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Chapter 1: Contexts of Learning
Teachers TV (TTV)
A danger when you search the internet is that you fall easily into the trap of believing that what you read or see on line is beyond critiquing. This is particularly true when you locate resources on sites such as TTV which brings with it an implicit authority. Criticality is a key quality of professionalism so at all points you need to read listen and view critically. This does not however mean being cynical, that is assuming the worst of motives or dismissing ideas without thinking. It does however mean remaining skeptical, that is probing ideas and looking for the evidence or authority on which views are based.
In terms of web materials. TTV expects viewers to have ideas of their own and to use the resources in a professional manner. The designers provide a collaborative "comments" area in which viewers can post their reactions to the programmes. You may also want to refer to the TTRB website where considered peer-reviewed responses to broadcasts can often be found.
One example video "Managing Inclusion - Secondary - Removing Barriers to Learning" can be found at: http://www.teachers.tv/video/2758
- View the programme, how do the views expressed match your own?
- How would you respond to the views expressed by the head teacher?
- What are your feelings about the example task carried out with the Year 7 class?
- Examine some of the responses to this and other programmes?
- Make a note of your responses, and your responses to the responses!
- Watch a TTV programme with a friend or colleague. Compare and account for your reactions.
Every Child Matters: Information Sharing
http://www.dcsf.gov.uk/everychildmatters/
Every Child Matters (ECM) is (as outlined on the site) "a shared programme of change to improve outcomes for all children to improve outcomes for all children and young people. It takes forward the Government’s vision of radical reform for children, young people and families."
This is an extensive site which not only provides key background information about the entire Every Child Matters Agenda, the Children’s Plan and Children’s Trusts, but extends this by providing extensive updates on Early Years and childcare, Health and well-being and a whole host of further related links and topics. The site is ever-changing and developing. Add it to your favourites and come back to it often
A key section of the site is that related to current research, resources and publications.
- Look for example, at the ‘Key Research" section.
- Select a theme to examine and use this as a starting point for your own personal research portfolio.
The guidance materials presented on the Every Child Matters site (ECM) declares that" Information is key to the Government’s goal of delivering better, more efficient public services, that are coordinated around the needs of young children, young people and families. It is essential to the early intervention and preventative work, for safeguarding and promoting welfare and for wider public protection. Information sharing is vital for improving outcomes for all".
From this page you find a link to a suite of materials including guidance for practitioners and managers including a pocket guide and a credit card sized quick reference guide.
http://www.dcsf.gov.uk/everychildmatters/resources-and-practice/IG00340/
Locate and download the materials.
- Are they useful to you? In what ways?
- Why is information sharing important?
- What information would you want to gather and share?
- Why is it important to develop appropriate protocols for the gathering and sharing of information?
- What is the difference between data and information?
- Use the search facility to locate materials related to ‘The Children's Plan’.
Learning and Teaching Scotland
http://www.ltscotland.org.uk/index.asp
This is an extensive site designed to support the development and dissemination of good educational practice in Scottish schools. At the time of writing the home page features a letter from the Cabinet Secretary for Education and Lifelong Learning - 'Taking forward Curriculum for Excellence' lays out plans to support the education community with the implementation of Curriculum for Excellence, distributed electronically to all schools on 8 January 2010. You can examine ‘Scotland’s new curriculum’ at:
www.curriculumforexcellencescotland.gov.uk
- Locate the letter and consider the role of political views in and on educational policy.
- What are your feelings about the influence of politics with both a large and small p on the work of schools?
- Briefly examine the curriculum - what similarities and differences do you see between this curriculum and that with which you normally work?
Staying organised
By setting up a directory of favourites, or by compiling these as a set of word processed notes, you can rapidly create a set of personalised links. It is always good practice to keep your references in an appropriate format - Harvard is often used. This allows you to rapidly cut and paste your selections into other documents, presentations and reports. If you are perusing a programme of study you should consider purchasing a copy of some form of ‘bibliographical software’ which will allow you to rack down references, format them quickly for use in other forms of writing and track down original sources.
Keeping up to date
Websites are constantly changing. Educational websites are perhaps more prone to change than most,; this is particularly true at a time of political change when policies and educational priorities may quickly change. Check the sites for ways in which you can receive automatic updates. The ECM site for example provides a Really Simple Syndication (RSS) feed. By clicking this you can receive automatic alerts to changes and important newly added information. Other site, the DCSF site for example, makes use of an email subscription list. By entering some simple contact details you can again receive updates direct to your email box.
As sites change so rapidly you should become familiar and not discouraged when you click on a hyperlink to be directed to a site giving a "PAGE NOT FOUND" message. Site layout changes rapidly but most sites will provide a search facility; get used to using this. An example of this can be found by linking to the "Children’s Workforce Development Council" (CWDC) site. The link in the book text has rapidly become out dated. However by using the search word "Standards" you can rapidly scan the site to find a range of useful pages, maybe even the one you were originally looking for! Look also at the navigation structure of the site, efficient sites provide effective menu systems which start with a key concept word or phrase, which in turn leads to further sub-categories. Using the CWDC site as an example we can currently search for the standards via the search box or click on "Areas of work" section of the menu by moving slowly down the menu to ‘standards’ you can then select which set of standards you wish to view or download. By selecting the "Early Years professional Standards" you can quickly jump to an important source of professional information. Whilst the introduction is rather rhetorical the content is useful. AT a simple level, try to first define what is meant by the term "Early Years Professional’, then compare your definition with that provided on the site.
The Teacher Training Resource Bank (TTRB)
The TTRB is an important resource for any professional educator. It is hosted at the Canterbury Christ Church University. It provides access to "the research and evidence base informing teacher education". All materials help on the site, reviews of articles, Teachers TV broadcasts, government policy documents … are produced by professionals working in education and undergo a rigorous process of peer review.
A further important feature of the site is an e-Librarian service based at the Institute of Education’s library in London. If you are (to paraphrase the words of the site) involved in some form of study, a course assignment or seeking general subject information you may submit a question.
You need to be a registered user of the TTRB site to ask the E-librarian a question.
Direct link to the TTRB E-librarian webpage:
Chapter 2: Values to Promote Learning
General Teaching Councils (Scotland, England, Northern Island, Wales)
Scotland, http://www.gtcs.org.uk
England, http://www.gtce.org.uk
Northern Ireland, http://www.gtcni.org.uk
Wales, http://www.gtcw.org.uk
The function of the General Teaching Councils is to act as the professional body for teaching in their respective countries. In each case their overall purpose is to work in the public interest to help improve standards of teaching and learning. As such these organisations have an increasingly important and influential position within the teaching profession. All intending and serving teachers need to be fully aware of their role and function and current activities
The ‘Code of Conduct and Practice’ (referred to in the chapter) has now been revised.
- Locate, download and examine the new version of the 'Revision of the GTC Code of Conduct and Statement of Values'
- Read the extended quotation in the chapter which begins, ‘Teachers treat young…’, note the emphasis on the word “values”.
- Reflect on the question posed in the text, “Where do our values come from”.
At the time of writing the National Curriculum is in the process of redesign and development. As part of the developments, greater emphasis is placed upon school autonomy in the development of a personalised curriculum. To aid the process the Qualification and Curriculum Development Agency (QCDA) have developed a tool which is "designed to help schools develop a curriculum that meets the needs, interests and aspirations of all learners and contributes to raising standards"; the 'big picture'.
- Download a copy of the big picture
- Take a highlighter pen and select all the words which relate to 'values'
- Reflect on the words you have highlighted and compare them with Kohls' model which you will find both in the chapter text and in the slides which accompany the chapter.
- Consider the questions:
- How far can you map the value-words onto cultural differences?
- Does there appear to be a dominant set of values emerging?
- Are teachers required to 'enculturate' or encourage their pupils into following the rules of the dominant society so supporting the establishment agenda.
- OR
- Is a teacher's professional duty to support acculturation and assimilation of a range of communities and groups?
THE MYRA SADKER FOUNDATION
http://www.sadker.org/index.html
You will find a range of resources and websites designed to raise the issue of confronting bias in education. One such is the Myra Sadker Foundation a (according to the declaration on the home page) is a non-profit organization dedicated to promoting equity in and beyond schools. By working to eliminate gender bias, the Foundation enhances the academic, psychological, economic and physical potential of America's children. The Foundation supports research; training and special programs for teachers, parents, children and all those whose work and interests touch the lives of children."
- Locate and explore the site.
- You will find a range of "Reads and Links".
- Consider both the scope and quality of the materials.
- Consider the role of "Independent Foundations" in shaping your views and educational practice.
- What do they have to contribute to educational thinking?
- What issues does the rise of such groups present?
Staying organised
By setting up a directory of favourites, or by compiling these as a set of word processed notes, you can rapidly create a set of personalised links. It is always good practice to keep your references in an appropriate format - Harvard is often used. This allows you to rapidly cut and paste your selections into other documents, presentations and reports. If you are perusing a programme of study you should consider purchasing a copy of some form of 'bibliographical software' which will allow you to rack down references, format them quickly for use in other forms of writing and track down original sources.
Keeping up to date
Websites are constantly changing. Educational websites are perhaps more prone to change than most,; this is particularly true at a time of political change when policies and educational priorities may quickly change. Check the sites for ways in which you can receive automatic updates. The ECM site for example provides a Really Simple Syndication (RSS) feed. By clicking this you can receive automatic alerts to changes and important newly added information. Other site, the DCSF site for example, makes use of an email subscription list. By entering some simple contact details you can again receive updates direct to your email box.
As sites change so rapidly you should become familiar and not discouraged when you click on a hyperlink to be directed to a site giving a "PAGE NOT FOUND" message. Site layout changes rapidly but most sites will provide a search facility; get used to using this. An example of this can be found by linking to the "Children's Workforce Development Council" (CWDC) site. The link in the book text has rapidly become out dated. However by using the search word "Standards" you can rapidly scan the site to find a range of useful pages, maybe even the one you were originally looking for! Look also at the navigation structure of the site, efficient sites provide effective menu systems which start with a key concept word or phrase, which in turn leads to further sub-categories. Using the CWDC site as an example we can currently search for the standards via the search box or click on "Areas of work" section of the menu by moving slowly down the menu to 'standards' you can then select which set of standards you wish to view or download. By selecting the "Early Years professional Standards" you can quickly jump to an important source of professional information. Whilst the introduction is rather rhetorical the content is useful. AT a simple level, try to first define what is meant by the term "Early Years Professional', then compare your definition with that provided on the site.
The Teacher Training Resource Bank (TTRB)
The TTRB is an important resource for any professional educator. It is hosted at the Canterbury Christ Church University. It provides access to "the research and evidence base informing teacher education". All materials help on the site, reviews of articles, Teachers TV broadcasts, government policy documents … are produced by professionals working in education and undergo a rigorous process of peer review.
A further important feature of the site is an e-Librarian service based at the Institute of Education's library in London. If you are (to paraphrase the words of the site) involved in some form of study, a course assignment or seeking general subject information you may submit a question.
You need to be a registered user of the TTRB site to ask the E-librarian a question.
Direct link to the TTRB E-librarian webpage:
Chapter 3: Communities of Learners
TeacherNet
TeacherNet is designed by Department for Children Schools and Families as a resource to support the education profession. To use the site effectively you need to register with the site either as an individual user or by entering your establishment details into the Educational Database (EduBase). By doing this you can receive email alerts to new materials as they become available and can order publications online through a one-click facility.
Navigation down the left side takes you through to an extensive set of "useful links". These are divided into broad categories including:
-
- Teaching and Learning
- Management
- Research
- Video Channel - to use this channel effectively ensure that you have either Flash player, Window Media player 10 or Silverlight installed in your browser. The site (at http://www.teachernet.gov.uk/videochannel) has clear instructions and the appropriate links to enable you to do this quickly and effectively.
- Locate TeacherNet and register with the site.
- Update your registration details to include - if you wish - the manner in which you want to receive email contacts.
- Locate the videochannel, and ensure that you can play the videos
TeacherNet: Online Publications
http://publications.teachernet.gov.uk/
The publications section of the site is particularly useful as it is a useful central source for important materials. The left-side menu provides a particularly useful "Using this site" overview.
- Locate the "Using this Site" feature
- Regularly visit the site and ensure that you remain current with developments.
- Locate the publications section and identify the most current publications.
- Note the extensive freely available materials available to UK users.
- Select those which are most important to your current interests.
- Spend time following these links noting any that you may want to return to at a later time.
- You may want to try searching for the term "Parenting Support". At the time of writing (March 2010) this provides 184 hits.
-
Follow the link to:
http://www.teachernet.gov.uk/casestudies/SubCatHome.cfm?id=114&sid=36 - Locate one case study which is appropriate to your needs/interests.
- How does the case study match your experiences?
- Consider the role of the school in "supporting" parenting. What model of "parenting" and "school" is implicit in each initiative?
Teaching and Learning Research Programme (TLRP)
The aims of the TLRP are explained on the site as:
-
- Learning
- Outcomes
- Lifecourse
- Enrichment
- Expertise
- Improvement
- Locate the "Aims" section of the TLRP website and examine the aims in more detail.
- Consider the link between research and teaching.
- What are your thoughts about these aims - are they appropriate?
- Locate the "Projects" section of the site and find links to:
- "Home-School Knowledge Exchange and Transformation in Primary Education 2001-2004".
Quality in Study Support and Extended Services (QiSS)
http://www.canterbury.ac.uk/education/quality-in-study-support/
QiSS provides a national recognition for schools that meet the DCSF Study Support Code of Practice. Information about how schools can seek recognition. This is an extensive site which provides links to a range of support structures including; Case Studies, Consultancy and Research and Evaluation. The site presents a clear statement of purpose:
"The Quality in Extended Services (QES) Recognition Scheme is a parallel scheme to QiSS and is based on the Quality Development Framework (QDF), which sets out principals of good practice, providing key indicators and a clear process for self-review." A further link is provided to the QiSS National Database.
