Resources: Teacher Education

From OER in Education


Pick your resource by topic:
    • [[Topics/Assessment|Assessment]]
    • [[Topics/Assessment|Assessment]]
    • [[Topics/Basic ICT skills|Basic ICT skills]]
    • [[Topics/OER4Schools|OER4Schools]]
    • [[Topics/Teacher Education Resources for Sub-Saharan Africa|Teacher Education Resources for Sub-Saharan Africa]]
    • [[Topics/Blogs|Blogs]]
    • [[Topics/Blogs|Blogs]]
    • [[Topics/E-skills|E-skills]]
    • [[Topics/Copyright|Copyright]]
    • [[Topics/Curriculum development|Curriculum development]]
    • [[Topics/Curriculum planning|Curriculum planning]]
    • [[Topics/Blogs|Blogs]]
    • [[Topics/ICT|ICT]]
    • [[Topics/CPD|CPD]]
    • [[Topics/Collaborative writing|Collaborative writing]]
    • [[Topics/Contemporary issues|Contemporary issues]]
    • [[Topics/E-skills|E-skills]]
    • [[Topics/Creativity|Creativity]]
    • [[Topics/E-skills|E-skills]]
    • [[Topics/Progression|Progression]]
    • [[Topics/Curriculum development|Curriculum development]]
    • [[Topics/Learning objectives|Learning objectives]]
    • [[Topics/Literacy|Literacy]]
    • [[Topics/E-safety|E-safety]]
    • [[Topics/Sharing practice|Sharing practice]]
    • [[Topics/Curriculum development|Curriculum development]]
    • [[Topics/Virtual Learning Environment|Virtual Learning Environment]]
    • [[Topics/Differentiation|Differentiation]]
    • [[Topics/Curriculum planning|Curriculum planning]]
    • [[Topics/Science Education|Science Education]]
    • [[Topics/Science curriculum|Science curriculum]]
    • [[Topics/Digital Media|Digital Media]]
    • [[Topics/Discussion|Discussion]]
    • [[Topics/E-safety|E-safety]]
    • [[Topics/Wikis|Wikis]]
    • [[Topics/ICT|ICT]]
    • [[Topics/Multimedia|Multimedia]]
    • [[Topics/Study skills|Study skills]]
    • [[Topics/Effective Learning|Effective Learning]]
    • [[Topics/Environment|Environment]]
    • [[Topics/Explaining|Explaining]]
    • [[Topics/Force|Force]]
    • [[Topics/Games|Games]]
    • [[Topics/Geogebra|Geogebra]]
    • [[Topics/Geography in Education|Geography in Education]]
    • [[Topics/Global education|Global education]]
    • [[Topics/Group talk|Group talk]]
    • [[Topics/Group work|Group work]]
    • [[Topics/ICT|ICT]]
    • [[Topics/Inclusion|Inclusion]]
    • [[Topics/Interactive pedagogy|Interactive pedagogy]]
    • [[Topics/Maps|Maps]]
    • [[Topics/Materials|Materials]]
    • [[Topics/Measuring|Measuring]]
    • [[Topics/Study skills|Study skills]]
    • [[Topics/Modelling|Modelling]]
    • [[Topics/Models|Models]]
    • [[Topics/Multimedia|Multimedia]]
    • [[Topics/Museums|Museums]]
    • [[Topics/Patterns|Patterns]]
    • [[Topics/Problem Solving|Problem Solving]]
    • [[Topics/Progression|Progression]]
    • [[Topics/Questioning|Questioning]]
    • [[Topics/Questioning|Questioning]]
    • [[Topics/Reading skills|Reading skills]]
    • [[Topics/Science|Science]]
    • [[Topics/OER4Schools|OER4Schools]]
    • [[Topics/Using images|Using images]]
    • [[Topics/Using ICT in Science Teaching|Using ICT in Science Teaching]]
    • [[Topics/Visualisation|Visualisation]]
    • [[Topics/Wikis|Wikis]]
    • [[Topics/Writing|Writing]]
    • [[Topics/Writing|Writing]]

