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...OU a couple of years before me. He said that the course was easy to understand and worked well around football. Support from the PFA "We travel a lot, sometimes twice a week for away games, but even in a hotel room you can do your work. I like the fact that I had the flexibility to get on and do my work on flights or at different clubs but keep up with my workload. My...

...students to become more independent and to use their own initiative, looking less often to their teacher for direction, then you will want to use other ways to assess that allow students to become more self-reliant and active in their learning. Activity 3 Deciding what, how and when to assess Timing: Allow about 2 hours Part 1 Think about the last work that you marked...

...become an excellent opportunity for you to ‘listen’ to students. Sharing your marking policy and criteria with students before setting work enables them to think about their work in relation to the criteria. This is one way that you can involve students in the assessment of their learning. To support learning, the monitoring and assessment that take place in the...

...students to become more intrinsically motivated in their learning? What is the role of the teacher? How does the teacher model aspects of learning? What kind of environment has the teacher created? What do you notice about the layout of the room? How can you apply some of the principles you observe in this video clip in your own language lessons? How are the students able...

...students later in the course. So, rather than being a ‘generalist’, you become an ‘individual specialist’. The challenge of this is to be able to explain your unique expertise to potential employers so that you stand out from the crowd. Again, you will explore this in more detail later. For now, here are some of the wider benefits of choosing to study more than...

...student teacher, teacher, or pupil (e.g. phonics, Nuffield Science)? In the reflection above, you may have thought of something in your subject such as ‘Children’s learning in Science Project (CLISP)’ (Driver, 1994) or ‘Cognitive Acceleration through Mathematics Education (CAME)’, or something generic like the ‘Thinking Together’ project about language as a...