Kelly and Antonio (2016) report on the value of social networks, more sepcifically facebook, for the teaching communities.
practice: 79 Results found.
Thoughts on what constitutes and characterises communities of practice and what is required to make communities of practice efficient and effective.
This review is about the book "Doing research in education". A fabulous resource and introduction to doing research in education.
Universities need to teach professional values and integrity, if plagiarism and cheating is to be prevented in the long-term.
RefME survey findings show how students are affected by plagiarism. More needs to be done to prevent plagiarism by raising awareness.
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.
Producing reflections can be a creative process if we allow for more creative methods, such as Lego models.
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.
The classroom is a place where learning happens and should be encouraged, therefore classroom management relates to the strategies a teacher can use to organise students' learning. According to Garrett (2015) classroom management can be considered in five...
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...
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...
Download some resources for a plagiarism workshop from here.
It may look simple to deliver the hook but in reality planning for the hook should not be underestimated, after all you need something very catching to get your students' attention so they become interested in your lesson.
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?