Stixy: For Flexible Online Creation Collaboration and Sharing
Stixy: For Flexible Online Creation Collaboration and Sharing
This could be so useful for group work projects. For example, if they were doing a project on key figures, they could include clips from websites, photos etc and then comment on whether that resource should be used, how it could be used etc. The planning process would be visible and should help the end result. I’m going to try it when we get back to school
Stixy: For Flexible Online Creation Collaboration and Sharing
Stixy: For Flexible Online Creation Collaboration and Sharing
This could be so useful for group work projects. For example, if they were doing a project on key figures, they could include clips from websites, photos etc and then comment on whether that resource should be used, how it could be used etc. The planning process would be visible and should help the end result. I’m going to try it when we get back to school
A fun and easy way to explore any topic
This site lets you ask tough or controversial questions and then stimulate debate about it. You can also create a visual league table based on the votes of all involved.
Project management, collaboration, and task software: Basecamp
Project management, collaboration, and task software: Basecamp
Principles and practice in AFL
Advice, examples and resources for making assessment part of learning in Scottish education
Resources from Canterbury Christchurch University
Lots of dowloads available for all sorts of issues including Assessment, Differentiation, Whiteboards etc.
Not RS specific, but useful none-the-less
http://www.canterbury.ac.uk/education/spss/atoz.asp
Some interesting articles to read about thinking, motivating students etc
The following readings have all come from Alistar Smith’s Accelerated Learning site which is well worth a browse. There were other readings on the site - these are just the ones that looked most interesting to me
All you need to know about motivation by Alistar Smith
Some ideas for motivating students by Robert Harris
Forget the marking - start talking
From thinking skills to thinking classrooms by Carol McGuiness
Thinking for learning by Alistar Smith
Are you the real McCoy yet? by David Spendlove
“Pick a brain” - Gardner’s multiple intelligences
The truth about boys and girls by Jerry Gabriel
Inside the Black Box - raising standards throuh classroom assessement by Dylan William and Paul Black
Theories of learning by Ian Harris
Articles to download
http://www.mantleoftheexpert.com/studying/articles.php
Whilst most of the articles on this site deal with the “mantle of expert” theory of teaching, there are also other articles here, including one on questioning and one by Paul Black on assessment. Worth a browse.
Reports from the Farmington foundation
Teaching & learning styles http://www.farmington.ac.uk/documents/new_reports/TT174.pdf
Effective RS through the teaching of ethics http://www.farmington.ac.uk/documents/new_reports/TT176.pdf
Unlcoking potential - motivating students at KS4 http://www.farmington.ac.uk/documents/new_reports/TT188.pdf
Thinking skills at KS3 http://www.farmington.ac.uk/documents/new_reports/TT192.pdf
Gifted and talented at KS3 http://www.farmington.ac.uk/documents/new_reports/TT200.pdf
Educating children about charity at ks3 http://www.farmington.ac.uk/documents/new_reports/TT201.pdf
Religion and the media http://www.farmington.ac.uk/documents/new_reports/TT203.pdf
Developing independent learning through RE http://www.farmington.ac.uk/documents/new_reports/TT204.pdf
Exploring the links between RE and Work Related Learning http://www.farmington.ac.uk/documents/new_reports/TT205.pdf
To develop interactive resources for use within the classroom that will enhance the delivery of the ‘Assessment for Learning’ Strategy
http://www.farmington.ac.uk/documents/new_reports/TT210.pdf
Teaching and Learning in RE using Gardner’s Theory of Multiple Intelligences http://www.farmington.ac.uk/documents/new_reports/TT211.pdf
Assessment for Learning documents from the Sussex Grid for Learning
Documents on:
Developing oral feedback http://wsgfl.westsussex.gov.uk/ccm/cms-service/stream/asset/?asset_id=2059771&file=/Developing%20oral%20feedback.doc 
Developing progression http://wsgfl.westsussex.gov.uk/ccm/cms-service/stream/asset/?asset_id=2059767&file=/Developing%20Progression.doc
Developing questioning and dialogue http://wsgfl.westsussex.gov.uk/ccm/cms-service/stream/asset/?asset_id=2059769&file=/Developing%20questioning%20and%20dialogue.doc
Developing written feedback http://wsgfl.westsussex.gov.uk/ccm/cms-service/stream/asset/?asset_id=2059768&file=/Developing%20written%20feedback.doc
Reviewing peer and self assessment http://wsgfl.westsussex.gov.uk/ccm/cms-service/stream/asset/?asset_id=2059770&file=/Reviewing%20peer%20and%20self%20assessment.doc
Downloadable reports about Assessment for Learning
Beyond the black box http://arg.educ.cam.ac.uk/AssessInsides.pdf
Testing motivation & Learning http://arg.educ.cam.ac.uk/TML%20BOOKLET%20complete.pdf
Information on assessment
A range of materials and websites dealing with assessment related issues at Key Stage 3 can be accessed from this page, including the revised site for QCA/DfES schemes of work
http://www.aaia.org.uk/key3.asp
Information about assessment for learning http://www.aaia.org.uk/assessment.asp
Same site, but the for thinking skills http://www.aaia.org.uk/think.asp
Article - Teachers developing assessment for learning: impact on student achievement
http://taylorandfrancis.metapress.com/index/9WNN3RLL0P4TW4EV.pdf
Article - Classroom Assessment for Learning
http://curriculum.risd41.org/committee/best_practices/files/mod2_day1/Nov1%20MagArticle.doc
The National Curriculum in Action - Religious Studies
This website uses pupils’ work and case study materials to show what the non-statutory guidance for RE looks like in practice.
The examples given show:
- the standard of pupils’ work at different ages and key stages
- how the aspects of the study of RE translate into real activities
- effective use of ICT across the curriculum
These examples come from different pupils, contexts and schools.
They include:
- pupils’ accounts of classroom activities
- pupils’ responses to structured tasks and questions
- accounts of open-ended investigations and fieldwork.
For each piece of work there are:
Activity objectives: these set out the purpose, teaching and learning objectives of the work.
Activity description: this provides details of what the pupil actually did. It also describes the context, the level of support provided and the extent to which the activity was structured.
Commentary: this explains why the piece of work is either:
- evidence for a pupil’s performance in relation to level descriptions; and/or
- a good example of the programme of study in practice.
