My OpenLearn Create Profile
- Personalise your OpenLearn profile
- Save Your favourite content
- Get recognition for your learning
Already Registered?
Page path
Material content
View material content
- Expand
- ExpandKey Resources (Principles of Practice)
- ExpandCompendium for teacher development
- ExpandElementary Language and Literacy OER
- School–home communication
- TI-AIE: School–home communication
- School–home communication
- School–home communication
- A language-rich classroom
- TI-AIE: A language-rich classroom
- A language-rich classroom
- A language-rich classroom
- Speaking and listening
- TI-AIE: Speaking and listening
- Speaking and listening
- Speaking and listening
- Early reading
- TI-AIE: Early reading
- Early reading
- Early reading
- Storytelling
- TI-AIE: Storytelling
- Storytelling
- Storytelling
- Reading for pleasure
- TI-AIE: Reading for pleasure
- Reading for pleasure
- Reading for pleasure
- Reading for information
- TI-AIE: Reading for information
- Reading for information
- Reading for information
- Knowing and using children's literature
- TI-AIE: Knowing and using children’s literature
- Knowing and using children’s literature
- Knowing and using children’s literature
- Authentic writing
- TI-AIE: Authentic writing
- Authentic writing
- Authentic writing
- Using local resources
- TI-AIE: Using local resources
- Using local resources
- Using local resources
- Language, literacy and citizenship
- TI-AIE: Language, literacy and citizenship
- Language, literacy and citizenship
- Language, literacy and citizenship
- Multilingualism in the classroom
- TI-AIE: Multilingualism in the classroom
- Multilingualism in the classroom
- Multilingualism in the classroom
- Pair work for language and literacy
- TI-AIE: Pair work for language and literacy
- Pair work for language and literacy
- Pair work for language and literacy
- Integrating language, literacy and subject learning
- TI-AIE: Integrating language, literacy and subject learning
- Integrating language, literacy and subject learning
- Integrating language, literacy and subject learning
- Monitoring, assessment and feedback
- TI-AIE: Monitoring, assessment and feedback
- Monitoring, assessment and feedback
- Monitoring, assessment and feedback
- Acknowledgements
- Elementary Language and Literacy acknowledgements
- School–home communication
- ExpandElementary English OER
- Classroom routines
- TI-AIE: Classroom routines
- Classroom routines
- Classroom routines
- Songs, rhymes and word play
- TI-AIE: Songs, rhymes and word play
- Songs, rhymes and word play
- Songs, rhymes and word play
- Letters and sounds of English
- TI-AIE: Letters and sounds of English
- Letters and sounds of English
- Letters and sounds of English
- Mark-making and early writing
- TI-AIE: Mark-making and early writing
- Mark-making and early writing
- Mark-making and early writing
- Storytelling
- TI-AIE: Storytelling
- Storytelling
- Storytelling
- Shared reading
- TI-AIE: Shared reading
- Shared reading
- Shared reading
- Planning around a text
- TI-AIE: Planning around a text
- Planning around a text
- Planning around a text
- Promoting the reading environment
- TI-AIE: Promoting the reading environment
- Promoting the reading environment
- Promoting the reading environment
- English and subject content integration
- TI-AIE: English and subject content integration
- English and subject content integration
- English and subject content integration
- Using the textbook creatively
- TI-AIE: Using the textbook creatively
- Using the textbook creatively
- Using the textbook creatively
- Learning English in the creative arts
- TI-AIE: Learning English in the creative arts
- Learning English in the creative arts
- Learning English in the creative arts
- The learning environment
- TI-AIE: The learning environment
- The learning environment
- The learning environment
- Developing and monitoring reading
- TI-AIE: Developing and monitoring reading
- Developing and monitoring reading
- Developing and monitoring reading
- Developing and monitoring writing
- TI-AIE: Developing and monitoring writing
- Developing and monitoring writing
- Developing and monitoring writing
- Community resources for English
- TI-AIE: Community resources for English
- Community resources for English
- Community resources for English
- Acknowledgements
- Elementary English acknowledgements
- Classroom routines
- ExpandSecondary English OER
- Local resources for teaching English
- TI-AIE: Local resources for teaching English
- Local resources for teaching English
- Local resources for teaching English
- Using more English in your classroom
