The Learning Skills curriculum: Raising the bar, closing the gap at GCSE | egcimite.cfe
They should not be the start and the end of English lessons. A brief post on getting pupils to pay attention. We also know that developing vocabulary and subject knowledge, the raw material for talk, is key. These are essential, of course.
But just as we actively and deliberately teach pupils how to write, we can and should also be teaching pupils explicitly how to be effective talkers — not just letting that develop. And talk is complicated. This excellent schematic from Voice 21 sets out very clearly the multiple dimensions of talk — the physical, linguistic, cognitive, and social and emotional — and the various elements within these. Below are some suggested principles for the explicit teaching of talk and spoken expression, in any subject.
Importantly, these approaches can mostly be woven into or made part of existing practice.
Creativity Across The Primary Curriculum: Framing And Developing Practice
They are not about extra activities, or extra curriculum: they are about good subject teaching. Of course, in discussion this might be teased out and made sense of, but sometimes it is left unclear, or worse it can reflect a misunderstanding of what the teacher was doing, or of how a subject works. Nothing original — just some accumulated thoughts.
Short-burst pair or group talk activities which can be woven into reading lessons. Over a series of sessions, it integrates whole-class reading practice with the planning and drafting of a piece of extended writing.
Recently, NorthYorksEng has been working hard with schools to develop whole-class reading practice which is both challenging and inclusive. This is a particularly current issue in primary schools, but is — of course — also pertinent to secondary English. Many teachers and schools are moving towards quite a formalised approach, with a similar agenda for every session or series of sessions.
Pupils might move through a fairly fixed set of activities; texts might be subjected to quite repetitive kinds of interrogation, with pupils asking and answering similar questions each time. Such repetition, while reassuring, can also be limiting, denying the potential of individual texts to teach particular aspects of reading, to demand particular kinds of thinking, to invite different kinds of response, to suggest a variety of engaging, classroom activities, and to offer new pleasures and experiences to pupils as real readers.
Add to Wish List Add to Compare. Description Reviews 0. Creativity Across the Primary Curriculum: Framing and Developing Practice This book takes an inspirational look at how to foster children's creativity as well as following the guidelines in the National Curriculum.
Length 0. In many ways, the two seem made for each other. We use education as a means to develop minds capable of expanding and leveraging the knowledge pool, while AI provides tools for developing a more accurate and detailed picture of how the human mind works.
In synergistic fashion, they each have the potential to propel the other forward and accelerate the discovery of new learning frontiers and the creation of innovative technologies. In this article we provided examples of ways in which AI is being pioneered and applied in education. Out of those provided, intelligent tutoring systems ITS seem to have made the most progress over the last 20 years, as one of the original concepts for applications of AI in education.
All have the potential to help shape a next generation of more personalized learning and responsive teaching. Content Technologies, Inc.
Professor Robyn Ewing
Learning platforms for the modern workplace are designed to allow employees to master additional skills and receive continuous and automated feedback, and when used strategically have the potential to help improve performance and increase production. Intelligent tutoring systems ITS have made much progress since their early counterparts. While it seems obvious that no one in education is eager for virtual humans to come and replace educators, the idea of creating virtual human guides and facilitators for use in a variety of educational and therapeutic environments is a promising area of development.
Though not yet a reality, the ultimate goal in this field is to create virtual human-like characters who can think, act, react, and interact in a natural way, responding to and using both verbal and nonverbal communication. The University of Southern California USC Institute for Creative Technologies is a pioneer in creating smart virtual environments and applications that draw on AI, 3-D gaming, and computer animation to develop authentic virtual characters and realistic social interactions.
Captivating Virtual Instruction for Training CVIT , for example, is a distributed learning strategy that aims to integrate live classroom methods with best-fit virtual technologies—including virtual facilitators, augmented reality, intelligent tutor, and others—in remote learning and training programs.
Education is a domain largely ruled by human-to-human interaction, and integration of AI has been slower to develop the necessary human-like attributes of responsiveness, adaptability, and understanding. Woolf, et al.
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