Relevant resources


Assessment Changing KS3 Questions for Engaging Assessment
Questions for Engaging Assessment1.png
A large set of questions grouped by topic, paper, and national curriculum level
Test questions are often seen as uninteresting and useful only to assess pupils summatively. This resource however allows questioning(ta) to be used to support pupils’ revision, creativity and higher order(ta) problem-solving in class. The tasks could be conducted via whole class(ta) discussion(ta) or assessment(ta), perhaps using mini-whiteboards(tool), or in small group work(ta) situations.
Assessment Using Assessment to Raise Achievement in Maths
Usingassessment1.png
Learning goals; self & peer assessment; effecting questioning; marking and case studies
This resource explores approaches to assessment(ta) in maths, including the sharing of learning objectives(ta), group work(ta), whole class(ta) assessment, questioning(ta) and more. Four case studies serve as useful discussion prompts to share practice(ta). This .doc version of the QCA's 'Using assessment(ta) to Raise Achievement in Maths' allows schools to select parts of the document that are most relevant to them.
Assessment Diagnostic Questions in Maths Teaching
QuestionMark.png
Using questions to probe what pupils do, and do not, understand
These questions provide a useful starting point from which to think about the use of diagnostic questions(ta) for assessment(ta) for learning and whole class(ta) dialogic teaching(ta). They may be useful for teachers in their own right as sample questions, or to think about the best way to deliver feedback, use ICT tools effectively, and support learners through assessment. In this context the questions should be considered with a critical eye. Teachers might like to think about:
  • The interface, and the way the questions are presented (could the questions be labelled better, appear better, what is the functionality like, etc.?)
  • The style of questions asked
  • The sort of feedback given, both on individual questions, and overall on the completion of the quizzes

Teachers might take this as an opportunity to engage in sharing practice(ta) to think about how to use such questions in the classroom - perhaps using mini-whiteboards(tool) or ICT tools - and outside of them, perhaps using quiz(tool) or voting(tool) software.

Assessment Assessment for Learning
Afl0.jpg
Research shows that good practice in assessment for learning can bring about significant gains in pupil attainment
Assessment for learning has been defined as the process of interpreting evidence to decide where learners are in their learning, where they need to go and how best to get there. When assessment(ta) for learning is well established in a classroom, pupils are actively involved in their learning; able to judge the success of their work and to take responsibility for their own progress.

For some shorter more focused documents drawn from this DfES document see Giving Oral Feedback, Giving Written Feedback, Sharing Learning Objectives and Outcomes.