Staying organised
By setting up a directory of favourites, or by compiling these as a set of word processed notes, you can rapidly create a set of personalised links. It is always good practice to keep your references in an appropriate format - Harvard is often used. This allows you to rapidly cut and paste your selections into other documents, presentations and reports. If you are perusing a programme of study you should consider purchasing a copy of some form of 'bibliographical software' which will allow you to rack down references, format them quickly for use in other forms of writing and track down original sources.
Keeping up to date
Websites are constantly changing. Educational websites are perhaps more prone to change than most,; this is particularly true at a time of political change when policies and educational priorities may quickly change. Check the sites for ways in which you can receive automatic updates. The ECM site for example provides a Really Simple Syndication (RSS) feed. By clicking this you can receive automatic alerts to changes and important newly added information. Other site, the DCSF site for example, makes use of an email subscription list. By entering some simple contact details you can again receive updates direct to your email box.
As sites change so rapidly you should become familiar, and not discouraged when you click on a hyperlink to be directed to a site giving a "PAGE NOT FOUND" message. Site layout changes rapidly but most sites will provide a search facility; get used to using this. An example of this can be found by linking to the "Children's Workforce Development Council" (CWDC) site. The link in the book text has rapidly become out dated. However by using the search word "Standards" you can rapidly scan the site to find a range of useful pages, maybe even the one you were originally looking for! Look also at the navigation structure of the site, efficient sites provide effective menu systems which start with a key concept word or phrase, which in turn leads to further sub-categories. Using the CWDC site as an example we can currently search for the standards via the search box or click on "Areas of work" section of the menu by moving slowly down the menu to 'standards' you can then select which set of standards you wish to view or download. By selecting the "Early Years professional Standards" you can quickly jump to an important source of professional information. Whilst the introduction is rather rhetorical the content is useful. AT a simple level, try to first define what is meant by the term "Early Years Professional', then compare your definition with that provided on the site.
The Teacher Training Resource Bank (TTRB)
The TTRB is an important resource for any professional educator. It is hosted at the Canterbury Christ Church University. It provides access to "the research and evidence base informing teacher education". All materials help on the site, reviews of articles, Teachers TV broadcasts, government policy documents … are produced by professionals working in education and undergo a rigorous process of peer review.
A further important feature of the site is an e-Librarian service based at the Institute of Education's library in London. If you are (to paraphrase the words of the site) involved in some form of study, a course assignment or seeking general subject information you may submit a question.
You need to be a registered user of the TTRB site to ask the E-librarian a question.
Direct link to the TTRB E-librarian webpage:
Chapter 4: Development and Learning
Understanding the brain: The birth of a learning science
http://www.gtce.org.uk/teachers/rft/neuroscience/
The General Teaching Council for England has published a summary of a lengthy international review on neuroscience, drawing on a number of research projects. Four themes emerge from the study:
- the plasticity of the brain – its ability to adapt over time and in the face of barriers to learning
- how neuroscience can inform language, literacy and numeracy learning
- the importance of the environment (including learning environment) on brain development
- the importance of healthy lifestyles on brain development and ability to learn.
The summary connects the messages from the research with teaching, learning and practice.
- Locate the research and consider the findings.
- Do they surprise you or support your present views?
- What are the 'neuromyths' which the research addresses?
Learning-theories
Whilst all the proceeding warnings about the use of the internet remain a site which you may find useful can be found at: "Learning Theories Knowledgebase" at Learning-Theories.com. Retrieved March, 2010 from: http://www.learning-theories.com
The site provides what they term a "knowledge base and webliography". What may be useful especially in early parts of study, are the succinct overviews of theoretical work and concepts which may seem at first to be rather daunting.
The content is categorised in various ways; there are links to groupings and sub-groups of theories and to general modes of thought or paradigms. In addition a site search facility is provided. The site is rather like Wikipedia, constructed by users and is therefore ever growing. Comments, suggestions and content can emailed in via a simple form. It is however not clear who exactly hosts the site and in what ways it is edited. With this warning in mind though you may find it a useful resource to dip into.
- Before looking at the site try to define the term "theory". Now, access the site, find the site's definition and compare the similarities and possible differences. Are the differences simply a matter of the words you have used or are there more fundamental differences?
- Now consider; what are the differences between scientific and educational theories?
- How would you define your own theory of learning, that is, how do you think children learn?
- Now, do a Google search for the term "espoused theories" or "theory in action". In so doing you may come across the work of Chris Argyris, Donald Schön or Seymur Papert.
King's College London
http://www.kcl.ac.uk/schools/sspp/education/research/projects/cognitive.html
'Cognitive Acceleration' (CA) is a teaching approach which claims to develop pupils' general thinking abilities. It is rooted firmly in the psychology of Jean Piaget and Lev Vygotsky and thus stresses the social construction of knowledge. If you are interested in examining this approach you may want to consult the research work carried out at King's College London. The page - together with linked materials - presents the findings of a number of CA projects across a range of subject areas including Science, Mathematics, Art and English. The page has links out to work carried out across Key stages 1, 2 and 3 and also includes a 'further reference' section.
Teacher Training Resource Bank
http://www.ttrb.ac.uk/viewarticle2.aspx?contentId=12855
A search of the TTRB for the key words 'grouping' and 'success' yields 37 resources (at March 2010). Amongst these is the article 'Are we really grouping pupils for success?'
- Locate the article by searching either by article title, key words or by the article number, 12855 or by using the current link above.
- Download and consider the implications of the article for you own work.
- Download the Sue Field's Review and Commentary. Both are available as pdf files.
- Examine one or more of the related articles for example:
-
Pupil Grouping Strategies and Practices at Key Stage 2 and 3: Case Studies of 24 Schools in England (DfES Research Report 796) 2006 at:
http://www.ttrb.ac.uk/viewarticle2.aspx?contentId=12936 -
Group Work: Transition into Secondary at:
http://www.ttrb.ac.uk/viewarticle2.aspx?contentId=14540
Consider the report findings and article conclusions for you own work.
Staying organised
By setting up a directory of favourites, or by compiling these as a set of word processed notes, you can rapidly create a set of personalised links. It is always good practice to keep your references in an appropriate format - Harvard is often used. This allows you to rapidly cut and paste your selections into other documents, presentations and reports. If you are perusing a programme of study you should consider purchasing a copy of some form of 'bibliographical software' which will allow you to rack down references, format them quickly for use in other forms of writing and track down original sources.
Keeping up to date
Websites are constantly changing. Educational websites are perhaps more prone to change than most,; this is particularly true at a time of political change when policies and educational priorities may quickly change. Check the sites for ways in which you can receive automatic updates. The ECM site for example provides a Really Simple Syndication (RSS) feed. By clicking this you can receive automatic alerts to changes and important newly added information. Other site, the DCSF site for example, makes use of an email subscription list. By entering some simple contact details you can again receive updates direct to your email box.
As sites change so rapidly you should become familiar, and not discouraged when you click on a hyperlink to be directed to a site giving a "PAGE NOT FOUND" message. Site layout changes rapidly but most sites will provide a search facility; get used to using this. An example of this can be found by linking to the "Children's Workforce Development Council" (CWDC) site. The link in the book text has rapidly become out dated. However by using the search word "Standards" you can rapidly scan the site to find a range of useful pages, maybe even the one you were originally looking for! Look also at the navigation structure of the site, efficient sites provide effective menu systems which start with a key concept word or phrase, which in turn leads to further sub-categories. Using the CWDC site as an example we can currently search for the standards via the search box or click on "Areas of work" section of the menu by moving slowly down the menu to 'standards' you can then select which set of standards you wish to view or download. By selecting the "Early Years professional Standards" you can quickly jump to an important source of professional information. Whilst the introduction is rather rhetorical the content is useful. AT a simple level, try to first define what is meant by the term "Early Years Professional', then compare your definition with that provided on the site.
The Teacher Training Resource Bank (TTRB)
The TTRB is an important resource for any professional educator. It is hosted at the Canterbury Christ Church University. It provides access to "the research and evidence base informing teacher education". All materials help on the site, reviews of articles, Teachers TV broadcasts, government policy documents … are produced by professionals working in education and undergo a rigorous process of peer review.
A further important feature of the site is an e-Librarian service based at the Institute of Education's library in London. If you are (to paraphrase the words of the site) involved in some form of study, a course assignment or seeking general subject information you may submit a question.
You need to be a registered user of the TTRB site to ask the E-librarian a question.
Direct link to the TTRB E-librarian webpage:
Chapter 5: Learners as Individuals
Qualifications and Curriculum Development Agency (QCDA)
http://www.qcda.gov.uk/default.aspx
The QCDA (earlier the QCA) is a government organisation (hence the .gov in the website address) who are sponsored by the Department for Children, Schools and Families (DfCSF). A video which explains their work can be viewed from a link on the homepage. The QCDA declares its role to be, "… at the heart of England's education system. Our job will be to develop the curriculum, improve and deliver assessments, and review and reform qualifications."
The topmost menu provides three links:
- I am a…
- I am interested in…
- Type of information…
As a developing professional you need to be aware of their function and purpose.
- Starting with the 'I am a…' link examine the site selecting those areas which seem most relevant to you.
- Use the "I am a" navigation link to access the area of the site most suitable for you.
- Bookmark the main page and revisit it on regular occasions.
- Locate the page entitled, "Respect for all" at: http://qcda.gov.uk/6753.aspx
- The page provides support for teachers looking for ways to integrate race equality, diversity and inclusion issues into the curriculum. Depending on your role you may want to download and examine the "Respect for all: audit tool" which can be found at: http://qcda.gov.uk/8008.aspx
Frank Ferudi's homepage
Frank Ferudi is Professor of Sociology at University of Kent, and author of Politics of Fear, Where Have All the Intellectuals Gone?, Therapy Culture, Paranoid Parenting and Culture of Fear.
Chapter Five makes reference to Professor Ferudi and quoting from one of his articles, "Pursuit of happiness is personal: wellbeing crusaders have turned a private emotion into a public policy issue."
The article was first published by The Australian, 7 August 2008. The full text of the article is available at: http://www.frankfuredi.com/index.php/site/article/233/
TeacherNet: Professional Development
http://www.teachernet.gov.uk/professionaldevelopment/
TeacherNet is designed by Department for Children Schools and Families as a resource to support the education profession. To use the site effectively you need to register with the site either as an individual user or by entering your establishment details into the Educational Database (EduBase). By doing this you can receive email alerts to new materials as they become available and can order publications online through a one-click facility.
This section of the site is designed in the following way;
"Whether you would like to learn new skills, build on your existing knowledge, study for a new qualification, or are thinking of becoming a teacher, this section of the website provides you with advice and guidance on continuing professional development (CPD) and helps you find the many opportunities available.
As such, this section will be found to be of increasing importance to you. At the time of writing there three further links take you to:
The National Strategies: CPD at: http://nationalstrategies.standards.dcsf.gov.uk/cpd
TDA: Continuing Professional Development at:
http://www.tda.gov.uk/teachers/continuingprofessionaldevelopment.aspx
DA: National CPD leadership at:
http://www.tda.gov.uk/teachers/continuingprofessionaldevelopment/cpdleadership/cpd_leadership_training.aspx
Staying organised
By setting up a directory of favourites, or by compiling these as a set of word processed notes, you can rapidly create a set of personalised links. It is always good practice to keep your references in an appropriate format - Harvard is often used. This allows you to rapidly cut and paste your selections into other documents, presentations and reports. If you are perusing a programme of study you should consider purchasing a copy of some form of 'bibliographical software' which will allow you to rack down references, format them quickly for use in other forms of writing and track down original sources.
Keeping up to date
Websites are constantly changing. Educational websites are perhaps more prone to change than most,; this is particularly true at a time of political change when policies and educational priorities may quickly change. Check the sites for ways in which you can receive automatic updates. The ECM site for example provides a Really Simple Syndication (RSS) feed. By clicking this you can receive automatic alerts to changes and important newly added information. Other site, the DCSF site for example, makes use of an email subscription list. By entering some simple contact details you can again receive updates direct to your email box.
As sites change so rapidly you should become familiar, and not discouraged when you click on a hyperlink to be directed to a site giving a "PAGE NOT FOUND" message. Site layout changes rapidly but most sites will provide a search facility; get used to using this. An example of this can be found by linking to the "Children's Workforce Development Council" (CWDC) site. The link in the book text has rapidly become out dated. However by using the search word "Standards" you can rapidly scan the site to find a range of useful pages, maybe even the one you were originally looking for! Look also at the navigation structure of the site, efficient sites provide effective menu systems which start with a key concept word or phrase, which in turn leads to further sub-categories. Using the CWDC site as an example we can currently search for the standards via the search box or click on "Areas of work" section of the menu by moving slowly down the menu to 'standards' you can then select which set of standards you wish to view or download. By selecting the "Early Years professional Standards" you can quickly jump to an important source of professional information. Whilst the introduction is rather rhetorical the content is useful. AT a simple level, try to first define what is meant by the term "Early Years Professional', then compare your definition with that provided on the site.
The Teacher Training Resource Bank (TTRB)
The TTRB is an important resource for any professional educator. It is hosted at the Canterbury Christ Church University. It provides access to "the research and evidence base informing teacher education". All materials help on the site, reviews of articles, Teachers TV broadcasts, government policy documents … are produced by professionals working in education and undergo a rigorous process of peer review.
A further important feature of the site is an e-Librarian service based at the Institute of Education's library in London. If you are (to paraphrase the words of the site) involved in some form of study, a course assignment or seeking general subject information you may submit a question.
You need to be a registered user of the TTRB site to ask the E-librarian a question.
