Resources: Teacher Education

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Pick your resource by topic:
    • [[Topics/Assessment|Assessment]]
    • [[Topics/Assessment|Assessment]]
    • [[Topics/Curriculum development|Curriculum development]]
    • [[Topics/Curriculum planning|Curriculum planning]]
    • [[Topics/Blogs|Blogs]]
    • [[Topics/ICT|ICT]]
    • [[Topics/CPD|CPD]]
    • [[Topics/E-skills|E-skills]]
    • [[Topics/Copyright|Copyright]]
    • [[Topics/Creativity|Creativity]]
    • [[Topics/E-skills|E-skills]]
    • [[Topics/Progression|Progression]]
    • [[Topics/Curriculum development|Curriculum development]]
    • [[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/Force|Force]]
    • [[Topics/Materials|Materials]]
    • [[Topics/Models|Models]]
    • [[Topics/Progression|Progression]]
    • [[Topics/Questioning|Questioning]]
    • [[Topics/Questioning|Questioning]]
    • [[Topics/OER4Schools|OER4Schools]]
    • [[Topics/Teacher Education Resources for Sub-Saharan Africa|Teacher Education Resources for Sub-Saharan Africa]]
    • [[Topics/OER4Schools|OER4Schools]]
    • [[Topics/Using ICT in Science Teaching|Using ICT in Science Teaching]]
    • [[Topics/Visualisation|Visualisation]]
    • [[Topics/Wikis|Wikis]]

Relevant resources


Assessment Changing KS3 Questions for Engaging Assessment
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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
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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 Assessment for Learning
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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.

Assessment Diagnostic Questions in Maths Teaching
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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.

Blogs Creating and Using OER to Promote Best Practice
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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 Common Pitfalls in Questioning
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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 Giving Oral Feedback
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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 Teaching Models
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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 Sharing Learning Objectives and Outcomes
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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 Giving Written Feedback
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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.
Creativity Exploring the intersections of digital literacy and creativity
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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
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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
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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.

Force Force
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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.
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.
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.
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.
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.
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
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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).
Questioning Strategies for increasing participation in answering questions
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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)
OER4Schools Lesson plan template
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OER4Schools Traffic lights or Robots in your classroom
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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.
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.

Category:Teacher Education Category:Resources