Basic ICT skills Netbook familiarisation
Eness IMG 0785 square.jpg
Blogs Getting a buzz out of blogging
ORBIT-wiki-logo.jpg
Starting with the basic principles of blogs(tool) and blogging, this primary course looks at their use within education and how they can be used to improve teaching and learning. The focus is particularly on blogs as an ICT(i) tool for collaboration(ta) which encourages the effective use of reasoning(ta) and language(ta). The unit also discusses practical elements such as e-skills(topic) and copyright(topic) issues you might encounter in blogging.
Blogs Creating and Using OER to Promote Best Practice
Walesblog.jpg
One school's approach to sharing and promoting best practice using a blog
This lesson idea encourages collaboration(ta) between teachers in order to develop and share practice(i) across a school. Blogs provide excellent opportunities for children and adults to share ideas and work together. They encourage and enable dialogue(ta) between a writer - or group of writers - and an audience, allowing for quick and easy feedback. They enable questions(ta) to be asked and answered quickly. This example shows a blog being used to encourage discussion(ta) to enable curriculum planning(topic) and curriculum development(topic).
CPD Sharing Learning Objectives and Outcomes
Dfes1.jpg
What will they achieve - outcomes, objectives, and their importance
This resource highlights the link between learning objectives(ta) and assessment(ta) for learning, and explores ways to engage in planning(ta) for, and write good learning objectives - which identify the learning to take place, as opposed to just the activity with which the pupils will engage.
CPD Guide to the DfES Resource
Dfes1.jpg
Pedagogy and Practice: Teaching and Learning in Secondary Schools: Leadership guide
This resource provides a general overview of the DfES Pedagogy resources (see related resources/below).
CPD Encouraging Pupils to Ask Effective Questions
QuestionMark.png
Getting pupils to do the questioning
This resource describes some methods to encourage pupils themselves to engage in effective questioning(ta) - an active learning(ta) approach which may be useful in whole class(ta) or group work(ta) discussion(ta).
CPD Questioning - Bloom's Taxonomy
BiasQuestion.png
Developing questioning through Bloom's taxonomy
This resource discusses questioning(ta) and Bloom's taxonomy - which, at the higher levels, can be linked to higher order(ta) thinking skills and reasoning(ta).
CPD Questioning Techniques
BiasQuestion.png
How do I question? Thinking about questioning techniques in the classroom
This resource explores some alternative strategies to direct questioning(ta) including some advice and activities for supporting teachers in classroom practice.
CPD Planning for Inclusion
Dfes1.jpg
Planning for inclusion in your classroom
This resource discusses planning(ta) for inclusion(ta), in particular as related to active learning(ta), group talk(ta) and more generally interactive pedagogy.
CPD Establishing Purpose for Writing
PenAndPaper.png
Why do we have to write it down? Thinking about why we write...
This resource highlights some key types of text, and asks teachers to think about the key texts and language(ta) in their own subjects, and how tasks can be well designed to illicit purposeful writing in their classroom practice. Teachers should consider learning objectives(ta) for purposeful writing.
CPD Structuring Learning
Dfes1.jpg
Thinking about sequencing and planning for high quality pedagogy
The resource includes relevant information regarding lesson and curriculum planning(ta) for high quality pedagogy.
CPD Subject Specific Vocabulary
Dfes1.jpg
What's that word? Thinking about the language used in your subject
This resource highlights the importance of subject-specific vocabulary(ta) and its consideration in teaching as well as offering some practical tips for encouraging its effective use, and remembering in classroom contexts.
CPD Teaching for Metacognition
Dfes1.jpg
Thinking about Thinking, in the classroom context
This resource describes some strategies to engage metacognitive reasoning(ta) - thinking about thinking, for example, asking pupils to think about their own learning techniques. It includes activities to assist teachers in planning(ta) for their own teaching.
CPD Using Drama Activities in your Teaching
DramaMasks.png
A lesson by any other name...Using Drama across the curriculum to enhance teaching
This resource highlights some strategies to use drama(ta) activities in the teaching of other subjects. Drama(ta) can provide a useful cross curricula(i) way to prompt active learning(ta) and subsequent discussion(ta) and group talk(ta).
CPD Using Thinking Skills
Dfes1.jpg
What do you think? Exploring thinking skills for the classroom
This resource highlights higher order(ta) reasoning(ta) skills and activities to prompt their use in classroom contexts.
CPD Teaching Models
Dfes1.jpg
Concrete preparation – Action – Metacognition – Bridging - Mediation
This resource offers advice on planning(ta) for interactive pedagogy. Three sub-sections have been drawn from it (see related DfE resources).
CPD Common Pitfalls in Questioning
QuestionMark.png
Exploring problematic questions and ways to avoid them
Questioning(ta) is a key classroom practice, and skill, and can sometimes fall into the trap of focusing on lower levels, as opposed to higher order(ta) reasoning(ta) and discussion(ta) skills. This resource covers some reasons why this - and other pitfalls - occur, with some practical advice for ensuring high quality questioning in your classroom.
CPD Choosing and Selecting Groups
Dfes1.jpg
What group am I in? Thinking about choosing and selecting groups
This resource discusses various options for choosing groupings for group work(ta) activities, and their benefits and limitations.
CPD Giving Oral Feedback
Developinglanguage1.png
Developing good practice in giving oral feedback
This resource discusses giving oral feedback, particularly in the context of assessment(ta), which could include whole class(ta) discussion(ta) or group talk(ta), as well as questioning(ta) contexts.
CPD Group Work - Maintaining Momentum
Dfes1.jpg
Keep going! Maintaining momentum in group work activities
This resource discusses some practical classroom management(ta) strategies for maintaining momentum in group work(ta) activities.
CPD Group Work - Group Size
Dfes1.jpg
What size group are we in today? Thinking about group size
This resource discusses group work(ta) sizes, and the practical benefits and limitations of various group sizes - from individual work to whole class(ta) work.
CPD Developing Good Explanations
Dfes1.jpg
Say that again? Developing good explanations for classroom teaching
This resource explores some characteristics of good explanations (including linking to questioning(ta)), explaining these thoroughly and linking them to pupils' ability to engage in active learning(ta)
CPD Giving Written Feedback
PenAndPaper.png
Effective methods for written feedback
This resource discusses written feedback in the context of assessment(ta) and giving clear learning objectives(ta) from any feedback given. While such feedback is often on homework(ta), the resource is intended more broadly than that.
Collaborative writing Collaborative writing with EtherPad
Eness IMG 0785 square.jpg
Contemporary issues Teaching the Science of Contemporary Issues
Contemporyissues1.jpg
Find lesson inspiration aplenty from news clips and stories.
This longer (32 page) resource provides useful guidance, examples, and CPD activities for exploring contemporary issues in science, particularly to stimulate effective group talk(ta) and discussion(ta), and provoke pupil's interest in science.
Creativity Exploring the intersections of digital literacy and creativity
DEFTMundella.jpg
A DEFT case study with Mundella Primary School, Sheffield
This cross curricula(i) case study focusses on Digital Literacy, in particular using E-skills(topic) to: extend/update teaching skills and support CPD and explore the creative potential of digital technologies. The case study examines the potential of using mobile technologies to enhance creative aspects of learning.

