I found it very useful. Most people learn through a mix of styles, we know that. But most do have a preference and anything that encourage people to self reflect and think about what they are doing, taking ownership of their own learning is great.
Encouraging children to label themselves as a certain learning style is an awful thing to do and counteracts the aims of a healthy growth mindset. Moreover, extensive research has shown it is entirely false to think that children learn better by any one particular style, and indeed some research even shows that children learn more when they step outside their comfort zone. I've lost count of the number of times kids have said to me something like "sorry I can't do this worksheet because I'm a kinaesthetic learner" when really they just like e.g. football and mucking about, and saw their new label as a way of justifying not working. By all means teachers should plan their lessons with a variety of activities that stimulate learning in different ways, but presenting such simplistic, pseudoscientific nonsense to children in the the way you do in this powerpoint can only do harm to childrens' learning. We are supposed to be a research-informed profession, and you need to bring your pedagogy up to date.
Our characters, K, Tu and Elle will help you learn. In this activity they have to make some decisions. Choose which one you agree with. This will help you find out what kind of learner you are. Do you learn by:
Listening and talking?
Now find out!
Two important factors need attention when contemplating how and where to use the new computer-based learning technologies. Firstly, in order to select the right kind of software, it is necessary to have a clear picture of the desired outcomes of a particular learning situation. There are many varieties of interactive multimedia available, and matching the tool to the job should be an early consideration. Of equal, if not greater importance, is the question of whether, for a particular learner, interactive multimedia is the most appropriate learning tool.
This contains the DPA, a whole lesson from the beginning to the end. It also contains a set task for the pupils.All the theory is included.
Also included are flash cards which can be cut up to match as a plenary.
I have basically taken all the information i receieved from various resources to put it one place. (I have not CREATED the information itself but simply combined various resources together to make it easier therefore no Copyright issues) Some slides are specific to Liverpool John Moores University but all the standards are the same for everyone. I hope this helps it basically goes through each standard and shows what type of evidence you can use for each one!
This made life easier for alot of people!
When these booklets are printed you have 8 theory lessons primarily based on the BBC Bitesize website.
Follow the bitesize online pages and activities and complete the task sheets. Homework can be completed on the homework booklet.
They have been designed to be used without computers and there are enough lessons for 1 every 2 weeks.
Hope they are useful
These past exam questions formatted in writing frames will help students answer 6 mark questions.
Hopefully gets the pupils thinking about the structure as well as the number of points that need to be made.
Created for Unit 1 - Living in a digital world
The highly popular and powerful MicroPython programming language is used in this book. This is a textual script based programming language which is ideal as the third programming tool for the beginners after gaining experience of programming with the simple Block Editor and Touch Develop programming languages.
The book covers more than 27 tested and working projects using the MicroPython programming language. The following are given for each project:
• Title of the project
• Description of the project
• Aim of the project
• Difficulty level
• Program listing
• Try for yourself
The complete MicroPython programs are given for each project. In addition, the logical operation of the projects are described briefly in each section. Students are encouraged to go through the projects in the order given in the book.