ORBIT editors guide - Revision history

Bjoern: subjects, ages, types

2012-09-28T15:35:46Z

subjects, ages, types

Bjoern: Fixing tagging, as well as cross-curric, vocabulary, distance learning, share practice, DfE, DfEScience templates

2012-09-28T08:45:41Z

Fixing tagging, as well as cross-curric, vocabulary, distance learning, share practice, DfE, DfEScience templates

← Older revision		Revision as of 08:45, 28 September 2012
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	Choose existing categories where possible.		Choose existing categories where possible.
	[[Category:Secondary]] [[Category:Science]][[Category:Teacher Education]][[Category:External Resource]][[Category:Group talk]]		[[Category:Secondary]] [[Category:Science]][[Category:Teacher Education]][[Category:External Resource]][[Category:Group talk]]
	{{~~DfEScience~~}}		{{DfES Science Ped Pack}}
	</nowiki>		</nowiki>
	-->		-->

Rf366 at 10:40, 17 September 2012

2012-09-17T10:40:31Z

Rf366 at 09:54, 16 September 2012

2012-09-16T09:54:04Z

← Older revision		Revision as of 09:54, 16 September 2012
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	===Editing notes - sorry, but you were not meant to find this page! ~~===~~		===Editing notes - sorry, but you were not meant to find this page! Click Edit to see an editors notes serving to remind how each section of the ORBIT Rinfo resource table works===
	==Click Edit to see an editors notes serving to remind how each section of the ORBIT Rinfo resource table works==
	~~<nowiki>~~		<!-- Comment -
	<!-- {{Rinfo ~~-->~~ Rinfo template		{{Rinfo Rinfo template

	\|title=The title describes what the reader will actually get. It doesn't need to be exciting or cryptic (e.g. 88 miles per hour)		\|title=The title describes what the reader will actually get. It doesn't need to be exciting or cryptic (e.g. 88 miles per hour)
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	{{DfEScience}}		{{DfEScience}}
	</nowiki>		</nowiki>
			-->

Rf366: Created page with "===Editing notes - sorry, but you were not meant to find this page! === ==Click Edit to see an editors notes serving to remind how each section of the ORBIT Rinfo resource tab..."

2012-09-16T09:45:44Z

Created page with "===Editing notes - sorry, but you were not meant to find this page! === ==Click Edit to see an editors notes serving to remind how each section of the ORBIT Rinfo resource tab..."

New page

===Editing notes - sorry, but you were not meant to find this page! ===
==Click Edit to see an editors notes serving to remind how each section of the ORBIT Rinfo resource table works==
<nowiki>
 Rinfo template

|title=The title describes what the reader will actually get. It doesn't need to be exciting or cryptic (e.g. 88 miles per hour)
|topic= The topic is treated as a category; therefore use one or two words; Capitalise the first word
|subject=The subject comes from the curriculum but this heading is used variably. e.g. Forces, Science, Teacher Education
|image= Put here the name of a picture file which snapshots the resource idea rsther than mislead. Normally 350px wide
|resourcenumber=An internal resource number from the ORBIT resources document e.g. TE0063
|tagline=Mention an interesting aspect of the resource; or encapsulate the purpose of the resource
|age=Variable responses here. The audience may be international E.g. Secondary, Key stage 3 or age 11-14 preferred to KS3
|content=Use this section to describe what the resource is about, mostly for a practising teacher. The strategy section will do the job to offer a more technical description. For example: "Is there a way to nurture group talk in the class? These five pages of archived advice collect numerous questions for interacting in group talk, such as "‘What do you think?’ ‘What’s the matter with that idea?’ What convinces you that they are right or wrong?’. The document has activities and examples for maintaining constructive group talk, and classroom factors which play a part in such talk."
|strategy=A pedagogic rationale using technical tags in the flow of text. Can be more technical for teacher ed, but it may also explain how the lesson works or could work to achieve its goal. For example, WHY was the class encouraged to talk and not copy from the board.
|Learning Objectives=By all means say "by the end of this lesson ..." but this may not be necessary or it may be optimistic. The word "understand" here may also be optimistic
* bullets usually work here - and probably better than numbers. Lists with bullets don't need capitals or full stops, but you may have full sentences.
* explore ways to develop discussion in science lessons, and see the practicalities of setting up situations for constructive argumentation
* engage in practical activities with both pupils and colleagues
|additional resources= Is there anything here that would help more if put in |resources
|useful information=Is there anything here that would help more if put at the end of "About"? Use this if not. E.g. The resource comprises one 5 page DfES document 'harvested' from a larger document (see below).
|related resources=See other {{tag|DfEScience}} resources
|other=Is there anything here that would help more if put in |resources
|format=Is there anything here that would help more if put in next to the link in |resources
|resources=Try to annotate what the user will get. Use a bullets if there are a few resources to download. Use a bar after the filename to rename the link text - . [[file:The Environment for Group Talk in Science.doc]]
AN END GRAPHIC TO SHOW what lies behind the resource link. It could be a sample page thumbnail or, to show there are 3 pages full of text, , it could be a snapshot of all pages.
[[File=FILENAME.EXT|border|250x250px|link=|Preview]]
}}
Choose existing categories where possible.
[[Category:Secondary]] [[Category:Science]][[Category:Teacher Education]][[Category:External Resource]][[Category:Group talk]]
{{DfEScience}}
</nowiki>

