never read this kind of books in the University. Well I didn't have access to English literature (I wasn't able to read with understanding until I came to UK) and at this time didn't exist any modern book about this topic, only the old socialistic literature from 70's. Honestly I didn't feel prepared well, when I started to teach. I learned a lot on the go. That is, why I am reading this kind of books now in a hope to become better prepared when I return to full time teaching. Eventually.
Well let's mention the book finally - Learning to Teach History in the Secondary School: A Companion to School Experience. Contributors: Terry Haydn - author, James Arthur - author, Martin Hunt - author. Publisher: RoutledgeFalmer. Place of Publication: London. Publication Year: 2001
Yes, call me a geek (I am one) but, this book would be sooo good help for all students teachers in my country... It covers all necessary ideas from reason why history in Curriculum till different concepts and skills, which should be taken in consideration when teaching this subject. It would be good even for students of history.
Well there are differences between teaching History in My country and here in the UK. Here are taught skills and knowledge is more like a tool to allow this. We teach knowledge - sometimes even like a phone book. We teach in chronological order and try to cover all major events in the world - western world and national history but without in depth studies. History is compulsory till the end of secondary education. There is no coursework or any other kind of examination similar to GCSE.
What are the students equipped with?
UK - They can evaluate sources, analyse and write longer essay in given topic (Ideally) and should be able to work independently. They have some in depth knowledge on topics like II World War, Medicine, Wild West, South African Apartheid. And they are very confident about their knowledge...
SK - at the end of secondary education they have overview of most events from the past, chronology and depending on teacher maybe some skills... But this is not part of curriculum.
I have to admit, that I like UK model more, but I think, there should be more emphasise on historical continuity - at least in national history. And I am missing a part where students had to show their knowledge orally... In SK this is a part of curriculum. Subjects like History, Geography, Citizenship have to develop oral skills and therefor most assignments are oral...
Tuesday, January 01, 2008
Article from NYT
well obvious from article is - make them more organized. But should not this be taught at schools from early ages and turned into routine? How can we teach this in interesting way?
