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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.


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


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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
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Posted by on Feb 11, 2018 in Teaching | 20 comments


Dec. 2015 A day in the life of my full time teaching job! THANK YOU Teachers for ALL you do! In this video, I take you on a typical whirlwind day of teaching in the elementary school. We are departmentalized which means we switch classes. I teach English Language Arts which include reading, writing, grammar, and social studies. I have a morning class, then the students switch to another classroom for their math and science subjects. Let me know if you have any questions! THANKS FOR WATCHING AND SUBSCRIBE FOR MORE!


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Teaching A New Player How To Rust

Posted by on Jun 18, 2017 in Teaching | 20 comments

Kristian is new to the game, so I figured I’d teach him the basics of Rust…and tell him a whole bunch of bullsh*t while I giggled at him.


Server: Viking Republic

Outro Song:

Production Music courtesy of Epidemic Sound:

If you enjoyed the video, leave a like 😮
If you really enjoyed the video, leave a comment :O

Thanks for watching, and see you in the next one!

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Neha Kakkar Teaching Students (FUNNY)

Posted by on Feb 26, 2017 in Teaching | 40 comments



Instagram: @nehakakkar

Snapchat: nehakakkarsnap

The teaching duo who taught Wondergirls and Sistar! [Sister's Slam Dunk Season2 / 2017.02.24]

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KBS World is a TV channel for international audiences provided by KBS, the flagship public service broadcaster in Korea. Enjoy Korea’s latest and the most popular K-Drama, K-Pop, K-Entertainment & K-Documentary with multilingual subtitles by subscribing KBS World official YouTube.
대한민국 대표 해외채널 KBS World를 유튜브에서 만나세요. KBS World는 전세계 시청자에게 재미있고 유익한 한류 콘텐츠를 영어 자막과 함께 제공하는 No.1 한류 채널입니다. KBS World 유튜브 채널을 구독하고 최신 드라마, K-Pop, 예능, 다큐멘터리 정보를 받아보세요.
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Screen Recorder Software in Computer Science Teaching

Posted by on Oct 23, 2016 in Teaching | Comments Off on Screen Recorder Software in Computer Science Teaching

Abstract: This paper introduces the main functions of the screen recorder software. Combined with the characteristics of computer science courses and teaching methods commonly used, screen recorder software is playing a more and more important role. Practice has proved that screen recorder software improves the learning and teaching effectiveness. It is a helpful tool to facilitate teaching of professional computer science courses.

As students of the major of computer science, regardless of the learning of operating system, image processing, web design, animation or database design, we must be familiar with and skilled in using the appropriate software and system. At present, most schools are equipped with CAI laboratory, but the computer science teaching method is to play the courseware with main text plus pictures and demonstrate software operating by teachers. Teachers guide students to do repeated operations in this way, but it is difficult for students to remember and process by themselves, not to mention to strengthen their knowledge after class or in the experiment. Screen recorder software can record the operating process, and the results can be embedded in teaching courseware. That will be a good solution to the problem.

Screen Recorder Software

Screen recorder software is an application that records the onscreen operating activity as video, or we can called it screen video recording software or screencasting software. There are a lot of screen recorder software, such as DemoCreator, Captivate, and HyperCam. They are with powerful features but simple to use. We will take DemoCreator as an example to explain the main functions of such screen recorder software.

First, it supports the long time onscreen video recording, and you can set the voice recording at the same time.

Second, screen recordings can be generated as EXE file which can be played on any computer without any player installed.

Third, the Flash movie output is a streaming video file of small size, which can be played online instantly.

Fourth, DemoCreator can publish files compliant with AICC/SCORM for Learning Management such as Black Board, SharePoint and Moodle.

Fifth, it enables users to rerecord the voice narration as screen recording. The voice recording process can be separated and user rerecord the narration or import audio file to the screen recording.

Sixth, it is the free to select any recording area of your desktop, full screen, selected window or custom area.

Seventh, users can PAUSE in the process of recording.

Characteristics of Computer Science Courses

There are computer science courses such as database programming, web design, image processing, programming languages and so on. One important thing for all the students is being familiar and skilled in using the related computer software. Software interoperability is a major feature of computer courses.

From the perspective of classroom teaching, the characteristics of computer-based courses are quite different from other courses and it has its own characteristics. Classroom teaching of computer course is often dependent on certain software application, teachers not only train the students on theoretical knowledge, but also operate the process of software and show it to students. Students get in-depth understanding of the software by primarily lectures and repeated use of the application.

Computer Science Curriculum and Experiment

l, the status of classroom teaching

Most computer science courses are based on multimedia teaching method. The essence of multimedia-based teaching is displaying the content of teaching in a more intuitive way, so that students can accept more easily and produce more profound memories.

At present, the commonly used method is to play “text + image” courseware to explain the theory and display software interface to introduce the functions of software. This can show some content that is difficult to show on blackboard with chalk and language. It plays an important role in computer teaching in the early days. However, with the increase of graphical interface software, some software is more complicated to operate. It is difficult to rely solely on this approach which is hard to reflect the operation process of the software.

Another method often used in computer teaching is to process a live demonstration by teachers. The advantage of this approach is intuitive, dynamic, and effective. However, there are downsides as follows: First of all, teachers display the operating by mouse clicking and keyboard typing with poor interactivity. If teachers do not prepare well, or there are some failures in process, it will make the process of interruption or repeated presentation. In that case, students are difficult to understand the steps absolutely correct; Second, CAI laboratory must have all the software installed, then the machine is not easy to maintain, and the software also slows down the machine performance, so that it will lags machines when teachers are in the presentation. This reduces the effectiveness of the demonstration.