- TI-AIE: Using more English in your classroom
- Using more English in your classroom
- Using more English in your classroom
- Building your students' confidence to speak English
- TI-AIE: Building your students' confidence to speak English
- Building your students' confidence to speak English
- Building your students' confidence to speak English
- Supporting reading for understanding
- TI-AIE: Supporting reading for understanding
- Supporting reading for understanding
- Supporting reading for understanding
- Whole-class reading routines
- TI-AIE: Whole-class reading routines
- Whole-class reading routines
- Whole-class reading routines
- Supporting independent writing in English
- TI-AIE: Supporting independent writing in English
- Supporting independent writing in English
- Supporting independent writing in English
- Whole-class writing routines
- TI-AIE: Whole-class writing routines
- Whole-class writing routines
- Whole-class writing routines
- Strategies for teaching listening
- TI-AIE: Strategies for teaching listening
- Strategies for teaching listening
- Strategies for teaching listening
- Supporting speaking in English: pair and groupwork
- TI-AIE: Supporting speaking in English: pair and groupwork
- Supporting speaking in English: pair and groupwork
- Supporting speaking in English: pair and groupwork
- English grammar in action
- TI-AIE: English grammar in action
- English grammar in action
- English grammar in action
- Strategies for teaching vocabulary
- TI-AIE: Strategies for teaching vocabulary
- Strategies for teaching vocabulary
- Strategies for teaching vocabulary
- Promoting reading for pleasure
- TI-AIE: Promoting reading for pleasure
- Promoting reading for pleasure
- Promoting reading for pleasure
- Supporting language learning through formative assessment
- TI-AIE: Supporting language learning through formative assessment
- Supporting language learning through formative assessment
- Supporting language learning through formative assessment
- Developing your English
- TI-AIE: Developing your English
- Developing your English
- Developing your English
- Using resources beyond the textbook
- TI-AIE: Using resources beyond the textbook
- Using resources beyond the textbook
- Using resources beyond the textbook
- Acknowledgements
- Secondary English acknowledgements
- Local resources for teaching English
- ExpandElementary Maths OER
- Using number games: developing number sense
- TI-AIE: Using number games: developing number sense
- Using number games: developing number sense
- Using number games: developing number sense
- Using structured resources to develop understanding: place value
- TI-AIE: Using structured resources to develop understanding: place value
- Using structured resources to develop understanding: place value
- Using structured resources to develop understanding: place value
- Using a number line and the expression 'Imagine if ...': positive and negative numbers
- TI-AIE: Using a number line and the expression ‘Imagine if …’: positive and negative numbers
- Using a number line and the expression 'Imagine if ...': positive and negative numbers
- Using a number line and the expression 'Imagine if ...': positive and negative numbers
- Mathematical stories: word problems
- TI-AIE: Mathematical stories: word problems
- Mathematical stories: word problems
- Mathematical stories: word problems
- Asking questions that challenge thinking: fractions
- TI-AIE: Asking questions that challenge thinking: fractions
- Asking questions that challenge thinking: fractions
- Asking questions that challenge thinking: fractions
- Making students believe they CAN do mathematics: operations on fractions
- TI-AIE: Making students believe they CAN do mathematics: operations on fractions
- Making students believe they CAN do mathematics: operations on fractions
- Making students believe they CAN do mathematics: operations on fractions
- Using manipulatives: decomposition and regrouping
- TI-AIE: Using manipulatives: decomposition and regrouping
- Using manipulatives: decomposition and regrouping
- Using manipulatives: decomposition and regrouping
- Using real-life contexts: the formal division algorithm
- TI-AIE: Using real-life contexts: the formal division algorithm
- Using real-life contexts: the formal division algorithm
- Using real-life contexts: the formal division algorithm
- Comparing and contrasting tasks: volume and capacity
- TI-AIE: Comparing and contrasting tasks: volume and capacity
- Comparing and contrasting tasks: volume and capacity
- Comparing and contrasting tasks: volume and capacity
- Using rich tasks: area and perimeter