Direct link to the TTRB E-librarian webpage:
Chapter 6: Teachers' Knowledge and Learning
Egov Monitor
The eGov site is run by the Policy Dialogue International who are, according to the information they give on their 'about us' page, "an independent media company that provides neutral platforms to facilitate open dialogue among stakeholders on public policy and encourage innovation and excellence in governance that enables and equips citizens and businesses to enjoy a better quality of life."
The site provides a range of interesting material drawn from across the world - the three "Geographical Area" links on the home page demonstrate the site's scope; United Kingdom, Europe, International. An 'Education and Skills' link provides ready access to a range of features and information. It is possible to leave comments on the materials or to become a direct contributor to the site. As materials are rapidly updated an RSS feed is also provided.
- What are your feelings about the concept of monitoring government action?
- Do you think the site meets its criteria of independence?
2020 Vision: Report of the Teaching and Learning Review Group
Published in January 2007, this is a major report on the development of personalised learning. Working from the fact that the young people who will entering higher education and training in 2020 are just starting in reception class, the report sets out a vision and strategic approach to (to paraphrase the words found on the eGov website) transform the experience of children and young people and to put into place the system changes needed to deliver this transformation.
- Have you considered this historical view of education before?
- What do you think the future holds?
- How will your country develop and what challenges will the next generation have to face?
- How does education prepare children for that future.
- What part do you play in preparing children for this?
- Do you agree with this 2020 vision?
- The report uses the term, 'personalised learning'. What does this mean for you?
You can download a copy of the report at:
http://publications.teachernet.gov.uk/eOrderingDownload/6856-DfES-Teaching%20and%20Learning.pdf
You can download a powerpoint presentation of the report from the National Strategy website at: http://nationalstrategies.standards.dcsf.gov.uk/node/47546 and read an informed review of the report at: http://www.ttrb.ac.uk/viewArticle2.aspx?contentId=13046
Department for Children, Schools and Families: Research Informed Practice Site (TRIPS)
http://www.standards.dfes.gov.uk/research/
The site provides ready access to essential research findings. The aims of the authors are to ensure that practice is informed by the most recent evidence. The clear purpose of the site is to bring together research from a variety of sources and present it in an accessible form. Research is grouped under specific headings or themes; one such is Assessment and Gender.
- Access the site and sign up for the regular monthly newsletter.
- Use the search facility to identify material related to the chapter theme.
Lee Shulman
Lee Shulman is an educational psychologist who has made notable contributions to our thinking about teacher education. He is particularly known for his discussion of the concept of Pedagogical Content Knowledge (PCK). He asserts that teacher's subject knowledge and teacher's pedagogic knowledge are often treated in teacher education as being mutually exclusive. To overcome this possible dichotomy he has advanced the concept of PCK.
A useful article on Wikipedia outlines the debate more fully. It can be found at:
http://en.wikipedia.org/wiki/Lee_Shulman
- Consider the role of Wikipedia in your own learning.
- Do you feel that it is an authoritative site?
- If so, where does the source of its authority lie?
- If not, what are your reservations and criticisms?
- Read the article - and the accompanying discussion in chapter six. What is your response to the debate?
You can read more of Lee Shulman's work on the Carnegie Foundation site an example of which can be found at:
http://www.carnegiefoundation.org/elibrary/making-differences-table-learning
Staying organised
By setting up a directory of favourites, or by compiling these as a set of word processed notes, you can rapidly create a set of personalised links. It is always good practice to keep your references in an appropriate format - Harvard is often used. This allows you to rapidly cut and paste your selections into other documents, presentations and reports. If you are perusing a programme of study you should consider purchasing a copy of some form of 'bibliographical software' which will allow you to rack down references, format them quickly for use in other forms of writing and track down original sources.
Keeping up to date
Websites are constantly changing. Educational websites are perhaps more prone to change than most,; this is particularly true at a time of political change when policies and educational priorities may quickly change. Check the sites for ways in which you can receive automatic updates. The ECM site for example provides a Really Simple Syndication (RSS) feed. By clicking this you can receive automatic alerts to changes and important newly added information. Other site, the DCSF site for example, makes use of an email subscription list. By entering some simple contact details you can again receive updates direct to your email box.
As sites change so rapidly you should become familiar, and not discouraged when you click on a hyperlink to be directed to a site giving a "PAGE NOT FOUND" message. Site layout changes rapidly but most sites will provide a search facility; get used to using this. An example of this can be found by linking to the "Children's Workforce Development Council" (CWDC) site. The link in the book text has rapidly become out dated. However by using the search word "Standards" you can rapidly scan the site to find a range of useful pages, maybe even the one you were originally looking for! Look also at the navigation structure of the site, efficient sites provide effective menu systems which start with a key concept word or phrase, which in turn leads to further sub-categories. Using the CWDC site as an example we can currently search for the standards via the search box or click on "Areas of work" section of the menu by moving slowly down the menu to 'standards' you can then select which set of standards you wish to view or download. By selecting the "Early Years professional Standards" you can quickly jump to an important source of professional information. Whilst the introduction is rather rhetorical the content is useful. AT a simple level, try to first define what is meant by the term "Early Years Professional', then compare your definition with that provided on the site.
The Teacher Training Resource Bank (TTRB)
The TTRB is an important resource for any professional educator. It is hosted at the Canterbury Christ Church University. It provides access to "the research and evidence base informing teacher education". All materials help on the site, reviews of articles, Teachers TV broadcasts, government policy documents … are produced by professionals working in education and undergo a rigorous process of peer review.
A further important feature of the site is an e-Librarian service based at the Institute of Education's library in London. If you are (to paraphrase the words of the site) involved in some form of study, a course assignment or seeking general subject information you may submit a question.
You need to be a registered user of the TTRB site to ask the E-librarian a question.
Direct link to the TTRB E-librarian webpage:
Chapter 7: The Learning Environment
TeachingExpertise
TeachingExpertise is the website of Optimus Professional Publishing. It offers a range of free education resources, articles and e-bulletins. A particularly useful useful article which is refered to in the chapter text is, Andrew-Power K and Gormley C, 2007, 'On display: wall to wall learning', Curriculum Briefing 5.
It is available on the site at: http://www.teachingexpertise.com/topic/learning-environment
BECTA
Formerly known as the British Educational Communications and Technology Agency BECTA is a non-departmental public body of the Department for Children Families and Schools (DCSF). Its remit is to lead "the national drive to inspire and lead the effective and innovative use of technology throughout learning".
The website is extensive and develops rapidly overtime. You will need to return to it frequently. A useful publications section at:
http://research.becta.org.uk/index.php?section=rh&catcode=_re_pu_02 gives you ready access to the range of publications available from the site.
The chapter text notes in particular the reports which share the common theme of "Harnessing Technology…".
- Identify the reports and access them from the site.
- Look at the range of titles and find others which fit your present interests and needs.
The Impact of School Environments.
This literature review looks in detail at academic research on learning environments and how they affect the people who use them. Prepared by the University of Newcastle and sponsored by CfBT Research and Development it is available from the Design Council site at:
http://www.designcouncil.org.uk/
- Download the report and skim read it.
- Turn to the final "Conclusion and Recommendations" section and read this more closely.
- Consider this section, do agree with the conclusions?
- What are your feelings about the definitions used?
- How do you feel that the design of the "school environment" impacts on teaching and learning? How might you make changes in the environment to support the development of TandL in your own working context?
FutureLab
The pedigree of Futurelab is well known amongst colleagues involved in the area of Information and Communications Technology use and development. Its aims and affiliations are clearly stated on the organisation's "about-us" page. This not-for-profit organization draws together an impressive range of education, research and policy partners. It has a well-known history of effective research and innovative developmental work.
Links between Creativity, Technology and Learning are examined in a report by Avril Loveless.
-
Access the report update, the original report or read the executive summary all of which are available at:
http://www.futurelab.org.uk/resources/publications-reports-articles/literature-reviews/Literature-Review382 - Read one of the versions of the report and consider your own position in relation to the link between creativity, technology and learning.
- Write a definition for the term 'creativity'.
- What do you understand by the term 'technology'?
- What would you include as technology?
- Is writing a technology?
-
Read the dialogue between Socrates and Phaedrus available at:
http://www.units.muohio.edu/technologyandhumanities/plato.htm and consider the term technology again.
Effective Talk in the primary classroom
http://www.gtce.org.uk/teachers/rft/talk_prim0506/
This article, published in September 2006, examines a study in which groups of primary teachers and school leaders explored the use of structured dialogue with small-groups of pupils. The research was supported by a team of researchers from the University of Exeter. The study showed how hard the demands of classroom teaching make it for teachers to move away from dominating classroom talk and how the teachers worked to give pupils opportunities to learn through speaking.
Staying organised
By setting up a directory of favourites, or by compiling these as a set of word processed notes, you can rapidly create a set of personalised links. It is always good practice to keep your references in an appropriate format - Harvard is often used. This allows you to rapidly cut and paste your selections into other documents, presentations and reports. If you are perusing a programme of study you should consider purchasing a copy of some form of 'bibliographical software' which will allow you to rack down references, format them quickly for use in other forms of writing and track down original sources.
Keeping up to date
Websites are constantly changing. Educational websites are perhaps more prone to change than most,; this is particularly true at a time of political change when policies and educational priorities may quickly change. Check the sites for ways in which you can receive automatic updates. The ECM site for example provides a Really Simple Syndication (RSS) feed. By clicking this you can receive automatic alerts to changes and important newly added information. Other site, the DCSF site for example, makes use of an email subscription list. By entering some simple contact details you can again receive updates direct to your email box.
As sites change so rapidly you should become familiar, and not discouraged when you click on a hyperlink to be directed to a site giving a "PAGE NOT FOUND" message. Site layout changes rapidly but most sites will provide a search facility; get used to using this. An example of this can be found by linking to the "Children's Workforce Development Council" (CWDC) site. The link in the book text has rapidly become out dated. However by using the search word "Standards" you can rapidly scan the site to find a range of useful pages, maybe even the one you were originally looking for! Look also at the navigation structure of the site, efficient sites provide effective menu systems which start with a key concept word or phrase, which in turn leads to further sub-categories. Using the CWDC site as an example we can currently search for the standards via the search box or click on "Areas of work" section of the menu by moving slowly down the menu to 'standards' you can then select which set of standards you wish to view or download. By selecting the "Early Years professional Standards" you can quickly jump to an important source of professional information. Whilst the introduction is rather rhetorical the content is useful. AT a simple level, try to first define what is meant by the term "Early Years Professional', then compare your definition with that provided on the site.
The Teacher Training Resource Bank (TTRB)
The TTRB is an important resource for any professional educator. It is hosted at the Canterbury Christ Church University. It provides access to "the research and evidence base informing teacher education". All materials help on the site, reviews of articles, Teachers TV broadcasts, government policy documents … are produced by professionals working in education and undergo a rigorous process of peer review.
A further important feature of the site is an e-Librarian service based at the Institute of Education's library in London. If you are (to paraphrase the words of the site) involved in some form of study, a course assignment or seeking general subject information you may submit a question.
You need to be a registered user of the TTRB site to ask the E-librarian a question.
Direct link to the TTRB E-librarian webpage:
Chapter 8: Learning Styles and Teaching Repertoires
Dialogic teaching
http://www.robinalexander.org.uk/dialogicteaching.htm
"Dialogic teaching is an approach to teaching which in a highly disciplined fashion harnesses the power of talk to stimulate and extend pupils' thinking and advance their learning and understanding. It is as distinct from the question- answer and listen-tell routines of traditional and so-called 'interactive' teaching as it is from the casual conversation of informal discussion. A fuller description of the approach is available on Robin Alexander's site together with links to publications which examine the approach.
- Visit Robin Alexander's site and become familiar with the approach to this approach.
- There are links to a range of publications which you may wish to examine and or purchase.
-
You will also find a freely downloadable article, Wolfe, S. and Alexander, R. J. (2008) Argumentation and dialogic teaching: alternative pedagogies for a changing world, London: Futurelab available at:
http://www.robinalexander.org.uk/docs/wolfealexander.pdf
Personalised learning/personalisation
http://www.ttrb.ac.uk/viewArticle.aspx?contentId=12406
This is now a widely used term in a range of contexts. Broadly it reflects current policy developments towards enabling education to match the needs and interests of learners more closely than in the past, through a number of initiatives, many of which are discussed in this book. See www.ttrb.ac.uk article id 12406 for a commentary on the concept of 'personalised learning' with further links to other resources.
- Either, use the direct link to the article or visit the TTRB homepage and search for the article by its number '12406'.
- If you choose to search for the article you will also find a range of related articles and responses from the site's eLibrarian to questions asked by students about these terms.
Teaching and Learning Research Programme: TLRP - evidence-informed pedagogic principles
http://www.tlrp.org/themes/themes/tenprinciples.html
The TLRP developed an analysis of the research projects in which it had been involved into what were called evidence-informed principles for teaching and learning or pedagogies. The process through which they were developed together with the outcomes are clearly stated on the TLRP 'Themes' page.
- Examine the 10 principles.
- How do they fit with your own views?
- What do you think about the use of the term 'pedagogy' in this context?
- How useful do you feel that it is to have a series of over-arching principles?
- In addition to the webpage the principles are available as both a downloadable pdf document and as a YouTube video.
The Teaching and Learning Research Programme (TLRP) has published a helpful booklet on neuroscience and education, which examines what is currently known about the brain that has relevance for education, and also examines some of the popular theories also discussed in the chapter text.
Howard-Jones P (2006) Neuroscience and Education: Issues and Opportunities. A Commentary by the Teaching and Learning Research Programme. It is available at:
http://www.tlrp.org/pub/commentaries.html
Pedagogy and Personalisation
This booklet, published in June 2007 is designed "to make a contribution to a more developed view of pedagogy and thus an increased sense of informed professionalism. It provides a theoretical yet practical view of the pedagogical principles embedded in the National Strategies".