← Older revision		Revision as of 15:35, 28 September 2012
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	<!-- These notes are aimed at me, so you may disagree. I had to put it in words for myself.		<!-- These notes are aimed at me, so you may disagree. I had to put it in words for myself.
	{{Rinfo Rinfo template		{{Rinfo
			\|type= Teacher Education
			Rinfo template

	\|title=The title describes what the reader will actually get. It doesn't need to be exciting or cryptic (e.g. 88 miles per hour)		\|title=The title describes what the reader will actually get. It doesn't need to be exciting or cryptic (e.g. 88 miles per hour)
	\|topic= The topic is treated as a category; therefore use one or two words; Capitalise the first word		\|topic= The topic is treated as a category; therefore use one or two words; Capitalise the first word
	\|subject=The subject comes from the curriculum but this heading is used variably. e.g. Forces~~, Science, Teacher Education~~		\|subject=Science, Science, Teacher Education, The subject comes from the curriculum but this heading is used variably. e.g. Forces
	\|image= Put here the name of a picture file which snapshots the resource idea rsther than mislead. Normally 350px wide		\|image= Put here the name of a picture file which snapshots the resource idea rsther than mislead. Normally 350px wide
	\|resourcenumber=An internal resource number from the ORBIT resources document e.g. TE0063		\|resourcenumber=An internal resource number from the ORBIT resources document e.g. TE0063
	\|tagline=Mention an interesting aspect of the resource; or encapsulate the purpose of the resource		\|tagline=Mention an interesting aspect of the resource; or encapsulate the purpose of the resource
	\|age=Variable responses here. The audience may be international E.g. Secondary, Key stage 3 or age 11-14 preferred to KS3		\|age=Variable responses here. The audience may be international E.g. Secondary, Higher, Secondary, Key stage 3 or age 11-14 preferred to KS3
	\|content=Use this section to describe what the resource is about, mostly for a practising teacher. The strategy section will do the job to offer a more technical description. For example: "Is there a way to nurture group talk in the class? These five pages of archived advice collect questions for interacting in group talk, such as "‘What do you think?’ ‘What’s the matter with that idea?’ What convinces you that they are right or wrong?’. The document has activities and examples for maintaining constructive group talk, and classroom factors which play a part in such talk."		\|content=Use this section to describe what the resource is about, mostly for a practising teacher. The strategy section will do the job to offer a more technical description. For example: "Is there a way to nurture group talk in the class? These five pages of archived advice collect questions for interacting in group talk, such as "‘What do you think?’ ‘What’s the matter with that idea?’ What convinces you that they are right or wrong?’. The document has activities and examples for maintaining constructive group talk, and classroom factors which play a part in such talk."
	\|strategy=A pedagogic rationale using technical tags in the flow of text. Can be more technical for teacher ed, but it may also explain how the lesson works or could work to achieve its goal. For example, WHY was the class encouraged to talk and not copy from the board. Not everything needs to be mentioned. Do notice that, apart from the tagline and title, this section needs to induce the reader to explore it.		\|strategy=A pedagogic rationale using technical tags in the flow of text. Can be more technical for teacher ed, but it may also explain how the lesson works or could work to achieve its goal. For example, WHY was the class encouraged to talk and not copy from the board. Not everything needs to be mentioned. Do notice that, apart from the tagline and title, this section needs to induce the reader to explore it.

