The Powerful Effects of Teaching Thinking Explicitly as a Skill - KE play >
The Powerful Effects of Teaching Thinking Explicitly as a Skill - KE
10/26/2006 | Download File (29.80 MB) - right click to download
Thirty years experience with the direct teaching of thinking as a skill all around the world. Teaching thinking as a subject increases the performance in every other subject between thirty and one hundred percent. Teaching thinking increases five fold the employment rate of unemployed youngsters. Teaching Thinking reduces criminality among violent youngsters by ninety percent. Teaching Thinking cuts corporate costs by millions of pounds. An understanding of the human brain as a self organising information systems leads to design of specific thinking tools; for perception, for creative thinking (lateral thinking) and for exploiting a subject. Traditional thinking is based on analysis and judgement. This is excellent but not enough. For the first time in history we can use creativity deliberately.
Turning Good Teachers Into Great Leaders - KD play >
Turning Good Teachers Into Great Leaders - KD
10/19/2006 | Download File (25.73 MB) - right click to download
Everyone agrees that leadership in a school contributes greatly to producing high student outcomes. School leadership can come from the administration, teaching staff or both. While much is known about administrative leadership and how to develop it, less is known about teacher leadership. Few school authorities attempt to systemically identify and nurture teacher leaders.
Everything is Miscellaneous - KB play >
Everything is Miscellaneous - KB
10/13/2006 | Download File (21.50 MB) - right click to download
We have organised our ideas using the same principles by which we organise our laundry. We've had to because the means by which knowledge is communicated and transferred have been physical. This has silently constrained how we order knowledge. Now, however, as information and the information about information are all becoming digital, we are creating new principles of organisation free of the traditional constraints. For example, in the physical world, a book has to go on one spot on a shelf, so we have to choose its primary category. Digitally, the more categories we can file it under, the more useful it will be to readers. Traditionally the institution that owns the knowledge resources also owns the organisation of those resources; digitally, users are coming to expect to be able to organise information the way they want.
Success and Sustainability; By, With and Across Our Schools - KA play >
Success and Sustainability; By, With and Across Our Schools - KA
10/9/2006 | Download File (34.33 MB) - right click to download
Few of the efforts and effects of leadership succeed in being sustainable. Heroic or charismatic leaders can achieve short-term success, but it rarely survives beyond their departure. Micromanagers can lift performance, but this quickly fades once the leader is no longer breathing down people's necks. Like sustainable development, sustainable leadership is an imperative in today's educational and social world. There must be leadership that really can foster long term school improvement and ensure lasting success. The questions are – what does it look like and how can it be implemented in education? Drawing on long term studies of educational change over 30 years, and his co-authored book, Sustainable Leadership, Andy Hargreaves addresses what kinds and patterns of leadership make improvement sustainable in ways that matter, spread and last.
National Content Partnerships - C2E play >
National Content Partnerships - C2E
9/29/2006 | Download File (17.61 MB) - right click to download
This joint presentation, with Michael Anderson of the National Library of Scotland and Paddy Patterson of Learning and Teaching Scotland, will look at how holders of national cultural collections can work with LT Scotland to provide wider access to their material through Glow (formerly SSDN).
Emotional Health Online - B1I play >
Emotional Health Online - B1I
9/29/2006 | Download File (19.05 MB) - right click to download
Discussion about the new and ambitious emotional health website for levels A- D aims to provide direction and support for teaching and learning. The site allows children to take a trip in the park where they meet a variety of people and situations which test their feelings and gives them feedback on the actions they choose.
Glow Technical Update - S1H play >
Glow Technical Update - S1H
9/22/2006 | Download File (23.97 MB) - right click to download
As Scottish local authorities engage with the Glow, there are a range of technical issues which will require to be taken account of. This seminar will add to the technical briefings which have been offered to local authority technical staff during the preceding months. The actual content will be focused on the tasks that need to facilitate access for users who are communication with the Intranet service from within the local authority network.
Cross-continental, Cross-cutting Themes - S1F play >
Cross-continental, Cross-cutting Themes - S1F
9/22/2006 | Download File (18.14 MB) - right click to download
Curriculum Review isn’t just happening in Scotland – in this seminar you can find out what is happening in Australia, and compare and contrast with the ongoing process of reflection and engagement in Scotland. The seminar will offer a view of experience from Victoria, where new Essential Learning Standards are being introduced, within a coherent framework which also addresses the integration of pedagogy, assessment and reporting and compare that with Scotland’s experience in developing new learning outcomes under A Curriculum for Excellence.
Cooperative Learning: Creating a Curriculum for Excellence - S1D play >
Cooperative Learning: Creating a Curriculum for Excellence - S1D
9/22/2006 | Download File (21.29 MB) - right click to download
Enabling all pupils to become ‘Successful Learners’, ‘Confident Individuals’, ‘Effective Contributors’ and Responsible Citizens’ is unlikely to be achieved by adding new initiatives into an already overcrowded curriculum. Rather, the ways in which teachers teach and pupils learn need to be radically transformed so that the learning environment supports and promotes these outcomes. Durham District School Board, Ontario, Canada embarked on their Co-operative Learning journey in 1988, revolutionising learning and teaching and the culture of the entire school district. Their work received international recognition in 1996, when they were awarded the prestigious Bertelsmann Award for School Innovation. North Lanarkshire is now four years into their own journey, adopting the Durham model of training all teachers, managers and support staff in the techniques and strategies of Co-operative Learning. To date, some 2000 members of staff from across all sectors and stages have been trained in the techniques via Summer, Fall, Winter or Spring ‘Academies’ and courses continue to be oversubscribed.
Better Behaviour – Better Learning - S2I play >
Better Behaviour – Better Learning - S2I
9/22/2006 | Download File (22.89 MB) - right click to download
An award-winning school presents how it met the Better Behaviour – Better Learning agenda by tackling indiscipline and truancy or other unauthorised absence, and working with staff and pupils to create a positive climate where pupils are respected and respect others. It covers: cross-curricular planning, using a virtual learning environment and global Issues and communication.