The booklet can be downloaded in pdf format from the link at:
http://nationalstrategies.standards.dcsf.gov.uk/node/85123
Or can be ordered from DCSF Publications at:
DCSF Publications
PO Box 5050
Sherwood Park
Annesley
Nottingham
NG15 ODJ
Tel: 0845 60 222 60
Document reference 00126-2007DOM-EN
- Visit the site and obtain a copy.
- Examine the "Core Principles".
- Examine the section on "Inclusive Pedagogy" at page 10. Read this section and clarify for yourself the proposed link between "Personalisation" and "Inclusion".
Staying organised
By setting up a directory of favourites, or by compiling these as a set of word processed notes, you can rapidly create a set of personalised links. It is always good practice to keep your references in an appropriate format - Harvard is often used. This allows you to rapidly cut and paste your selections into other documents, presentations and reports. If you are perusing a programme of study you should consider purchasing a copy of some form of 'bibliographical software' which will allow you to rack down references, format them quickly for use in other forms of writing and track down original sources.
Keeping up to date
Websites are constantly changing. Educational websites are perhaps more prone to change than most,; this is particularly true at a time of political change when policies and educational priorities may quickly change. Check the sites for ways in which you can receive automatic updates. The ECM site for example provides a Really Simple Syndication (RSS) feed. By clicking this you can receive automatic alerts to changes and important newly added information. Other site, the DCSF site for example, makes use of an email subscription list. By entering some simple contact details you can again receive updates direct to your email box.
As sites change so rapidly you should become familiar, and not discouraged when you click on a hyperlink to be directed to a site giving a "PAGE NOT FOUND" message. Site layout changes rapidly but most sites will provide a search facility; get used to using this. An example of this can be found by linking to the "Children's Workforce Development Council" (CWDC) site. The link in the book text has rapidly become out dated. However by using the search word "Standards" you can rapidly scan the site to find a range of useful pages, maybe even the one you were originally looking for! Look also at the navigation structure of the site, efficient sites provide effective menu systems which start with a key concept word or phrase, which in turn leads to further sub-categories. Using the CWDC site as an example we can currently search for the standards via the search box or click on "Areas of work" section of the menu by moving slowly down the menu to 'standards' you can then select which set of standards you wish to view or download. By selecting the "Early Years professional Standards" you can quickly jump to an important source of professional information. Whilst the introduction is rather rhetorical the content is useful. AT a simple level, try to first define what is meant by the term "Early Years Professional', then compare your definition with that provided on the site.
The Teacher Training Resource Bank (TTRB)
The TTRB is an important resource for any professional educator. It is hosted at the Canterbury Christ Church University. It provides access to "the research and evidence base informing teacher education". All materials help on the site, reviews of articles, Teachers TV broadcasts, government policy documents … are produced by professionals working in education and undergo a rigorous process of peer review.
A further important feature of the site is an e-Librarian service based at the Institute of Education's library in London. If you are (to paraphrase the words of the site) involved in some form of study, a course assignment or seeking general subject information you may submit a question.
You need to be a registered user of the TTRB site to ask the E-librarian a question.
Direct link to the TTRB E-librarian webpage:
Chapter 9: Behaviour for Learning
Behaviour or Learning (B4L)
http://www.behaviour4learning.ac.uk/viewArticle2.aspx?contentId=13206
What do you immediately think of when you hear the term Behaviour for Learning? Do you hear the word "Behaviour" or "Learning"?
The concept attempts to widen the debate from a rather superficial idea of management, control or discipline. Basing the approach on the literature review carried out by the Evidence for Policy and Practice Information (EPPI) centre B4L emphasises the link between behaviour and the way in which children and young people learn their social knowledge.
The B4L approach emphasises:
- Engagement: relationship with self
- Access: relationship with the curriculum
- Participation: relationship with others
The contexts for these developing "Learning Behaviours" are; the family, local and national policies, the community and local cultures, wider social and educational services. The opening page for the site provides a very clear overview of the B4L approach which outlines in detail each of the aspects of the model.
- On the page you will find a 5 minute video clip in which the approach is outlined. Take a few minutes to watch the video then think about what you have seen.
- Do you find video a useful medium for learning?
- Do you find it more or differently effective than text?
An interesting feature of the video is a role play carried out by a group of teacher trainees.
- Do you think that pre-visualising situations can help you prepare for the actuality?
Follow the link to: http://www.behaviour4learning.ac.uk/viewarticle2.aspx?contentId=10537 where you will find a range of downloadable materials.
The Association of Teachers and Lecturers (ATL)
The ATL is one of the union bodies representing professionals working within education. Amongst its other purposes the site also provides a range of useful downloadable resources which are free to members. Two of such publications are referred to in the chapter text. Drawing on the descriptions found on the site they are:
- An intelligent look at emotional intelligence by Professor Guy Caxton.
'An intelligent look at emotional intelligence is a challenging document. It cuts through the rhetoric and serves as a valuable, academic assessment of how emotions are increasingly being displayed in the classroom and the playground. Professor Claxton, as a psychologist, shares his wide knowledge on this cutting-edge subject and, as an academic, reminds us that we must continually apply a rigorous, critical faculty in approaching emotional intelligence.’
It can be ordered from the site at a cost of £9.99 or it can be downloaded directly from:
http://www.atl.org.uk/publications-and-resources/education-publications/emotional-intelligence.aspManaging Classroom Behaviour. Chris Watkins
'Behaviour management is a key issue for everyone involved in the provision of education. Commissioned by ATL from national expert Chris Watkins, this popular publication offers practical ideas and frameworks for educators facing difficulties in the classroom.’
It can be ordered from the site at a cost of £6.99 or it can be downloaded directly from:
http://www.atl.org.uk/publications-and-resources/education-publications/managing-classroom-behaviour.aspQualifications and Curriculum Development Agency (QCDA)
http://www.qcda.gov.uk/default.aspx
The QCDA (earlier the QCA) is a government organisation (hence the .gov in the website address) who are sponsored by the Department for Children, Schools and Families (DfCSF). A video which explains their work can be viewed from a link on the homepage. The QCDA declares its role to be, "… at the heart of England’s education system. Our job will be to develop the curriculum, improve and deliver assessments, and review and reform qualifications."
The homepage provides a simple but effective search facility.
- Visit the site and search for the keywords "emotional" "behaviour"
- At the time of writing this provides 93 hits.
- Some links are to other pages and others to downloadable resources.
- Identify which links are useful to you at your stage of training.
- Mark the page so that you can return to it when required.
Staying organised
By setting up a directory of favourites, or by compiling these as a set of word processed notes, you can rapidly create a set of personalised links. It is always good practice to keep your references in an appropriate format - Harvard is often used. This allows you to rapidly cut and paste your selections into other documents, presentations and reports. If you are perusing a programme of study you should consider purchasing a copy of some form of 'bibliographical software’ which will allow you to rack down references, format them quickly for use in other forms of writing and track down original sources.,
Keeping up to date
Websites are constantly changing. Educational websites are perhaps more prone to change than most,; this is particularly true at a time of political change when policies and educational priorities may quickly change. Check the sites for ways in which you can receive automatic updates. The ECM site for example provides a Really Simple Syndication (RSS) feed. By clicking this you can receive automatic alerts to changes and important newly added information. Other site, the DCSF site for example, makes use of an email subscription list. By entering some simple contact details you can again receive updates direct to your email box.
As sites change so rapidly you should become familiar and not discouraged when you click on a hyperlink to be directed to a site giving a "PAGE NOT FOUND" message. Site layout changes rapidly but most sites will provide a search facility; get used to using this. An example of this can be found by linking to the "Children’s Workforce Development Council" (CWDC) site. The link in the book text has rapidly become out dated. However by using the search word "Standards" you can rapidly scan the site to find a range of useful pages, maybe even the one you were originally looking for! Look also at the navigation structure of the site, efficient sites provide effective menu systems which start with a key concept word or phrase, which in turn leads to further sub-categories. Using the CWDC site as an example we can currently search for the standards via the search box or click on "Areas of work" section of the menu by moving slowly down the menu to 'standards’ you can then select which set of standards you wish to view or download. By selecting the "Early Years professional Standards" you can quickly jump to an important source of professional information. Whilst the introduction is rather rhetorical the content is useful. AT a simple level, try to first define what is meant by the term "Early Years Professional’, then compare your definition with that provided on the site.
The Teacher Training Resource Bank (TTRB)
The TTRB is an important resource for any professional educator. It is hosted at the Canterbury Christ Church University. It provides access to "the research and evidence base informing teacher education". All materials help on the site, reviews of articles, Teachers TV broadcasts, government policy documents … are produced by professionals working in education and undergo a rigorous process of peer review.
A further important feature of the site is an e-Librarian service based at the Institute of Education’s library in London. If you are (to paraphrase the words of the site) involved in some form of study, a course assignment or seeking general subject information you may submit a question.
You need to be a registered user of the TTRB site to ask the E-librarian a question.
Direct link to the TTRB E-librarian webpage:
Chapter 10: Assessment for Learning
The Association for Achievement and Improvement through Assessment (AAIA)
The aim of the AAIA is to “promote pupil progress and achievement through best practice in assessment". It 'Aims', 'Objectives', 'History' and 'Current Work' are clearly stated on the 'About Us' page. There is a 'Members Area' and clear links to a downloadable membership application form. The site lacks a search facility and not all expected links are active.
The 'Curriculum and Assessment' section is useful in that it provides links examines educational key stage plus a number of themed areas.
- Visit the page at: http://www.aaia.org.uk/curriculum/curriculum.asp and follow a link to an area of particular interest. The 'Transfer and Transition' section for example has useful inks to report and strategy documents.
The 'Publications and Links' section brings together a number of important sites in one place.
- Visit this page and follow the links out to the suggested links.
Dylan Wiliam
http://www.dylanwiliam.net/ “Dylan Wiliam is Deputy Director of the Institute of Education, London. In a varied career, he has taught in urban public schools, directed a large-scale testing program, served a number of roles in university administration, including Dean of a School of Education, and pursued a research programme focused on supporting teachers to develop their use of assessment in support of learning. William holds strong views on the current assessment system believing that it only suits some pupils while alienating others". You can see him in discussion with Estelle Morris, ex-Secretary of State for Education, at: http://www.teachers.tv/video/26038
You can also see his series of 'talking-head' movies on the Learning and Teaching Scotland site, an example of which can be found at:
http://www.ltscotland.org.uk/video/f/formativeassessmentdylanwiliam.asp
- Visit the LTS site and examine the range of videos available.
- Note that you can also download the videos in Quicktime and iPod versions together with transcripts of the videos.
Teaching and Resource.co.uk
This site has been created Jane Carruthers. This appears to be a personal/commercial site designed to provide, as its name suggests, a range of materials.
- Consider the role of such sites in your work.
- Are they useful? What difficulties may they present?
- A useful resource available from the site
The report, Gillingham Partnership Formative Assessment Project, which is referred to in the chapter text, is available from the site at:
http://www.teaching-resource.co.uk/teachers/afl.htm
Staying organised
By setting up a directory of favourites, or by compiling these as a set of word processed notes, you can rapidly create a set of personalised links. It is always good practice to keep your references in an appropriate format - Harvard is often used. This allows you to rapidly cut and paste your selections into other documents, presentations and reports. If you are perusing a programme of study you should consider purchasing a copy of some form of 'bibliographical software' which will allow you to rack down references, format them quickly for use in other forms of writing and track down original sources.
Keeping up to date
Websites are constantly changing. Educational websites are perhaps more prone to change than most,; this is particularly true at a time of political change when policies and educational priorities may quickly change. Check the sites for ways in which you can receive automatic updates. The ECM site for example provides a Really Simple Syndication (RSS) feed. By clicking this you can receive automatic alerts to changes and important newly added information. Other site, the DCSF site for example, makes use of an email subscription list. By entering some simple contact details you can again receive updates direct to your email box.
As sites change so rapidly you should become familiar and not discouraged when you click on a hyperlink to be directed to a site giving a “PAGE NOT FOUND" message. Site layout changes rapidly but most sites will provide a search facility; get used to using this. An example of this can be found by linking to the “Children's Workforce Development Council" (CWDC) site. The link in the book text has rapidly become out dated. However by using the search word “Standards" you can rapidly scan the site to find a range of useful pages, maybe even the one you were originally looking for! Look also at the navigation structure of the site, efficient sites provide effective menu systems which start with a key concept word or phrase, which in turn leads to further sub-categories. Using the CWDC site as an example we can currently search for the standards via the search box or click on “Areas of work" section of the menu by moving slowly down the menu to 'standards' you can then select which set of standards you wish to view or download. By selecting the “Early Years professional Standards" you can quickly jump to an important source of professional information. Whilst the introduction is rather rhetorical the content is useful. AT a simple level, try to first define what is meant by the term “Early Years Professional', then compare your definition with that provided on the site.
The Teacher Training Resource Bank (TTRB)
The TTRB is an important resource for any professional educator. It is hosted at the Canterbury Christ Church University. It provides access to “the research and evidence base informing teacher education". All materials help on the site, reviews of articles, Teachers TV broadcasts, government policy documents … are produced by professionals working in education and undergo a rigorous process of peer review.
A further important feature of the site is an e-Librarian service based at the Institute of Education's library in London. If you are (to paraphrase the words of the site) involved in some form of study, a course assignment or seeking general subject information you may submit a question.
You need to be a registered user of the TTRB site to ask the E-librarian a question.
