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Suzanne Usher

The future of Australian jobs revealed - 0 views

www.msn.com/...ar-AAdZxFI

shared by Suzanne Usher on 06 Sep 15 - No Cached
  • Demographer Bernard Salt has unveiled his report `Super connected jobs', commissioned by nbn, which looks at how jobs will change as we move further into the digital age.
  • Mr Salt says regardless of how technology changes, we are always going to need doctors, accountants, dentists, urban planners and teachers.It's just the way they conduct their work that might change.
  • it's not just about technical skills. It's about attitude - being adaptable and open to change."Lean into tech. Embrace it, learn it, master it, command it, surf it," he said.
  • Suzanne Usher on 06 Sep 15
     
    An article today about how technology will impact jobs in the future. 
Suzanne Usher

Say it quick, say it well - the attention span of a modern internet consumer | Media Ne... - 0 views

www.theguardian.com/...tention-span-internet-consumer

shared by Suzanne Usher on 05 Sep 15 - No Cached
  • while students coming through the schools system in this always on world benefit from instant access to a wealth of information from numerous sources, their attention span and desire for in depth analysis is consequently diminished. The current generation of internet consumers live in a world of "instant gratification and quick fixes" which leads to a "loss of patience and a lack of deep thinking".
    • Suzanne Usher
      Suzanne Usher on 05 Sep 15
       
      Possibly one of the biggest hurdles we will encounter as educators - shorter attention spans and limited patience for learning. 
  • In a world of instant gratification and where an alternative website is just a mouse click away website owners need to find ways to firstly grab the attention of a user, and then keep it for long enough to get your message across.
  • Suzanne Usher on 05 Sep 15
     
    Possibly one of the biggest hurdles we will encounter as educators - shorter attention spans and limited patience for learning. 
debgran

Challenges in intergrating ICT's in education - 1 views

It is I believe important to match the technology to the task as well as the learner.By providing a variety of tools and strategies students can explore and use a range of technologies, learning ab...

EDC3100

started by u1033821 on 03 Aug 15 1 follow-up, last by debgran on 05 Aug 15
djplaner

Teenagers Leading Happy, Connected Lives Online - NYTimes.com - 0 views

mobile.nytimes.com/...g-happy-connected-lives-online

shared by djplaner on 10 Aug 15 - No Cached
  • Where are the dire warnings about how the online world is depriving our teenagers of their opportunity to learn the skills needed to interact with people instead of screens while exposing them to all manner of bullying and cruelty, and tempting them to fritter away endless hours playing video games?
  • “Adults have tended to see time online for teenagers as this frivolous, time-wasting thing that’s just entertainment. But what we found is that it’s crucial for teenagers in forming and maintaining these really important relationships in their lives
  • djplaner on 10 Aug 15
     
    Is social media all that bad when..... "A new report on "Teens, Technology and Friendships" from the Pew Foundation puts an unusually positive spotlight on the online lives of teenagers as they build friendships and connections in a digital world. Teenagers aged 13 to17 are finding ways to strengthen their relationships with real-world friends as well as making new friends through social media, video gaming, messaging apps and other virtual connectors."
mrsjpfinan

untitled - 2 views

www.nzcer.org.nz/...ictinecefinal.pdf

shared by mrsjpfinan on 04 Mar 13 - No Cached
    • mrsjpfinan
      mrsjpfinan on 29 Jul 14
       
      Three reasons ICT's matters in Early Childhood.
  • Bec Twidale on 04 Mar 13
     
    supp ort ch il dren's c o g n i tiv e an d em otion a l de vel opm ent, an d th e de vel opm ent of socia l an d co-o perat i v e s k il ls; y y y y y assist i n the e m ergence of e a rly lit eracy a nd m a them atical th in kin g ; " l evel the play ing fiel d" for chi l dre n wit h speci al lear ni ng needs ; enh a nc e an d s t reng th en rel a tio nsh i ps b e t w een ch il dren and a d u lts, or give ad ults n e w w a y s to gai n i n si ght i n to c h i l dre n 's t h in ki ng or t h e i r in terests, th ereby pro v i d i ng op port u n iti es to be tte r supp ort an d sc affold ch il dre n 's lear ni ng; a nd facil ita te th e e m ergence of " n ew lit eraci es " or "m ultilite racies" i n ch il dren (
anonymous