← Older revision		Revision as of 10:40, 17 September 2012
Line 1:		Line 1:
	===Editing notes - sorry, but you were not meant to find this page! Click Edit to see an editors notes serving to remind how each section of the ORBIT Rinfo resource table works===		===Editing notes - sorry, but you were not meant to find this page! Click Edit to see an editors notes serving to remind how each section of the ORBIT Rinfo resource table works===

	<!-- ~~Comment -~~		<!-- These notes are aimed at me, so you may disagree. I had to put it in words for myself.
	{{Rinfo Rinfo template		{{Rinfo Rinfo template

Line 11:		Line 11:
	\|tagline=Mention an interesting aspect of the resource; or encapsulate the purpose of the resource		\|tagline=Mention an interesting aspect of the resource; or encapsulate the purpose of the resource
	\|age=Variable responses here. The audience may be international E.g. Secondary, Key stage 3 or age 11-14 preferred to KS3		\|age=Variable responses here. The audience may be international E.g. Secondary, Key stage 3 or age 11-14 preferred to KS3
	\|content=Use this section to describe what the resource is about, mostly for a practising teacher. The strategy section will do the job to offer a more technical description. For example: "Is there a way to nurture group talk in the class? These five pages of archived advice collect ~~numerous~~ questions for interacting in group talk, such as "‘What do you think?’ ‘What’s the matter with that idea?’ What convinces you that they are right or wrong?’. The document has activities and examples for maintaining constructive group talk, and classroom factors which play a part in such talk."		\|content=Use this section to describe what the resource is about, mostly for a practising teacher. The strategy section will do the job to offer a more technical description. For example: "Is there a way to nurture group talk in the class? These five pages of archived advice collect questions for interacting in group talk, such as "‘What do you think?’ ‘What’s the matter with that idea?’ What convinces you that they are right or wrong?’. The document has activities and examples for maintaining constructive group talk, and classroom factors which play a part in such talk."
	\|strategy=A pedagogic rationale using technical tags in the flow of text. Can be more technical for teacher ed, but it may also explain how the lesson works or could work to achieve its goal. For example, WHY was the class encouraged to talk and not copy from the board.		\|strategy=A pedagogic rationale using technical tags in the flow of text. Can be more technical for teacher ed, but it may also explain how the lesson works or could work to achieve its goal. For example, WHY was the class encouraged to talk and not copy from the board. Not everything needs to be mentioned. Do notice that, apart from the tagline and title, this section needs to induce the reader to explore it.
	\|Learning Objectives=By all means say "by the end of this lesson ..." but this may not be necessary or it may be optimistic. The word "understand" here may also be optimistic		\|Learning Objectives=By all means say "by the end of this lesson ..." but this may not be necessary or it may be optimistic. The word "understand" here may also be optimistic
	* bullets usually work here - and ~~probably~~ better than numbers. Lists with bullets don't need capitals or full stops, but you may have full sentences.		* bullets usually work here - and maybe better than numbers. Lists with bullets don't need capitals or full stops, but you may have full sentences.
	* explore ways to develop discussion in science lessons, and see the practicalities of setting up situations for constructive argumentation		* explore ways to develop discussion in science lessons, and see the practicalities of setting up situations for constructive argumentation
	* engage in practical activities with both pupils and colleagues		* engage in practical activities with both pupils and colleagues
	\|additional resources= Is there anything here that would help more if put in \|resources		\|additional resources= Is there anything here that would help more if put in \|resources
	\|useful information=Is there anything here that would help more if put at the end of "About"? Use this if not. E.g. The resource comprises ~~one 5 page DfES document~~ 'harvested' from a larger document (see below).		\|useful information=Is there anything here that would help more if put at the end of "About"? Use this if not. E.g. The resource comprises a key section 'harvested' from a larger DfES document (see below).
	\|related resources=See other {{tag\|DfEScience}} resources		\|related resources=See other {{tag\|DfEScience}} resources
	\|other=Is there anything here that would help more if put in \|resources		\|other=Is there anything here that would help more if put in \|resources
	\|format=Is there anything here that would help more if put in next to the link in \|resources		\|format=Is there anything here that would help more if put in next to the link in \|resources
	\|resources=Try to annotate what the user will get. Use a ~~bullets~~ if there are a few resources to download. Use a bar after the filename to rename the link text - . [[file:The Environment for Group Talk in Science.doc]]		\|resources=Try to annotate what the user will get. Use a bullet if there are a few resources to download. Use a bar after the filename to rename the link text - . [[file:The Environment for Group Talk in Science.doc]]
	AN END GRAPHIC TO SHOW what lies behind the resource link. It could be a sample page thumbnail or, to show there are 3 pages full of text, , it could be a snapshot of all pages.		AN END GRAPHIC TO SHOW what lies behind the resource link. It could be a sample page thumbnail or, to show there are 3 pages full of text, , it could be a snapshot of all pages.
	[[File=FILENAME.EXT\|border\|250x250px\|link=\|Preview]]		[[File=FILENAME.EXT\|border\|250x250px\|link=\|Preview]]