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From OER in Education
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- Geography in Education
- Geography in Education/teaching approach
- Getting Your Formulae in Shape
- Getting Your Formulae in Shape/teaching approach
- Getting a buzz out of blogging
- Getting a buzz out of blogging/teaching approach
- Giving Oral Feedback
- Giving Oral Feedback/Document
- Giving Oral Feedback/teaching approach
- Giving Written Feedback
- Giving Written Feedback/Document
- Giving Written Feedback/teaching approach
- Ground Rules
- Group Talk - Benefits for Science Teaching
- Group Talk and Argument
- Group Talk and Argument/teaching approach
- Group Talk in Science - Research Summary
- Group Work
- Group Work/teaching approach
- Group Work - Choosing and Selecting Groups
- Group Work - Choosing and Selecting Groups/teaching approach
- Group Work - Group Size
- Group Work - Group Size/Document
- Group Work - Group Size/teaching approach
- Group Work - Maintaining Momentum
- Group Work - Maintaining Momentum/Document
- Group Work - Maintaining Momentum/teaching approach
- Group Work - Practical Considerations
- Group Work - Practical Considerations/Table
- Group Work - Research Summary
- Group work
- Guide to the DfES Resource
- Guide to the DfES Resource/teaching approach
- Heating and Cooling Materials
- Heating and Cooling Materials/Lesson
- Heating and Cooling Materials/teaching approach
- Home
- Human Genome Project: From Sequencing to Sharing Genomic Information
- Human Genome Project: From Sequencing to Sharing Genomic Information/Teacher Notes
- Human Genome Project: From Sequencing to Sharing Genomic Information/teaching approach
- Hypothesis and Variables
- Hypothesis and Variables/Lesson Document
- Hypothesis and Variables/teaching approach
- ICT support in education (practitioner)
- ICT support in education (practitioner)/teaching approach
- IT in Primary Science
- IT in Primary Science/teaching approach
- IT in Secondary Science
- IT in Secondary Science/teaching approach
- IT in secondary science
- Improving Reading - Research Summary
- Improving Writing - Research Summary
- Inclusion
- Inclusion/teaching approach
- Inclusive Teaching in Mathematics
- Inclusive Teaching in Science
- Infant and Primary Science Activities with Sensors
- Infant and Primary Science Activities with Sensors/teaching approach
- Insulating food for meals on wheels
- Insulating food for meals on wheels/Lesson
- Interactive exploration of line and rotational symmetry
- Interactive exploration of line and rotational symmetry/teaching approach
- Interactive teaching in literacy and language
- Interactive teaching in literacy and language/1. Warm ups, games, and introductions
- Interactive teaching in literacy and language/1. Warm ups/Creative games with stories
- Interactive teaching in literacy and language/1. Warm ups/Games to establish a creative mood
- Interactive teaching in literacy and language/1. Warm ups/Sentence and Grammar games
- Interactive teaching in literacy and language/1. Warm ups/Using images
- Interactive teaching in literacy and language/1. Warm ups/Write aloud (say it – write it) whole lesson activity
- Interactive teaching in literacy and language/1. Warm ups/Writing games
- Interactive teaching in literacy and language/1. Warm ups TOC
- Interactive teaching in literacy and language/2. Talk for writing
- Interactive teaching in literacy and language/3. Group work
- Interactive teaching in literacy and language/Lesson Plan
- Introduction to Prisms in the context of Architecture
- Introduction to Prisms in the context of Architecture/teaching approach
- Introduction to games
- Introduction to games/teaching approach
- Introduction to standard index form
- Introduction to standard index form/Teacher Notes
- Introduction to standard index form/resources
- Introduction to standard index form/teacher notes
