It is with great excitement and pride that I share a list of scheduled ableism events. Celebrating the launch of my two edited books, find here events about Ableism in Academia.
teacher training: 19 Results found.
This post is about ice breakers, and how we can plan for starting a session effectively without distracting from our contents.
In this guest post Dr Helen Ross reflects on the exam production line of our current school system.
Providing feedback is important to improve learning. So here are some examples for providing feedback that foster students' engagement.
This post shows the Korean educational context and how I have discovered that you can be half-way around the world, and yet nothing changes.
This review is about the book "Doing research in education". A fabulous resource and introduction to doing research in education.
This post provides some guidance on how to organise your lesson to flip successfully, as to flip cannot be done thoughtlessly.
Games are often used as motivators in lessons, but games shall not become the main focus. We are teachers and learning needs to be central to lessons.
In my experience using audience response systems in secondary or higher education can improve participation and engagement amongst learners.
A brief outline of intended research in relation to the placements within teacher training.
This is a review of Harry Fletcher-Wood's book on how checklists can make all aspects of teaching more effective.
Many teacher training sessions and professional development courses nowadays link to or culminate in the compilation of portfolios. Portfolios are evidences and resources that are gathered and annotated systematically to provide an overview of the...
Many teacher training sessions focus on assessment but we do not spend enough time on discussing assessment in the sense of marking student work. We do not discuss the impact marking has on the students' learning and the teachers' workload, nor do we talk...
I believe in challenging students and having high expectations of everyone in the classroom. This is coupled with appropriate support and guidance. However, challenging pupils is not an easy task and must be planned for meticulously.
Artefacts can be used to get students interested in a lesson, but artefacts can do more than just represent an engaging hook. In this post I am discussing the use of artefacts in lessons based on questions that I have been asked in teacher training...
In teacher training there is a heavy focus on the educational context, but does the educational context really matter? Or is there a danger in being too reliant on statistical information relating to the educational context, in which we operate?