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MY UNIVERSITY CHOICES FOR 2017 (UCAS APPLICATION SENT!!)

Posted by on May 20, 2018 in UK Universities | 32 comments

(GOOD VIDEO)MY UNIVERSITY CHOICES FOR 2017 (UCAS APPLICATION SENT!!)

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The UNIVERSITIES I APPLIED FOR TO GO TO IN 2017. I want to do a degree in economics and finance or something like that. My uk university choices 2017. I am going to go to Cambridge University in London or Oxford University in London. JOKING. I wouldn’t get into the best Universities of the world such as the University of Cambridge,Oxford,USA University.FIRST YEAR UNIVERSITY EXPERIENCE UK | 2017 Will becoming next year for sure! British VS American Universities.

University of Keele!
University of Swansea!
University of York!
University of East Angleia!
University of Sheffield!

These are the Universities i applied for. I would like to go to University in America on a sports scholarship. How to get a USA University Sports scholarship from the UK. I don’t know! :L

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#mygcseresults2016 #gcses2016 #mygcseresults #GCSE #alevel #asrresultsday #alevelresultsday #2016 #MyGCSEResultsVideo #MyAlevelResultsVideo

“MY AS RESULTS VIDEO” – https://www.youtube.com/watch?v=2PnriduoPow

“MY GCSE RESULTS VIDEO” – https://www.youtube.com/watch?v=AzYVDpbzNbY

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alevels school “school life” “student life” “whats in my school bag” “as results video” “alevel results video” “student vlogs” “gcse results” “my gcse results video” 2017 funny jokes “pokemon go glitch” “pokemon go hack” mewtwo ricegum comedy teenagers teens news
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The Top 10 Universities in the UK 2018

Out now: QS World University Rankings 2018. Get the full results at http://bit.ly/QSWUR18_G #QSWUR

Who rules? Meet the world’s top universities with the brand new edition of the QS World University Rankings. To get a preview of the UK’s top 10, watch our video! To find out where your university ranks, take a look at the full results: http://bit.ly/QSWUR18_G

Discover the top universities around the world, with QS’s dedicated rankings of the world’s finest higher education institutions. Each QS university ranking has been developed with regional priorities and challenges in mind, aiming to facilitate meaningful comparison and highlight excellence in higher education across the globe.

Join the conversation with #QSWUR!

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The value of UK universities

Posted by on Apr 22, 2018 in UK Universities | 8 comments

The value of UK universities

This animation, narrated by broadcaster Gabby Logan, showcases the many ways in which universities contribute to the UK economy, society, and to people’s everyday lives. By developing highly skilled graduates, helping businesses innovate and carrying out life-changing research, universities provide the building blocks for a successful society.
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School! British VS American! | Evan Edinger & Emma Blackery

Posted by on Apr 8, 2018 in UK Schools | 40 comments

Who has it worse when it comes to school? America or the UK? LET’S FIND OUT!
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Thank you so much for watching! Hope you enjoyed it! This is the longest video I’ve ever uploaded on this channel. Wow. Hope you don’t mind! It was just a nice, unscripted chat! 🙂

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Window on Britain   School

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A School Day in the UK

Posted by on Mar 11, 2018 in UK Schools | 40 comments

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Watch my short film ‘The Not Bucket List’ here: https://www.youtube.com/watch?v=GY1Gc…

British High School is nothing like Disney Channel movies
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Research-Led Teaching: A Personal Perspective

Posted by on Feb 25, 2018 in Teaching | Comments Off on Research-Led Teaching: A Personal Perspective

The fact that candidates for jobs in the United Kingdom higher education sector (UKHEs) are continually asked to make presentations on topics such as ‘What are your views on, and experience of, research-led teaching in education?’, ‘How will your research contribute to the delivery of the University’s Learning and Teaching strategy?’ and ‘Describe how your research will contribute, over the next 3-5 years, to the international teaching profile of this University’, indicates the importance and perennial need to link teaching and research in the UKHEs. Additionally, those employed are encouraged to make their teaching ‘more research-led’. From this perennial desire locally, emerges coined phrases such as ‘research-led’, ‘research informed’ or ‘research enhanced’ teaching, which have now become established jargons in the sector.

