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From OER in Education
| Literacy | Developing Language in Primary Science | |
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Language development and the use of appropriate vocabulary(ta) is highlighted as important across the curriculum. Incorporating this consideration into science planning(ta) is important for meeting the target of developing language. The importance of language and talk in science – including through group work(ta), and Whole class(ta) dialogue – is highlighted elsewhere (and in the resource) but includes the ability to explain concepts, understand synthesising ideas (including those from other people and texts), and the need to read and write for different purposes, (including conceptual understanding, data presentation, etc). These are key ideas in communicating the scientific method(ta) | |
| Maps | Restless Earth | |
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How would you respond? Using maps to model disaster support and recover exercises. This is a free workshop offered by the British Cartographic Society (BCS). Students are assigned roles for group work(ta) tasks to represent various disaster recovery agencies. Learning and teaching focuses around small group work, co-inquiry(ta), exploring ideas alongside negotiation, enquiry-based learning as well as a final whole class(ta) dialogue(ta). The overall aim of the workshop is for each group to produce a map suitable to meet the needs of the various disaster recovery agencies. BCS organise and supervise the event on the day. They run the workshops throughout the year at a variety of locations. Schools can host their own event or attend an organised one elsewhere. The only proviso is that BCS have access to a large hall with Internet available. If you would like to host or attend a Restless Earth workshop please contact the British Cartographic Society via the following link: http://www.cartography.org.uk/default.asp?contentID=982 | |
| Materials | The Material World | |
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Exploring the properties of materials around us. Designed to encourage active learning(ta), this study module explores the properties of materials from everyday life.It also involves some simple inquiry(ta) and practical activities using household items. | |
| Measuring | Thinking about measurement | |
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How big is it? Thinking about measurement This module introduces the uses and limitations of measuring size, as well as giving a taste of using distance learning(i) materials for higher education. This resource can serve as a useful revision of various measures, while providing helpful insight into active learning techniques, use of real life examples, the importance of technical language, and the importance of study skills(topic) (such as use of dictionaries, indexes, representation of information, etc.).
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| Modelling | Modelling Scientific Writing | |
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How do we help pupils to express themselves adequately when they write? This resource discusses methods for modelling(ta) scientific writing, and the structure and kinds of language(ta) used in such writing. It provides exemplars and suggests activities to assist teachers to apply these methods to their own practice.
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| Modelling | Models in Science | |
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Teachers use models to help pupils make sense of their observations An opportunity for teachers to discuss the use of modelling(ta) and visualisation(ta) in Key stage 3 science
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| Models | Different types of model in science | |
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"When you use a model, you should make it clear to pupils that it is a model that you are using." This resource provides some examples of the types of models(tool) used in science teaching, their roles, and importance for teaching.
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| Models | Using Models & Modelling in Science | |
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Teachers use models to help pupils make sense of their observations This resource describes the types of models(tool) that are useful in science teaching, distinguishing between scientific models and teaching models. Using numerous examples, it highlights each model's strengths and limitations.
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| Multimedia | Working with multimedia | |
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| OER4Schools | Traffic lights or Robots in your classroom | |
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| OER4Schools | brainstorm activity template | |
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| OER4Schools | Lesson plan template | |
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| OER4Schools | Principles of interactive teaching | |
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| OER4Schools | Activity template | |
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A template to develop your interactive teaching practise
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| OER4Schools | Spreadsheet exercises | |
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A set of basic spreadsheet exercises to get you started
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| Patterns | Exploring Pattern | |
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Exploring patterns in mathematics Each chapter of this tutorial highlights the study skills(topic) required to work through the real world examples and activities given. There are problems to be solved, some of which involve higher order(ta) thinking skills (for example, being asked to correct a set of instructions), and all of which encourage the use of mathematical language(ta) and mathematical thinking(ta). The resource could also be used in class, or as a useful homework(ta) pack.
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| Problem Solving | Problem Solving in Primary Education | |
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Encouraging primary pupils to think about problem-solving. Problem-solving and reasoning(ta) are important skills to learn, and engage with in teaching. This document provides some guidance and practical examples on how to use problem-solving skills in the primary curriculum.
