YouTube. Total Teaching: every lesson is group work. It’s no secret that I think children learn best in groups.
I’ve argued back and forth with sundry opponents who claim that group work is variously inefficient, pointless or too hard to do and have (to mind my mind at least) matched them stroke for stroke with no quarter given on either side. It seems that one of the main objections to group work is that it has in some way a constructivist, anti-knowledge agenda, and who knows? Maybe in some teachers’ minds it does. But for me, children working in groups is the most efficient, practical and successful way to impart knowledge. You doubt me? Oh, you have? Whatever. I was particularly taken with the ideas for creating affiliation with classes. A new generation of Total Teachers? Why Learning Should Be Messy. The following is an excerpt of One Size Does Not Fit All: A Student’s Assessment of School, by 17-year-old Nikhil Goyal, a senior at Syosset High School in Woodbury, New York.
Can creativity be taught? Absolutely. The real question is: “How do we teach it?” In school, instead of crossing subjects and classes, we teach them in a very rigid manner. Very rarely do you witness math and science teachers or English and history teachers collaborating with each other. “Today’s problems — from global poverty to climate change to the obesity epidemic — are more interconnected and intertwined than ever before and they can’t possibly be solved in the academic or research ‘silos’ of the twentieth century,” writes Frank Moss, the former head of the M.I.T.
North of England Transformation Network. Heresies in public policy Tuesday 23 October, 10am-12.30pm, in Newcastle Upon Tyne at Life (2 mins walk from the Central Station)
Untitled. Review of Educational Research. A Meta-Analysis Authors Abstract Although previous meta-analyses have indicated a connection between inquiry-based teaching and improved student learning, the type of instruction characterized as inquiry based has varied greatly, and few have focused on the extent to which activities are led by the teacher or student.
Level 3 Extended Projects - Education. The Level 3 Extended Project Qualification (EPQ) is intended for post-16 students and is equivalent to 0.5 GCE Advanced Level.
These resource materials were initially developed to support the Edexcel EPQ but are also relevant to EPQs offered by other Awarding Bodies. For a PowerPoint presentation on the Edexcel EPQ please use the following link: Level 3 EPQ ppt (MS PowerPoint , 2,357kb). The resources comprise a Student Guide and a Teacher Resource Disc (TRD).The Student Guide supports and guides students as they prepare for and carry out all types of EPQ work.
The TRD contains materials for teachers and for students that refer to specific types of project outcome (Investigation/Fieldwork, Dissertation, Performance, Artefact) and to project work in a wide range of topic areas (Technology, Business, Artistic expression, Environment, Professional Values, Culture). For details of the publications please use the following link to Pearson Schools and FE Colleges. (Read this first!) , 217kb) The History of Science Society. Vol. 39, No. 1, January 2010 Printer friendly version of Newsletter Perspectives on Science by Michael Bycroft Consider how secondary schools might teach history of science in an ideal world.
Art Adventurer. Los Angeles County Museum of Art (LACMA) is the largest art museum in the western United States.
It has a large and committed education department that offers an extensive range of programs directed towards engaging families, teens, adult learners and schools programs and to reaching young people in a variety of ways, from high school internships for students to learn about the museum as a workplace to after school art programs held at the museum, adult public programs, family days; the list goes on. Evenings for Educators. Project Based Learning: I did it my way. I’ve finally managed to cobble together my first post since starting back in September.
What with starting a new job, teaching A level for the first time in over a decade and languishing in post-publication blues after the release of my (hopefully) first book, I’ve not had much headspace for writing and I’ve missed it. Hopefully, this post marks a welcome return to the blogosphere. There’s so much going on that it’s been hard to pick what to write about but I’ve settled on detailing how I’ve gone about solving the age old problem of what to do about everyone’s favourite year group: Year 9. Dissertation-style A-level project goes beyond teaching to test. The desire to quantify and assess our children has dominated educational thinking over the past 20 years.
IQ and base line tests rank students in a hierarchy of intelligence, while public examinations of all forms provide a raft of grades as proof of individual worth. As a consensus about the way we learn, it has been pervasive and influential. Yet this glut of testing has bred complacency in our schools and long fallen short as a barometer of excellence. Educationalists still talk of the need to challenge young learners, while universities and employers bemoan a skills gap and the difficulties they have in assessing potential, over current achievement. At the same time, the current furore over GCSE grading highlights the absurdity of determining the future of our young people solely based on what grade bracket they narrowly make it into aged of 16 or 18. Project Based Learning. Our inspiration. Project Based Learning: Explained. This is Brighton. What Makes Project Based Learning Effective? #Edchat #EngChat. Individuation and Pluralization: The Implications of Multiple Intelligences.
Guide to PBL Start Here.