Aprimaryschoolteacher.wordpress.com - 3 views

gillianeholness.wordpress.com/...-teacher-aprimaryschoolteacher

teacher primary special-needs edc3100

shared by anonymous on 19 Mar 14 - No Cached
  • anonymous on 19 Mar 14
     
    The blog that I chose is run by 24 yo, Ashley Azzopardi, a Yr. 5 primary school teacher in Sydney, Australia. Her personal teaching philosophy centers on the notion of inclusive, constructivist-based, positive teaching and learning [more info in post]
djplaner

Lectures don't work, but we keep using them | News | Times Higher Education - 4 views

www.timeshighereducation.co.uk/...2009141.article

evidence lectures

shared by djplaner on 22 Feb 15 - No Cached
  • As learning gains are predicted by study hours, not by class hours, this argument would hold up only if lectures were good at increasing the former and they are not: indeed, the more lectures there are, the fewer learning hours each generates.
  • There are alternatives to lecturing that have a much better record of generating learning hours, and some cost nothing. The only potential problem is that they may require more effort from students
  • djplaner on 22 Feb 15
     
    Short article covering some of the research about the limitations of lectures. For example, "For some educational goals, no alternative has ever been discovered that is less effective than lecturing, including, in some cases, no teaching at all" But also making the broader point that research has yet to effectively explore all of the possible applications of lectures. An example of evidence that can be used to guide pedagogical decision making.
  • carlee0410 on 23 Feb 15
     
    An interesting article particularly comments made on study hours. My thoughts are that some learners do gain the most out of independent study and / or reading information whereas others achieve most in class listening to lectures... I don't agree that there is a 'one size fits all' approach rather that teaching should be delivered in multiple ways so as to meet the learning needs of a diverse student cohort.
djplaner

The Myth of Learning Styles - 3 views

www.changemag.org/...the-myth-of-learning-full.html

learningstyles myths

shared by djplaner on 23 Feb 15 - No Cached
  • So in claiming that learning styles do not exist, we are not saying that all learners are the same. Rather, we assert that a certain number of dimensions (ability, background knowledge, interest) vary from person to person and are known to affect learning. The emphasis on learning styles, we think, often comes at the cost of attention to these other important dimensions.
  • However, when these tendencies are put to the test under controlled conditions, they make no difference—learning is equivalent whether students learn in the preferred mode or not. A favorite mode of presentation (e.g., visual, auditory, or kinesthetic) often reveals itself to be instead a preference for tasks for which one has high ability and at which one feels successful.
  • However, in order to persuade us to devote the time and energy to adopt a certain kind of differentiated teaching, the burden of proof is on those who argue for the existence of that description of students' cognitive strategies
  • ...4 more annotations...
  • a good rule of thumb is that we should only bring ideas from the laboratory into our teaching if (1) we are sure that the laboratory phenomena exist under at least some conditions and (2) we understand how to usefully apply these laboratory phenomena to instruction
    • djplaner
      djplaner on 23 Feb 15
       
      A good rule of thumb to consider when looking at reasons for changing teaching.
  • And Henry L. Roediger and his associates at Washington University in St. Louis have demonstrated the value of testing for learning.
    • djplaner
      djplaner on 23 Feb 15
       
      Some research that I need to follow up with and ponder how it might be integrated into EDC3100
  • We shouldn't congratulate ourselves for showing a video to engage the visual learners or offering podcasts to the auditory learners
  • we should realize that the value of the video or audio will be determined by how it suits the content that we are asking students to learn and the background knowledge, interests, and abilities that they bring to
  • djplaner on 23 Feb 15
     