- TI-AIE: Using rich tasks: area and perimeter
- Using rich tasks: area and perimeter
- Using rich tasks: area and perimeter
- Physical representation in mathematics: handling data
- TI-AIE: Physical representation in mathematics: handling data
- Physical representation in mathematics: handling data
- Physical representation in mathematics: handling data
- Learning through talking: variables and constants
- TI-AIE: Learning through talking: variables and constants
- Learning through talking: variables and constants
- Learning through talking: variables and constants
- Conjecturing and generalising in mathematics: introducing algebra
- TI-AIE: Conjecturing and generalising in mathematics: introducing algebra
- Conjecturing and generalising in mathematics: introducing algebra
- Conjecturing and generalising in mathematics: introducing algebra
- Using embodiment, manipulative and real-life examples: teaching about angles
- TI-AIE: Using embodiment, manipulatives and real-life examples: teaching about angles
- Using embodiment, manipulative and real-life examples: teaching about angles
- Using embodiment, manipulative and real-life examples: teaching about angles
- Creative thinking in mathematics: proportional reasoning
- TI-AIE: Creative thinking in mathematics: proportional reasoning
- Creative thinking in mathematics: proportional reasoning
- Creative thinking in mathematics: proportional reasoning
- Acknowledgements
- Elementary Maths acknowledgements
- Using number games: developing number sense
- ExpandSecondary Maths OER
- Using visualisation: algebraic identities
- TI-AIE: Using visualisation: algebraic identities
- Using visualisation: algebraic identities
- Using visualisation: algebraic identities
- Developing mathematical reasoning: mathematical proof
- TI-AIE: Developing mathematical reasoning: mathematical proof
- Developing mathematical reasoning: mathematical proof
- Developing mathematical reasoning: mathematical proof
- Visualising, comparing and contrasting: number systems
- TI-AIE: Visualising, comparing and contrasting: number systems
- Visualising, comparing and contrasting: number systems
- Visualising, comparing and contrasting: number systems
- Connecting mathematics: finding factors and multiples
- TI-AIE: Connecting mathematics: finding factors and multiples
- Connecting mathematics: finding factors and multiples
- Connecting mathematics: finding factors and multiples
- Building mathematical resilience: similarity and congruency in triangles
- TI-AIE: Building mathematical resilience: similarity and congruency in triangles
- Building mathematical resilience: similarity and congruency in triangles
- Building mathematical resilience: similarity and congruency in triangles
- Cooperative learning and mathematical talk: triangles
- TI-AIE: Cooperative learning and mathematical talk: triangles
- Cooperative learning and mathematical talk: triangles
- Cooperative learning and mathematical talk: triangles
- Creating contexts for abstract mathematics: equations
- TI-AIE: Creating contexts for abstract mathematics: equations
- Creating contexts for abstract mathematics: equations
- Creating contexts for abstract mathematics: equations
- Enacting vocabulary and asking questions: exploring the circle
- TI-AIE: Enacting vocabulary and asking questions: exploring the circle
- Enacting vocabulary and asking questions: exploring the circle
- Enacting vocabulary and asking questions: exploring the circle
- Hands-on learning and embodiment: constructions in geometry
- TI-AIE: Hands-on learning and embodiment: constructions in geometry
- Hands-on learning and embodiment: constructions in geometry
- Hands-on learning and embodiment: constructions in geometry
- Tackling mathematical anxiety: combination shapes and solids
- TI-AIE: Tackling mathematical anxiety: combination shapes and solids
- Tackling mathematical anxiety: combination shapes and solids
- Tackling mathematical anxiety: combination shapes and solids
- Learning from misconceptions: algebraic expressions
- TI-AIE: Learning from misconceptions: algebraic expressions
- Learning from misconceptions: algebraic expressions
- Learning from misconceptions: algebraic expressions
- Developing creative thinking in mathematics: trigonometry
- TI-AIE: Developing creative thinking in mathematics: trigonometry
- Developing creative thinking in mathematics: trigonometry
- Developing creative thinking in mathematics: trigonometry
- Reading, writing and modelling mathematics: word problems
- TI-AIE: Reading, writing and modelling mathematics: word problems
- Reading, writing and modelling mathematics: word problems