One of the lesson ideas from the case study is available as a separate resource at Creating Digital Paintings using iPads

Differentiation Differentiation
ORBIT-wiki-logo.jpg
Developing effective techniques for differentiation by task and outcome
The small group work(ta) nature of this task allows teachers to share ideas, and attempt to conceptualise two different types of differentiation(ta), together. It also encourages teachers to share practice(i)s in differentiation. Teachers are first asked to consider differentiation ‘by task’ by thinking about self-sustaining activities which pupils could manage with little support. They are also asked to consider differentiation by outcome, and ‘hierarchies of achievement’ for particular topics. The practical nature of the task offers a concrete outcome for teachers to take away and use in their practice both day to day, and in curriculum planning(topic). The resource could be used as a prompt to start teachers off, a comparator for teachers working on similar topics, or just as an additional set of possibilities.
Digital Media 21st century show and tell
DEFTDinningtonComprehensive.jpg
A DEFT case study with Dinnington Comprehensive, Rotherham
This cross curricula(i) case study focusses on Digital Literacy, in particular using E-skills(i) to: support skills in writing/recording for a target audience and to improve communication and research skills through the process of creating OER(i)s. The case study illustrates issues involved in the use of video(i) for educational purposes, with an emphasis on students producing and releasing OERs. The method could also be used for self/peer assessment(i) with pupils.

One of the lesson ideas from the case study is available as a separate resource at Creating Instructional Videos.