Direct link to the TTRB E-librarian webpage:
Chapter 11: Including all Learners: Developing Independence
Index for Inclusion: developing learning and participation in schools
http://www.csie.org.uk/publications/inclusion-index-explained.shtml
The Index for Inclusion is a set of materials to guide schools through a process of inclusive school development. It is about building supportive communities and fostering high achievement for all staff and students.
The Index is designed to
- support schools and settings to adopt a self-review approach
- to decide their own priorities for change and
- to be used as an integral part of the developmental process
The index takes as its starting point a social model of disability and is organised around a cycle of activities.
- What does the term Inclusion mean for you?
- What do you think Is meant by a ‘social model of inclusion’?
- Produce a list of statements which support this model.
- Produce a second list which challenges the model.
- Define the term “Inclusion" then compare your definition with that given in the Index.
- Are there differences? If so, what? How do you account for these?
Inclusion supporting individual learning needs
The site is developed as part of the New Labour government’s National Grid for Learning (NGfL) initiative.
A catalogue of resources to support individual learning needs for teaching professionals, parents, carers and learners. Resources include publications, software, equipment and online information.
An advice section provides links to:
- A “Questions and answers" section,
- an “Ask the expert" area in which questions can be posed to a changing panel of experts,
- Quick links to a range of “Online communities"
- and a sites of “Websites worth a visit"
It is also possible to register with the site as either a user - this gives you automatic updates - or as a resource owner. This latter feature allows you to share resources with colleagues whilst retaining ownership of them.
- Register as a user.
- Join one of the online communities and make contribute to the discussions
- Develop some materials and share these with colleagues.
Teacher Training Resource Bank: SEN (TTRBSEN)
http://sen.ttrb.ac.uk/index.aspx
TTRB Special Education Needs is a sub-portal of the Teacher Training Resource Bank (TTRB) for all involved in teacher training and aims to support the development of effective practice in relation to pupils and young people experiencing barriers to learning.
The contents which are included are informed by the best available evidence and guidance. All materials are quality assured through a rigorous process of academic scrutiny and monitoring undertaken by a team of expert teacher educators from all over the United Kingdom.
- Register with the site and examine the available resources.
- Locate the “Working in partnership with parents/carers" session outlines in the “Listening to other voices" section.
- Examine these materials and consider ways in which they would inform your own development.
- Examine the Ofsted report “Inclusion: does it matter where pupils are taught? “at: http://sen.ttrb.ac.uk/viewArticle.aspx?contentId=12629
- How does this inform your thinking?
- Read the TTRB review - does this help or change your personal understanding?
Gifted and Talented
There are no precise definitions of what it means to be academically gifted, but the term is broadly used to identify those pupils who demonstrate a significantly higher level of ability than most pupils of the same age. This ability could be displayed in one or more curriculum areas, or as physical or artistic talent.
A useful document produced at Oxford Brookes University provides a helpful detailed discussion of this contested area. It is available for download at:
Office for Standards, Services and Skills (Ofsted)
The New Ofsted came into being on April 1 2007. Originally designed as a schools’ inspection service this expanded grouping brought together the four formerly separate inspectorates; in so doing it more closely echoes the principles of the Every Child Matters agenda.
OFSTED (2004) Special Educational Needs and Disability; towards inclusive schools. London, OFSTED is available by searching the site using the keywords, ‘towards inclusive schools’.
- Locate and download the document.
- Skim read the document (31 pages).
- What are your responses to the ‘Main Findings’ found on page 5?
- Examine the ‘Key Points’ at the start of the ‘Curriculum section found on page 13.
- How do these points match your own experiences?
Multiverse
Summarising the information given on both the site’s homepage and the ‘About Us’ section. Multiverse (funded by the Training and Development Agency for Schools) is an Initial Teacher Education (ITE) Professional Resource Network created to meet the challenge of raising the achievement of pupils from diverse backgrounds. It has been developed for teacher educators, student teachers and trainees in response to newly qualified teachers' request for more support in teaching pupils from minority ethnic backgrounds and those with English as an additional language. Social class, religious diversity, Refugees and Asylum Seekers, and Travellers and Roma are also explored. All materials are quality assured through a rigorous process of academic scrutiny and monitoring undertaken by a team of expert teacher educators.
This is a worthwhile site and should be visited regularly. At the time of writing the homepage showcases a series of ‘Diversity Scenarios’; these twelve scenarios typify a range of issues that student teachers/trainees have experienced as particular challenges during their training.
In order to access the full range of resources available it is necessary to register with Multiverse.
- Visit the site and register with at: http://www.multiverse.ac.uk/userprofile.aspx
- Access the ‘Diversity Scenarios’ at: http://www.multiverse.ac.uk/ViewArticle2.aspx?ContentId=15683
The scenarios are comprehensive, cover a wide range of areas of interest and provide further links to other sites. The QTS Standards associated with each scenario are clearly outlined.
Staying organised
By setting up a directory of favourites, or by compiling these as a set of word processed notes, you can rapidly create a set of personalised links. It is always good practice to keep your references in an appropriate format - Harvard is often used. This allows you to rapidly cut and paste your selections into other documents, presentations and reports. If you are perusing a programme of study you should consider purchasing a copy of some form of ‘bibliographical software’ which will allow you to rack down references, format them quickly for use in other forms of writing and track down original sources.
Keeping up to date
Websites are constantly changing. Educational websites are perhaps more prone to change than most,; this is particularly true at a time of political change when policies and educational priorities may quickly change. Check the sites for ways in which you can receive automatic updates. The ECM site for example provides a Really Simple Syndication (RSS) feed. By clicking this you can receive automatic alerts to changes and important newly added information. Other site, the DCSF site for example, makes use of an email subscription list. By entering some simple contact details you can again receive updates direct to your email box.
As sites change so rapidly you should become familiar and not discouraged when you click on a hyperlink to be directed to a site giving a “PAGE NOT FOUND" message. Site layout changes rapidly but most sites will provide a search facility; get used to using this. An example of this can be found by linking to the “Children’s Workforce Development Council" (CWDC) site. The link in the book text has rapidly become out dated. However by using the search word “Standards" you can rapidly scan the site to find a range of useful pages, maybe even the one you were originally looking for! Look also at the navigation structure of the site, efficient sites provide effective menu systems which start with a key concept word or phrase, which in turn leads to further sub-categories. Using the CWDC site as an example we can currently search for the standards via the search box or click on “Areas of work" section of the menu by moving slowly down the menu to ‘standards’ you can then select which set of standards you wish to view or download. By selecting the “Early Years professional Standards" you can quickly jump to an important source of professional information. Whilst the introduction is rather rhetorical the content is useful. AT a simple level, try to first define what is meant by the term “Early Years Professional’, then compare your definition with that provided on the site.
The Teacher Training Resource Bank (TTRB)
The TTRB is an important resource for any professional educator. It is hosted at the Canterbury Christ Church University. It provides access to “the research and evidence base informing teacher education". All materials help on the site, reviews of articles, Teachers TV broadcasts, government policy documents … are produced by professionals working in education and undergo a rigorous process of peer review.
A further important feature of the site is an e-Librarian service based at the Institute of Education’s library in London. If you are (to paraphrase the words of the site) involved in some form of study, a course assignment or seeking general subject information you may submit a question.You need to be a registered user of the TTRB site to ask the E-librarian a question.
Direct link to the TTRB E-librarian webpage:
Chapter 12: Reflecting on Learning
Teacher Development Agency (TDA)
“The Training and Development Agency for Schools (TDA) is the national agency and recognised sector body responsible for the training and development of the school workforce". You should be familiar with the TDA's work and should add the site to your 'favourites'.
The homepage has links out to a number of sub-sections, the range of which demonstrates the remit of the TDA. The sub-sections include, 'Teachers', 'Support Staff', 'School Leaders' and 'Partners'. Two further links, 'Remodelling' and 'Get into Teaching' emphasises this further.
- If you have not already done so, visit the TDA site and add it to your favourites.
- Follow the link - found under the sub-section heading 'Partners' - to the 'QTS standards…'
- Visit the 'QTS' Standards page at: http://www.tda.gov.uk/partners/ittstandards/guidance_08/qts.aspx
-
You will find that the QTS standards are presented in three sections:
- Attributes
- Knowledge and Understanding
- Skills
- If appropriate, familiarise yourself with the range of QTS standards against which trainees in are judged.
- Examine the rationale for the QTS standards at: http://www.tda.gov.uk/partners/ittstandards/guidance_08/qts_intro.aspx
- Consider the advantages of having a clear set of QTS standards.
- Consider the possible disadvantages of presenting the QTS standards in this format.
- Note that whilst it is possible to obtain a copy of the QTS standards in hardcopy, you should visit the site in order to remain in touch with the most recent developments.
- It is possible to order a wall chart of the standards from the 'Publications' section of the site. Document reference, TDA0314. Document Title: 'Professional standards for teachers wall chart'.
- Download a copy of, 'Professional standards; guidance on the craft of teaching' from: http://www.tda.gov.uk/about/publicationslisting/TDA0492.aspx?keywords=craft+of+teaching
- Consider the argument made for the use of standards to demonstrate continuity and progression in teacher development.
- Consider the claim of teaching as a craft, made by the document.
- In what way is teaching a craft?
- In what ways is it not a craft?
Reflective Teaching
http://www.rtweb.info/content/view/16/28/
This is the site associate with Andrew Pollard's (editor) two books, 'Reflective Teaching' and 'Readings for Reflective Teaching'. The site provides extensive bibliographical information for readers who want to take their thinking further and deeper. At time challenging, this is arguably the definitive text on reflectivity in teaching.
East Midlands Assessment Consortium (EMAC)
http://www.emac.org.uk/about.htm
The East Midlands Assessment Consortium (EMAC) website represents the work of a project funded by the TDA; it is steered by a development group consisting of a number of universities. The project and associate website are designed to support the work of ITT mentors in working with trainees in school. Whilst the site appears to have been last updated in 2003 it contains some useful resources.
- Visit the research/reflection page at: http://www.emac.org.uk/cfkeep/06_researchonreflection.html
- Read here the discussion about reflection and note the importance of John Dewey's work in its development.
- Consider the 'Research on Reflection by Teachers' outlined on the page. Think about the role of feedback in post lesson observation discussion.
- Make links to 'dialogic' teaching outlined in chapter eight.
- Examine Furlong and Maynard 'Stages of Trainee Development' by following the link on the left side of the page or at: http://www.emac.org.uk/cfkeep/02_stages.html
- To what extent does this model - discussed in chapter twelve - match your own experiences?
Staying organised
By setting up a directory of favourites, or by compiling these as a set of word processed notes, you can rapidly create a set of personalised links. It is always good practice to keep your references in an appropriate format - Harvard is often used. This allows you to rapidly cut and paste your selections into other documents, presentations and reports. If you are perusing a programme of study you should consider purchasing a copy of some form of 'bibliographical software' which will allow you to rack down references, format them quickly for use in other forms of writing and track down original sources.
Keeping up to date
Websites are constantly changing. Educational websites are perhaps more prone to change than most,; this is particularly true at a time of political change when policies and educational priorities may quickly change. Check the sites for ways in which you can receive automatic updates. The ECM site for example provides a Really Simple Syndication (RSS) feed. By clicking this you can receive automatic alerts to changes and important newly added information. Other site, the DCSF site for example, makes use of an email subscription list. By entering some simple contact details you can again receive updates direct to your email box.
As sites change so rapidly you should become familiar and not discouraged when you click on a hyperlink to be directed to a site giving a “PAGE NOT FOUND" message. Site layout changes rapidly but most sites will provide a search facility; get used to using this. An example of this can be found by linking to the “Children's Workforce Development Council" (CWDC) site. The link in the book text has rapidly become out dated. However by using the search word “Standards" you can rapidly scan the site to find a range of useful pages, maybe even the one you were originally looking for! Look also at the navigation structure of the site, efficient sites provide effective menu systems which start with a key concept word or phrase, which in turn leads to further sub-categories. Using the CWDC site as an example we can currently search for the standards via the search box or click on “Areas of work" section of the menu by moving slowly down the menu to 'standards' you can then select which set of standards you wish to view or download. By selecting the “Early Years professional Standards" you can quickly jump to an important source of professional information. Whilst the introduction is rather rhetorical the content is useful. AT a simple level, try to first define what is meant by the term “Early Years Professional', then compare your definition with that provided on the site.
The Teacher Training Resource Bank (TTRB)
The TTRB is an important resource for any professional educator. It is hosted at the Canterbury Christ Church University. It provides access to “the research and evidence base informing teacher education". All materials help on the site, reviews of articles, Teachers TV broadcasts, government policy documents … are produced by professionals working in education and undergo a rigorous process of peer review.
A further important feature of the site is an e-Librarian service based at the Institute of Education's library in London. If you are (to paraphrase the words of the site) involved in some form of study, a course assignment or seeking general subject information you may submit a question.
Chapter 13: Investigating Learning
Evidence for Policy and Practice Information and Co-ordinating Centre (EPPI-Centre)
The EPPI-Centre homepage provides a link to a range of important materials. The site is available in a range of languages demonstrating its international scope and importance. The site explains the context of the work which it carries out, “Since 1993, we have been at the forefront of carrying out systematic reviews and developing review methods in social science and public policy. We are dedicated to making reliable research findings accessible to the people who need them, whether they are making policy, practice or personal decisions."
- Locate the site's homepage and follow the link to the 'Evidence Library'
- Note that this takes you to three further sub-sections.
- Depending on your current interests, follow the link to 'Knowledge Pages' at: http://eppi.ioe.ac.uk/cms/Default.aspx?tabid=60
- Note the way in which these pages provide a succinct guide to the key messages of the research.
- Use the alphabetical list (or the site's search facility) to search for one such key page in order to answer the question:
- 'What does research tell us about teaching argumentative non-fiction writing to 7-14 year olds?'
