Tags » Plenaries

Subjects Taken so Far, Part 8

The Core Curriculum

    SCI10: science and Society

After all the NATSCI classes we took before, comes this subject that incorporates all of that.

Intended for non-science majors, SCI 10 Is a science subject that is sort of a combination and summary of all the natural sciences courses.

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ITE

The problem with plenaries

The problem with plenaries is that they are one of the most important elements in a lesson and yet they don’t always go as well as we would like them to.  552 more words

Teaching Skills

Make your own crossword - a quick and easy plenary

This activity was inspired by the activities from the University of the First Age’s One Hundred BITES, which is a magnificent publication brimming with superb ideas which can enhance any classroom. 117 more words

Resources

A touch of Scrabble - a fantastic plenary

This plenary was inspired by @ASTSupportAAli’s toolkit of teaching ideas – http://cheneyagilitytoolkit.blogspot.co.uk/ – which is full of great ideas and really worth a visit. Take this link to what inspired the activity – cheneyagilitytoolkit.blogspot.co.uk/2013/07/scrabble-tiles.html … One of these ideas is using the principles of Scrabble to promote and compare key words that help summarise students’ learning. 89 more words

Resources

ICA in Seattle: Three More Months to Go

ICA in Seattle: Three More Months to Go

Peter Vorderer, ICA President-Elect, U of Mannheim

The schedule for this year’s conference in Seattle is just about done: More than 2129 papers (including both individual submissions and those that were submitted as part of a panel), 28 preconferences, 3 miniplenaries, 1 interactive poster session (this year, for the first time, on Saturday afternoon), a few international research meetings, and 15 of our inaugural Blue Sky Workshops have been put together in the past few weeks by ICA headquarters with the incredible help of our 25 Interest Group and Division chairs. 374 more words

ICA

The 'Knowledge Growth Spurt'

One worrying aspect any observed teacher feels is the need to ‘prove’ that pupils in the lesson have made progress.

Whether we agree with this focus on proving progress or not, it’s not bad practise to incorporate something into your lesson which does clearly demonstrate to an observer, OFSTED, you, and most importantly the pupils, that they have learnt something and have made progress during the lesson. 536 more words