    Good overview of what is wrong with learning styles.
alicefoddy

Religion Curriculum P-12 - 0 views

www.rec.bne.catholic.edu.au/...Religious-Education.aspx

religion curriculum EDC3100

shared by alicefoddy on 03 Mar 15 - No Cached
  • Contextual information (literary form, historical and cultural context and human author’s intention) assists the reader to gain deeper awareness of Old Testament texts. The intention of the human author is important in determining the nature of the truth revealed in the text (e.g. historical truth, factual truth, religious truth).
  • Contextual information (literary form, historical and cultural context and human author’s intention) assists the reader to gain deeper awareness of New Testament texts. The intention of the human author is important in determining the nature of the truth revealed in the text (e.g. historical truth, factual truth, religious truth).
  • eligious Knowledge and Deep Understanding The writings and key messages of the founders of religious orders influence the way of life of religious communities (e.g. prayer life, apostolate, dress, spiritual practices, beliefs, symbols, daily life).
  • ...32 more annotations...
  • ligious Knowledge and Deep Understanding The Creeds of the apostolic and ancient Churches, including the Apostles Creed and Nicene Creed, expressed the Christian understanding of God. Through the Creeds, Christians are linked with the faith of believers throughout history.
  • Religious Knowledge and Deep Understanding The Catholic Church in Australia comprises a number of geographical dioceses and archdioceses. There are a variety of roles and responsibilities within the leadership structure of the Catholic Church in Australia (i.e. deacon, priest, bishop, archbishop, cardinal). The Church in Australia is a member of a larger communion of churches in the Oceania region. Within the Australian Catholic Church, as well as across Oceania, local and regional churches are influenced by their different cultures and histories.
  • Religious Knowledge and Deep Understanding The writings and key messages of significant reformers (c.650CE-c.1750CE), such as Catherine of Siena, Clare of Assisi and Thomas Aquinas, challenged the Church to question its nature and role in the world.
  • Religious Knowledge and Deep Understanding Concern for the good of the community is a basic principle of Christian morality. According to Church teaching, personal gifts are meant to be at the service of others and of the common good. The good of the community can be protected and promoted in a variety of ways.
  • Religious Knowledge and Deep Understanding Prayer in the Christian tradition, including formal prayers such as Sign of the Cross, Our Father and Hail Mary, nurtures the spiritual life of believers.
  • eligious Knowledge and Deep Understanding Meditative prayer uses silence and stillness to assist believers to listen and talk to God. Believers use a range of practices (including silence and stillness, and praying with icons and images) for preparing the body and the mind for meditative prayer, and engaging in the ‘work of meditation’. Christian iconography expresses in images the same Gospel message that Scripture communicates by words. Praying with scripture is a form of meditative prayer in the Christian tradition. There are a variety of ways to pray with scripture, including Lectio Divina (Benedictine tradition) and Ignatian Meditation.
  • Religious Knowledge and Deep Understanding The beliefs, values and practices of early Church communities (c.6 BCE - c. 650 CE) were influenced by ancient Mediterranean societies such as Greece, Rome and Egypt. Recurring broad patterns of historical change (namely Construction: Searching for Unity, Order and Authenticity; Deconstruction: Challenges to Unity, Order and Authenticity; Reconstruction: Restoring unity, order and authenticity) are evident in the story of the early Church as it came to understand its nature and role in the world.
  • ayer in the Christian tradition, including the ancient monastic prayer of The Liturgy of the Hours, nurtures the spiritual life of believers. The Liturgy of the Hours follows a prescribed pattern of Psalms, Scripture and intercessions, and is prayed at set times throughout the day. Believers pray on behalf of others and with others.
  • Religious Knowledge and Deep Understanding All Christians are united through their baptism (Galatians 3.27-29) in the name of Jesus Christ and receive the gift of the Holy Spirit (Acts 2:38). The term ‘ecumenism’ (from the Greek Oikoumene meaning ‘of the whole inhabited earth’) refers to the movement which seeks to bring about the unity of all Christians. All Christians are called to give witness to the ecumenical spirit through pray
  • eligious Knowledge and Deep Understanding In a time of great challenge and change (c.650 CE-c.1750CE), the Church had to respond to many internal and external threats to its physical existence, cultural influence, political control, social structure, roles and relationships and economic power. Recurring broad patterns of historical change (namely Construction: Searching for Unity, Order and Authenticity; Deconstruction: Challenges to Unity, Order and Authenticity; Reconstruction: Restoring unity, order and authenticity) are evident in the story of the Church in a time of challenge and change (c.650CE-c.1750CE) as it was forced to question its nature and role in the world.
  • Religious Knowledge and Deep Understanding Grace is the gift of God that enables people to overcome sin; to love, believe and hope in God and grow in goodness. The Church names this work of grace ‘justification’. Virtues are attitudes and dispositions that guide people to ‘do good and avoid evil’. In Christian teaching, the cardinal (pivotal) virtues are prudence, justice, fortitude and temperance. Living a virtuous life - ‘doing good’ - requires knowledge and understanding, practice and perseverance.
  • sisted by the Holy Spirit, the Church draws on the teaching of Jesus and its living Tradition to respond to emerging moral questions. Catholic social teaching proposes principles for reflection, provides criteria for judgment and gives guidelines for action. A consistent theme in Catholic social teaching is that the good of people be the criterion in making moral judgments about social and economic structures.
  • isten and talk to God. Believers use a range of practices (including centred breathing and attending to posture) for preparing the body and the mind for meditative prayer and for engaging in the ‘work of meditation’. Praying with scripture is a form of meditative prayer in the Christian tradition. There are a variety of ways to pray with scripture, including Augustinian Prayer and Franciscan Contemplative prayer. All forms of vocal and meditative prayer are intended to lead believers to contemplation. Contemplative prayer is the simple awareness of the presence of God. It is pray
  • eligious Knowledge and Deep Understanding Christians believe that the nature of God is revealed in the Old Testament. The divine name, “I Am Who Am”, is understood in the sense that God is the fullness of being, every perfection, without origin and without end. Christian tradition expresses the riches of the divine name in a variety of terms such as goodness, abounding i
