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© Connect Publications 2007
50 templates for improving teaching and learning
Author 
Nigel Fisher Author dedication
Thanks to Jakki 
Design and editorial
Peter Langley
ISBN
9780955703003The publishers grant permission for multiple copies of any material from this book to be madewithin the place of purchase for use solely within that institution.
British Library in Publication Data
A catalogue record of this book is available from the British Library.Connect Publications Ltd.Cooksbridge HouseCooksbridgeLewes BN8 4SR01273 401714www.connectpublications.co.uk
Introduction
Most recent developments in educational theory and recommendations for best practice are basedon what is often referred to as a constructivist view of learning: the idea that learners constructmeanings by processing information, sorting it and looking for connections.Many teachers would like to incorporate ideas associated with this approach into their lessons,ideas such as brain-compatible learning, accelerated learning, and formative assessment, butwhere to start? There are lots of good books containing lots of interesting theory, evidence andideas (and the bibliography refers to many of these), but how do you begin to apply theseconcepts?Our intention is to bridge the gap between ideas and application. For example, if you want to seehow your current work matches up to best practice, use the checklists for reflective teachers. If youwant to improve the effectiveness of group work, use the group work resources. And so on.Each resource is preceded by a brief rationale which refers to the relevant theory or concepts onwhich it is based. This is followed by a simple explanation or suggestion of how to use the resourceand, where appropriate, a completed example for illustration.
How to use these resources
We have created what we hope are accessible, useable, changeable documents: documentswhich have a clear purpose for teachers and which can be easily adapted to suit individual, subjectand institutional contexts.We have tried to make these resources as user-friendly as possible. They have been created usingsome of the most common fonts in Microsoft Word and formatted in a way that most teachers willfind easy to alter.We imagine that in many institutions the digital copy will be loaded onto the staff area of the VirtualLearning Environment or Intranet so that everyone who wants to can access the files. In someinstitutions the preference will be for photocopying the resources and using them as they are.However you use them, we hope they prove to be effective.
 
 
© Connect Publications 2007
Contents
Section 1: Getting to know students
Introduction 1-21. Ice breaker 3-42. Interests and experiences 5-63. Ready to learn? 7-84. Learning styles 9-105. Study skills audit 11-126. Existing knowledge 13-14
Section 2: Setting the scene for learning
Introduction 15-167. The big picture 17-188. Ground rules 19-209. Personal learning plan 21-2210. Organising myself 23-2411. Homework record 25-2612. Student/teacher contract 27-28
Section 3: Managing student presentations
Introduction 29-3013. Planning a presentation 31-3214. Notes from a presentation 33-3415. Checklist for presentations 35-3616. Assessing a presentation 37-38
Section 4: Effective group work
Introduction 39-4017. Rules for discussion 41-4218. Review of discussion 43-4419. Group task management 45-4620. Allocation of group roles 47-4821. Group work feedback 49-5022. Group work evaluation 51-5223. Snowballing 53-54
Section 5: Graphic organisers
Introduction 55-5624. Spider diagram 57-5825. Venn diagram 59-6026. Bubble quotes 61-6227. Caterpillar diagram 63-64
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