elteachertrainer National College for School Leadership How it's done - Building Learning Power BLP has a clear social, moral and philosophical rationale. It puts at the heart of education the development of psychological characteristics that are judged to be of the highest value to young people growing up in a turbulent and demanding world. And it has a robust scientific rationale for suggesting what some of these characteristics might be, and for the guiding assumption that these characteristics are indeed capable of being systematically developed. Two BLP frameworks Within this context, BLP provides two frameworks. The first is a coherent picture of what the powerful learner is like. The first framework The image of the powerful learner – doesn't claim to be a comprehensive theory of learning power. This framework is essential, if teachers are going to think precisely and creatively about how they can become more effective ‘learning power coaches’. The second framework Customised learning programmes to meet your needs
Social and Emotional Learning Research Review Editor's Note: This article was originally written by Vanessa Vega, with subsequent updates made by the Edutopia staff. Numerous research reports show that social and emotional learning (SEL) can have a positive impact on students' academic performance. Edutopia's SEL research review explores those reports and helps make sense of the results. In this series of four articles, learn how researchers define social and emotional learning, review some of the possible learning outcomes, get our recommendations of evidence-based programs, find tips for avoiding pitfalls when implementing SEL programs, and dig in to a comprehensive annotated bibliography with links to all the studies and reports cited in these pages. What is Social and Emotional Learning? How do we define social and emotional learning (SEL)? Learning Outcomes SEL Skills and Academic Success Relationships and emotional processes affect how and what we learn.
home Thinking Together, University of Cambridge » Resources for Teachers This page has some resources for teachers and teacher-trainers to use to develop their own and their students' awareness of how talk is used in classrooms. Many more useful resources can be found in the books for teachers listed on the publications web page! For Teachers To Use With Children Thinking Together Talk Tally This a simple observation sheet which a child can use to record the kind of talk they observe when a group of other children are working together. Ground rules for talk: traffic lights This worksheet can be used as the initial basis for an activity in which younger children (6-8) consider together how to make their talk in groups most effective. (For more about 'ground rules' for talk, see the journal article Reasoning as a Scientist which is downloadable from the publications' journals page.) Are these useful rules for discussion? Thinking Together lessons These 3 typical Thinking Together lessons were created for our Smile project 'Thinking Together in Primary Maths':
Survey instruments for attitude On-line & Off-line Survey Instruments: Motivation, Cognitive Styles, Learning Styles, and Learning Strategies This collection is intended as a brief guide to the world of motivation, cognitive-style, learning-style, and learning-strategy questionnaires. The first section of this bibliography is a list of websites which offers survey instruments related to motivation, learning preferences, and learning strategies. These consist of two kinds of sites: interactive sites allow users to take the tests on-line and provide some information about the tests, however, they usually do not provide scoring algorithms. In the second section, a collection of instruments not available on the web is provided. This bibliography is meant to provide teachers and researchers with a way to familiarize themselves with some of the instruments available. If you have suggestions or comments about the bibliography, please contact me at the following address: jhatcher@hawaii.edu Personality Tests Cognitive Style
15 Free Tools for Web-based Collaboration No man (or woman) is an island – and this statement can’t be any truer if you’re a designer or developer. Though paid/subscription services like Basecamp and Zimbra are great, individuals strapped for cash have a ton of alternatives that provide similar (if not better) features. In this article, you’ll find 15 free tools to help you facilitate remote/web-based collaboration. Whether you need basic whiteboarding/brainstorming tools or fully-featured project management applications – you should be able to find a tool or two that’s worth checking out. Google Docs Google Docs is an excellent application for collaboration. Stixy Stixy is a flexible, online “bulletin board”/drawing board. Project2Manage Project2Manage is a fully-featured, free, hosted solution for project management and collaboration (similar to Basecamp). bubbl.us bubbl.us is a free, web-based application for collaborative brainstorming. Dabbleboard Dabbleboard is a robust, online whiteboard that’s easy to use. Protonotes Twiddla
pns_fsp_folder_121005.zip Foundation stage parents: partners in learning This publication builds on existing guidance regarding parental involvement. It aims to identify and disseminate effective practice examples, in sharing curriculum knowledge with parents and developing parental partnership. The National Strategies Last update: 2011 pri_seamless_transition_026706.zip isp_pdm_0086807.zip ks3_nat_curr_sci_sen_027304.zip sec_lit_across_curric_026304.zip sec_pedagogy_and_practice_042304.zip eyfs_seal_red_set_mats_0084008.zip pri_ma_frmwrk_sprngbrd5_010305.zip pri_fs_res_improvng_outcomes.zip pri_lit_speak_listen_062303.zip
Samples: Creative Syllabi - Enhancing Education Syllabi do not have to be simple, typed documents, but can incorporate graphics (photos, comics, designs) and other creative elements. Some instructors design their syllabi to embody course goals; for instance, the syllabus for a typography class might itself reflect design elements that are part of the course content. Some instructors develop graphic syllabi, which represent the organization of the course in graphic rather than text form. As long as your syllabus serves the functions you intend, have some fun with it! BayesianMethodsSyllabus.pdfMichele DiPietro, Applied Bayesian MethodsKineticsSyllabus.pdfE. Tagxedo - Word Cloud with Styles Speaking, Listening, Learning: Working with children in Key Stages 1 and 2 – Leaflets and poster pack Speaking, Listening, Learning: Working with children in Key Stages 1 and 2 – Leaflets and poster pack The National Strategies Last update: 2011 FAQs | National Curriculum FAQs | National Curriculum Access Key Definitions Skip navigation Access key details Home page Latest updates Site map Search Frequently Asked Questions (FAQ) Terms and conditions The DfE is conducting a review of the primary and secondary National Curriculum. QCDA Last update: 2011 Speaking, Listening, Learning: Working with children in Key Stages 1 and 2 – Handbook These materials focus on speaking, listening and learning and reflect the National Curriculum requirements in literacy and develop approaches to teaching. Speaking, Listening, Learning: Working with children in Key Stage 1 and Key Stage 2 Materials that develop approaches to teaching, extending and reinforcing speaking and listening both in English and across the curriculum. Becta Schools Becta Last update: 2011 Resources landing page - QCDA Resources - QCDA
Five Common Mistakes in Writing Lesson Plans 2. The Parts Each part of a lesson plan should fulfill some purpose in communicating the specific content, the objective, the learning prerequisites, what will happen, the sequence of student and teacher activities, the materials required, and the actual assessment procedures. In a diagram, the process looks something like this: Input ======>process=====>output Let's look at each part separately. Input: This part refers to the physical materials, other resources, and information that will be required by the process. 1. 2. 3. 4. 5. Process This is the actual plan. 1. As an example, here is a template that I have used successfully to teach students to write lesson plans: Lesson Plan Format: Teacher_______________________________________ Subject_________________________ Grade Level________________________________ Date___________________________ I . II . III. IV. V. VI. VII. VIII. Of course, there is an immense difference between being able to plan and actually being able to carry out the plan. 1.
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