As you move through your career and engage in further deeper study, you will find that the site can provide links to reliable sources of information and further information. The “Methods" section for example provides an overview of the tools which are used to support their systematic review activities.
National Foundation for Educational Research (NFER)
The NFER has, since its foundation in 1948, acted as (in the words of its articles of association) an “advisory board to the (now renamed) Department for Education and Skills, to Local Government Associations and to other statutory or non-governmental bodies on matters pertaining to research in education or grants for research purposes." It carries out national and international research, develops test materials and publishes reports based upon its own and the research carried about by other organisations and individuals. Its function is to provide a high-quality evidence-base to inform the educational decision making process.
NFER publications section
http://www.nfer.ac.uk/publications/
Provides a number of ways of browsing NFER reports and publications. For example, by title, author, date or by the use of a “highlighted publications" feature. This latter allows you to see the cover of a number of documents in a manner reminiscent of the cover art feature seen in some computer and mobile phone systems.
At the time of writing (March 2010) a range of current educational concerns are reflected in the page; one such is the priority issue of raising the educational underachievement of 'children from disadvantaged backgrounds'.
TeacherNet
http://www.teachernet.gov.uk/research/Learning_about_research/
The 'Why do research/' page of the DCSF Teachernet site poses two key questions for all teachers who want to base their work on evidence-based practice. They are:
- Am I being effective as a teacher?
- Are there new ways of teaching I could use which might enhance pupil learning?
- Consider these questions.
- Discuss your responses with a colleague or write your individual view before visiting the pages.
- Next visit the main research page at: http://www.teachernet.gov.uk/research/
- You will find a range of links from this to other useful sites.
- Bookmark the page for future use.
Educational Evidence Portal (EEP)
http://www.eep.ac.uk/dnn2/Home/tabid/36/Default.aspx
The UK Educational Evidence Portal (EEP) is designed to allow users to find educational evidence from a range of reputable UK sources using a single search. It is designed for both professional and lay people interested in education and children's services. A three minute video on the homepage demonstrates how the search facility can be used most effectively. The site, as the term 'portal' implies, provides a linked search facility to a wide range of other sites. As such it provides a convenient and effective 'search tool'
Staying organised
By setting up a directory of favourites, or by compiling these as a set of word processed notes, you can rapidly create a set of personalised links. It is always good practice to keep your references in an appropriate format - Harvard is often used. This allows you to rapidly cut and paste your selections into other documents, presentations and reports. If you are perusing a programme of study you should consider purchasing a copy of some form of 'bibliographical software' which will allow you to rack down references, format them quickly for use in other forms of writing and track down original sources.
Keeping up to date
Websites are constantly changing. Educational websites are perhaps more prone to change than most,; this is particularly true at a time of political change when policies and educational priorities may quickly change. Check the sites for ways in which you can receive automatic updates. The ECM site for example provides a Really Simple Syndication (RSS) feed. By clicking this you can receive automatic alerts to changes and important newly added information. Other site, the DCSF site for example, makes use of an email subscription list. By entering some simple contact details you can again receive updates direct to your email box.
As sites change so rapidly you should become familiar and not discouraged when you click on a hyperlink to be directed to a site giving a “PAGE NOT FOUND" message. Site layout changes rapidly but most sites will provide a search facility; get used to using this. An example of this can be found by linking to the “Children's Workforce Development Council" (CWDC) site. The link in the book text has rapidly become out dated. However by using the search word “Standards" you can rapidly scan the site to find a range of useful pages, maybe even the one you were originally looking for! Look also at the navigation structure of the site, efficient sites provide effective menu systems which start with a key concept word or phrase, which in turn leads to further sub-categories. Using the CWDC site as an example we can currently search for the standards via the search box or click on “Areas of work" section of the menu by moving slowly down the menu to 'standards' you can then select which set of standards you wish to view or download. By selecting the “Early Years professional Standards" you can quickly jump to an important source of professional information. Whilst the introduction is rather rhetorical the content is useful. AT a simple level, try to first define what is meant by the term “Early Years Professional', then compare your definition with that provided on the site.
The Teacher Training Resource Bank (TTRB)
The TTRB is an important resource for any professional educator. It is hosted at the Canterbury Christ Church University. It provides access to “the research and evidence base informing teacher education". All materials help on the site, reviews of articles, Teachers TV broadcasts, government policy documents … are produced by professionals working in education and undergo a rigorous process of peer review.
A further important feature of the site is an e-Librarian service based at the Institute of Education's library in London. If you are (to paraphrase the words of the site) involved in some form of study, a course assignment or seeking general subject information you may submit a question.
You need to be a registered user of the TTRB site to ask the E-librarian a question.
Direct link to the TTRB E-librarian webpage:
Chapter 14: Collaborating to Promote Learning
Primary Review
The Cambridge Primary Review which was lead by Robin Alexander represents in its own words, “the most comprehensive enquiry into English primary education for 40 years". The site provides a range of links to both the final report and the associated debates and discussions around its publication. Further links to Robin Alexander’s lectures and keynotes is also available on the site.
The final report is now available at a cost of £35, under the title of, “Children, their World, their Education: final report and recommendations of the Cambridge Primary Review". A link to the publisher’s site is provided on the homepage.
Whilst the full report and the accompanying research base is no longer freely available, a 42-page summary booklet is available both from the homepage and directly at:
http://primaryreview.org.uk/Downloads/CPR-booklet_low-res.pdf- Examine the discussion around both the report and the response to it.
- How do you respond to both the report and the subsequent discussion?
- Locate the booklet and download a copy.
- Read the booklet. You may note that a key principle clearly noted is that, “the Review is for the longer term, not the next election… It is for all who invest daily, deeply and for life in this vital phase of education."
- How do you respond to this assertion?
- What do you consider is the function of such documents as this?
Centre for the Use of Research and Evidence in Education (CUREE)
CUREE declares itself to “work at the leading edge of of research and evidence-informed educational policy and practice’ and its mission as, “promoting the use of evidence by building bridges between academic research and professional practice".
It is suggested that you register with the site in order to use all of the available features.
- Visit the site and decide if it is useful for your present needs.
- Bookmark it and return to it a future times.
- Following the suggestion in the chapter, visit the site and find the publication, 'Mentoring and Coaching CPD Capacity Building Project. National Framework for mentoring and Coaching’ . At the time of writing this is available directly at: http://www.curee-paccts.com/mentoring-and-coaching
International Networking for Educational Transformation (iNet)
The iNet website has been designed to, “enable networking and facilitate the sharing of best practice and the development of next practice in education. By using this website and personalising content you can keep up to date with the latest innovations and news about forthcoming publications and events".
The publication referred to in the chapter text, Hargreaves, D. (2005) 'Personalising Learning – 5. Mentoring and coaching, and workforce development’ is available for purchase from the 'Publications 'section of the site. It is also possible to download a sample chapter or, if you are a member of iNet, to download the entire publication from the same page.
Emotional WHAT?
http://www.6seconds.org/blog/2010/01/emotional-intelligence-definition-history/
Salvoley, P. (2002) 'Emotional WHAT?: Definitions and History of Emotional Intelligence’ is currently available from the 'Six Seconds: Emotional Intelligence’ site. The 'About’ asserts that the site is the creation of a network of exceptional professionals, whose work is grounded in hard science. A short video of Joshua Freedman, the association’s COO, introducing their concept of 'Emotional Intelligence’ is available on the site.
- Do you think that the assertions made on the site are helpful and supported by evidence…?
- Examine the pages on the site and consider your reaction to what you read and hear and feel.
- What point is being made by the use of the acronym 'EQ’ rather than 'EI’?
Staying organised
By setting up a directory of favourites, or by compiling these as a set of word processed notes, you can rapidly create a set of personalised links. It is always good practice to keep your references in an appropriate format - Harvard is often used. This allows you to rapidly cut and paste your selections into other documents, presentations and reports. If you are perusing a programme of study you should consider purchasing a copy of some form of 'bibliographical software’ which will allow you to rack down references, format them quickly for use in other forms of writing and track down original sources.
Keeping up to date
Websites are constantly changing. Educational websites are perhaps more prone to change than most,; this is particularly true at a time of political change when policies and educational priorities may quickly change. Check the sites for ways in which you can receive automatic updates. The ECM site for example provides a Really Simple Syndication (RSS) feed. By clicking this you can receive automatic alerts to changes and important newly added information. Other site, the DCSF site for example, makes use of an email subscription list. By entering some simple contact details you can again receive updates direct to your email box.
As sites change so rapidly you should become familiar and not discouraged when you click on a hyperlink to be directed to a site giving a “PAGE NOT FOUND" message. Site layout changes rapidly but most sites will provide a search facility; get used to using this. An example of this can be found by linking to the “Children’s Workforce Development Council" (CWDC) site. The link in the book text has rapidly become out dated. However by using the search word “Standards" you can rapidly scan the site to find a range of useful pages, maybe even the one you were originally looking for! Look also at the navigation structure of the site, efficient sites provide effective menu systems which start with a key concept word or phrase, which in turn leads to further sub-categories. Using the CWDC site as an example we can currently search for the standards via the search box or click on “Areas of work" section of the menu by moving slowly down the menu to 'standards’ you can then select which set of standards you wish to view or download. By selecting the “Early Years professional Standards" you can quickly jump to an important source of professional information. Whilst the introduction is rather rhetorical the content is useful. AT a simple level, try to first define what is meant by the term “Early Years Professional’, then compare your definition with that provided on the site.
The Teacher Training Resource Bank (TTRB)
The TTRB is an important resource for any professional educator. It is hosted at the Canterbury Christ Church University. It provides access to “the research and evidence base informing teacher education". All materials help on the site, reviews of articles, Teachers TV broadcasts, government policy documents … are produced by professionals working in education and undergo a rigorous process of peer review.A further important feature of the site is an e-Librarian service based at the Institute of Education’s library in London. If you are (to paraphrase the words of the site) involved in some form of study, a course assignment or seeking general subject information you may submit a question.
You need to be a registered user of the TTRB site to ask the E-librarian a question.
Direct link to the TTRB E-librarian webpage:
Chapter 15: Pupil Participation
QCA Futures - Meeting the challenge
http://www.qcda.gov.uk/6073.aspx
QCA Futures declares itself to be , “a national conversation about the future of learning. We [the QCA] have been talking with people involved in education about how they think the curriculum might change so that it better inspires and challenges young people and prepares them for the future".
- Consider what you think the 'challenge(s)' of education might be.
- Read the chapter text and consider the question again in light of what you read.
- What are the challenges presented by designing an education system which includes 'pupil voice'?
- Download and add the 'Futures - meeting the challenges pamphlet' to your library of downloads. It is available at: http://www.qcda.gov.uk/6074.aspx
- What is your response to the assertion made in the document (and on the website) that, 'Education only flourishes if it successfully adapts to the demands and needs of the time. The curriculum cannot remain static. It must be responsive to changes in society and the economy, and changes in the nature of schooling itself' ?
- Make a list of the possible changes which you foresee for society in the next 5, 10, 20 years.
- What might society be like at the end of your career - can you imagine that far ahead?
- Do you agree that, “the best way to predict the future is to build it"?
Effective Provision of Pre-School Education (EPPE) Project
The original EPPE study is a longitudinal study funded by the DCSF which followed children to the end of Key Stage 1 (age 7). It explored the impact of pre-school on children's cognitive and social/behavioural outcomes, as well as other important background factors (family and home learning environment)
This project has been followed by three further extensions.
- Effective Pre-School and Primary Education 3-11 (EPPE 3-11) Project
- Effective Pre-School, Primary and Secondary Education (EPPSE 3-14) Project
- Effective Pre-School, Primary and Secondary Education 16+ (EPPSE 16+) Project
A website has been designed to accompany the projects and provide feedback on their findings. The site is part of the Institute of Education University of London's main site.
- Examine the site and look for any parts which link to your current areas of interest.
- Read the section in the chapter text which discusses the way in which the findings of one report were represented in the Times Educational Supplement of April 2008.
- What are your responses to such reporting?
Teachernet Active Citizenship
www.teachernet.gov.uk/teachingandlearning/library/activecitizenship
The concept of pupil participation is underpinned by the curriculum in Citizenship, Personal Social and Health Education (PSHE), and by voluntary programmes such as SEAL (Social and Emotional Aspects of Learning). In different, but related ways, these curriculum developments emphasise social responsibility, personal responsibility for healthy lifestyle and emotional responsibility, all of which contribute to social participation or 'active citizenship'.
- Access the support page on Teachernet for a fuller description of the concept.
- Follow any of the additional 18 links provided on the page
Teachers TV
Teachers TV has a number of programmes which relate to the themes discussed in the chapter.
In the 'Action!' series: 'Primary PSHE' at: .../video/4888 'Secondary Personalised Learning: Student Voice' at: …/video/4895 'Secondary PSHE' at: …/video/4898 'Primary Pupil Voice' at: …/video/4887
In the 'School Matters' series: 'Pupil Voice' at: …/video/2773 'Speak Out' (primary focus) at: …/video/3479 'Big School Democracy' (secondary focus) at: …/video/3480 'Starting Early' (secondary focus) at: …/video/3480
Teacher Training Resource Bank
At the time of writing (March 2010) a search on the TRB using the keywords 'personalised learning' returns 114 resources .
- Visit the TTRB and perform a similar search.
Children's Workforce Development Council (CWDC)
The 'About CWDC' page on the website provides a clear explanation of its role, functions and affiliations. CWDC is sponsored by the Department for Children, Schools and Families (DCSF) though it also gets smaller pots of money from the Department of Health and other places. They are an executive non-departmental public body (NDPB).
http://www.cwdcouncil.org.uk/learning-mentors/materials-to-support-practice- Follow the link to:
- Examine the 'Materials to support practice' and download any which are of particular use to you.
