"filmID","creator","title","date_of_publication","runtime","series_title","summary","format_type","associated_entity","geography","subject_group","genre","image_url","direct_url"
"asp1630785-lawv","Tuchman, Jeffrey","Exploring alternatives to prison and probation","1992","22 min","[]","When judges pass sentence on convicted criminals, they generally have only two available options: put the offender into prison or put him back on the street with a term of probation. And while, in some cases, these options are sufficient, problems like prison overcrowding, ""revolving door"" justice, and the high incidence of repeat offenses have caused many people to feel that prison and probation just aren t sufficient tools to do the job. The question is: what would be? This film attempts to answer that question by looking at a range of innovative solutions being tried around the country. We visit five alternative sentencing programs including one in which offenders must perform community service, one which has criminals paying restitution to their victims, and a house arrest program where offenders are monitored by electronic surveillance. We see the risks and costs that each would involve and some of the arguments for and against them.","stream","[]","[]","['Corrections', 'Sentences (Criminal procedure)', 'Criminals', 'Sociology']","['Documentary films']","https://d3crmev290s45i.cloudfront.net/content/1003826xxx/1003826719/1003826719-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?LAWV;1630785"
"asp1630784-curv","Jene, Lluis","Equatorial Guinea. Drowning in oil?","2004","32 min","[]","In 1995 U.S. oil companies arrived in Equitorial Guinea in West Africa and found petroleum. Guinea has now become the third biggest oil producing nation in sub-Saharan Africa, with production at 300,000 barrels a day. Because of its location, away from the Arabian peninsula, Guinea is important to the U.S. since it helps the U.S. in its goal to diversify its sources of oil. Throughout its Spanish colonial past and until the discovery of oil, the raising of cocoa crops was the only economic activity. Sarah Wykes, Global Witness NGO says that "" ... although the country will have about $700 million in oil revenues per year there has been no improvement in the development of the country. It isn't benefiting the people of Guinea."" Where is the money going? John Bennett, the ex-US Ambassador to Equatorial Guinea says that President Obiang, considered a dictator by many, is stealing much of the oil money (estimated at $1.5 to 2 billion over the past nine years) and depositing it offshore. Besides financial corruption, the government suppresses and even imprisons the leaders of the political opposition. The human rights violations and the lack of democracy are tolerated by the governments of the West in order to support U.S. oil interests.","stream","[]","['Equatorial Guinea']","['Economics', 'Petroleum industry and trade']","['Documentary films']","https://d3crmev290s45i.cloudfront.net/content/1003826xxx/1003826717/1003826717-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?CURV;1630784"
"asp1630783-flon","","End of empire","2002","45 min","[]","This film tells the harrowing story of the Japanese occupation of Singapore from 1941-45. Archival film as well as fascinating interviews with two historians, Professors A. Jayathurai and Brian Farrell relate the tragedy of this important theater of war. But it is the story of Alexander Cockburn a young Scotsman who had recently signed on for a four-year stint as a pharmacist in the bustling colonial city that gives the dramatic history a personal dimension. Instead of enjoying a brilliant career in Singapore, Cockburn witnessed its swift and violent end, as well as the symbolic end of the British Empire. In the 1930s it was widely believed that Singapore was an impregnable fortress. When the well-trained and equipped Japanese invaded Northern Malaya in 1941, shortly after Pearl Harbor, they easily defeated the under-prepared Indian, New Zealand and Australian troops who had joined the British there. When British officials realized Singapore would fall, they evacuated the colonials, leaving the Chinese, Indian and Malay populations to fend for themselves. Throughout this, Cockburn worked as a medical volunteer, cleaning up the bodies left from Japanese bombing. Two British battleships were sunk with nine hundred British sailors lost and the British surrendered after six weeks. Under the Japanese occupation, one hundred thousand prisoners of war were arrested and imprisoned or executed in six weeks. Cockburn was taken prisoner by the Japanese and spent four years in horrendous conditions, with almost no food or medicine available. He used his experience as a pharmacist to help his fellow inmates as much as he could. It is estimated that twenty to thirty thousand people perished in captivity. As Prof. Jayathurai says, ""Churchill gave up Malaya for the defense of Europe. This was the end of the British Empire; everything after that was borrowed time.""","stream","['Cockburn, Alexander']","['Singapore']","['World War, 1939-1945']","['Documentary films']","https://d3crmev290s45i.cloudfront.net/content/1003826xxx/1003826715/1003826715-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?FLON;1630783"
