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izz aty

BPSdebaters - Debating Templates and Resources - 0 views

bpsdebaters.wikispaces.com/bating+Templates+and+Resources

debate debating ideas debating resources education reference resources debating questions

shared by izz aty on 30 Mar 13 - No Cached
  • templates that I have created to help you understand how to format your speech
  • free coaching materials
  • izz aty on 30 Mar 13
     
    Links to other debating resources have been added below. Drop me a line with links if you know of other good resources out there!
izz aty

Independent school (United Kingdom) - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/...endent_school_(United_Kingdom)

independent school english education england united kingdom private school state school schooling ESTEkiv

shared by izz aty on 12 May 14 - No Cached
  • History
  • Edward Thring of Uppingham School introduced major reforms, focusing on the importance of the individual and competition, as well as the need for a "total curriculum" with academia, music, sport and drama being central to education
  • The Independent Schools Council say that UK independent schools receive approximately £100m tax relief due to charitable status whilst returning £300m of fee assistance in public benefit and relieving the maintained sector (state schools) of £2bn of costs
  • ...70 more annotations...
  • They were schools for the gentlemanly elite of Victorian politics, armed forces and colonial government. Often successful businessmen would send their sons to a public school as a mark of participation in the elite
  • the public school system influenced the school systems of the British Empire, and recognisably "public" schools can be found in many Commonwealth countries
  • The Direct Grant Grammar Schools (Cessation of Grant) Regulations 1975 required these schools to choose between full state funding as comprehensive schools and full independence
  • Until 1975 there had been a group of 179 academically selective schools drawing on both private and state funding, the direct grant grammar schools
  • Both these trends were reversed during the 1980s, and the share of the independent schools reached 7.5 percent by 1991
  • 119 of these schools became independent.
  • share of the independent sector fell from a little under 8 percent in 1964 to reach a low of 5.7 percent in 1978
  • changes since 1990 have been less dramatic, participation falling to 6.9 percent by 1996 before increasing very slightly after 2000 to reach 7.2 percent, as seen at present.
  • England
  • As of 2011[update] there were more than 2,600 independent schools in the UK educating some 628,000 children, comprising over 6.5 percent of UK children, and more than 18 percent of pupils over the age of 16
  • According to a study by Ryan & Sibetia,[7] "the proportion of pupils attending independent schools in England is currently 7.2 percent (considering full-time pupils only)".
  • Most independent schools, particularly the larger and older institutions, have charitable status
  • Most public schools developed significantly during the 18th and 19th centuries, and came to play an important role in the development of the Victorian social elite
  • Independent schools, like state grammar schools, are free to select their pupils, subject to general legislation against discrimination
  • Selection
  • principal forms of selection are financial, in that the pupil's family must be able to pay the school fees, and academic, with many administering their own entrance exams - some also require that the prospective student undergo an interview, and credit may also be given for musical, sporting or other talent
  • Nowadays most schools pay little regard to family connections, apart from siblings currently at the school.
  • Only a small minority of parents can afford school fees averaging over £23,000 per annum for boarding pupils and £11,000 for day pupils, with additional costs for uniform, equipment and extra-curricular facilities.[2][12]
  • Scholarships and means-tested bursaries to assist the education of the less well-off are usually awarded by a process which combines academic and other criteria.[13][14]
  • generally academically selective, using the competitive Common Entrance Examination at ages 11–13
  • Schools often offer scholarships to attract abler pupils (which improves their average results)
  • Poorly-performing pupils may be required to leave,
  • Conditions
  • generally characterised by more individual teaching
  • much better pupil-teacher ratios at around 9:1;[16]
  • more time for organised sports and extra-curricular activities
  • longer teaching hours (sometimes including Saturday morning teaching) and homework, though shorter terms
  • a broader education than that prescribed by the national curriculum, to which state school education is in practice limited.
  • Educational achievement is generally very good
  • As boarding schools are fully responsible for their pupils throughout term-time, pastoral care is an essential part of independent education, and many independent schools teach their own distinctive ethos, including social aspirations, manners and accents, associated with their own school traditions
  • Most offer sporting, musical, dramatic and art facilities, sometimes at extra charges, although often with the benefit of generations of past investment
  • more emphasis on traditional academic subjects
  • Independent school pupils are four times more likely to attain an A* at GCSE than their non-selective state sector counterparts and twice as likely to attain an A grade at A-level
  • Some schools specialise in particular strengths, whether academic, vocational or artistic, although this is not as common as it is in the State sector.
  • A much higher proportion go to university
  • set their own discipline regime
  • In England and Wales there are no requirements for teaching staff to have Qualified Teacher Status or to be registered with the General Teaching Council
  • impact of independent schools on the British economy
  • 2014 a report from Oxford Economics highlighted the impact that independent schools have on the British economy
  • independent schools support an £11.7 billion contribution to gross value added (GVA) in Britain. This represents the share of GDP that is supported by independent schools
  • Independent schools support 275,700 jobs across Britain, around 1.0% of all in employment in Britain
  • the report quantified the savings to the taxpayer derived from c.620,000 British pupils at independent schools choosing not to take up the place at a state school to which they are entitled. This results in an annual saving to the taxpayer of £3.9 billion, the equivalent of building more than 590 new free schools each year
  • the report highlighted the additional value to Britain’s GDP that results from the higher educational performance achieved by pupils at independent schools
  • many of the best-known public schools are extremely expensive, and many have entry criteria geared towards those who have been at private "feeder" preparatory-schools or privately tutored
  • the achievement of pupils at independent schools in Britain results in an estimated additional annual contribution to GDP of £1.3 billion.
  • Criticisms
  • often criticised for being elitist
  • often seen as outside the spirit of the state system
  • the treatment of the state sector as homogeneous in nature is difficult to support
  • Although grammar schools are rare, some of them are highly selective and state funded boarding schools require substantial fees
  • Even traditional comprehensive schools may be effectively selective because only wealthier families can afford to live in their catchment area
  • may be argued that the gap in performance between state schools is much larger than that between the better state and grammar schools and the independent sector
  • Smithers and Robinson's 2010 Sutton Trust commissioned study of social variation in comprehensive schools (excluding grammar schools) notes that "The 2,679 state comprehensive schools in England are highly socially segregated: the least deprived comprehensive in the country has 1 in 25 (4.2 percent) of pupils with parents on income benefits compared with over 16 times as many (68.6 percent) in the most deprived comprehensive"
  • Every 2.3 pupils at an independent school supports one person in employment in Britain
  • large number (c. one third[citation needed]) of independent schools provide assistance with fees
  • The Thatcher government introduced the Assisted Places Scheme in England and Wales in 1980, whereby the state paid the school fees for those pupils capable of gaining a place but unable to afford the fees
    • izz aty
      izz aty on 12 May 14
       