Staying organised
By setting up a directory of favourites, or by compiling these as a set of word processed notes, you can rapidly create a set of personalised links. It is always good practice to keep your references in an appropriate format - Harvard is often used. This allows you to rapidly cut and paste your selections into other documents, presentations and reports. If you are perusing a programme of study you should consider purchasing a copy of some form of 'bibliographical software' which will allow you to rack down references, format them quickly for use in other forms of writing and track down original sources.
Keeping up to date
Websites are constantly changing. Educational websites are perhaps more prone to change than most,; this is particularly true at a time of political change when policies and educational priorities may quickly change. Check the sites for ways in which you can receive automatic updates. The ECM site for example provides a Really Simple Syndication (RSS) feed. By clicking this you can receive automatic alerts to changes and important newly added information. Other site, the DCSF site for example, makes use of an email subscription list. By entering some simple contact details you can again receive updates direct to your email box.
As sites change so rapidly you should become familiar and not discouraged when you click on a hyperlink to be directed to a site giving a “PAGE NOT FOUND" message. Site layout changes rapidly but most sites will provide a search facility; get used to using this. An example of this can be found by linking to the “Children's Workforce Development Council" (CWDC) site. The link in the book text has rapidly become out dated. However by using the search word “Standards" you can rapidly scan the site to find a range of useful pages, maybe even the one you were originally looking for! Look also at the navigation structure of the site, efficient sites provide effective menu systems which start with a key concept word or phrase, which in turn leads to further sub-categories. Using the CWDC site as an example we can currently search for the standards via the search box or click on “Areas of work" section of the menu by moving slowly down the menu to 'standards' you can then select which set of standards you wish to view or download. By selecting the “Early Years professional Standards" you can quickly jump to an important source of professional information. Whilst the introduction is rather rhetorical the content is useful. AT a simple level, try to first define what is meant by the term “Early Years Professional', then compare your definition with that provided on the site.
The Teacher Training Resource Bank (TTRB)
The TTRB is an important resource for any professional educator. It is hosted at the Canterbury Christ Church University. It provides access to “the research and evidence base informing teacher education". All materials help on the site, reviews of articles, Teachers TV broadcasts, government policy documents … are produced by professionals working in education and undergo a rigorous process of peer review.
A further important feature of the site is an e-Librarian service based at the Institute of Education's library in London. If you are (to paraphrase the words of the site) involved in some form of study, a course assignment or seeking general subject information you may submit a question.
You need to be a registered user of the TTRB site to ask the E-librarian a question.
Direct link to the TTRB E-librarian webpage:
Chapter 16: Extending Partnerships
Specialist Schools and Academies Trust
https://www.ssatrust.org.uk/Pages/home.aspx
Policies to give more autonomy to schools who were working in partnership with business and communities have been introduced in the last decade. These initiatives included Education Action Zones (EAZ), the Excellence in Cities (EiC) project and Specialist Schools and Academies Trust (SSAT). The website of the latter provides a clear overview of their work.
- Visit the SSAT site and view the video 'about the SSAT'.
- As with many sites, registering allows you to use the site more effectively.
- What is your response to the views which are expressed in the video?
- What is your response to the concept of the 'global community' proposed in this video?
- Make a note of the keywords which are used in the video. How do you respond to them?
A further discussion of 'Specialist Schools' can be found on the DCSF site at:
http://www.standards.dfes.gov.uk/specialistschools/
The page provides further links.
Policies and initiatives in relation to SSATs have been evaluated extensively. An example of which is the 'STEM Pathfinder programme'. The executive summary is available as a download at:
http://www.nfer.ac.uk/publications/PEV01/PEV01summary.pdf
The whole report is available is available as a free download from the publications section of the site. Search for 'STEM Pathfinder' or directly from here:
- Examine the key findings section of the download page or the document.
- What is your response to the three findings listed?
- Which of the findings appear to be linked directly to the SSATs themselves and which appear more generaliseable?
- What is your response to the criticism sometimes noted that whilst the higher education sector has much to offer to these partnerships it has, in some cases, been marginalised.
- Do you feel that it does have much to offer? If so, what? If not, why not?
RE-NET
http://www.re-net.ac.uk/index.aspx
RE-Net is a formed of a consortium of RE professionals working in a number of Universities. You are required to register with the site. By doing so you are able to search the site and download a range of resources.
Communities and Local Government (CLG)
http://www.communities.gov.uk/corporate/
CLG is a government website which is designed to link together a number of initiatives with the shared aim of developing a 'safe, prosperous and healthy community'. Schools are seen by the CLG as 'a key vehicle to address the fragmentation and isolation experienced in many communities'. A range of policy initiatives linked by the generic term 'Community Cohesion' policy are linked through the 'Community Cohesion: Seven Steps Practitioner's Toolkit' which is available at:
http://www.communities.gov.uk/archived/publications/communities/sevensteptool
- To support your thinking, download a copy of the document and evaluate the suggestions and underpinning rationale.
Creative Partnerships
http://www.creative-partnerships.com/
The Creative Partnerships website provides a diverse range of research based resources to explore aspects of creative partnerships.
Three sub-links are provided. These are:
- Research and Impact
- Featured Resources
- Creativity and Culture
These can be found at: http://www.creative-partnerships.com/research-resources/
Visit the research-resources page of the site.
- Note the range of resources which you find there.
- How might creative-partnerships help to support community cohesion?
The Institute for Community Cohesion (ICoCo)
http://www.cohesioninstitute.org.uk/home
The Institute for Community Cohesion is, according to its 'About Us' page , 'established in 2005 to provide a new approach to race, diversity and multiculturalism. Our work focuses on building positive and harmonious community relations, using applied research to constantly develop practice and to build capacity of all the agencies and individuals involved'. Its aims, services, personnel and affiliations can be read at: …/AboutUs
You can find out more about the work of iCoCo by viewing a short on the homepage.
Staying organised
By setting up a directory of favourites, or by compiling these as a set of word processed notes, you can rapidly create a set of personalised links. It is always good practice to keep your references in an appropriate format - Harvard is often used. This allows you to rapidly cut and paste your selections into other documents, presentations and reports. If you are perusing a programme of study you should consider purchasing a copy of some form of 'bibliographical software' which will allow you to rack down references, format them quickly for use in other forms of writing and track down original sources.
Keeping up to date
Websites are constantly changing. Educational websites are perhaps more prone to change than most,; this is particularly true at a time of political change when policies and educational priorities may quickly change. Check the sites for ways in which you can receive automatic updates. The ECM site for example provides a Really Simple Syndication (RSS) feed. By clicking this you can receive automatic alerts to changes and important newly added information. Other site, the DCSF site for example, makes use of an email subscription list. By entering some simple contact details you can again receive updates direct to your email box.
As sites change so rapidly you should become familiar and not discouraged when you click on a hyperlink to be directed to a site giving a “PAGE NOT FOUND" message. Site layout changes rapidly but most sites will provide a search facility; get used to using this. An example of this can be found by linking to the “Children's Workforce Development Council" (CWDC) site. The link in the book text has rapidly become out dated. However by using the search word “Standards" you can rapidly scan the site to find a range of useful pages, maybe even the one you were originally looking for! Look also at the navigation structure of the site, efficient sites provide effective menu systems which start with a key concept word or phrase, which in turn leads to further sub-categories. Using the CWDC site as an example we can currently search for the standards via the search box or click on “Areas of work" section of the menu by moving slowly down the menu to 'standards' you can then select which set of standards you wish to view or download. By selecting the “Early Years professional Standards" you can quickly jump to an important source of professional information. Whilst the introduction is rather rhetorical the content is useful. AT a simple level, try to first define what is meant by the term “Early Years Professional', then compare your definition with that provided on the site.
The Teacher Training Resource Bank (TTRB)
The TTRB is an important resource for any professional educator. It is hosted at the Canterbury Christ Church University. It provides access to “the research and evidence base informing teacher education". All materials help on the site, reviews of articles, Teachers TV broadcasts, government policy documents … are produced by professionals working in education and undergo a rigorous process of peer review.
A further important feature of the site is an e-Librarian service based at the Institute of Education's library in London. If you are (to paraphrase the words of the site) involved in some form of study, a course assignment or seeking general subject information you may submit a question.
You need to be a registered user of the TTRB site to ask the E-librarian a question.
Direct link to the TTRB E-librarian webpage:
Chapter 17: Internationalising Learning: Global and Local
Sendmyfriend
Sendmyfriend is a campaigning website supported by a number of organisations, including Voluntary Service Overseas and Christian Aid. Using the forthcoming (at March 2010) World Cup in South Africa as a current theme, it has taken '1 Goal: send my friend to school' as a slogan. The campaign focusses very clearly on the '75 million children in the world still do not receiving an education' and is designed to rectify this situation.
- Visit the site and consider the role of campaign organisations in educational policy making.
- Should teachers involve themselves and their pupils in such campaigns?
- What issues does this raise?
The Global Campaign for Education (GCE)
http://www.campaignforeducation.org
The Global Campaign for Education (GCE) is 'a civil society movement that aims to end the global education crisis. Together we hold governments to account for their promises repeatedly made to provide Education for All. The GCE's mission is to make sure that governments act now to deliver the right of every girl, boy, woman and man to a free quality public education'. The campaign has a range of political and celebrity supporters including Nelson Mandela, Hilary Clinton and Angelina Jolie. Membership and affiliations are clearly stated on the site.
- Visit the site and consider the rapidly developing global dimension of democracy and citizenship.
Act!onaid
http://www.actionaid.org.uk/index.asp
Act!aid is an organisation which was founded in 1972 with the aim of fighting poverty and working 'relentlessly to change whatever is keeping people trapped in poverty'. The site provides a range of downloadable resources to support teaching the global citizenship teaching.
- Visit the site and examine the resources.
- Note that the resources are varied and include pdf files together with video and audio resources.
- What are the advantages of such resources?
- If appropriate, make a set of resources which could be used by a teacher in another country to teach about you own home area. What considerations - for example in regard to stereotyping - do you have to have when considering the use of resources with children?
Global Dimension
http://www.globaldimension.org.uk/
The Global Dimension website 'provides a guide to books, films, posters and web resources which support global, intercultural and environmental understanding for all age groups and subjects'.
- What you think makes a good resource for teaching global citizenship.
- Now, visit the site and read the item entitled, 'What makes a good Global Citizenship resource?'
- How closely do your ideas and those provided on the site match?
- Download the guidance materials available at: http://www.globaldimension.org.uk/index.aspx?id=1402
Chembakolli
The Chembakolli website was, 'awarded "Highly Commended" at the 2007 Geographical Association's Conference, it was praised for supporting 'high quality geographical learning in the primary classroom'. ActionAid's site deals 'comprehensively with village life in India''.
- Visit the site and examine it in detail.
- Follow the links through to the additional resources an example of which is, 'From Bagalore to Chembaolli: a journey through south India'.
- Read the outline description of the resource pack.
- What questions and issues does it raise?
Global Gateway
The Global Gateway is provided by the DCSF. It offers a wide range of resources to support teachers who want to 'bring an international dimension to education'.
- Visit the site and examine the range of features.
- Visit the 'Finding a Partner' page.
- Do you consider making such links between schools to be useful?
Who do we think we are?
Who do we think we are (WDWTWA) is a project funded by the DCSF and managed by a range of partner organisations. These are listed at the bottom of the …/whatiswdwtwa page. The website provides ideas for lessons for Key Stage 2 and 3 an example of which is a series based around the London 2012 Olympics. and leads up to a national week of activity around the key theme of national identity. A key theme raised on the site is, "What is 'Britishness'?
- Visit the site and consider the question "What is Britishness"?
- Why is the question being asked and why in this way?
- Answer the question for yourself substituting the term 'Britishness' for any other term which is appropriate to you.
Staying organised
By setting up a directory of favourites, or by compiling these as a set of word processed notes, you can rapidly create a set of personalised links. It is always good practice to keep your references in an appropriate format - Harvard is often used. This allows you to rapidly cut and paste your selections into other documents, presentations and reports. If you are perusing a programme of study you should consider purchasing a copy of some form of 'bibliographical software' which will allow you to rack down references, format them quickly for use in other forms of writing and track down original sources.
Keeping up to date
Websites are constantly changing. Educational websites are perhaps more prone to change than most,; this is particularly true at a time of political change when policies and educational priorities may quickly change. Check the sites for ways in which you can receive automatic updates. The ECM site for example provides a Really Simple Syndication (RSS) feed. By clicking this you can receive automatic alerts to changes and important newly added information. Other site, the DCSF site for example, makes use of an email subscription list. By entering some simple contact details you can again receive updates direct to your email box.
As sites change so rapidly you should become familiar and not discouraged when you click on a hyperlink to be directed to a site giving a "PAGE NOT FOUND" message. Site layout changes rapidly but most sites will provide a search facility; get used to using this. An example of this can be found by linking to the "Children's Workforce Development Council" (CWDC) site. The link in the book text has rapidly become out dated. However by using the search word "Standards" you can rapidly scan the site to find a range of useful pages, maybe even the one you were originally looking for! Look also at the navigation structure of the site, efficient sites provide effective menu systems which start with a key concept word or phrase, which in turn leads to further sub-categories. Using the CWDC site as an example we can currently search for the standards via the search box or click on "Areas of work" section of the menu by moving slowly down the menu to 'standards' you can then select which set of standards you wish to view or download. By selecting the "Early Years professional Standards" you can quickly jump to an important source of professional information. Whilst the introduction is rather rhetorical the content is useful. AT a simple level, try to first define what is meant by the term "Early Years Professional', then compare your definition with that provided on the site.
The Teacher Training Resource Bank (TTRB)
The TTRB is an important resource for any professional educator. It is hosted at the Canterbury Christ Church University. It provides access to "the research and evidence base informing teacher education". All materials help on the site, reviews of articles, Teachers TV broadcasts, government policy documents … are produced by professionals working in education and undergo a rigorous process of peer review.