  • r sources combined to form the Pentateuch. They are: the Priestly source (P), Deuteronomist (D), the Elohist (E), and the Jahwist (J). Key themes of the Pentateuch include: creation, sin, covenant, law and promise, worship, and Chosen Peopl
  • eligious Knowledge and Deep Understanding The inspired writings of various religious and lay leaders (e.g. Catherine McAuley, Nano Nagle, Edmund Rice, Don Bosco, Elizabeth Seton and Mary MacKillop) responded in new ways to the needs of the faithful, especially through education, works of charity, and health care (c.1750CE-c.1918CE).
  • In a time of great challenge and change (c.1750 CE - c.1918 CE), the Church had to respond to many internal and external threats to its physical existence, cultural influence, political influence, social structure, roles and relationships and economic power. Recurring broad patterns of historical change (namely Construction: Searching for Unity, Order and Authenticity; Deconstruction: Challenges to Unity, Order and Authenticity; Reconstruction: Restoring unity, order and authenticity) are evident in the story of the Church in a time of challenge and change (c.1750 CE - c.1918 CE) as it was forced to question its nature and role in the world.
  • Respect for each person, as created in the image of God and as a reflection of God, is expressed through moral behaviour towards oneself and others. Two key principles of Catholic social teaching, namely respect for the dignity of the human person and human rights and responsibilities, provide guidelines for developing a healthy understanding of one’s personal identity and of human relationships.
  • Assisted by the Holy Spirit, the Church draws on the teaching of Jesus and its living tradition to respond to emerging moral questions about scientific and technological advances. Catholic social teaching proposes principles for reflection, provides criteria for judgment and gives guidelines for action. The principles of Catholic social teaching, especially promotion of peace, stewardship, and common good, provide guidelines for scientific and technological advancement.
  • personal journals, poetry, books, pastoral statements, conciliar documents), search for the mystery of God in the midst of world events and the course of human history (c.1918CE to the present), such as war and peace, genocide and reconciliation, globalisation and community, consumerism and sufficiency, relativism and morality, development and ecology.
  • hristians believe God’s unending love and mercy for humanity were revealed to the people of Israel and expressed fully through the person of Jesus.
  • he Eucharist draws on historical and scriptural foundations, including Last Supper (1 Corinthians 11:23-28) and sacrifice. The Eucharist recalls Jesus’ example of service and love (John 13:1-20), and those who share the Eucharist are sent out to carry on Jesus’ mission in the world. The Eucharist is a means of reconciliation and forgiveness of sins as expressed through prayers and actions in the Mass (e.g. penitential rite, eucharistic prayer and prayers before communion, sign of peace). Eucharist is the primary and indispensable source of nourishment for the spiritual life of believers.
  • In a time of great challenge and change (c.1918 CE to the present), the Church had to respond philosophically and theologically to unprecedented threats to both human ecology and environmental ecology from science, technology, materialism, consumerism and political ideologies. The Church’s philosophical and theological responses involved rethinking and reforming its cultural influence, political influence, social structure, roles and relationships, economic power and evangelising mission. Recurring broad patterns of historical change (namely: Construction: Searching for Unity, Order and Authenticity; Deconstruction: Challenges to Unity, Order and Authenticity; Reconstruction: Restoring unity, order and authenticity) are evident in the story of the Church in a time of challenge and change (c. 1918 CE to the present) as it was forced to question its nature and role in the world.
  • is obliged to follow their conscience which requires careful and lifelong formation. Conscience formation for Christians entails not only consideration of facts, but is guided by prayer and reflection on the Word of God, the life and teaching of Christ, the witness and advice of others, and the authoritative teaching of the Church.
  • bout economic structures and development. Catholic social teaching proposes principles for reflection, provides criteria for judgment and gives guidelines for action. The principles of Catholic social teaching, especially participation, economic justice, global solidarity and development, preferential option for the poor, stewardship, and subsidiarity, provide guidelines for just economic order and development. Christians believe that human work shares in God’s creative activity. Work enables each person to use
  • The Prayer of St Francis, The Canticle of Creation and The Magnificat. The Prayer of St Francis is a prayer for peace. In a world often troubled by war and violence, it calls us to be instruments of Christ’s peace and love. The Magnificat (Luke 1:46-55) is Mary’s song of hope in God’s salvation and justice for all. The Canticle of Creation is a prayer of praise for the creator God.
  • ive prayer uses silence and stillness to assist believers to listen and talk to God. Believers use a range of practices (including praying with the help of nature) for preparing the body and the mind for meditative prayer, and for engaging in the ‘work of meditation’. Lectio of Nature is a form of meditative prayer in the Christian tradition. All forms of vocal and meditative prayer are intended to lead believers to contemplation. Contemplative Prayer is the simple awareness of the presence of God. It is prayer without words or images. Centering Prayer provides a way of enriching and nurturing the spiritual life of believers.
  • emporary Christian spiritual writings reflect the signs of the times in the light of the Gospel, and use a variety of mediums and modes of communication to reveal the mystery of God and of life.
  • eligious Knowledge and Deep Understanding Christians believe that the mission of Jesus is continued in the world and in the Church through the activity of the Holy Spirit.
  • major Christian traditions, some rituals are prepared according to formal principles and rubrics. These rituals are referred to as liturgy. Liturgical adaptation is provided for in
  • istian moral teaching provides guidelines and limits regarding ethical and moral responses to global issues and challenges, such as justice, tolerance, reconciliation, peace, ecology, nonviolence, respect and appreciation for others.
  • eligious Knowledge and Deep Understanding Prayer in the Christian tradition nurtures the spiritual life of believers. Vocal prayer, meditative prayer and contemplative prayer are ancient examples of thi
  • alicefoddy on 03 Mar 15
     