      1980 Assisted Places Scheme: financial aid
  • The scheme was terminated by the Labour government in 1997, and since then the private sector has moved to increase its own means-tested bursaries.
  • Some parents complain that their rights and their children’s are compromised by vague and one-sided contracts which allow Heads to use discretionary powers unfairly, such as in expulsion on non-disciplinary matters. They believe independent schools have not embraced the principles of natural justice as adopted by the state sector, and private law as applied to Higher Education
  • Nowadays, independent school pupils have "the highest rates of achieving grades A or B in A-level maths and sciences" compared to grammar, specialist and mainstream state school
  • pupils at independent schools account for a disproportionate number of the total number of A-levels in maths and sciences.
  • In 2006, pupils at fee-paying schools made up 43 percent of those selected for places at Oxford University and 38 percent of those granted places at Cambridge University (although such pupils represent only 18 percent of the 16 years old plus school population)
  • A major area of debate in recent years has centred around the continuing charitable status of independent schools, which allows them not to charge VAT on school fees. Following the enactment of the Charities Bill, which was passed by the House of Lords in November 2006, charitable status is based on an organisation providing a "public benefit" as judged by the Charity Commission.[23]
  • "ceteris paribus, academic performance at university is better the more advantaged is the student's home background".
  • In 2002, Jeremy Smith and Robin Naylor
  • they also observed that a student educated at an independent school was on average 6 percent less likely to receive a first or an upper second class degree than a student from the same social class background, of the same gender, who had achieved the same A-level score at a state school
  • The same study found wide variations between independent school, suggesting that students from a few of them were in fact significantly more likely to obtain the better degrees than state students of the same gender and class background having the same A-level score
  • Richard Partington at Cambridge University[29] showed that A-level performance is "overwhelmingly" the best predictor for exam performance in the earlier years ("Part I") of the undergraduate degree at Cambridge
  • A study commissioned by the Sutton Trust[30] and published in 2010 focussed mainly on the possible use of U.S.-style SAT tests as a way of detecting a candidate's academic potential. Its findings confirmed those of the Smith & Naylor study in that it found that privately educated pupils who, despite their educational advantages, have only secured a poor A-level score, and who therefore attend less selective universities, do less well than state educated degree candidates with the same low A-level attainment
  • Independent sector schools regularly dominate the top of the A-level league tables, and their students are more likely to apply to the most selective universities; as a result independent sector students are particularly well represented at these institutions, and therefore only the very ablest of them are likely to secure the best degrees.
  • In 2013 the Higher Education Funding Council for England published a study [31] noting, amongst other things, that a greater percentage of students who had attended an independent school prior to university achieved a first or upper second class degree compared with students from state schools
izz aty