- Reading, writing and modelling mathematics: word problems
- Thinking mathematically: estimation
- TI-AIE: Thinking mathematically: estimation
- Thinking mathematically: estimation
- Thinking mathematically: estimation
- Developing stories: understanding graphs
- TI-AIE: Developing stories: understanding graphs
- Developing stories: understanding graphs
- Developing stories: understanding graphs
- Acknowledgements
- Secondary Maths acknowledgements
- Using visualisation: algebraic identities
- ExpandElementary Science OER
- Brainstorming: sound
- TI-AIE: Brainstorming: sound
- Brainstorming: sound
- Brainstorming: sound
- Pair work: life processes
- TI-AIE: Pair work: life processes
- Pair work: life processes
- Pair work: life processes
- Using groupwork: floating and sinking
- TI-AIE: Using groupwork: floating and sinking
- Using groupwork: floating and sinking
- Using groupwork: floating and sinking
- Using demonstration: food
- TI-AIE: Using demonstration: food
- Using demonstration: food
- Using demonstration: food
- Concept mapping: water
- TI-AIE: Concept mapping: water
- Concept mapping: water
- Concept mapping: water
- Teacher’s questioning: forces
- TI-AIE: Teacher’s questioning: forces
- Teacher’s questioning: forces
- Teacher’s questioning: forces
- Pupils’ questioning: sorting and classifying things
- TI-AIE: Pupils’ questioning: sorting and classifying things
- What this unit is about
- What you can learn in this unit
- Why this approach is important
- 1 Why students ask questions
- 2 What kinds of questions do students ask?
- 3 Categorising students’ questions
- 4 Encouraging the students to ask questions
- 5 Capturing the students’ interest
- 6 Summary
- Resources
- Additional resources
- References
- Acknowledgements
- Pupils’ questioning: sorting and classifying things
- Pupils’ questioning: sorting and classifying things
- Observing patterns: shadows and night & day
- TI-AIE: Observing patterns: shadows and night & day
- Observing patterns: shadows and night & day
- Observing patterns: shadows and night & day
- Practical investigation: change
- TI-AIE: Practical investigation: change
- Practical investigation: change
- Practical investigation: change
- Using stories: environment
- TI-AIE: Using stories: environment
- Using stories: environment
- Using stories: environment
- Using games: electricity
- TI-AIE: Using games: electricity
- Using games: electricity
- Using games: electricity
- Alternative conceptions: heat and temperature
- TI-AIE: Alternative conceptions: heat and temperature
- Alternative conceptions: heat and temperature
- Alternative conceptions: heat and temperature
- Developing the learning environment
- TI-AIE: Developing the learning environment
- Developing the learning environment
- Developing the learning environment
- Discussion in science: malnutrition
- TI-AIE: Discussion in science: malnutrition
- Discussion in science: malnutrition
- Discussion in science: malnutrition
- Using the community: environmental issues
- TI-AIE: Using the community: environmental issues
- Using the community: environmental issues
- Using the community: environmental issues
- Acknowledgements
- Elementary Science acknowledgements
- Brainstorming: sound
- ExpandSecondary Science OER
- Pair work: atoms and molecules, and chemical reactions
- TI-AIE: Pair work: atoms and molecules, and chemical reactions
- Pair work: atoms and molecules, and chemical reactions
- Pair work: atoms and molecules, and chemical reactions
- Reading in the science classroom : heredity and evolution
- TI-AIE: Reading in the science classroom: heredity and evolution
- Reading in the science classroom: heredity and evolution
- Reading in the science classroom: heredity and evolution
- Mind mapping and concept mapping: acids, bases and salts
- TI-AIE: Mind mapping and concept mapping: acids, bases and salts
- Mind mapping and concept mapping: acids, bases and salts
- Mind mapping and concept mapping: acids, bases and salts
- Using local resources: life processes
- TI-AIE: Using local resources: life processes
- Using local resources: life processes
- Using local resources: life processes
- Community approaches: science education and environmental issues
- TI-AIE: Community approaches: science education and environmental issues
- Community approaches: science education and environmental issues
- Community approaches: science education and environmental issues
- Using games: the Periodic Table
- TI-AIE: Using games: the Periodic Table
- Using games: the Periodic Table
- Using games: the Periodic Table
- Questioning: why do we fall ill?