    Religions curriculum with ICT stuff identified. 
katrina carpenter

Smart Class 2025: Why ICT is transforming education | Smart Class 2025 | theguardian.com - 2 views

www.theguardian.com/...-ict-is-transforming-education

shared by katrina carpenter on 07 Mar 14 - No Cached
  • today's youngsters information and communications technology (ICT) is an ordinary part of everyday life
    • katrina carpenter
      katrina carpenter on 07 Mar 14
       
      this will include a need to teach the skills for using ICT
Maria Kaffatou

ICT in Early Childhood - 3 views

www.earlychildhoodaustralia.org.au/..._early_childhood_teachers.html

shared by Maria Kaffatou on 28 May 13 - No Cached
  • We don't want them sitting in front of a computer screen or a TV. They probably get enough of that at home. What they need at the centre is to run around, do something physical.
    • Ali Meadows
      Ali Meadows on 03 Aug 13
       
      I have had this argument so many times with many different directors. Part of education in the early years is to create a continuity between home life and their 'care' environment.
  • Kate Petty on 28 May 13
     
    This is a research article regarding pre-service educator training in integrating ICTs in Early Childhood Education.
  • Maria Kaffatou on 05 Mar 14
     
    'It is also disconcerting that some children still do not have access to computers at home and therefore do not have the opportunity of developing the skills my grandson and other 'digitals in diapers' like him take for granted - skills such as using a mouse, finding letters and numerals on a keyboard or screen, typing letters, navigating websites, retrieving files, using pull-down menus, loading CDs and DVDs, uploading photos from a digital camera, using toolbars, saving files, printing documents and files, using drawing software and typing words (Zevenbergen & Logan, 2008, p. 42). Although some of these skills are used for playing games, this is still an impressive array of digital literacy skills, even more so when they have been acquired more through independent learning and experimentation than through an adult providing instruction.' On the above I would like to add that children should learn or use skills in order to play. Children learn through play and this is a concepts that underpins learning in the early years
jwalker81

