Secondary Warehouse
Q25 Teaching
| Documents | |
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| Professional Standards for Qualified Teacher Status - Help Guide Within this document you will find useful ideas to help you with the QTS standards. |  |
| Tackling Low Educational Achievement This report examines the factors underlying low achievement in British This report examines the factors underlying low achievement in British education. | |
| Raising achievement through group work General Teaching Council for England research summary - November 2006. Evaluations of a classroom approach called ‘Thinking Together’ which helped pupils learn to work collaboratively and improve their capacity to think. They explore what teachers can do to help pupils work collaboratively using dialogue both to communicate with each other and to reason together. | |
| How can we encourage pupils' dialogue in collaborative group work? Through our university and NCSL links we were aware of research that suggested that getting children to talk about what they are doing enhances their ability to think about the task (Feldman, 1980) and so we were keen to look into how this could be applied in problem solving in mathematics and how as teachers we could encourage this talk. | |
| Pupil grouping; Thinking skills Authors: Mercer, Neil, Wegerif, Rupert and Sams, Clare; The Open University Dawes, Lyn; DeMontfort University, Bedford Publisher: British Educational Research Journal, 30(3), 2004 pp 359-377 | |
| Media Files | |
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| Managing Learning - Secondary: Mixed Ability - Group Work Christine Harrison, a lecturer in science education at King's College London visits teachers from two schools and explores various ways of organising group work to get the most out of pupils in Key Stage 3 classes of mixed ability. |  |
| Managing Learning - Secondary: Differentiation In this programme Christine Harrison, a science education lecturer at King's College, London takes us through the three key elements of differentiation: By task By outcome By support Christine's approaches are seen being applied in two mixed ability classes, one in Devon the other in Worcester. | |
| Hot Research: Questions The late Ted Wragg shares his years of research into question types and reveals that in the classroom, surprisingly, only four per cent of questions asked in Secondary Schools are "higher order" questions, requiring more thought and an extended answer. | |
| Secondary Management: Implementing Personalised Learning: Customised Teaching In this programme, we see advanced skills teacher Sue Prichard teaching two Year 10 German classes using personalised learning techniques. In the first lesson we see her differentiate her lesson to suit multiple ability levels. She hands out more advanced tasks to the more able students while continuing to support the lower-ability pupils. She also uses data collected from a learning skills questionnaire to give her lessons the right mix of auditory, kinaesthetic and visual material designed to suit her pupils. | |
| Online Resources & Support | ||
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| Guidance on Teaching the Gifted & Talented This guidance is for teachers, coordinators and others involved in teaching the gifted and talented in the context of an inclusive curriculum. See about this guidance for more details about what's on the site. The general guidance now includes information and case studies on providing for gifted and talented 14- to 19-year-olds. |  | |
| Teaching in England - Gifted & Talented Teachers should aim to make learning challenging and enjoyable, so that all pupils, including the gifted and talented, achieve their full potential. Gifted and talented pupils need to be given opportunities to study some, or all, subjects to a greater depth and breadth and, sometimes, at a faster pace. However, it is important to bear in mind that, whether gifted or talented, a pupil is first and foremost a child who will need encouragement and support in order to develop as a whole person. This support is crucial where there are marked discrepancies between a child's gifts or talents and their emotional, physical or social development, or where there are specific learning difficulties. | | |
| The Curriculum for Pupils with Learning Difficulties This educational guidance is for all those who work with pupils with learning difficulties. It includes guidance on developing the school curriculum, and on planning, teaching and assessing the national curriculum subjects, religious education and PSHE and citizenship for these pupils. It also includes guidance on developing skills across the curriculum. | | |
| Group work v. whole-class activities Group and pair work (henceforth group work) are so much a part of our everyday teaching routine that we hardly pause to think before partitioning the class to tackle some particular communicative task. But group work may not always be the best option. There will be a time and a place for whole-class activities in the English language classroom, just as there's a time and a place for group and pair work. | | |
| Training and Development Agency for Schools The TDA work with schools to develop the workforce and ensure that schools can recruit good-quality, well-trained people. We support schools to provide extended services for parents, children and young people. | | |
| General Teaching Council for England The GTC is the professional body for teaching in England. Our overall purpose is to help improve standards of teaching and the quality of learning in the public interest. We work for children, through teachers. | | |