- Introduction to standard index form/teaching approach
- Introduction to standard index form/work sheets
- Investigation Definitions
- Investigation Definitions/Lesson Document
- Investigation Definitions/teaching approach
- It's full of stars
- It's full of stars/Teacher Notes
- It's full of stars/teaching approach
- Jargon - the language of science
- Jargon - the language of science/Discussion Points
- Jargon - the language of science/teaching approach
- Keep it Simple
- Keep it Simple/teaching approach
- Kepler' Third Law with GeoGebra
- Kepler' Third Law with GeoGebra/teaching approach
- Key stage
- Key stage table
- Kite in a Square
- Kite in a Square/teaching approach
- Learning platforms all aboard
- Learning platforms all aboard/Resource
- Learning platforms all aboard/teaching approach
- Learning together developing wikis
- Learning together developing wikis/teaching approach
- Learning together introducing wikis
- Learning together introducing wikis/Resource
- Learning together introducing wikis/teaching approach
- Lesson on Force in the early years/info/teaching approach
- Links
- Listening - A physicist talks about the investigative science tools that art galleries use
- Listening - A physicist talks about the investigative science tools that art galleries use/Prompts
- Listening - A physicist talks about the investigative science tools that art galleries use/teaching approach
- Listening - A plant scientist talks about water
- Listening - A plant scientist talks about water/Suggested Questions
- Listening - A plant scientist talks about water/teaching approach
- Listening - About a city's water supply
- Listening - About a city's water supply/Prompts
- Listening - About a city's water supply/teaching approach
- Listening - An environmental scientist talks about heat loss from houses
- Listening - An environmental scientist talks about heat loss from houses/Prompts
- Listening - An environmental scientist talks about heat loss from houses/teaching approach
- Listening - Using sensors and data loggers for agriculture
- Listening - Using sensors and data loggers for agriculture/Prompts
- Listening - Using sensors and data loggers for agriculture/teaching approach
- Listening - a chocolate maker describes how it’s done
- Listening - a chocolate maker describes how it’s done/Prompts
- Listening - a chocolate maker describes how it’s done/teaching approach
- Listening series - C105
- Listening to scientists – a glaciologist measures climate change
- Listening to scientists – a glaciologist measures climate change/Prompts
- Listening to scientists – a glaciologist measures climate change/teaching approach
- Listening to scientists – choosing materials for industry
- Listening to scientists – choosing materials for industry/Prompts
- Listening to scientists – choosing materials for industry/teaching approach
- Love Food, Hate Waste - Simultaenous Equations
- Love Food, Hate Waste - Simultaenous Equations/Lesson
- Love Food, Hate Waste - Simultaenous Equations/teaching approach
- M M and M
- M M and M/teaching approach
- Making Movies in the Classroom
- Making Movies in the Classroom/teaching approach
- Making games and motivating learners KS2
- Making games and motivating learners KS2/teaching approach
- Marbles in a Box
- Marbles in a Box/teaching approach
- Materials for Insulation
- Materials for Insulation/Lesson
- Mean/Mode/Median and Range using Olympic diving
- Mean/Mode/Median and Range using Olympic diving/teaching approach
- Measuring Light - Does light shine through everything?
- Measuring Light - Does light shine through everything?/teaching approach
- Measuring Temperature Cold Hot Lesson
- Mixing Lemonade
- Mixing Lemonade/teaching approach
- Modeling Scientific Writing
- Modeling Scientific Writing/Document
- Modeling Scientific Writing/teaching approach
- Modelling Introduction
- Models in Science