One University in its learning and teaching policy defines research-led teaching as that which introduces students to the latest findings in their subjects and develops students’ powers of critical insight and intellectual synthesis. This idea is supported by writers such as Tushman & O’Reilly (2007), Anthony & Austin (2008,) Prichard (2000), and Paul & Rubin (1984) who see the role of research and its connection with teaching as enabling knowledge growth and improving practice and/or teaching.

Embedded in this definition is a reason for engaging in research-led teaching that is, to keep students informed of current developments in their chosen field and to aid the development of a cognitive skill. Another reason for engaging in research-led teaching in education and related careers, include the fact that it enables students to effectively function in many educational and related roles such as (Teaching, Educational Management or Administration in schools, Youth work, Community and Charity work, or the caring professions generally) which require:


the skill of critical analysis

critically evaluating knowledge

making rational judgment in light of good evidence

gathering and reflecting on the evidence

being creative in light of rapid change and uncertainty (Brew 2010 and Brew, & Boud 1995).

So what exactly constitutes research-led teaching?

To answer this question I pull on personal experience ‘in the field’. My experience in this area involves:


Sharing research with students. I do this in four ways:

One, I use personal research reports as teaching material during classes to enrich both postgraduate and undergraduate students’ learning. For example, my 2001 research on the church school relationship in the Cayman Islands resulted in the publication of a book with a similar title. This book is required reading for a module I teach. During specific sections of the module, the work is discussed and students are encouraged to critically think about, evaluate and challenge the claims made.

Two, during teaching, I utilise personal experiences and anecdotes/stories related to my own research to convey points of interest to students. For example, I might tell of interviewing a research participant and her responses, which betrayed her true belief about an educational issue.

Three, in addition to using personal research publications and personal stories during teaching, there is a list of required and recommended readings provided for all modules I teach. It is my responsibility to research the local archive, libraries, journals, and to order text books for all these modules. These readings are discussed during lessons and used to guide and broaden students’ thinking about the subject being studied and to actively engage them in critical examination of literary sources.

Four, I utilised the knowledge gained and data from own research on reflective teaching to construct face-to-face, online and hybrid modules for undergraduate teacher education students. Examples of my research used are:


Reflective Teaching and… (Paperback and Kindle Edition)

Reflective teaching: Properties, Tool, Benefits and Support (Paperback)

Reflection and Reflective Teaching, A Case study of Four Seasoned Teachers in the Cayman Islands (Paperback).

Reflective Teaching as Self-Directed Professional Development: building Practical or work-related knowledge.

The Role of Reflection in the Differentiated Instructional Process.

Valli’s Typology of Reflection and the analysis of pre-service teachers’ reflective journals.

A Reflective Approach to Teaching Practicum Debriefing.


Engaging students in enquiry based learning

Firstly, this involves encouraging students to engage in research by making it a required element of modules I develop and teach. By engaging in a small research project, they develop an understanding of the research process; examine the literature; pass judgement about what counts as evidence, and reflect on the evidence (Brew 2010 and Brew, & Boud 1995).

Secondly, I involve students in personal research. For example, undergraduates were involved in searching the literature which contributed to the production of the following piece: Reflective Teaching, Critical Literacy and the Teacher’s Tasks in the Critical Literacy Classroom (A Confirmatory Investigation).

Thirdly, students are required to produce a final thesis as a course requirement in a department of Education for which I was in charge. This further facilitated their induction in to research, for their involvement in the actual production of a high quality research thesis results in a greater appreciation for, and involvement in the research process.


Researching and Reflecting on own Teaching (Scholarship of Learning and Teaching.

In this approach I am involved in researching and reflecting on my own teaching and the students’ learning via action research or applied research, which involves identifying a learning/teaching problem, researching the problem, applying the solution to my teaching and publishing the results. Current examples of this occurrence are:


Encouraging Secondary Students’ Deep Reflection-on-learning: a case for a Reflective Approach to Student Learning Evaluation.