EdTech Toolbox: Top 10 Web Tools April - 0 views

edtechtoolbox.blogspot.com/...op-10-web-tools-education.html

learning education resources tools web2.0 technology computer internet

shared by izz aty on 31 May 11 - No Cached
  • Webspiration is a free Web 2 tool that allows you to create online mind maps. These mind maps are easy to use in groups and the tool also has a chat function that allows students to remotely discuss aspects of the mind map before committing themselves online.
  • BlogBooker allows you to produce Pdf blog books from all your blog entries and comments. These can be generated from any blog running on Wordpress, Livejournal or Blogger.
  • SpeakingImage allows you to create interactive images on online and then share them with others. You can also create groups, add wikis and set different permissions to manage collaborative work.
  • ...7 more annotations...
  • Gickr.com lets you instantly create Animated GIF online, free, right now! Just upload pictures or grab them from your Flickr. Create funny flashy slideshows with you and your friends, cartoons, previews, banners, etc.
  • I had another little play with Blabberize and I think I could also use it as a topic specific talking avatar that gives students hints or explanations of different parts of a task or an assignment.
  • Make a huge poster out of any image you like. It is as simple as selecting your image, uploading to the Web 2 tool, deciding how it gets split and then downloading it again. The tool slices the image into the correct number of individual pages so you just hit print and each one is printed ready to be lined up on the wall.
  • DragONtape is a Web 2 tool that enables you to create mixtapes of your favorite online or YouTube videos, so you can watch them as one continuous video. 
  • ScribbleScreen is a presentation tool allowing you to write directly onto the screen, drawing the attention of the audience to items which can be in windows from completely separate applications, high-light items as you speak about them, sketch a quick diagram or type some text.
  • Wix allows you to browse 100s of site templates and find one that is similar to the one you want. You then customise the template, adding your own media, fonts and colours.
  • Issuu is a Web 2 tools that allows you to publish PDFs. You can produce the documents in any program that you like
izz aty

They Already Read It, But Did They Get It? 10 Ways to Check Reading Comprehension - 0 views

busyteacher.org/eck-reading-comprehension.html

comprehension reading understanding english esol esl language learning educatio teaching learning assessment

shared by izz aty on 22 Jul 12 - No Cached
  • sequencing activity. Write the major points of the story on note cards, put those cards into a grab bag, and shake it up. Each member of a small group should then pull one of the cards from the bag and place in its correct place in a sequence. Once group members have put all the cards in their correct place in the timeline, ask the rest of the class to check if the sequencing is correct. If it is, the group should then retell the story using the cards.
  • give each person a blank comic page in which to retell the story. (You can find dozens of empty templates online.) Your students should then retell the major events in the story by filling in the empty blocks with pictures and dialogue (when appropriate
  • When your students find a character they love in something you have read, ask them to write about the further adventures of that character. This will not only help them understand what they read, it will give them practice using vocabulary specific to that character found in the piece your class read. You can compile all these short fan fiction pieces into a book for the rest of the class to read at their leisure during independent reading time.
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  • create your own big book for a story you have just read. Prepare 5-8 pieces of poster board for the book and write a description at the bottom of each page retelling each piece of the story. Working in groups, have your students illustrate what is described at the bottom of the page. Once all the pictures are complete, let your students decide what order they should appear in the book. Then secure the pages, read the book back to your class and make it available to your students during independent reading time
  • share his or her favorite moment from the reading selection, and have him write it on a notecard or write it on one yourself. Ask another student and then another to do the same. When you have about a dozen cards completed, ask your students to organize them in any way that is logical. There may be several organizations which are possible
  • create a map of the setting for the story or book. They can either draw the setting or create a three dimensional model of it using cardboard cutouts. Have your students include any characters in the map as well.
  • two notecards and have him write true on one and false on the other. Then, read aloud a statement about the selection your class read. Make sure some of your statements are true and others are false. Each person should hold up his vote and his card after you read each statement. Have students check each other to make sure all agree. For the false statements, ask your students what they would need to do to make them true.
  • act out in class with this post reading activity. Ask individuals or groups of students to pose as the characters in the story in a particular scene. Then, take a photo of your students. After printing the pictures out, bring them to class the next day and ask your students to explain what it happening in the book at the moment they are acting out!
  • ask pairs of students to write a description of each of the characters in detail. Then, have the pair decide which of their classmates is most like the characters in the story. If you like, you may want to have the students then reenact parts of the story.
  • izz aty on 22 Jul 12
     