- Models in Science/Document
- Models in Science/teaching approach
- Models of Teaching
- Models of Teaching/teaching approach
- Monitoring Temperature
- Monitoring Temperature/teaching approach
- Monsters at Monteney
- Monsters at Monteney/teaching approach
- Moving and falling objects
- Moving and falling objects/teaching approach
- Multimedia skills and applications
- Multimedia skills and applications/teaching approach
- NRICH
- NRICH TA
- Nontransitive Dice
- Nontransitive Dice/teaching approach
- Number Pyramids
- Number Pyramids/teaching approach
- Number and representation game
- OCW2012
- OER4Schools
- OER4Schools/
- OER4Schools/1.4/Vertebrate photo use
- OER4Schools/1.4 Effective use of ICT and collaborative writing v2
- OER4Schools/3.1 Group work: Same-task and different-tasks group work/review of follow up
- OER4Schools/3.4 Group work with ICT
- OER4Schools/3.4 Group work with ICT/pv
- OER4Schools/3.4 Group work with ICT/review of follow up
- OER4Schools/AVU2014
- OER4Schools/AVU2014/en
- OER4Schools/AVU2014/fr
- OER4Schools/AVU2014/pv
- OER4Schools/AVU2014/slides
- OER4Schools/AVU2014/slides/en
- OER4Schools/AVU2014/slides/fr
- OER4Schools/AVU2014/video
- OER4Schools/Activity planning and reflection
- OER4Schools/Activity planning and reflection/pv
- OER4Schools/Activity planning and reflection/review of follow up
- OER4Schools/Appendix
- OER4Schools/Appendix/pv
- OER4Schools/Assessment for learning and lesson pacing
- OER4Schools/Assessment for learning and lesson pacing/overview
- OER4Schools/Assessment for learning and lesson pacing/pv
- OER4Schools/Assessment portfolios
- OER4Schools/ChaUni Effective use of ICT
- OER4Schools/Classroom assistants
- OER4Schools/Collaborative writing
- OER4Schools/Collaborative writing with EtherPad
- OER4Schools/Collecting and interpreting information
- OER4Schools/Collecting and interpreting information/ke
- OER4Schools/Collecting and interpreting information/ke/pv
- OER4Schools/Collecting and interpreting information/pv
- OER4Schools/Collecting and interpreting information/review of follow up
- OER4Schools/Collecting and interpreting information/rw
- OER4Schools/Collecting and interpreting information/rw/pv
- OER4Schools/Collecting and interpreting information/zm
- OER4Schools/Collecting and interpreting information/zm/pv
- OER4Schools/Collecting and interpreting information part 2
- OER4Schools/Collecting and interpreting information part 2/pv
- OER4Schools/Collecting and interpreting information part 2/review of follow up
- OER4Schools/Concept mapping
- OER4Schools/Concept mapping/pv
- OER4Schools/Concept mapping/review of follow up
- OER4Schools/Contents
- OER4Schools/Designing interactive lesson plans
- OER4Schools/Designing interactive lesson plans/pv
- OER4Schools/Designing interactive lesson plans/review of follow up
- OER4Schools/Detailed outline
- OER4Schools/Detailed outline/full table
- OER4Schools/Detailed outline/pv
- OER4Schools/Effective use of ICT
- OER4Schools/Effective use of ICT/pv
- OER4Schools/Effective use of ICT/review of follow up
- OER4Schools/Engaging the community
- OER4Schools/Engaging the community/pv
- OER4Schools/Engaging the community/review of follow up
- OER4Schools/Enquiry-based learning and project work
- OER4Schools/Enquiry-based learning and project work/overview
- OER4Schools/Enquiry-based learning and project work/pv
- OER4Schools/Example Teacher Lab notices
- OER4Schools/Exploring polygons
- OER4Schools/Facilitation
- OER4Schools/Facilitation/FGPDM
- OER4Schools/Facilitation/Handsignals
- OER4Schools/Facilitation/Levels of Participation
- OER4Schools/Facilitation/Seeds for change
- OER4Schools/Facilitation/The Guide to Effective Participation
- OER4Schools/Facilitation/The Guide to Effective Participation/attribution
- OER4Schools/Facilitation/The Guide to Effective Participation/reference
- OER4Schools/Faculty Workshop May 2014
- OER4Schools/Faculty Workshop May 2014/pv
