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Using Media in Teaching: Learning Guide. Section Five - Understanding Popular Media

How can we help learners to develop the ability to respond to media more critically? This section aims to enable you to do just that. In Section 5.1 we introduce you
to two approaches teachers can use to teach media literacy. We will call these approaches – that, you will notice, have important overlaps – a MAP approach and a Keys Concepts approach.
 
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Courseware

Using Media in Teaching: Learning Guide. Section Seven - Using Computer Technologies in Schools

The current optimism about computers makes it easier to find funding for projects that involve computers than it is to find sources willing to contribute to teacher
development or basic infrastructure, such as toilets, chairs or chalk. Computers and the Internet are 'cool' and easy to generate enthusiasm about. As with television, though, we need to view such enthusiasm for computers critically: we can't ignore the impact that computer technologies are having on our society, but we shouldn't believe they will solve all our problems.
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Courseware

Working in Classrooms. Reading 7 - The open classroom

In this set of extracts from The Open Classroom, Herbert Kohl compares the spatial arrangements of three different classrooms. The classrooms he describes are hypothetical, but the
descriptions are based on actual classrooms and are all fairly typical for North America. In this set of extracts from The Open Classroom, Herbert Kohl compares the spatial arrangements of three different classrooms. The classrooms he describes are hypothetical, but the descriptions are based on actual classrooms and are all fairly typical for North America.
Type
Readings/Reference Materials

Working in Classrooms. Reading 9 - A staffroom conversation

This dialogue is one of the series of dialogues and cases that Wally Morrow and other members of the writing team prepared for the Learning  Guide Working  in  Classrooms: Teaching,  Time  and  Space.
 
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Readings/Reference Materials

Working in Classrooms: Teaching, Time and Space. Learning Guide - Section One

Time and space are the medium of human existence. Everything we do happens somewhere and takes some time, perhaps a minute, perhaps an hour, perhaps years.
All our projects and activities -large and small, serious and playful- are enabled and constrained by time and space. But this does not mean that we are somehow at the mercy of time and space. As human agents– that is as people able to take responsible action – we are able to organize time and space in ways that help us to do things better. This module explores how South African teachers can reorganize the spaces in which they teach, and the way in which time is organized in their schools, to improve learning.
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Courseware

Working in Classrooms: Teaching, Time and Space. Learning Guide - Section Two

 Time and space in teaching: Teaching as a practice that shapes, and is shaped by, time and space. By the end of the section you should be able to use concepts to help you think about school teaching and how it is related to arrangements of time and space.

 

Section Two builds a conceptual foundation for the module as a whole. By the end of the section you should be able to use the following concepts to help you think about school teaching and how it is related to arrangements of time and space:

• internal time and space;

• external time and space;

• activities, agents and intentions;

• formal purposes;

• elements of teaching;

• practices;

• institutions;

• regulative and constitutive rules.

Type
Courseware

Working in Classrooms: Teaching, Time and Space. Learning Guide - Section Three - School time and space: How school teaching is shaped by arrangements of external time and space

Section Three focuses on external arrangements of time and space and how these affect teaching and learning. By the end of the section you should be able to use the following concepts to help you think about different ways of arranging time and space at schools and to understand how these arrangements both help and hinder teaching:
• external time and space;
• structuration;
• order and chaos;
• allocated and prescribed time and space;
• regulative rules;
• contractual rules;
• discretionary time;
• preferential time.
Type
Courseware

Working in Classrooms: Teaching, Time and Space. Learning Guide - Section Four - Classroom time and space

Section Four focuses on internal arrangements of time and space and how these affect teaching and learning. By the end of the section you should be able to use the following concepts to help you think about how to arrange classroom space and time for purposeful learning:
• physical space and clock time;
• external and internal time and space;
• practical and symbolic reasons;
• allocated and engaged time;
• clock-time and lived time.
Type
Courseware

Working in Classrooms: Teaching, Time and Space. Learning Guide - Section Five - Making learning time and space for large classes

Section Five builds on concepts developed throughout the module and on the idea that how teachers solve problems relating to space and time depends on what their teaching purpose is and on who the learners are. By the end of this section, you should be able to:
  • see how crowded space hinders teaching and learning;
  • use your judgement in developing an appropriate approach to arranging learning time and space, especially in large, overcrowded classes;
  • appreciate how such an approach depends on a notion of teaching as an intentional practice, which is both flexible and learning-centred;
  • understand the scope of teachers' responsibility for helping learners to shape learning time and space beyond the classroom and outside of school time;
  • use your judgement in thinking about how to enable learners to enter and work within the conceptual space of different subjects or learning areas.
Type
Courseware

BRIDGE'S School Profile Guide

BRIDGE’s Guides to Social Investment Interventions aim to support the work and spend of social investors who promote educational improvement. The purpose of the School Profile Guide is to help you establish a preliminary overview of the level of functionality of a school which is the target of a funded intervention in order to assist with project planning. It has been developed as a generic tool, with the understanding that users will adapt it to suit their own needs.

 
Type
Courseware

School Functionality Resource Pack

Literature on school improvement projects suggests that interventions are more likely to succeed when they are implemented in schools with a certain basic level of functionality. What is school functionality and how do we determine levels of functionality? This BRIDGE Resource gives an overview of key points from selected texts, and directs you to a number of resources dealing with the topic.

Type
Courseware

Standards for Teacher Performance

Read this tool on standards for teaching performance. This ‘quick resource’ will help you find sources around quality and standards in initial teacher education.

Type
Courseware