    The process of reading, being able to connect semantic input with the letters on the page, does not mean much if language learners cannot understand what they have read. The following exercises, modified from Sherrill Flora's Everyone Reads! will give you and your students some fun ways to make sure the meaning came through the words on the page.
izz aty

School choice - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/...School_choice

school choice sweden france ESTEkiv

shared by izz aty on 21 Apr 14 - No Cached
  • The French government subsidizes most private primary and secondary schools, including those affiliated with religious denominations, under contracts stipulating that education must follow the same curriculum as public schools and that schools cannot discriminate on grounds of religion or force pupils to attend religion classes. This system of école libre (Free Schooling) is mostly used not for religious reasons, but for practical reasons (private schools may offer more services, such as after-class tutoring) as well as the desire of parents living in disenfranchised areas to send their children away from the local schools, where they perceive that the youth are too prone to delinquency or have too many difficulties keeping up with schooling requirements that the educational content is bound to suffer. The threatened repealing of that status in the 1980s triggered mass street demonstrations in favor of the status.[citation needed]
  • Sweden reformed its school system in 1992.[17] Its system of school choice is one of the freest in the world, allowing students to use public funds for the publicly or privately run school of their choice, including religious and for-profit schools.[17] Fifteen years after the reform, private school enrolment had increased from 1% to 10% of the student population.[17]
izz aty

Comprehensive school (England and Wales) - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/...ive_school_(England_and_Wales)

english education education comprehensive school schooling state school wales england

shared by izz aty on 10 May 14 - No Cached
  • In 1976 the future Labour prime minister James Callaghan gave a speech at Oxford's Ruskin College. He launched what became known as the 'great debate' on the education system. He went on to list the areas he felt needed closest scrutiny: the case for a core curriculum, the validity and use of informal teaching methods, the role of school inspection and the future of the examination system.
  • Comprehensive schools remain the most common type of state secondary school in England, and the only type in Wales. They account for around 90% of pupils, or 64% if one does not count schools with low-level selection.
  • Since the 1988 Education Reform Act, parents have a right to choose which school their child should go to. This concept of "school choice" introduces the idea of competition between state schools, a fundamental change to the original "neighbourhood comprehensive" model, and is partly intended as a means by which schools that are perceived to be inferior are forced either to improve or, if hardly anyone wants to go there, to close down
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  • Government policy is currently[when?] promoting 'specialisation' whereby parents choose a secondary school appropriate for their child's interests and skills. Most initiatives focus on parental choice and information, implementing a pseudo-market incentive to encourage better schools. This logic has underpinned the controversial league tables of school performance.
  • Supporters of comprehensive education argue that it is unacceptable on both moral and practical grounds to select or reject children on the basis of their academic ability
  • comprehensive schools in the UK have allowed millions of children to gain access to further and higher education after the age of 16, and that the previous selective system relegated children who failed the eleven-plus examination to a second-class, inferior education and hence to worse employment prospects.
  • the reality has been a levelling-down of provision and a denial of opportunity to bright children from disadvantaged backgrounds, who might once have expected to pass the eleven-plus exam and have the advantage of a grammar school education.
  • The most straightforward way for parents to ensure that their children attend what is perceived to be a "good" school now is to buy a house within its catchment area. This, critics claim, has led to de facto selection according to parents' financial means rather than their children's ability at passing exams.
izz aty

