Resources: Teacher Education

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Relevant resources


Argumentation Starting an Argument in Science
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Strategies to get discussion going
This resource provides a table of useful activities and effective prompts to stimulate reasoning(ta) argumentation(ta) and discussion(ta) in science teaching.
Assessment Diagnostic Questions in Maths Teaching
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Using questions to probe what pupils do, and do not, understand
These questions provide a useful starting point from which to think about the use of diagnostic questions(ta) for assessment(ta) for learning and whole class(ta) dialogic teaching(ta). They may be useful for teachers in their own right as sample questions, or to think about the best way to deliver feedback, use ICT tools effectively, and support learners through assessment. In this context the questions should be considered with a critical eye. Teachers might like to think about:
  • The interface, and the way the questions are presented (could the questions be labelled better, appear better, what is the functionality like, etc.?)
  • The style of questions asked
  • The sort of feedback given, both on individual questions, and overall on the completion of the quizzes

Teachers might take this as an opportunity to engage in sharing practice(ta) to think about how to use such questions in the classroom - perhaps using mini-whiteboards(tool) or ICT tools - and outside of them, perhaps using quiz(tool) or voting(tool) software.

Assessment Assessment for Learning
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Research shows that good practice in assessment for learning can bring about significant gains in pupil attainment
Assessment for learning has been defined as the process of interpreting evidence to decide where learners are in their learning, where they need to go and how best to get there. When assessment(ta) for learning is well established in a classroom, pupils are actively involved in their learning; able to judge the success of their work and to take responsibility for their own progress.

For some shorter more focused documents drawn from this DfES document see Giving Oral Feedback, Giving Written Feedback, Sharing Learning Objectives and Outcomes.

Assessment Using Assessment to Raise Achievement in Maths
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Learning goals; self & peer assessment; effecting questioning; marking and case studies
This resource explores approaches to assessment(ta) in maths, including the sharing of learning objectives(ta), group work(ta), whole class(ta) assessment, questioning(ta) and more. Four case studies serve as useful discussion prompts to share practice(ta). This .doc version of the QCA's 'Using assessment(ta) to Raise Achievement in Maths' allows schools to select parts of the document that are most relevant to them.
Assessment Changing KS3 Questions for Engaging Assessment
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A large set of questions grouped by topic, paper, and national curriculum level
Test questions are often seen as uninteresting and useful only to assess pupils summatively. This resource however allows questioning(ta) to be used to support pupils’ revision, creativity and higher order(ta) problem-solving in class. The tasks could be conducted via whole class(ta) discussion(ta) or assessment(ta), perhaps using mini-whiteboards(tool), or in small group work(ta) situations.
Assessment portfolios Assessment portfolios
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Basic ICT skills Typing practice with students
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Basic ICT skills Netbook familiarisation
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Basic ICT skills XO familiarisation
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Blogs A schools involvement with Sheffield Childrens Festival project Camp Cardboard
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A DEFT case study with Bradfield Dungworth Primary school, Sheffield
This cross-curricular(i) case study focusses on digital literacy, in particular using E-skills(topic) to: facilitate sharing information in an open and transparent way; explore issues related to e-safety and e-security and explore the creative potential of digital technologies. The case study highlights issues from using Web2.0 applications in a school setting as well as challenges of pupils openly sharing resources; in particular issues of e-safety with regard to resources they make.

A lesson idea from the case study is available at Digital Reporters at Camp Cardboard

