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"Changing Education"
By
Margaret Warner
NEW PUBLICATION
1.1.11

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...........This book will be published in 2012 by
.........Good Luck Publishers, India.

Changing Education

Forward
Introduction

PART 1

Changes in Education

Introduction to Part 1
Teacher’s experience
Author’s experience
The challenge

Chapter 1 Context of Change in Education

Education since 551 BCE
Friedrich Wilhelm Froebel 1782 – 1852
Maria Montessori 1870 – 1952
England - education since 1800s
India - independent since 1947
Algeria - independent since 1962
Qatar - independent since 1971

Chapter 2 Scientific Research and Education in the 21 st Century

Neuroscience and education
What is intelligence?
Multiple Intelligence theory
Culture, heritage and globalisation
Information and communication technology

PART 2

Changing Education

Introduction to Part 2
Teachers’ own experiences

Chapter 3 Changing from Teaching to Learning

Understanding how learning occurs

  • What it is to be a teacher
  • Moving from an emphasis on teaching to a focus on learning
  • What prevents learning?
  • Learning from great educationalists, and child development
  • Building on what is already known, and personalised learning
  • Teaching for understanding, and higher order skills

Conducive conditions for learning

    • Methodology
    • Furniture
    • ICT
    • Equipment and displays
    • Fresh air and noise levels
    • Relationships

Learners as active participants; behaviour and discipline

  • Setting boundaries
  • Lesson planning
Chapter 4 Changing Teachers - Assessment and Lesson Planning

Introduction

  • Why assessment and tests?

Assessment

  • Parents as partners - pre-school
  • Assessment through observation
  • Multiple Intelligences Assessment
  • Rubrics
  • Assessment for learning
  • Assessment of knowledge, skills, understanding and attitudes

Assessment and progression

  • Early years, foundation stage profile
  • Assessment for progression within a subject
  • Formative assessment
  • Summative assessment
  • Published diagnostic tests
  • Examinations

Lesson planning

  • Using assessment for differentiating work
  • What to look for in your scheme of work
  • Dividing a unit up into a series of lessons
  • Planning the detail of the lesson
  • Evaluating the lesson
  • Evaluating the Unit
Chapter 5 Changing the way we see the curriculum

 The context of the curriculum

  • A view from Nigeria
  • A view from Qatar
  • A view from Algeria
  • A view from India
  • A view from America
  • A world view

Giving children the knowledge and skills they need for the 21 st century

  • Knowledge of who I am and where I come
  • Knowledge for good health and personal safety
  • Moral and social education
  • Skills to reach high standards
  • Skills for employment, competitiveness, and enterprise
  • Skills for a scientific age
  • ICT, training and the curriculu

Changing teachers’ attitudes towards the curriculum

  • Discovering, not covering the curriculum
Chapter 6 Leadership and Management – changing the school
  • Visionary leaders and multi-skilled workers - a shared vision and a teaching force with different strnegths
  • Do we provide appropriate professional development
  • Have we an agreed school development/ improvement plan
  • Have we a performance management system in place?
  • How do we care for our children? - pastoral care and safety
  • Do we have the right kind and enough resources/equipment to do our job successfully?
  • How well do we work with parents and the community?
  • How well are we doing and what must we do next?

 

Appendices

Templates for Professional Development

 The following questionnaires and activities are for college lecturers, school advisors and principals providing initial or in-service training, or personally by individual teachers looking to improve their own teaching. Each supportive task should be used after reading the appropriate section in the chapter that precedes it.

Chapter 3 - Changing from Teaching to Learning

3.1 Dr. APJ Abdul Kalam’s ‘Oath for Teachers’

3.2 Understanding how learning occurs

3.3 Factors that promote or prevent learning

3.4 Learning from the Great Educationalists

3.5 Special Educational Needs

3.6 Identifying Students’ Multiple Intelligences

3 .7 Personalised Learning

3.8 Teaching for Understanding - Developing Higher Order Skills

3.9 Planning the Classroom and Learning Areas

3.10 Classroom Management - Classroom Rules

3.11 Classroom Management - Gaining Attention

 

Chapter 4 – Changing Teachers – Assessment and Lesson Planning
Assessment

4.1 Pre-school Home Visit

4.2 Identifying a Pupil’s Multiple Intelligences

4.3 Assessment by Different Intelligences - The Adventures of Huckleberry Finn

4.4 Multiple Intelligences - Assessment by Tasks

4.5 MI Processfolio Checklist

4.6 MI Assessment Rubric

4.7 Assessment for Learning

4.8 Record of Student’s Progress

4.9 Worrying Statistics of Suicide amongst Teenagers in India Worrying about Exams

4.10 Examinations Plus

4.11 An Introduction to Dyslexia for Parents and Professionals

 Lesson Planning

4.12 Example Environmental Topic - Activity Plan

4.13 Unit Plan

4.14 Lesson Plan

4.15 Lesson Evaluation

4.16 End of Unit - Evaluation of Pupils

 
Chapter 5 - Changing the way we understand the curriculum

5.1 Who am I and where do I come from?

5.2 Knowledge for good health

5.3 Moral and Social Education

5.4 Skills to Reach High Standards

5.5 Skills for employment, competitiveness and enterprise

5.6 Skills for a scientific age

5.7 Teachers’ ICT Skills - spreadsheet

5.8 ICT and the curriculum

5.9 Discovering the curriculum

5.10 Curriculum / Unit Planning

5.11 Unit to lesson planning

5.12 Curriculum, Multiple Intelligences and Careers

 

Chapter 6 Leadership and Management – changing the school

6.1 Examination questions

6.2 Teachers’ multiple intelligences

6.3 CPD portfolio

6.4 Action research

6.5 School development plan

6.6 Performance management

6.7 Interactive white boards

6.8 Resources

 
About the Author

Margaret Warner was trained as a teacher at The Froebel Educational Institute in London. Her specialisms were mathematics and the junior age range. She has taught in London, Oxfordshire and Sydney, Australia. She was Headteacher of a Church of England primary school in London for ten years and also held Head of Department posts in secondary and special schools.

Margaret has a Master’s Degree in Education and Diplomas in School Management Studies and Teaching English as a Second Language. In 1996 she became a Registered Inspector leading Primary teams for The Office for Standards in Education (OFSTED), and working as a team member in secondary and special schools.

In 1995 Margaret set up her business 'MAW Education’, http://www.maweducation.co.uk. Since 2005 she has worked as an international educational consultant and as an assessor of higher level teaching assistants. She has contributed chapters to books, written articles for educational journals, and inspected schools or trained teachers in the UK. India, Qatar, Algeria, and Dubai.

Snapshot

‘Changing Education’ reflects on the changes there have been in education over the centuries and in different countries, often as a result of educational and scientific research and the changing needs of societies, and then points the way forward to show how teachers today are part of that change, preparing children for the future.

The first part of the book gives an overview of famous educators who have and are influencing educational change, and describes some developing countries which are in the process of changing at a speed unimaginable in the past. This is the context in which many teacher work, having to change their methods from the imparting of knowledge to a large mass of children, merely to be memorised and repeated in examinations, to teaching children and students how to learn for themselves, and understand and apply that learning in the context of the digital age.

Aware that there are fundamentals that do not change, but also that education methodology is changing all the time, teachers need tools, to help them change their methods from rote teaching and learning of the many, to personalised learning of the individual. The second part of the book suggests some pointers as how this might be done, and provides templates for teachers.

 

 

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