Course Design | Center for Teaching | Vanderbilt University - 0 views

cft.vanderbilt.edu/...course-design

shared by izz aty on 04 Jun 15 - No Cached
  • Tools for Teaching, by Barbara Gross Davis, offers a wealth of pragmatic and insightful tactics for designing, revising, and communicating with students about a course: Preparing or Revising a Course includes sections on defining and limiting course content, selecting textbooks and readings, setting course policies, and other administrative tasks. Creating a Syllabus lists twenty categories of information to consider including in a syllabus.
  • Radical Course Revision: A Case Study. In this article from the National Teaching and Learning Forum, Professor Julie Stout (Psychology, Indiana University) adapts principles from behavioral psychology in re-thinking course design, and includes sections on syllabus-building, linking grading to course goals, setting the right tone, and providing a safety net.
  • Course Planning and Teaching. This chapter, from Teaching at Carolina (University of North Carolina-Chapel Hill), offers two particularly useful templates: and Instructional Planning Chart (Figure 1), and a Taxonomy of Educated Objectives (Figure 2), based on Benjamin Bloom’s classic taxonomy. Additionally, the Focus of the Course section offers contrasting cases (Examples A and B) that distinguish between simply describing what will be covered in a course, and articulating specific learning outcomes.
  • ...1 more annotation...
  • Teaching Goals Inventory. This tool, originally created by Patricia Cross and Thomas Angelo, contains 53 prompts to help instructors identify their goals for a particular course. This on-line version offers rapid self-scoring and data comparisons across goal areas and disciplines.
izz aty

Evaluation practical guide - 0 views

www.icbl.hw.ac.uk/...eval.htm

education

shared by izz aty on 06 Aug 15 - Cached
  • "Evaluation is the collection of, analysis and interpretation of information about any aspect of a programme of education or training as part of a recognised process of judging its effectiveness, its efficiency and any other outcomes it may have." Mary Thorpe in "Handbook of Education Technology" (Ellington, Percival and Race, 1988)
  • Evaluation is concerned at the macro or holistic level of the learning event, taking into account the context of learning and all the factors that go with it,
  • assessment can be seen as the measurement of student learning and is one of the elements that go into an evaluation, the micro-level
  • ...5 more annotations...
  • Tessmer and Harris (1992) make great use of checklists as templates for conducting evaluations. Having a checklist of the stages within an evaluation can help in the shaping and structuring of the overall evaluation design, besides their use in the evaluation itself.
  • It is useful to document all aspects of the evaluation procedure and check this off once completed
  • Evaluation is a planned systematic and open endeavour.
  • Evaluation: A practical guide to methods Philip Crompton
  • Ellington, H, Percival, F, and Race, P (1993) "Handbook of Educational Technology", Kogan Page, London
izz aty

Graphic Organizers - 0 views

www.eduplace.com/graphicorganizer

graphic organisers writing templates tools education graphic mindmap resources materials charts diagrams

shared by izz aty on 31 May 11 - Cached
  • izz aty on 31 May 11
     
    Help your students children classify ideas and communicate more effectively. Use graphic organizers to structure writing projects, to help in problem solving, decision making, studying, planning research and brainstorming. Select a Graphic Organizer from the following list of links.
izz aty

Blooming Orange: Bloom's Taxonomy Helpful Verbs Poster - 0 views

blog.learningtoday.com/...-Taxonomy-Helpful-Verbs-Poster

teaching education blooms taxonomy taxonomy bloom visualisation verbs graphics diagram internet design learning resources reference

shared by izz aty on 31 May 11 - Cached
  • how you can apply Bloom's higher-order thinking skills in your classroom. This poster shows the segments of an orange with each segment relating to a thinking skill and some helpful verbs to serve as prompts.
  • For those of you who prefer it, we've also created a grayscale version of the poster. And if for some reason you're against "oranges" and prefer lists, you can just download the Blooming Verb List. You should be able to glue the template onto a 3" x 5" index card or colored card stock, making it easy to carry around.
izz aty

ESL Teaching Materials for Writing - 0 views

www.esl-galaxy.com/writing.html

language english writing resources education exercises worksheets esol learning

shared by izz aty on 08 Jun 11 - Cached
  • Give your students further practice with English grammar through writing exercises. We offer a good number of writing worksheets on this site. There are printable composition writing templates, sentence scrambles , gap fill exercises, word scrambles, picture description and more which have been broken down into beginner, intermediate and high level writing exercises. Almost all you need to give your English students good writing practice.
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