2, The status of experimental teaching

Experimental teaching plays a vital role in the whole process of computer course teaching. Mastering the theoretical knowledge of computer is not enough in learning computer science courses. Experimental teaching is to train students to use computer applications to solve real problems. The significance of computer experiment teaching is so important, that has been recognized by the whole education sector. There are two mainly used experimental teaching methods for computer science course:

The first method is broadcasting the screen recording to all students, and then they do the experiment through their memories. The inadequacy of this method is that students can only see but can not follow the operation. It is very difficult for students to remind the processing steps when they do it alone. In the experiment, teachers have to guide students in individual counseling, repeating the operation so many times. It is inevitable that guidance teacher can not take care of all the students. It is a waste of teachers’ work. The class time is so limited that teachers can not solve all the operational problems for students, thus affecting the effectiveness and the progress of teaching.

For schools with better experimental conditions, teachers demo steps through the projector in the laboratory, and students can solve the problem by following the operation. That is the second teaching method for computer science course. However, because of the difference of computer basic, earning method and learning ability for all students, some students can keep up with the teaching process, while others can not. So teachers need to repeat the same presentation, or only take care of the students of middle level. Some students can not learn as much as they can, and some students can not keep up the situation. This also impacts the effectiveness of teaching.

There are some difficulty in classroom and laboratory teaching. The teaching conditions are improving and teachers are trying to do better, but there are still some deficiencies. These deficiencies are not only reflected in the classroom and laboratory teaching. For operational content, the students are difficult to review and self-learn after class through the difficult text + pictures courseware.

The screen recorder software in the computer science teaching

Screen recorder software is easy to record the onscreen operating into a video or EXE file, and the process of recording and playback can be set arbitrarily. It plays an extraordinary role for teaching computer science courses.

First of all, it totally demonstrates the whole process of software operation. The process is intuitive and dynamic. It makes teaching can achieve a better result. Besides, it solves the problems of “text + image” courseware.

Second, teachers do not have pay attention on screen, and it is free to set up suspensions in recording. That avoids confusion in the process of presentation, and the phenomenon of disruption because of the operational errors or system failures. It ensures the progress of the course.

Third, CAI classrooms do not have to have all the software applications installed. It makes the machine easy to maintain and it does not reduce the performance of the machine.

Fourth, teachers distribute the recorded files of software operating to students in experiment. Students control playback speed and progress by themselves. In this way, it make that students can learn more based on their level, but also bring teachers out of duplication of effort.

Fifth, the recorded results will be (with the voice narration) uploaded to the teaching site. Students can review the document online. For energetic students, they can learn more by themselves.

In general, screen recorder software like DemoCreator enhances the effectiveness of teaching of computer science courses in all aspects. Multimedia-aided teaching is unique, advanced, and highly effective, but not suitable for all the teaching content. How to achieve optimal teaching effect? It should be based on the rational use of the actual needs to achieve the best results. Multi-media-assisted teaching and traditional teaching complements each other when they became Organic combination. Appropriate use of instructional media can fully mobilize the enthusiasm of learning. It cultures innovative ability of students with enhanced learning efficiency. Practice has proved that the screen recorder software bring good results for computer course teaching, no matter in classroom teaching, laboratory teaching and self-learning after school.

Sameshow E-learning Software is dedicated to providing presentation and learning content authoring tools ideal for trade shows, online learning, enterprise training, conference, company presentations etc. Learn more about screencast samples.
Adward Chan, Sameshow E-Learning software provider, a regular writer on software.

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Teaching Methods for Inspiring the Students of the Future | Joe Ruhl | TEDxLafayette

Posted by on Aug 14, 2016 in Teaching | 32 comments

Collaboration. Communication. Critical thinking. Creativity. – Should be present in all classrooms.

Joe Ruhl received his bachelors and masters degrees at Purdue University and he has been sharing the joys of biology with kids for 37 years. He presently teaches Biology, Genetics, and Science Research courses at Jefferson High School in Lafayette, Indiana. Joe and his wife Gail have two children and two grandchildren. The National Association of Biology Teachers named Joe Ruhl the Outstanding Biology Teacher of Indiana in 1987. In 1988 he was awarded a Golden Apple Teaching Award by the Lafayette, Indiana Chamber of Commerce. In 1989 he was honored at the White House as Indiana’s recipient of the Presidential Award for Excellence in Science Teaching. In 1996 he received the Purdue University College of Science Distinguished Alumnus Award for Excellence in K-12 Science Teaching. In 2004 he was awarded the Purdue College of Education’s Crystal Apple Teaching Award. And in 2012 he was honored with the Shell National Science Teaching Award.

This talk was given at a TEDx event using the TED conference format but independently organized by a local community. Learn more at
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Lisa Lee gives an emotional talk about making a difference in children’s lives as teachers and teaches us that if we reach the inner core first, the common core is more easily taught.

In the spirit of ideas worth spreading, TEDx is a program of local, self-organized events that bring people together to share a TED-like experience. At a TEDx event, TEDTalks video and live speakers combine to spark deep discussion and connection in a small group. These local, self-organized events are branded TEDx, where x = independently organized TED event. The TED Conference provides general guidance for the TEDx program, but individual TEDx events are self-organized.* (*Subject to certain rules and regulations)
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