- TI-AIE: Questioning: why do we fall ill?
- Questioning: why do we fall ill?
- Questioning: why do we fall ill?
- Language in the science classroom: cells
- TI-AIE: Language in the science classroom: cells
- Language in the science classroom: cells
- Language in the science classroom: cells
- Probing understanding: work and energy
- TI-AIE: Probing understanding: work and energy
- Probing understanding: work and energy
- Probing understanding: work and energy
- Using physical models: teaching electricity to Class X
- TI-AIE: Using physical models: teaching electricity to Class X
- Using physical models: teaching electricity to Class X
- Using physical models: teaching electricity to Class X
- Brainstorming: forces and laws of motion
- TI-AIE: Brainstorming: forces and laws of motion
- Brainstorming: forces and laws of motion
- Brainstorming: forces and laws of motion
- Building mental models: teaching carbon and its compounds to Class X
- TI-AIE: Building mental models: teaching carbon and its compounds to Class X
- Building mental models: teaching carbon and its compounds to Class X
- Building mental models: teaching carbon and its compounds to Class X
- Practical work and investigations: teaching gravitation to Class IX
- TI-AIE: Practical work and investigations: teaching gravitation to Class IX
- Practical work and investigations: teaching gravitation to Class IX
- Practical work and investigations: teaching gravitation to Class IX
- Effective demonstrations: teaching light and vision to Class X
- TI-AIE: Effective demonstrations: teaching light and vision to Class X
- Effective demonstrations: teaching light and vision to Class X
- Effective demonstrations: teaching light and vision to Class X
- Effective project work: sources of energy
- TI-AIE: Effective project work: sources of energy
- Effective project work: sources of energy
- Effective project work: sources of energy
- Acknowledgements
- Secondary Science acknowledgements
- Pair work: atoms and molecules, and chemical reactions
- ExpandSchool Leadership OER
- Orientation
- TI-AIE: Orientation: the elementary school leader as enabler
- Orientation: the elementary school leader as enabler
- Orientation: the elementary school leader as enabler
- TI-AIE: Orientation: the secondary school leader as enabler
- Orientation: the secondary school leader as enabler
- Orientation: the secondary school leader as enabler
- Perspective on leadership
- TI-AIE: Perspective on leadership: leading the school’s self-review
- Perspective on leadership: leading the school’s self-review
- Perspective on leadership: leading the school’s self-review
- TI-AIE: Perspective on leadership: leading the school development plan
- Perspective on leadership: leading the school development plan
- Perspective on leadership: leading the school development plan
- TI-AIE: Perspective on leadership: using data on diversity to improve your school
- Perspective on leadership: using data on diversity to improve your school
- Perspective on leadership: using data on diversity to improve your school
- TI-AIE: Perspective on leadership: planning and leading change in your school
- Perspective on leadership: planning and leading change in your school
- Perspective on leadership: planning and leading change in your school
- TI-AIE: Perspective on leadership: implementing change in your school
- Perspective on leadership: implementing change in your school
- Perspective on leadership: implementing change in your school
- TI-AIE: Perspective on leadership: building a shared vision for your school
- Perspective on leadership: building a shared vision for your school
- Perspective on leadership: building a shared vision for your school
- Managing and developing self
- TI-AIE: Managing and developing self: managing and developing yourself
- Managing and developing self: managing and developing yourself
- Managing and developing self: managing and developing yourself
- Transforming teaching-learning process
- TI-AIE: Transforming teaching-learning process: leading improvements in teaching and learning in the elementary school
- Transforming teaching-learning process: leading improvements in teaching and learning in the elementary school
