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Which clippings match 'Teachers' keyword pg.1 of 1
17 MARCH 2013

Finland's school system accomplishes some impressive feats: so what makes Finnish students so successful?

"Students get plenty of teacher interaction: Finland and New York City have the same number of teachers. But Finland has nearly half the number of students. Standardized testing is kept to a minimum: before a New York student reaches high school, he or she will have taken 10 standardized tests. Collectively, US students take 100 million standardized tests a year. Finland's only standardized test is taken when students are 16 years old. Kids have more time to be kids: an average us 5th grader has 50 minimum of homework per day. Finnish students rarely do homework until their teens. And while us elementary students average 27 minutes of recess students in Finland get about 75 minutes a day). Finland knows good teachers are essential: teachers in Finland are all required to have a Master's degree (which is fully subsidized by the state)."

(OnlineClasses.org, 21 January 2013)

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CONTRIBUTOR

Simon Perkins
13 JULY 2012

Trevor Hussey and Patrick Smith: The Uses of Learning Outcomes

"This paper argues that learning outcomes need to be reclaimed from their current use as devices for monitoring and audit, and returned to their proper use in aiding good teaching and learning. We require a broader, flexible and more realistic understanding of learning outcomes, better suited to the realities of the classroom and of practical use to those teachers who wish to respond to the enthusiasm of their students. To this end, a new model is produced that starts from the idea of an articulated curriculum, and embraces both intended and emergent learning outcomes. The model employs the distinction between predicted and unpredicted learning outcomes, together with the distinction between those that are desirable and those that are undesirable. The resulting account is intended to aid understanding of the nature and proper use of learning outcomes in teaching and learning."

(Trevor Hussey & Patrick Smith, p.357, 2003)

Trevor Hussey & Patrick Smith (2003). "The Uses of Learning Outcomes", Teaching in Higher Education, Vol. 8, No. 3, 2003, pp.357–368, ISSN 1356–2517 (print)/ISSN 1470–1294 (online)/03/030357–12, 2003 Taylor & Francis Ltd., DOI: 10.1080/1356251032000088574

TAGS

accountabilityadministriviaaid to understandingambiguityambiguity and uncertainty • articulated curriculum • auditaudit culture • auditing • best practicebureaucracy • constructive alignment • contiguous learning outcomes • corridor of tolerance • curriculum designcurriculum development • David Megginson • desirable outcomes • effective alignment • ELO • emergent curriculum • emergent learning outcomes • enhancing learning • experienced teachers • flexibility • good teaching and learning • higher education • ILO • incidental learning outcomes • indecisiveness • intended learning outcomes • John Biggs • learnerslearning and teaching • learning moments • learning outcomesmonitoring • Patrick Smith • pedagogic recontextualising fieldpedagogypractical usepredictability • predicted learning outcomes • QAA • realistic understanding • realities of the classroom • related learning outcomes • responding to enthusiasm • student enthusiasmstudent learningteachersteaching • Teaching in Higher Education (journal) • Trevor Hussey • uncertainty • unpredicted learning outcomes

CONTRIBUTOR

Simon Perkins
04 DECEMBER 2010

e-Pedagogy & e-Assessment: new kinds of learning

"The changing environment facilitates new kinds of learning. Teachers have traditionally focussed on content; indeed, many consider the identification and delivery of learning material to be their prime role. It is through this role that they seek to direct learning. But it has been argued that this traditional teaching skill is redundant in today's information–rich learning environment."

(Bobby Elliott, CAA Conference 2008)

Elliott, B. (2008). 'E–Pedagogy & E–Assessment'. 12th CAA Conference: Research into E–Assessment. Loughborough, UK, Loughborough University.

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TAGS

2008Assessment 2.0assimilationbehaviourismblackboard • CAA • changecognitive dissonance • cognitivism • collaboration • Computer Assisted Assessment • conferenceconnectivismconstructivismcontente-assessmente-learning • e-moderation • e-pedagogyeducationengagementfacilitationguide on the sideICTinformation-richJean Piagetknowledgelearninglearning environmentlearning materialsLev VygotskyLoughborough Universitymental modelsMoodle • network learning • participationparticipatory learningpedagogy • proceedings • RSSsage on the stage • Scottish Qualifications Agency • Second Life (SL)social changesocial constructionismsocial constructivismsocial interaction • social nature of learning • teachersteachingtraditiontransformationubiquitous computingVLEWeb 2.0 • zone of proximal development

CONTRIBUTOR

Simon Perkins
14 NOVEMBER 2010

Promoting an inclusive academic community

"We now examine how emerging models of meaningful student engagement with institutions can start to re–create the notion of an inclusive academic community where learners, teachers and researchers are all seen as scholars and collaborators in the common pursuit of knowledge. Using student engagement with CETLs as a brief case study, we consider firstly how we can engage students, who may have little awareness of research, with the idea. Secondly, we describe initiatives aiming at meaningful student engagement in curriculum review, including incorporation of undergraduate research. Finally, we examine the experience of students who wish to publish their research outputs, using Reinvention: a Journal of Undergraduate Research as a case study."

(Paul Taylor and Danny Wilding, 2009)

Dr Paul Taylor and Danny Wilding, T'he Reinvention Centre for Undergraduate Research', University of Warwick, November 2009

TAGS

2009academic communitycase studyCentres for Excellence in Teaching and LearningCETL • curriculum review • engagementhigher education • Journal of Undergraduate Research • learnerspursuit of knowledgeQAA • Quality Assurance Agency for Higher Education • raising awareness of research • Reinvention Centre • researchresearch outputs • research publishing • researcher • scholars • scholarshipstakeholdersstudent engagementteachersUKundergraduateundergraduate researchUniversity of Warwick

CONTRIBUTOR

Simon Perkins
17 OCTOBER 2008

Re-envisioning Classrooms in a Networked World

"The Big Premise: This is a very challenging moment for educators. Our children are headed for a much more networked existence, one that allows for learning to occur 24, 7, 365, one that renders physical space much less important for learning, one that will challenge the relevance of classrooms as currently envisioned, and one that challenges our roles as teachers and adult learners."

(Will Richardson)

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TAGS

classroomseducation • interconnection • networknodepedagogyphysical spaceteachersvirtual space • Will Richardson

CONTRIBUTOR

Simon Perkins
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