Blogs Getting a buzz out of blogging
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Starting with the basic principles of blogs(tool) and blogging, this primary course looks at their use within education and how they can be used to improve teaching and learning. The focus is particularly on blogs as an ICT(i) tool for collaboration(ta) which encourages the effective use of reasoning(ta) and language(ta). The unit also discusses practical elements such as e-skills(topic) and copyright(topic) issues you might encounter in blogging.
Blogs Creating and Using OER to Promote Best Practice
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One school's approach to sharing and promoting best practice using a blog
This lesson idea encourages collaboration(ta) between teachers in order to develop and share practice(i) across a school. Blogs provide excellent opportunities for children and adults to share ideas and work together. They encourage and enable dialogue(ta) between a writer - or group of writers - and an audience, allowing for quick and easy feedback. They enable questions(ta) to be asked and answered quickly. This example shows a blog being used to encourage discussion(ta) to enable curriculum planning(topic) and curriculum development(topic).
CPD Approaches to Reading
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Do we have to read it? Thinking about using 'reading' effectively in the classroom
This resource highlights a range of approaches to reading in the classroom and the reasons we ask pupils to engage in reading activities, including the importance of subject language(ta), study skills(topic), and conceptual reasoning(ta) and visualisation(ta) arising from subject based reading activities.
CPD Using Thinking Skills
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What do you think? Exploring thinking skills for the classroom
This resource highlights higher order(ta) reasoning(ta) skills and activities to prompt their use in classroom contexts.
CPD Common Pitfalls in Questioning
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Exploring problematic questions and ways to avoid them
Questioning(ta) is a key classroom practice, and skill, and can sometimes fall into the trap of focusing on lower levels, as opposed to higher order(ta) reasoning(ta) and discussion(ta) skills. This resource covers some reasons why this - and other pitfalls - occur, with some practical advice for ensuring high quality questioning in your classroom.
CPD Giving Oral Feedback
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Developing good practice in giving oral feedback
This resource discusses giving oral feedback, particularly in the context of assessment(ta), which could include whole class(ta) discussion(ta) or group talk(ta), as well as questioning(ta) contexts.
CPD Developing Good Explanations
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Say that again? Developing good explanations for classroom teaching
This resource explores some characteristics of good explanations (including linking to questioning(ta)), explaining these thoroughly and linking them to pupils' ability to engage in active learning(ta)
CPD Group Work - Group Size
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What size group are we in today? Thinking about group size
This resource discusses group work(ta) sizes, and the practical benefits and limitations of various group sizes - from individual work to whole class(ta) work.
CPD Subject Specific Vocabulary
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What's that word? Thinking about the language used in your subject
This resource highlights the importance of subject-specific vocabulary(ta) and its consideration in teaching as well as offering some practical tips for encouraging its effective use, and remembering in classroom contexts.
CPD Encouraging Pupils to Ask Effective Questions
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Getting pupils to do the questioning
This resource describes some methods to encourage pupils themselves to engage in effective questioning(ta) - an active learning(ta) approach which may be useful in whole class(ta) or group work(ta) discussion(ta).
CPD Giving Written Feedback
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Effective methods for written feedback
This resource discusses written feedback in the context of assessment(ta) and giving clear learning objectives(ta) from any feedback given. While such feedback is often on homework(ta), the resource is intended more broadly than that.
CPD Questioning - Bloom's Taxonomy
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Developing questioning through Bloom's taxonomy
This resource discusses questioning(ta) and Bloom's taxonomy - which, at the higher levels, can be linked to higher order(ta) thinking skills and reasoning(ta).
CPD DfES Pedagogy DVDs
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A series of videos
CPD Guide to the DfES Resource
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Pedagogy and Practice: Teaching and Learning in Secondary Schools: Leadership guide
This resource provides a general overview of the DfES Pedagogy resources (see related resources/below).
CPD Planning for Inclusion
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Planning for inclusion in your classroom
This resource discusses planning(ta) for inclusion(ta), in particular as related to active learning(ta), group talk(ta) and more generally interactive pedagogy.
CPD Questioning Techniques
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How do I question? Thinking about questioning techniques in the classroom
This resource explores some alternative strategies to direct questioning(ta) including some advice and activities for supporting teachers in classroom practice.
CPD Directed Activities Related to Text (DARTs)
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Developing good pedagogy in using text based activities for learning
This resource covers a range of Directed Activities Related to Text, highlighting the importance of language(ta) and visualisation(ta) in activities, and their role in active learning(ta) and study skills(topic).
CPD Choosing and Selecting Groups
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What group am I in? Thinking about choosing and selecting groups
This resource discusses various options for choosing groupings for group work(ta) activities, and their benefits and limitations.
CPD Sharing Learning Objectives and Outcomes
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What will they achieve - outcomes, objectives, and their importance
This resource highlights the link between learning objectives(ta) and assessment(ta) for learning, and explores ways to engage in planning(ta) for, and write good learning objectives - which identify the learning to take place, as opposed to just the activity with which the pupils will engage.
CPD Teaching Models
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Concrete preparation – Action – Metacognition – Bridging - Mediation
This resource offers advice on planning(ta) for interactive pedagogy. Three sub-sections have been drawn from it (see related DfE resources).
CPD Structuring Learning
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Thinking about sequencing and planning for high quality pedagogy
The resource includes relevant information regarding lesson and curriculum planning(ta) for high quality pedagogy.
CPD Understanding the Purposes of Explanations
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Explaining why we explain - Thinking about how explanations are used in the classroom
This resource focuses on 'explanation' in relation to learning objectives(ta), concept and process learning, and engaging higher order(ta) reasoning(ta) skills.
CPD Establishing Purpose for Writing
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Why do we have to write it down? Thinking about why we write...
This resource highlights some key types of text, and asks teachers to think about the key texts and language(ta) in their own subjects, and how tasks can be well designed to illicit purposeful writing in their classroom practice. Teachers should consider learning objectives(ta) for purposeful writing.
CPD Using Drama Activities in your Teaching
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A lesson by any other name...Using Drama across the curriculum to enhance teaching
This resource highlights some strategies to use drama(ta) activities in the teaching of other subjects. Drama(ta) can provide a useful cross curricula(i) way to prompt active learning(ta) and subsequent discussion(ta) and group talk(ta).
CPD Teaching for Metacognition
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Thinking about Thinking, in the classroom context
This resource describes some strategies to engage metacognitive reasoning(ta) - thinking about thinking, for example, asking pupils to think about their own learning techniques. It includes activities to assist teachers in planning(ta) for their own teaching.
CPD Group Work - Maintaining Momentum
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Keep going! Maintaining momentum in group work activities
This resource discusses some practical classroom management(ta) strategies for maintaining momentum in group work(ta) activities.
Classroom management Classroom Management
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Managing a classroom for learning
This resource is a longer DfES document on classroom management(ta), from which some shorter more focused documents are drawn (see related resources). It highlights the importance of constructive language(ta), Ground Rules for learning, and the role of clear expectations in building a constructive classroom environment for interactive pedagogy.
Collaborative writing Collaborative writing
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Collaborative writing Collaborative writing with EtherPad
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Collaborative writing Group chat with messenger or collaborative writing
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Contemporary issues Teaching the Science of Contemporary Issues
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Find lesson inspiration aplenty from news clips and stories.
This longer (32 page) resource provides useful guidance, examples, and CPD activities for exploring contemporary issues in science, particularly to stimulate effective group talk(ta) and discussion(ta), and provoke pupil's interest in science.
Creativity Exploring the intersections of digital literacy and creativity
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A DEFT case study with Mundella Primary School, Sheffield
This cross curricula(i) case study focusses on Digital Literacy, in particular using E-skills(topic) to: extend/update teaching skills and support CPD and explore the creative potential of digital technologies. The case study examines the potential of using mobile technologies to enhance creative aspects of learning.