- Transforming teaching-learning process: leading improvements in teaching and learning in the elementary school
- TI-AIE: Transforming teaching-learning process: leading improvements in teaching and learning in the secondary school
- Transforming teaching-learning process: leading improvements in teaching and learning in the secondary school
- Transforming teaching-learning process: leading improvements in teaching and learning in the secondary school
- TI-AIE: Transforming teaching-learning process: leading assessment in your school
- Transforming teaching-learning process: leading assessment in your school
- Transforming teaching-learning process: leading assessment in your school
- TI-AIE: Transforming teaching-learning process: leading teachers’ professional development
- Transforming teaching-learning process: leading teachers’ professional development
- Transforming teaching-learning process: leading teachers’ professional development
- TI-AIE: Transforming teaching-learning process: supporting teachers to raise performance
- Transforming teaching-learning process: supporting teachers to raise performance
- Transforming teaching-learning process: supporting teachers to raise performance
- TI-AIE: Transforming teaching-learning process: mentoring and coaching
- Transforming teaching-learning process: mentoring and coaching
- Transforming teaching-learning process: mentoring and coaching
- TI-AIE: Transforming teaching-learning process: developing an effective learning culture in your school
- Transforming teaching-learning process: developing an effective learning culture in your school
- Transforming teaching-learning process: developing an effective learning culture in your school
- TI-AIE: Transforming teaching-learning process: promoting inclusion in your school
- Transforming teaching-learning process: promoting inclusion in your school
- Transforming teaching-learning process: promoting inclusion in your school
- TI-AIE: Transforming teaching-learning process: managing resources for effective student learning
- Transforming teaching-learning process: managing resources for effective student learning
- Transforming teaching-learning process: managing resources for effective student learning
- TI-AIE: Transforming teaching-learning process: leading the use of technology in your school
- Transforming teaching-learning process: leading the use of technology in your school
- Transforming teaching-learning process: leading the use of technology in your school
- Leading partnerships
- TI-AIE: Leading partnerships: engaging with parents and the wider school community
- Leading partnerships: engaging with parents and the wider school community
- Leading partnerships: engaging with parents and the wider school community
- Acknowledgements
- School Leadership acknowledgements
- Orientation
- ExpandVideo Resources
- ExpandUsing the TESS-India Toolkit
- ExpandTESS-India Teacher Educator Guidance Notes
- ExpandExamples of Use
- Engaging students
- Focusing on examination results
- Improving attendance
- Dealing with large multi-grade classes
- Motivating teachers
- Speaking English with confidence
- Supporting school leaders in motivating teacher change in their schools
- Teacher development meetings
- Teaching student teachers
- Teaching multilingual classes
- Using English in everyday life
- Working with elementary Maths teachers
- Engaging students
Download material
Download this material for use offline or for other devices.
The materials below are provided for offline use for your convenience and are not tracked. If you wish to save your progress, please go through the online version.
About this material
- 10 hours study
- 1Level 1: Introductory
- Description
TESS-India: All India Resources (in English)
If you create an account, you can set up a personal learning profile on the site.
Figure R2.1 Flow diagram for handling students’ questions.
For further information, take a look at our frequently asked questions which may give you the support you need.
If you have any concerns about anything on this site please get in contact with us here.