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| Progression | Progression and questioning techniques in primary science projects | |
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Measuring force and measuring progress. This resource provides an overview of the Year 6 scheme of work - 6E Forces in action and includes some experiment examples. The experiments could be run in class, with increasingly advanced objectives(i) including students' use of language(ta), the factors they discuss, the way they use equipment, assessment(i), etc. This resource can work as standalone lesson ideas / science projects /inquiry(i), or to illustrate progression of concepts through a scheme of work or curriculum planning(i) document.
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| Progression | Developing Progression in Primary Science | |
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Progression and the wonders of 'one-ness' and 'two-ness' A first part on ‘developing progression in science investigations’ could be used to prompt discussion on how far we expect pupils to develop, and the sorts of inquiry(ta) which encourage this.
The second part, 'indicators of Level 1 and 2ness', provides a useful set of criteria for assessing national curriculum levels. These criteria prompt thinking about assessment(ta) levels in curriculum development(topic). A concrete outcome of the activity may be to keep such criteria in a mark book for day-to-day use. | |
| Questioning | Questioning checklist | |
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| Questioning | Questioning Techniques in Primary Science | |
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Asking questions about what students saw, measured, understood. About what could happen, happened, should have happened... and more. This resource offers the opportunity to think about the appropriate questions to ask at various stages of investigation and how to ensure high quality questioning(ta) at these points. This is obviously an important classroom skill, one which has a strong impact on children's progression, yet which can often be lacking in classrooms which tend to focus on fact-based recall questions. This resource offers an opportunity to think about such an activity and some prompts for applying questioning techniques. Although they are written for science, these suggestions could be used as prompts for application in other subjects.
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| Questioning | Questioning | |
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Why Question? A unit exploring the use of questioning in your classroom This resource discusses questioning(ta) and its relationship to engaging reasoning(ta), active learning(ta) and discussion(ta) as well as aspects of planning(ta) such as writing learning objectives(ta).
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| Questioning | Strategies for increasing participation in answering questions | |
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| Questioning | Questions you can ask | |
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| Reading skills | Developing Reading | |
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| Science | Primary Science Investigation | |
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What is involved in 'doing a science investigation'? And what is there to assess? This resource describes the process of doing an investigation for inquiry(ta)-based learning. Teachers could share practice(i) and lesson planning(ta) ideas using the list of pupil skills (e.g. observing). It also lists learning goals for investigation skills (e.g. observing, predicting, problem solving) and ideas for exploring different types of practical work(ta) in science.
It could be used for discussion(ta) or brainstorming on how to apply these skills to different content areas. The resource emphasises engaging pupils in the scientific method(ta) - using higher order(ta) thinking skills, group work(ta) and dialogue(ta) to facilitate knowledge building(ta)/reasoning(ta). | |
| Science Education | Changes in Science education | |
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Get down to the core of why we teach science Providing an overview of current issues in UK science education, this unit examines what type of science the curriculum should cover and for what purpose. It introduces students to practical problems in the delivery of an effective science curriculum(topic), and particular questions at all three educational tiers - primary, secondary and tertiary - are touched on. The unit can be used to assist curriculum planning(topic)
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| Using ICT in Science Teaching | Effective Use of ICT | |
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A resource for lecturers to introduce their PGCE students to effective use of ICT A presentation introduces student teachers briefly to the history of school ICT(i) provision and engages them in more detail with ways ICT has been used effectively in supporting science teaching and learning as they engage in small group work(ta) to evaluate material.
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| Using images | Monarch butterfly sequencing activity | |
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| Visualisation | Using visualisation in maths teaching | |
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Thinking about visualisation in education. This unit looks at visualisation(ta) as it relates to mathematics, focusing upon how it can be used to improve learning. It also identifies ways in which to make more use of visualisation within the classroom.
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| Wikis | Sharing ideas introducing wikis | |
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What do you need to know? We could make a Wiki page for that! When used properly, wikis(tool) are powerful tools that enable sharing of information and knowledge. This course explores how they can be used in the classroom to improve teaching and learning and enable collaboration(ta) on group work(ta) projects. It also covers important considerations such as e-safety(topic) and e-skills(topic) as well as ways to engage in sharing practice(topic).
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| Writing | Developing Writing | |
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Understanding the importance of writing This resource is a larger DfES document on writing(topic) and language(ta) development, from which more focused resources (including Establishing Purpose for Writing) are drawn.
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