A further important feature of the site is an e-Librarian service based at the Institute of Education's library in London. If you are (to paraphrase the words of the site) involved in some form of study, a course assignment or seeking general subject information you may submit a question.
You need to be a registered user of the TTRB site to ask the E-librarian a question.
Direct link to the TTRB E-librarian webpage:
Chapter 18: Future Schools: New Learning Environments
Shift Happens
www.youtube.com/watch?v=QeoKQbT8BKs
If you have not already encountered this PowerPoint presentation, first created in 2007, watch Shift Happens on YouTube :
- What are the implications of this information for education?
- What do we think pupils will need to know?
- Are we using what they know already, and are we prepared for what they might know in a few more years?
- How useful do you find getting information in this format?
- Is the statistics presented reliable? How do you know?
- Are the claims credible? How do you know?
- Is the data accurate at the time you are reading this sentence? What are the implications?
- What are the educational implications for information being communicated in this format?
Innovation Unit
The Innovations Unit was established in 2002 by the then Department for Education and Skills (DfES) as part of the Education Act 2002. In 2006 it was separated from the DFSC (formerly the DfES) and its focus changed to public services and third sector innovation beyond education and children's services. At the time of writing (March 2010) it is a fully independent body which receives no grant funding.
Reports of its activities related to the 'Classrooms of the Future' project can be found at:
www.innovation-unit.co.uk/publications
- Visit the site. Locate and download the document.
- Consider what you think the 'classroom' of the future will be like.
- Do you think that it will have changed substantially?
- If so, why and in what ways?
- If not, what might impede change?
Teachers TV
Teachers TV has a number of programmes which relate to the themes discussed in the chapter. 'Howard Gardner - Future Minds' at: http://www.teachers.tv/video/5452
In this programme Professor Gardner 'examines the mental capacities needed for the future in a globalised world… After the lecture a group of teachers discuss how these ideas are used in practice in the classroom today'.
- Watch the video - if possible with a colleague.
- How do you respond to the suggestions made by Professor Gardner?
- Do you find such a model helpful?
'Building Schools of the Future' at: http://www.teachers.tv/video/3390
In this programme Mukund Patel explains the thinking behind the BSF initiative. Two different BSF schools are visited as examples of how the initiative is being played out.
Watch the video and think about the questions which the programme raises.
- What are the difficulties faced by school designers?
- What are the implications for staff and pupil participation in the design process?
- What concerns are raised in regard to finance?
'Building Schools of the Future' at: http://www.teachers.tv/video/24113
In the second programme of this title, a chaire of governors is shown 'discovering the implications for a governing body of the BSF programme'.
- Watch the programme and consider the issues raised.
- Consider the issue of sustainability in relation to the BSF initiative.
'Tomorrow's Teacher, Tomorrow's School' at: http://www.teachers.tv/video/31224
The programme presents the view that, 'New technologies could soon make virtual classrooms and artificial intelligence a reality with huge implications for how children are taught, with children deciding not only what they learn but where they learn'.
- Watch the video then consider the issues surrounding the two case studies outlined in the programme.
- How might such initiatives re-shape the role of the teacher and their relationship with learners and learning?
- What are your views about such possible changes?
'School Matters – ICT: A vision of the future' at: http://www.teachers.tv/video/221
The programme focuses on a group of primary and secondary schools that are using ICT in innovative ways and involves the teachers in discussing the challenges and opportunities presented.
- How would you respond to the views put forward by the educational consultant featured in the programme?
'Stephen Heppell – Learning 2016.' http://www.teachers.tv/video/4957This programme is part of the 'RSA lectures series'. In it you can watch the lecture given by Professor Stephen Heppell and the follo-up discussion which he has with a group of teachers. This programme is also reviewed by TTRB (article id 14157). A direct link is provided on the TTV page.
- Watch the video and consider the points which Stephen Heppell makes.
- How do you respond to them?
'Gurus': http://www.teachers.tv/series/gurus
The TTV site declares that, 'Leading educational thinkers set out their vision for the future of our schools in a series of lectures'
- What is a 'Guru'?
- Do you consider these to be 'gurus'?
- Select one 'guru' with whom you agree. Watch the video making a note of the arguments they make. Then present a counter argument.
- Visit the 'BBC Two Newsnight' site at: http://news.bbc.co.uk/1/hi/programmes/newsnight/7909847.stm and watch the programme item, 'Social websites: bad for kids brains? 'The item features a short interview with Baroness Greenfield and a studio debate between Ben Goldman of the 'Bad Science' column in The Guardian newspaper, and Dr Aric Sigman whose recent article claimed that social networking and similar activities were having adverse effects on people's social engagement with others in real life' (Wilson, 2010).
- Note your response to the debate.
Ben Goldman's weblog can be found at: http://www.badscience.net/
- How do you respond both to the claims that are made and the counter arguments made on the weblog?
The Association for Information Technology in Teacher Education (ITTE)
"ITTE aims to promote the education and professional development of teachers in order to improve the quality of teaching and learning with ICT in all phases of education."
ITTE was formed in 1986 to support the initial teacher training departments of universities and colleges of education in the United Kingdom with respect to the 'permeation of information communication technology (ICT) throughout all aspects of the learning process'.
Whilst the site is designed primarily to foster collaborative work between ITT professionals it contains a useful freely downloadable resource, the “Voices Project". The project was designed to answer the question, “What do our past experiences of using ICT for teaching and learning tell us?"
- Find the 'Publications' section of the site and either download the entire document or specific chapters linked to your current interests.
Staying organised
By setting up a directory of favourites, or by compiling these as a set of word processed notes, you can rapidly create a set of personalised links. It is always good practice to keep your references in an appropriate format - Harvard is often used. This allows you to rapidly cut and paste your selections into other documents, presentations and reports. If you are perusing a programme of study you should consider purchasing a copy of some form of 'bibliographical software' which will allow you to rack down references, format them quickly for use in other forms of writing and track down original sources.
Keeping up to date
Websites are constantly changing. Educational websites are perhaps more prone to change than most,; this is particularly true at a time of political change when policies and educational priorities may quickly change. Check the sites for ways in which you can receive automatic updates. The ECM site for example provides a Really Simple Syndication (RSS) feed. By clicking this you can receive automatic alerts to changes and important newly added information. Other site, the DCSF site for example, makes use of an email subscription list. By entering some simple contact details you can again receive updates direct to your email box.
As sites change so rapidly you should become familiar and not discouraged when you click on a hyperlink to be directed to a site giving a “PAGE NOT FOUND" message. Site layout changes rapidly but most sites will provide a search facility; get used to using this. An example of this can be found by linking to the “Children's Workforce Development Council" (CWDC) site. The link in the book text has rapidly become out dated. However by using the search word “Standards" you can rapidly scan the site to find a range of useful pages, maybe even the one you were originally looking for! Look also at the navigation structure of the site, efficient sites provide effective menu systems which start with a key concept word or phrase, which in turn leads to further sub-categories. Using the CWDC site as an example we can currently search for the standards via the search box or click on “Areas of work" section of the menu by moving slowly down the menu to 'standards' you can then select which set of standards you wish to view or download. By selecting the “Early Years professional Standards" you can quickly jump to an important source of professional information. Whilst the introduction is rather rhetorical the content is useful. AT a simple level, try to first define what is meant by the term “Early Years Professional', then compare your definition with that provided on the site.
The Teacher Training Resource Bank (TTRB)
The TTRB is an important resource for any professional educator. It is hosted at the Canterbury Christ Church University. It provides access to “the research and evidence base informing teacher education". All materials help on the site, reviews of articles, Teachers TV broadcasts, government policy documents … are produced by professionals working in education and undergo a rigorous process of peer review.
A further important feature of the site is an e-Librarian service based at the Institute of Education's library in London. If you are (to paraphrase the words of the site) involved in some form of study, a course assignment or seeking general subject information you may submit a question.
You need to be a registered user of the TTRB site to ask the E-librarian a question.
Direct link to the TTRB E-librarian webpage:
Chapter 19: The Teacher of the Future: 'Floating in the Wind or Rooted to Flourish?'
VisionMapper
http://www.visionmapper.org.uk/index.php
VisionMapper is an online planning tool designed to help users examine future education trends - note the date of the site. The tool has been developed by Futurelab as part of a Department for Children, Schools and Families (DCSF) funded project. Further details of the project can be found at the 'Beyond Current Horizons' project website.
The tool provides activities and resources which allow users to examine a range of questions and consider how schools of the future may respond to these.
As you look at the website consider your responses to the questions posed:
- What skills will children need for work?
- How might parenting and family change?
- What impact will new technologies have on learning?
- What will this mean for me as a teacher in 2020?'
Beyond Current Horizons
http://www.beyondcurrenthorizons.org.uk/
The 'Beyond Current Horizons' project is designed to explore the future for education, beyond 2025. Its aim 'is to help our education system prepare for and develop an ongoing and sustainable response to the challenges it faces as society and technology rapidly evolve'. The homepage presents '6 scenarios of the future'. The site declares them to have been 'developed with leading social scientists They are not predictions. Instead, they are stories of three different possible futures, imagining how the world could look after 2025, in order to challenge assumptions and stimulate thinking about the present. They are structured around three potential worlds, each built around a different set of social values – increasingly individualised, increasingly collective or increasingly contested approaches towards life and education'.
- Locate the scenarios and examine them. As you read them, note down your reactions to the question 'what will this mean for me as a teacher in 2020?'
-
evisit the Teachers TV Programme referenced in the chapter eighteen. In 'School Matters – Tomorrows Teacher, Tomorrow School' at:
http://www.teachers.tv/video/31224 - As you (re-)watch this programme, make a list of all the skills you feel might be required of teachers in these future schools. How far do you feel prepared to meet these requirements?
- Follow the link through to: http://www.wsbe.org.uk/
- Do you think that Writhlington Business and Enterprise Specialist School indicates one possible future?
Chapter nineteen poses the question, “What do you understand by the term 'networked learning?'. A range of suggestions are made including the:
- The use of video conferencing for collaboration
- The use of online communities to provide guidance, expertise and support
To act as a vehicle by which the teacher is able to share their own area of expertise. It is argued that this may be an avenue for career progression much like the current Advanced Skills Teacher who lead and supports fellow teachers. Visit the TDA website and examine the linked series of teaching standards from QTS through post-threshold to Advanced Skills Teacher.
http://www.tda.gov.uk/teachers/professionalstandards/downloads.aspx
The Inquiry into the Future of Lifelong Learning (IFLL)
The background to the Inquiry into the Future of Lifelong Learning is provided at:
http://www.niace.org.uk/lifelonglearninginquiry/AboutIFLL.htmNote that the inquiry was established by the National Institute of Adult Continuing Education (NIACS) (whose home site can be found at: http://www.niace.org.uk/) and chaired by Sir David Watson, Professor of Higher Education Management at the Institute of Education.
- Look at these documents available from the site alongside those provided by the various General Teaching Councils which act as a reference point for your thinking.
- Note also that the various teaching unions, the Association of Teachers and Lecturers for example, regularly commission accessible and thought-provoking research papers on matters affecting classroom practice.
Staying organised
By setting up a directory of favourites, or by compiling these as a set of word processed notes, you can rapidly create a set of personalised links. It is always good practice to keep your references in an appropriate format - Harvard is often used. This allows you to rapidly cut and paste your selections into other documents, presentations and reports. If you are perusing a programme of study you should consider purchasing a copy of some form of 'bibliographical software' which will allow you to rack down references, format them quickly for use in other forms of writing and track down original sources.
Keeping up to date
Websites are constantly changing. Educational websites are perhaps more prone to change than most,; this is particularly true at a time of political change when policies and educational priorities may quickly change. Check the sites for ways in which you can receive automatic updates. The ECM site for example provides a Really Simple Syndication (RSS) feed. By clicking this you can receive automatic alerts to changes and important newly added information. Other site, the DCSF site for example, makes use of an email subscription list. By entering some simple contact details you can again receive updates direct to your email box.
As sites change so rapidly you should become familiar and not discouraged when you click on a hyperlink to be directed to a site giving a “PAGE NOT FOUND" message. Site layout changes rapidly but most sites will provide a search facility; get used to using this. An example of this can be found by linking to the “Children's Workforce Development Council" (CWDC) site. The link in the book text has rapidly become out dated. However by using the search word “Standards" you can rapidly scan the site to find a range of useful pages, maybe even the one you were originally looking for! Look also at the navigation structure of the site, efficient sites provide effective menu systems which start with a key concept word or phrase, which in turn leads to further sub-categories. Using the CWDC site as an example we can currently search for the standards via the search box or click on “Areas of work" section of the menu by moving slowly down the menu to 'standards' you can then select which set of standards you wish to view or download. By selecting the “Early Years professional Standards" you can quickly jump to an important source of professional information. Whilst the introduction is rather rhetorical the content is useful. AT a simple level, try to first define what is meant by the term “Early Years Professional', then compare your definition with that provided on the site.
The Teacher Training Resource Bank (TTRB)
The TTRB is an important resource for any professional educator. It is hosted at the Canterbury Christ Church University. It provides access to “the research and evidence base informing teacher education". All materials help on the site, reviews of articles, Teachers TV broadcasts, government policy documents … are produced by professionals working in education and undergo a rigorous process of peer review.
A further important feature of the site is an e-Librarian service based at the Institute of Education's library in London. If you are (to paraphrase the words of the site) involved in some form of study, a course assignment or seeking general subject information you may submit a question.
You need to be a registered user of the TTRB site to ask the E-librarian a question.
Direct link to the TTRB E-librarian webpage:
http://www.ttrb.ac.uk/ELibrarianHome.aspx?menu=14235