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100 ideas for Teaching Design and Technology /
Useful and resourceful - this book is ideal for trainees, NQTs and experienced teachers alike. *100 inspirational ideas on teaching, learning and assessing design and technology *Each one has been successfully tried and tested *Ideas range from understanding the place design and technology has in th...
| Clasificación: | Libro Electrónico |
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| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
London ; New York :
Continuum International Publishing Group,
2008.
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| Colección: | Continuum one hundreds.
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| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- Cover; Half-title; Title; Copyright; CONTENTS; INTRODUCTION; SECTION 1 The big picture; 1 TEACHING AND LEARNING; 2 WHY STUDY D & T? (1); 3 WHY STUDY D & T? (2); 4 SOMETHING TO TAKE HOME?; 5 RECONCEIVING D & T; 6 WHY STARTERS? (1); 7 WHY STARTERS? (2); 8 WHEN SHOULD I HAVE PLENARIES?; 9 THINKING ABOUT THE NATIONAL CURRICULUM; 10 PRIORITIES (200 HOURS); 11 GLOBAL EDUCATION (1); 12 GLOBAL EDUCATION (2); 13 INNOVATION (1); 14 INNOVATION (2); 15 FUTURE CONSUMERS; 16 LEADERS OF LEARNING; 17 PUTTING THEM OFF (YEAR 7); 18 THINKING ABOUT TRANSITION (1); 19 THINKING ABOUT TRANSITION (2).
- 20 SOCIAL, MORAL, SPIRITUAL AND CULTURAL (SMSC)21 FROM QUALITY CONTROL TO QUALITY ASSURANCE; 22 PERSONALIZED LEARNING; 23 WHOSE VALUES?; 24 PROVIDING A FOCUS FOR KEY STAGES; SECTION 2 Designing; 25 STIMULATING CONTEXTS (1); 26 STIMULATING CONTEXTS (2); 27 EVALUATING; 28 THINKING ABOUT SUSTAINABILITY (1); 29 THINKING ABOUT SUSTAINABILITY (2); 30 STRATEGY FOR DESIGNING; 31 PLAY; 32 THINKING ABOUT SKETCHING; 33 THINKING ABOUT THE BRAIN WHEN DESIGNING (1); 34 THINKING ABOUT THE BRAIN WHEN DESIGNING (2); 35 RECOGNIZING EMOTION
- PERSON; 36 RECOGNIZING EMOTION
- PROCESS.
- 37 RECOGNIZING EMOTION
- PRODUCT38 PROJECT SEMANTICS; 39 WHAT IS COGNITIVE MODELLING?; 40 CONCEPT MODELLING; 41 USING RESEARCH (FOR PUPILS); 42 CREATIVITY IN D & T (1); 43 CREATIVITY IN D & T (2); 44 MORPHOLOGY; 45 TRANSGENERATIONAL DESIGN; 46 PACKAGING; 47 THINKING ABOUT DESIGNERS
- PROS AND CONS; SECTION 3 Using technology; 48 USING CAD/CAM; 49 USING WIKIS; 50 USING E-PORTFOUOS; SECTION 4 Extended curriculum; 51 ENCOURAGING LITERACY; 52 LINKS WITH OTHER SUBJECTS; 53 YOUR LIBRARY; 54 CITIZENSHIP; 55 EVERY CHILD MATTERS; 56 KEY STAGE 3 STRATEGY; SECTION 5 Structuring the learning.
- 57 SIGNPOSTING, SIGNALLING AND SCAFFOLDING (SSS)58 CHUNKING UP THE LESSON; 59 THINKING ABOUT SACK; 60 CATCHING LEARNING (1); 61 CATCHING LEARNING (2); 62 PROGRESSION
- ARE YOU SURE?; 63 ALL THIS SPINNING IS MAKING ME DIZZY (1); 64 ALL THIS SPINNING IS MAKING ME DIZZY (2); 65 GROUPWORK
- A COMMUNITY OF LEARNING; 66 GROUPWORK
- FIVE TIPS; 67 SHARING LEARNING OBJECTIVES AND OUTCOMES; 68 PLANNING AND DESIGNING LESSONS; 69 USING OBJECTIVES; 70 AVOIDING OSMOSIS; SECTION 6 Including all; 71 GIFTED AND TALENTED; 72 TEACHING BOYS (1); 73 TEACHING BOYS (2); 74 GREAT EXPECTATIONS.
- 75 DO YOU USE THE TERM 'UNDERACHIEVER'?76 DIFFERENTIATION THE EASY WAY; 77 PERSONALIZED LEARNING IN D & T; 78 GHOST CHILDREN; 79 TEACHERS AS LEARNERS; SECTION 7 Assessment; 80 THINKING ABOUT 'LEARNING HOMEWORK'; 81 ASSESSING LEARNING; 82 THINKING ABOUT SUMMATIVE ASSESSMENTS; 83 THINKING ABOUT ASSESSMENT FOR LEARNING (AFL) (1); 84 THINKING ABOUT ASSESSMENT FOR LEARNING (AFL) (2); 85 THINKING ABOUT QUESTIONING; 86 'LOOK -NO HANDS!'; SECTION 8 The wider classroom; 87 LEARNING STYLES
- THE TRUTH; 88 BEHAVIOUR FOR LEARNING
- CATCHING THEM BEING GOOD; 89 RULES OF LEARNING; 90 HOOK AND 'WIIFM'