Teaching Thinking Skills with Fairy Tales and Fantasy This step-by-step introduction to teaching thinking skills will be useful to teachers, librarians, and staff development personnel. Each thinking skill is presented in a one-page reproducible (easily adapted to a transparency or PowerPoint slide), followed by several self-contained activities using fairy tales and fantasy books as the basis to teach the integrated skill. Skills taught range from deductive reasoning to inferential and perceptual thinking. There are over 30 skills in all. Gifted education teachers will love this book.
ICT FOR CURRICULUM ENHANCEMENT Edited By Moira Monteith EDUCATION intellect Edited by Moira Monteith – – of the activities and how the students engaged in them. In the second project concerning the use of multimedia CD-ROMS, teachers claimed these enhanced their teaching and encouraged more student centred learning. Additionally, teachers should try to provide greater opportunities for independent learning tasks through the use of a range of software. She looks at the (creative?) gaps and differences in National Curriculum documentation of all four countries of the UK. She agrees with Papert that there must be a balance between instruction, construction and initiation.
Developing an Association for Language Teachers Handbook This handbook has one simple purpose. That is, to provide some practical suggestions for language teachers. It may be that you are thinking about setting up an association or that you have already started an association and would like more ideas on certain aspects. The suggestions which are presented here are all based on the practical experience of teachers in many parts of the world.
However, we cannot pretend that all the ideas in this handbook can be applied automatically in any situation. When setting up or developing an association you will, of course, have to pay primary attention to the needs of language teachers in your own situation. You will also have to pay attention to the constraints of your own situation, and make use of the resources which are available in your situation. It is impossible for a short handbook to deal with all the possibilities which may exist.
Think of this handbook, then, simply as a bank of suggestions. It is for you to adopt,
adapt or reject these suggestions as you think fit.
1 This text has been slightly adapted from the introduction of the 1988 edition.
Business, Economics and
Enterprise:
Teaching
School Subjects 11–19
.
Business, Economics and Enterprise is for teachers of business education and economics in the years of their early professional development, including those on PGCE courses, those in their induction year, and those in years 2 and 3 of their teaching career. The book will also be suitable for subject leaders with mentor responsibilities and Advanced Skills teachers undertaking specialist inset and teaching support.
The book covers the training standards for NQTs and the Induction Standards. But it goes beyond this by fully exploring issues to do with subject knowledge in learning to teach, broadly accepting that an essential element of a secondary teacher's identity is tied up with the subject taught. A distinguishing feature of the book is that it starts by recognizing that new teachers often feel disempowered in relation to the subject expertise that they bring into teaching.
Business, Economics and Enterprise provides stimulating assistance to subject specialists by helping them find ways of thinking about their specialism, how to teach with it and how to engage with what pupils learn through it
ESL Teacher's Conversation Pack
Developing an Association for Language Teachers Handbook