Reflective Teaching and Disruptive Behaviour in Regular High School Classrooms in London, England.

Teaching Tasks and the composition of a ‘piece’ using music technology in the classroom: Implications for the education and training of teachers.

I reflect on or critically think about my own teaching. Via this process, I reflect on what steps need to be taken to improve the learning and teaching process, using a variety of evaluation methods (i.e., reflective journals, students’ evaluation form, and personal and peer observation) and then act on them in practical ways.

Here are a few strategies for encouraging and enabling research-led teaching

The development of a culture of research is one way of encouraging and enabling research-led teaching in a HEi. This can be achieved by developing and facilitating faculty’s professional development, which enables and encourages them to engage in the ‘scholarship of teaching’. This may include instituting awards /incentives that recognize outstanding teaching, based on researching and/or studying ones’ teaching; developing policy and criteria for this recognition scheme; facilitating in-house training in the area of the scholarship of teaching, and organizing a special lecture series by noted scholars to address the idea of the scholarship of teaching.

Developing or facilitating faculty’s engagement in research and publications is another way to encourage and enable research-led teaching in a HEi. Strategies to encourage this may include: building time in the teaching schedule for faculty to engage in research; providing funding for faculty attendance and participation in local and overseas conferences; developing policies to regulate faculty attendance and participation in local and overseas conferences; providing internal forums for faculty to showcase their research, for example, a lunch hour series that is broadly advertised, where faculty can talk about and present their research ideas for discussion, and present research that they have completed; encouraging internal review of publications that faculty are planning to submit to journals or conferences, and encouraging students’ research by requiring (where appropriate) the completion of a thesis or portfolio.

Other ways to encourage and enable research-led teaching in a HEi is to encourage consultancy work by faculty by showcasing to the local university and wider community their credentials, experiences and achievements; hosting and organizing annual or biannual conferences at the University to address issues relevant to education; and using the University’s website to display faculty research and scholarship achievements.

References

Anthony, E. K & Austin M.J. (2008). The Role of an Intermediary Organization in Promoting Research in Schools of Social Work: the Case of the Bay Area Social Services Consortium. Social Work Research 32(4) 287-294

Brew, A. (2010). Imperatives and Challenges in Integrating Teaching and Research. Higher Education Research & Development 29, 139-150.

Brew, A, & Boud, D. (1995). Teaching and research; establishing the vital link with learning. Higher Education, 29, 261-273

Paul, C.W and Rubin, P.H. (1984) Teaching and Research: The Human Capital

Paradigm. Journal of Economics Education 15(2), 142-147

Prichard, R. (2000) Future Directions for Research in Caribbean Higher Education Institutions. Chapter 11 in Higher Education in the Caribbean: Past, Present & Future Directions. 251-265, ISBN 9789766400798

Tushman, M & O’Reilly III, C. (2007). Research and Relevance: Implications of pasteur’s quadrant for doctoral programs and faculty development. Academy of Management Journal 50(4), 769-774

Dr. Mark A. Minott

Contact: minott.mark@iCloud.com

Article Source:
http://EzineArticles.com/expert/Dr._Mark_A._Minott/2236042

In this talk Roberto discusses his three phase system which he uses to teach English without teaching English, to improve the learning experience for students and the teaching practice for professors.

Robert Guzman is a full professor at the University of Puerto Rico, Aguadilla Campus. Guzman teaches undergraduate English courses in which he stresses the development of critical thinking skills and hands on language development skills. He’s also a freelance writer and political commentator on the WPRA 990 AM radio show Comunicando with host Toti Figueroa. So far Guzman has published, among other books The Devil’s Advocate Reader, Tropical Tales of Terror, Mitos y Conflictos en la Biblia and Heroes.

This talk was given at a TEDx event using the TED conference format but independently organized by a local community. Learn more at http://ted.com/tedx
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