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• Topics/In progress
  {{TopicpageTable| In progress }}
  52 bytes (4 words) - 12:56, 30 September 2012
• RECOUP/Semi-structured interviews/interview in progress
  637 bytes (71 words) - 12:14, 5 February 2015
• RECOUP/Semi-structured interviews/interview in progress/audio alternative is available here
  371 bytes (38 words) - 12:14, 5 February 2015

Page text matches

• Topics/In progress
  {{TopicpageTable| In progress }}
  52 bytes (4 words) - 12:56, 30 September 2012
• Progression & questioning techniques in primary science projects
  |title= Progression and questioning techniques in primary science projects |tagline=Measuring force and measuring progress.
  1 KB (153 words) - 16:32, 9 January 2013
• Assessment for Learning/teaching approach
  ...o judge the success of their work and to take responsibility for their own progress.
  571 bytes (88 words) - 08:27, 28 September 2012
• Developing Progression in Primary Science
  |title= Developing Progression in Primary Science |content= A document about developing progression in science investigations including a look at some indicators of a student's l
  1 KB (120 words) - 14:27, 25 October 2012
• OER4Schools/Assessment for learning and lesson pacing/overview
  whilst making sure that your pupils are making continued progress. In detail the unit covers
  421 bytes (61 words) - 15:59, 3 December 2013
• OER4Schools/ICT/Concept mapping
  As in the last session, use the robot/traffic lights resource to assess your progress as a group whilst doing the ICT activities. This will alert the facilitato ...oncept mapping software in the classroom? Plan an activity that you can do in the classroom.
  598 bytes (100 words) - 19:48, 17 November 2013
• Video/Aggie Fitness A10.m4v
  ...e: Not only one person should be writing/talking, but they should take it in turns so that everyone gets a chance to write/be listened to.
  584 bytes (88 words) - 13:43, 11 August 2014
• OER4Schools/Taster materials UNISA/Peer support in group work
  ...we were exploring the relationship between area and perimeter. They worked in groups, using Geogebra software on netbook computers. * What is the role of the teacher during group work in this clip?
  1 KB (232 words) - 22:38, 11 November 2013
• Assessment for Learning Introduction
  ...to provide pupils with the skills and strategies for taking the next steps in their learning; ...rners need to be clear about exactly what they have to achieve in order to progress. They should have access to the criteria that will be used to judge this, a
  5 KB (788 words) - 18:14, 6 February 2015
• Developing Your Teaching
  Teaching is a complex process. Complexity increases as we factor in assessment and pupil achievement; raising standards; the variety of experie ...r school is situated and about the aims and values of the education system in which you work.
  4 KB (658 words) - 18:16, 6 February 2015
• Force
  |tagline=Thinking about 'force' in the national curriculum |strategy=in progress
  1 KB (163 words) - 11:12, 10 December 2012
• Video/Agness audio diary - talking points.mp3/transcript
  * Group work should finish in one lesson. True. You have to plan for read in a particular time. * All pupils in the group should be active during group work. Yes. If they are not active,
  1 KB (223 words) - 12:29, 10 April 2013
• Assessment for Learning Introduction/Table
  ...at the beginning of the lesson and, where appropriate, during the lesson, in language that pupils can understand *evaluate this feedback in relation to achievement of the learning objectives to inform the next stage
  5 KB (672 words) - 12:54, 23 August 2012
• Assessment to Raise Achievement in Maths
  |title=Using Assessment to Raise Achievement in Maths ...and further pupils’ learning, and strategies to inform pupils about their progress.
  2 KB (286 words) - 23:49, 26 January 2015
• OER4Schools/activities/Think-Pair-Share
  ...teractivity. Teachers should cue the progress from one step to the next. In the primary classroom, hand signals for each step can be developed with the ...ibute during lessons it is not necessary to give everyone that opportunity in every activity.
  2 KB (323 words) - 16:16, 26 March 2013
• Whole Class Work - Research Summary
  ...g effective in raising attainment. Early teacher effectiveness researchers in the USA, using classroom observation, gradually started to find patterns wh ...junior school education. Generally, Mortimore et al. found, as with Galton in secondary schools, that teachers were spending much more time on communicat
  5 KB (664 words) - 18:32, 6 February 2015
• OER4Schools/Peer and self-assessment/background reading
  ...fL strategy that ‘promotes independent learning, communication and support in the classroom.’ (Afl Guidance, p 26). ...ssment help to give every student indications about how their learning can progress.
  2 KB (337 words) - 13:43, 5 September 2013
• OER4Schools/activities/Think Pair Share
  ...teractivity. Teachers should cue the progress from one step to the next. In the primary classroom, hand signals for each step can be developed with the
  1 KB (177 words) - 15:55, 30 November 2012
• OER4Schools/ICT/Geogebra revisited
  ...ut GeoGebra. How did the GeoGebra exploration go? How can you use GeoGebra in a lesson? Use the [[OER4Schools/activity template|activity template]] to de ...o far, namely GeoGebra and Open Office Impress (for images), and also make progress with your typing practise. You can refer back to the
  978 bytes (147 words) - 12:41, 10 February 2014
• RECOUP
  This site is a collaborative space for researchers interested in qualitative research methods. It is maintained by the [[RECOUP/site/RECOUP/ ...UP_Group setting.jpg|thumb|200px|a qualitative research skills workshop in progress]]
  2 KB (243 words) - 10:30, 7 September 2016

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