"asp1630782-flon","","Encounter in Ramallah","1997","54 min","[]","Ramallah, The West Bank, 1996. Two young soldiers, an Israeli and an Arab, encounter one another on a street. Both fire their automatic weapons. Both are wounded. From this starting point, the filmmakers explore the lives of the young men and the age-old conflict in which they are caught. The documentary gives a close-up, human view of the gulf separating the two opposing factions. The two men grew up only thirty miles from each other, yet in two utterly different worlds. The one is an Israeli officer who was raised in a Tel Aviv suburb. He is of the generation that grew up expecting to lead ""the good life"". His generation is tired of war. The Palestinian officer raised in a West Bank village is commited to pursuing the Palestinian dream of an independent state. The film traces how these two ""brothers"", descendants of Abraham, ended up enemies. We see how the schools and the elders perpetuate hostility. Both men believed in peace, until their encounter in Ramallah.","stream","[]","['Rām Allāh']","['Arab-Israeli conflict', 'Religion']","['Documentary']","https://d3crmev290s45i.cloudfront.net/content/1003826xxx/1003826714/1003826714-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?FLON;1630782"
"asp1630781-flon","","Emil and Fifi","1991","50 min","[]","The award winning film tells the history through the force and emotion of a personal story. It is the engaging portrait of Emil Synek, the filmmaker s grandfather, who was a revered playwright, journalist and politician in Czechoslovakia during the era of the Second World War and the Communist takeover. When he was filmed, Emil Synek in his eighties, lived in exile in Paris with his constant companion, a poodle Fifi. Emil s life was shaped by the politics of Europe. When the Nazis invaded is country. He fled to London , where he joined the exiled government of Eduard Benes. In post-war Czechoslovakia he served as a diplomat until the Communist takeover of 1948 forced him and his family to flee again to the West. All his works and any mention of his life was obliterated from is country s history. His story echoes Czechoslovakia's struggle for freedom. It gained independence in 1918 only to lose it to Hitler s invading army. In 1945 the exiled government was restored but was overthrown three years later by the Communists. In 1968 a quest for democratic socialism and independence was crushed by Soviet force.","stream","['Synek, Emil']","['Czechoslovakia']","[]","['Documentary films']","https://d3crmev290s45i.cloudfront.net/content/1003826xxx/1003826713/1003826713-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?FLON;1630781"
"asp1784460-huri","","El Salvador. Portraits in a revolution","1994","57 min","['Human rights studies online (video)']","This film documents the grassroots nature of revolutionary democracy and the courage of the ordinary people of El Salvador. In the 1980s, thousands of Salvadorans were forced to flee their homeland to refugee camps in Honduras. After nine years in the camps, they made a decision unprecedented in refugee history. Against their government's wishes, they returned home as communities while the war was still raging. Against the backdrop of the 12-year civil war, we meet individual refugees and hear their stories of the Repatriation Movement they created. We learn about Father Segundo Montes, one of the Jesuits murdered by the military, who inspired the refugees to rebuild their country. Today, many questions remain about demilitarization, land reform and reconstruction of a more democratic society. This film gives the viewer some of the information necessary to begin to address these questions.","stream","[]","['El Salvador']","['Civil war']","['Documentary films']","https://d3crmev290s45i.cloudfront.net/content/1003826xxx/1003826711/1003826711-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?HURI;1784460"
"asp1630779-flon","","Egypt. The fear and the faith","1996","41 min","[]","The Fear and the Faith exposes persecution of Christians in Egypt as Moslem fundamentalism continues to grow. Never before has this important story been filmed. The conflict between Christians and Moslems is the most sensitive issue in Egypt. Both the Church and the Egyptian government have created a wall of silence behind which an ugly persecution of the Christian minority is occurring. The Islamic movement is bent on converting the eight million Coptic Christians living in their midst. They succeed in converting around 12,000 a year. A spokesman for the militant Jamaat Islamiya fighters reveals that the Koran instructs them to execute those who convert to Christianity. The Coptic Pope tells us that the conflict must be resolved by Egyptians, not by the international community. Isolated Christian families in poor areas of Cairo are especially targeted for conversion. Some inducements are financial and social rewards, but violent tactics are also used. We meet a Christian man who was shot and stabbed by Moslem fanatics, the Coptic cross tattooed on his wrist as a sign of faith, gouged out with a knife. He accuses the police of colluding with the Moslem fanatics, a common accusation. Also included in this film are interviews with the Coptic Church's Pope and with Dr. Osama Al Baz, political advisor to President Mubarak.","stream","['Coptic Church']","['Egypt']","['Persecution', 'Christianity and other religions', 'Islam']","['Nonfiction films']","https://d3crmev290s45i.cloudfront.net/content/1003826xxx/1003826710/1003826710-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?FLON;1630779"