- OER4Schools/Formative feedback
- OER4Schools/Formative feedback/pv
- OER4Schools/Formative feedback/review of follow up
- OER4Schools/Further links
- OER4Schools/Further links/pv
- OER4Schools/Generic country
- OER4Schools/Geogebra exercises
- OER4Schools/Ghana
- OER4Schools/Group chat with messenger or collaborative writing
- OER4Schools/Group work
- OER4Schools/Group work/overview
- OER4Schools/Group work/pv
- OER4Schools/Group work Same task and different tasks group work
- OER4Schools/Group work Same task and different tasks group work/pv
- OER4Schools/Group work Same task and different tasks group work/review of follow up
- OER4Schools/How to make robots (traffic lights)
- OER4Schools/How to run workshops
- OER4Schools/How to run workshops/pv
- OER4Schools/How to use this resource
- OER4Schools/How to use this resource/pv
- OER4Schools/ICT
- OER4Schools/ICT/01 Netbook familiarisation
- OER4Schools/ICT/01 Netbook familiarisation/rw
- OER4Schools/ICT/01 Netbook familiarisation/zm
- OER4Schools/ICT/11
- OER4Schools/ICT/17
- OER4Schools/ICT/18
- OER4Schools/ICT/19
- OER4Schools/ICT/20
- OER4Schools/ICT/21
- OER4Schools/ICT/Becoming an expert 1
- OER4Schools/ICT/Becoming an expert 2
- OER4Schools/ICT/Becoming an expert 3
- OER4Schools/ICT/Concept mapping
- OER4Schools/ICT/Consolidation 1
- OER4Schools/ICT/Consolidation 1/rw
- OER4Schools/ICT/Consolidation 2
- OER4Schools/ICT/Consolidation 3
- OER4Schools/ICT/Etherpad
- OER4Schools/ICT/General
- OER4Schools/ICT/Geogebra revisited
- OER4Schools/ICT/Group work with ICT
- OER4Schools/ICT/ICT Review
- OER4Schools/ICT/ICT for EBL
- OER4Schools/ICT/Images and questioning
- OER4Schools/ICT/Introduction to spreadsheets
- OER4Schools/ICT/Online simulations
- OER4Schools/ICT/Robots and spreadsheets part 2
- OER4Schools/ICT/Robots and spreadsheets part 2/rw
- OER4Schools/ICT/Robots and spreadsheets part 2/zm
- OER4Schools/ICT/Spreadsheets part 3
- OER4Schools/ICT/Talking points with images
- OER4Schools/ICT/XO familiarisation
- OER4Schools/ICT/include
- OER4Schools/ICT/page
- OER4Schools/ICT/page/1
- OER4Schools/ICT/page/comparison
- OER4Schools/ICT/pv
- OER4Schools/ICT/slideshow in OpenOffice
- OER4Schools/ICT/slideshow in OpenOffice/rw
- OER4Schools/ICT/typing practice for participants
- OER4Schools/ICT/typing practice with students
- OER4Schools/ICT/viewing slideshows
- OER4Schools/ICT/viewing slideshows/rw
- OER4Schools/ICT forum SA 2012
- OER4Schools/ICTs in interactive teaching
- OER4Schools/ICTs in interactive teaching/fv
- OER4Schools/ICTs in interactive teaching/pv
- OER4Schools/ICTs in interactive teaching/review of follow up
- OER4Schools/Index for Inclusion
- OER4Schools/Induction sessions
- OER4Schools/Induction sessions/pv
- OER4Schools/Into the future
- OER4Schools/Into the future/overview
- OER4Schools/Into the future/pv
- OER4Schools/Introduction to Assessment for Learning
- OER4Schools/Introduction to Assessment for Learning/pv
- OER4Schools/Introduction to Assessment for Learning/review of follow up
- OER4Schools/Introduction to Geogebra
- OER4Schools/Introduction to Geogebra/rw
- OER4Schools/Introduction to enquiry based learning
- OER4Schools/Introduction to enquiry based learning/pv
- OER4Schools/Introduction to enquiry based learning/review of follow up
- OER4Schools/Introduction to interactive teaching and the use of ICT
- OER4Schools/Introduction to interactive teaching and the use of ICT/overview
- OER4Schools/Introduction to interactive teaching and the use of ICT/pv
- OER4Schools/Introduction to interactive teaching with ICT
- OER4Schools/Introduction to interactive teaching with ICT/pv
- OER4Schools/Introduction to interactive teaching with ICT/review of follow up
- OER4Schools/Introduction to slideshows with OO
- OER4Schools/Introduction to the Most Significant Change Technique
- OER4Schools/Introduction to whole class dialogue and effective questioning