Feature : 20 Jobs Likely to Be Replaced by Robots (and 20 That Are Most Safe) - 1 views

au.pcmag.com/...-replaced-by-robots-and-20-tha

EDC3100 digitalcitizenship

shared by jwalker81 on 10 Mar 15 - No Cached
  • technology only evolves the workforce, it doesn't replace it.
    • jwalker81
      jwalker81 on 10 Mar 15
       
      If this is the case, what skills will our future students need
alicefoddy

8ways - home - 0 views

8ways.wikispaces.com

indigenous pedagogy learning_theory resources

shared by alicefoddy on 21 Feb 15 - Cached
    • alicefoddy
      alicefoddy on 21 Feb 15
       
      This pedagogy has helped me develop learning sequences that cater to diverse learning needs
  • alicefoddy on 21 Feb 15
     
    Pedagogy used that can benefit the learning of Indigenous students as well as other students.
Rebekah Adams

reasons - 3 views

fuse.education.vic.gov.au/...Teacher.aspx

shared by Rebekah Adams on 14 Mar 14 - No Cached
  • Louisa Cripps on 14 Mar 14
     
    Find, Use and Share quality education resources that suit your needs. FUSE is a portal, a repository, a search engine, a workspace, and a way of sharing quality education digital content and resources.
jillarnell2015

37 Ways Teachers Should Use Pinterest - Best Colleges Online - 4 views

www.bestcollegesonline.com/...-teachers-should-use-pinterest

shared by jillarnell2015 on 16 Mar 15 - No Cached
Laura Just liked it
    • jillarnell2015
      jillarnell2015 on 16 Mar 15
       
      Pintrest is such a fantastic tool for any creative subject. the only problem is it is usually blocked in state schools. it can be unblocked through a process set by DETE and probably well worth the effort
  • Looking to liven up your classroom? There are tons of photos of great classroom setups, from kindergartens to high school that you can use for inspiration.
  • Do you find yourself jotting down ideas or bookmarking websites and then forgetting about them? Pinterest can help you keep these ideas organized and easy-to-find when you need them.
  • ...3 more annotations...
  • Pinterest can also be a great place to get students working. Teachers could have students pin ideas on a board that relate to a particular project they’ll be working on.
  • Of course, pinning itself could also be an educational experience. Students could have to pin items that fit a certain set of criteria as part of a lesson.
  • Whether you’re working with your colleagues or helping students to work on a group project, Pinterest can be a great place to collaborate. Share images for presentations or links to papers, resources, and research.
belindamedved

Apps for Learning Difficulties | The rollercoaster in my pre-service teacher head! - 4 views

tanyalsinden.wordpress.com/...comment-page-1

shared by belindamedved on 04 Mar 15 - No Cached
    • belindamedved
      belindamedved on 04 Mar 15
       
      Apps for specical needs classroom! Fantastic resources!
u1044820

Voki Home (creating Speaking Avatars) - 1 views

www.voki.com

shared by u1044820 on 09 Aug 14 - Cached
  • anonymous on 09 Aug 14
     
    Children can create their own customised Avatar - simple activity with loads of potential.
  • Kylie Johnson on 10 Aug 14
     
    I think that this is a great idea for children and teenagers. By allowing students to create an Avatar, it gives them the opportunity to create an image that represents them or they can go completely crazy and create something far from the truth. Giving them an avatar in an educational environment then makes the learning fun and enjoyable as they feel they are playing just one big game. I have used this concept in a Contact Centre with Adults and have had success with it, purely for the reason it allows creativity and staff did not need to leave their desks to go to training.
Jasmine Smith

"Effective Teachers of Literacy" - 6 views

www.leeds.ac.uk/...000000829.htm

pck english

shared by Jasmine Smith on 14 Aug 13 - No Cached
    • Jasmine Smith
      Jasmine Smith on 14 Aug 13
       
      Links to the importance of Differentiation
  • Borko et al (1988), for example, found that student teachers with strong subject knowledge tended to plan lessons in less detail and were more responsive to the needs of particular groups of pupils
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