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4434Being a Teacher: Section Six - Teachers, values and society
http://www.merlot.org/merlot/viewMaterial.htm?id=652635
Nothing in teaching is free of social dimensions and value questions. Teaching can therefore not be ‘neutral’, and teachers cannot sidestep the issue of their role in relation to sets of values. This section explores the role of the teacher in exercising and encouraging particular values. Compulsory schooling means placing vast numbers of learners behind desks approximately 170 mornings a year. We know that the content that we teach is a selection from many things that could be taught. Under such circumstances, this selection has economic, social and even moral consequences for the learners and for society.Ace Maths Solutions Unit Two - Developing Understanding in Mathematics (word)
http://www.merlot.org/merlot/viewMaterial.htm?id=652236
The solutions unit consists of the following: General points for discussion relating to the teaching of the mathematical content in the activities. Step-by-step mathematical solutions to the activities. Annotations to the solutions to assist teachers in their understanding the maths as well as teaching issues relating to the mathematical content represented in the activities. Suggestions of links to alternative activities for the teaching of the mathematical content represented in the activitiesBeing a Teacher: Professional Challenges and Choices.
http://www.merlot.org/merlot/viewMaterial.htm?id=652614
Teachers are not just teachers. They are also people. In straddling issues of both professional and personal identity, this module comes to grips with the professional choices teachers are required to make, and do make, in developing the knowledge, skills and values of learners. This module is suitable for both inducting novice teachers into the role of the teacher and for in-service programmes in which practising teachers could valuably compare their own experiences with this systematic overview of the role of a teacher and teaching as a profession. The contextual setting in South Africa is readily adaptable to other settings: the core issues are the same.Learning Guide: Unit 1 - How responsive are schools to the socio-economic challenges in South Africa today?
http://www.merlot.org/merlot/viewMaterial.htm?id=652691
In this first Unit we reflect on the role that schools are expected to play in society and what the impact is of socio-economic issues like HIV and AIDS, poverty and violence on schools. Are schools doing enough to respond constructively to these social challenges? Your first response may well be that the focus of the school must be on teaching and learning and that social issues must be taken care of by the community, government agencies and non-government organisations.Managing Change in Healthcare IT Implementations: an introduction with instructional notes
http://www.merlot.org/merlot/viewMaterial.htm?id=652472
Managing Change in Healthcare Implementations: an Introduction was created for managers preparing to implement health information and communication technology (HICT) systems in their organizations—hospitals, clinics, or government departments. The module presents a framework for understanding how HICT implementations affect organizations and individual workers and shares basic information on how to manage change to an organization so as to promote a positive outcome, and how to avoid the pitfalls that occur.Ace Maths Solutions Unit Five Reading: Exercises on Teaching Data Handling (pdf)
http://www.merlot.org/merlot/viewMaterial.htm?id=652234
The solutions unit consists of the following: General points for discussion relating to the teaching of the mathematical content in the activities. Step-by-step mathematical solutions to the activities. Annotations to the solutions to assist teachers in their understanding the maths as well as teaching issues relating to the mathematical content represented in the activities. Suggestions of links to alternative activities for the teaching of the mathematical content represented in the activities.Ace Maths Solutions Unit Five Reading: Exercises on Teaching Data Handling (word)
http://www.merlot.org/merlot/viewMaterial.htm?id=652235
The solutions unit consists of the following: General points for discussion relating to the teaching of the mathematical content in the activities. Step-by-step mathematical solutions to the activities. Annotations to the solutions to assist teachers in their understanding the maths as well as teaching issues relating to the mathematical content represented in the activities. Suggestions of links to alternative activities for the teaching of the mathematical content represented in the activities.Ace Maths Unit Five: Assessment Into Teaching and Learning (pdf)
http://www.merlot.org/merlot/viewMaterial.htm?id=652237
This unit explores outcomes-based assessment of mathematics in terms of five main questions – Why assess? (the purposes of assessment); What to assess? (achievement of outcomes, but also understanding, reasoning and problem-solving ability); How to assess? (methods, tools and techniques); How to interpret the results of assessment? (the importance of criteria and rubrics for outcomes-based assessment) ; and How to report on assessment? (developing meaningful report cards).Ace Maths Unit Five: Building assessment into teaching and learning (Word)
http://www.merlot.org/merlot/viewMaterial.htm?id=652294
This unit explores outcomes-based assessment of mathematics in terms of five main questions – Why assess? (the purposes of assessment); What to assess? (achievement of outcomes, but also understanding, reasoning and problem-solving ability); How to assess? (methods, tools and techniques); How to interpret the results of assessment? (the importance of criteria and rubrics for outcomes-based assessment) ; and How to report on assessment? (developing meaningful report cards).Ace Maths Unit Four: Planning in the problem-based classroom (pdf)
http://www.merlot.org/merlot/viewMaterial.htm?id=652295
In addition to outlining a step-by-step approach for a problem-based lesson, this unit looks at the role of group work and co-operative learning in the mathematics class, as well as the role of practice in problem-based mathematics classes.