Discussion The Environment for Group Talk in Science
Climateforgrouptalk-dfes1.jpg
"Ask questions rather than provide answers: ‘What’s the strength of his or her point?’ ‘How you could check that out?’ "
This resource contains a set of activities and examples to discuss and work through based around maintaining group talk(ta) in whole class(ta) and group work(ta) settings, including setting up Ground Rules, and creating appropriate environments (physical and 'class rule' based) for argumentation(ta) and discussion(ta)
Effective Learning Developing Effective Learning
Dfes1.jpg
A unit exploring 'effective learning' in the classroom
This document takes a longer look at effective learning, study skills(topic), and the attributes of effective learners.
Environment Our Living Environment
Our Living Environment1.png
Wise up on ecology
This study module, an online booklet, deals with the particular ways of thinking about and studying of the environment. It is a useful homework(ta) resource to encourage pupils to engage with key scientific vocabulary(ta) and use their knowledge of the scientific method(ta) to engage with inquiry(ta) learning.
Explaining Explaining
Dfes1.jpg
How's that work? Thinking about explanation
This is a longer DfES resource discussing explanation, from which the shorter and more focused resources Developing Good Explanations, Purposes of Explanations are drawn.
Force Force
Forceimage1.jpg
Thinking about 'force' in the national curriculum
This sessions engaged pupils in inquiry(ta) using the scientific method(ta) to explore force. It offers opportunity for teachers to use higher order questioning(ta), whole class assessment(ta) and to engage pupils in effective group work(ta) for investigation.
Force Moving and falling objects
Airplane.png
Understanding moving and falling objects as well as progression through the years
This published article explores the sorts of objectives(ta) they should be meeting, and the questioning(ta) teachers may engage in. The activities, aimed at progressively older children, engage them in inquiry(ta) based learning. The article explores how increasingly complex topics may be taught, and how teachers can ensure that children have a good grasp of a topic. There are suggestions for further reading to extend the primary teacher's knowledge of the area. Some of the suggestions appear in a related resource Progression & questioning techniques in primary science projects
Games Introduction to games
ORBIT-wiki-logo.jpg
This courses provides an introduction to games(tool) in the classroom. The course will focus on freely available online games, which can provide a starting point for exploring their use in the classroom without investment in hardware and software. At the conclusion of this course you will have engaged in lesson planning(ta), ready for implementation in your classroom.
Geogebra Geogebra
Eness IMG 0785 square.jpg
A set of basic Geogebra exercises to get you started
Geography in Education Geography in Education
Ruffledmap.png
Where is it? Exploring the place of geography in the curriculum
This unit looks at the contribution that geography can make in the education of young people and the characteristics and purpose of geography as a subject.
Global education A global dimension to science education in schools
Globalscience1.png
Science and technology beyond the Western world
This study unit is aimed at teachers who would like to give a more global feeling to their teaching. It shows how to source articles with an emphasis on science and technology beyond the Western world and how to incorporate them into teaching the curriculum.
Group talk Organising Group Talk in Science
Climateforgrouptalk-dfes1.jpg
The group in which students are expected to work has a huge bearing on their willingness to speak openly. Can we better manage group talk?
This resource contains activities and examples relating to group talk(ta) in science lessons in whole class(ta) and group work(ta) settings.
Group work Active Engagement
ORBIT-wiki-logo.jpg
This resource is a longer DfES document on active engagement/active learning(ta) from which some other shorter, more focused, resources are drawn including Using Drama Activities and Using Thinking Skills.
Group work Group Work
Dfes1.jpg
A unit exploring Group Work in context
This resource is a longer document on group work(ta) from which a number of other more focused resources have been drawn (including Group Work - Choosing and Selecting Groups, Group Work - Group Size, Group Work - Maintaining Momentum).
ICT Creativity and ICT
Exploringcreativity.png
Building communities and exploring creativity
This unit engages with the debates surrounding the term ‘creativity(tool)' and explores ways in which ICT(i) creates new opportunities for creativity and collaboration(ta)
ICT The use of mobile apps for digital story-telling by nursery pupils
DEFTShadowPrimary.jpg
A DEFT case study
This cross curricula(i) case study focusses on Digital Literacy, in particular using E-skills(topic) to: explore the creative potential of digital technologies for storytelling and to improve language skills. The case study explores the educational potential of mobile devices to support children's creative involvement with digital literacy. It also explores issues related to pupils using Web2.0 applications to share resources openly.

One of the lesson ideas from the case study is available as a separate resource at Telling Stories about Farm Animals

Inclusion Inclusion
Dfes1.jpg
Thinking about inclusion in your classroom
This resource provides a longer look at inclusion(ta), the resource Planning for Inclusion is a more focused document looking at inclusion(ta) in the context of interactive pedagogy.
Interactive pedagogy The OER4Schools Professional Learning Resource for sub-Saharan Africa
Eness IMG 0785 square.jpg
Interactive teaching with and without ICT
The resource introduces and illustrates interactive teaching – using interactive teaching techniques itself! These include asking users to brainstorm, reflect, collaborate, discuss, make personal sense of new ideas and try out new classroom practices. "Interactive" in this context does not mean technically interactive (in the sense of interacting with a computer), but pedagogically interactive: learners are interacting with each other and the teacher rather than being passive consumers of content.
Learning objectives Writing Learning Objectives in Primary Science
ObjectivesTarget.png
How are learning objectives supposed to work? How can one achieve mastery in writing learning objectives?
This resource encourages teachers to think about ways to link learning objectives(ta) to the curriculum which also helps to conceptualise their teaching schemes. It also helps children to understand what they are learning and what they are aiming for. The resource brings together key ideas, looking at specific outcomes from activities, vocabulary(ta), differentiation(ta), resources and curriculum development(topic) and short term planning(ta). It could be used as a 'refresher' on ideas when planning lessons.

Click here to view further results.

Category:Teacher Education Category:Resources