One of the lesson ideas from the case study is available as a separate resource at Creating Digital Paintings using iPads

Differentiation Differentiation
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Developing effective techniques for differentiation by task and outcome
The small group work(ta) nature of this task allows teachers to share ideas, and attempt to conceptualise two different types of differentiation(ta), together. It also encourages teachers to share practice(i)s in differentiation. Teachers are first asked to consider differentiation ‘by task’ by thinking about self-sustaining activities which pupils could manage with little support. They are also asked to consider differentiation by outcome, and ‘hierarchies of achievement’ for particular topics. The practical nature of the task offers a concrete outcome for teachers to take away and use in their practice both day to day, and in curriculum planning(topic). The resource could be used as a prompt to start teachers off, a comparator for teachers working on similar topics, or just as an additional set of possibilities.
Digital Media 21st century show and tell
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A DEFT case study with Dinnington Comprehensive, Rotherham
This cross curricula(i) case study focusses on Digital Literacy, in particular using E-skills(i) to: support skills in writing/recording for a target audience and to improve communication and research skills through the process of creating OER(i)s. The case study illustrates issues involved in the use of video(i) for educational purposes, with an emphasis on students producing and releasing OERs. The method could also be used for self/peer assessment(i) with pupils.

One of the lesson ideas from the case study is available as a separate resource at Creating Instructional Videos.

Discussion The Environment for Group Talk in Science
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"Ask questions rather than provide answers: ‘What’s the strength of his or her point?’ ‘How you could check that out?’ "
This resource contains a set of activities and examples to discuss and work through based around maintaining group talk(ta) in whole class(ta) and group work(ta) settings, including setting up Ground Rules, and creating appropriate environments (physical and 'class rule' based) for argumentation(ta) and discussion(ta)
Effective Learning Developing Effective Learning
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A unit exploring 'effective learning' in the classroom
This document takes a longer look at effective learning, study skills(topic), and the attributes of effective learners.
Environment Our Living Environment
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Wise up on ecology
This study module, an online booklet, deals with the particular ways of thinking about and studying of the environment. It is a useful homework(ta) resource to encourage pupils to engage with key scientific vocabulary(ta) and use their knowledge of the scientific method(ta) to engage with inquiry(ta) learning.
Explaining Explaining
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How's that work? Thinking about explanation
This is a longer DfES resource discussing explanation, from which the shorter and more focused resources Developing Good Explanations, Purposes of Explanations are drawn.
Force Force
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Thinking about 'force' in the national curriculum
This sessions engaged pupils in inquiry(ta) using the scientific method(ta) to explore force. It offers opportunity for teachers to use higher order questioning(ta), whole class assessment(ta) and to engage pupils in effective group work(ta) for investigation.
Force Moving and falling objects
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Understanding moving and falling objects as well as progression through the years
This published article explores the sorts of objectives(ta) they should be meeting, and the questioning(ta) teachers may engage in. The activities, aimed at progressively older children, engage them in inquiry(ta) based learning. The article explores how increasingly complex topics may be taught, and how teachers can ensure that children have a good grasp of a topic. There are suggestions for further reading to extend the primary teacher's knowledge of the area. Some of the suggestions appear in a related resource Progression & questioning techniques in primary science projects
Click here to view further results.

Category:Teacher Education Category:Resources