ORBIT editors guide: Difference between revisions
From OER in Education
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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 | ||
|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 | |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. | ||