"asp1784233-ediv","","Becoming a culturally sensitive teacher. Faculty meeting on cultural issues","2000","30 min","['Becoming a culturally sensitive teacher']","Excellent yearlong resource contains thought-provoking questions for faculty discussion on ten different topics. Faculty and student interviews form a basis for generating discussion on topics such as: Economic vs. Cultural Issues; Cultural Cliques; Teaching from the Heart: The Classroom as Family; Teaching Subject Matter vs. a Broader Value Role; and How Can the Administration Improve the School's Cultural Environment for Faculty?","stream","[]","['United States']","['Minorities', 'Teaching']","['Documentary films']","https://d3crmev290s45i.cloudfront.net/content/1004455xxx/1004455347/1004455347-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1784233"
"asp1784232-ediv","","Becoming a culturally sensitive teacher. Teaching strategies & culturally sensitive teacher. Imagine yourself -- a creative visualization","2000","21 min","['Becoming a culturally sensitive teacher']","Increase your sensitivity to universal needs through a creative visualization exercise. Examine the attributes of a culturally sensitive teacher. Explore teaching strategies that may smooth the way when cultural issues come to the foreground.","stream","[]","['United States']","['Minorities', 'Teaching']","['Documentary films']","https://d3crmev290s45i.cloudfront.net/content/1004455xxx/1004455345/1004455345-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1784232"
"asp1784230-ediv","","Becoming a culturally sensitive teacher. A teacher's culture","2000","37 min","['Becoming a culturally sensitive teacher']","Reflect on your personal cultural beliefs and biases as you create your own cultural genogram. Review cultural value preferences and see how your cultural background is brought to the classroom and is just as much a part of the classroom as your students' backgrounds. Participant handouts that may be duplicated included.","stream","[]","[]","['Multicultural education', 'Multiculturalism', 'Intercultural communication', 'Teachers']","['Documentary films']","https://d3crmev290s45i.cloudfront.net/content/1004455xxx/1004455339/1004455339-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1784230"
"asp1784229-ediv","","How to succeed in teaching without really crying. Please, no surprises!","2003","45 min","['How to succeed in teaching without really crying']","Emily Morrison explores four areas of Parent/Teacher Communication with elementary school teachers. Parents and teachers have a common ground in their deep care and concern for the child's success. The presentation includes suggestions for introductory, ongoing and scheduled parent communication so that it is a regular part of the school week and parent is ever surprised by a report card grade. Ms. Morrison gives you the keys to creating and maintaining a dynamic partnership.","stream","[]","[]","['Parent-teacher relationships']","['Documentary films']","https://d3crmev290s45i.cloudfront.net/content/1004455xxx/1004455337/1004455337-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1784229"
"asp1784228-ediv","","How to succeed in teaching without really crying. Step-by-step through the assessment maze. Making the grade","2002","50 min","['How to succeed in teaching without really crying']","Follow Emily Morrison through the many paths to assessing and grading students fairly and accurately. Ms. Morrison explains Informal, Interim, Formal and Special Needs Assessment and illustrates how their use results in a comprehensive view of student progress and valuable teacher feedback. Keep current with grading and assure that you can ""Make the Grade"" with accuracy and ease.","stream","[]","[]","['Curriculum-based assessment']","['Documentary films']","https://d3crmev290s45i.cloudfront.net/content/1004455xxx/1004455335/1004455335-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1784228"
"asp1784227-ediv","","How to succeed in teaching without really crying. Step-by-step through week one. Establishing rules and consequences","2002","28 min","['How to succeed in teaching without really crying']","Award-winning teacher, Emily Morrison, guides elementary teachers through the process of establishing a system of simple, fair, and effective classroom rules and consequences that work for all students. This is a critically important first week task that sets the tone for the entire school year. The presentation includes suggested first week activities that reinforce an understanding of classroom rules, ideas for classroom meetings that serve as an aid to discipline, and methods for establishing fair procedures and non-material rewards that give emotional satisfacton.","stream","[]","[]","['Classroom management']","['Documentary films']","https://d3crmev290s45i.cloudfront.net/content/1004455xxx/1004455333/1004455333-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1784227"
"asp1784226-ediv","","How to succeed in teaching without really crying. Step-by-step through day 1 and day 2. Organizing for success","2002","38 min","['How to succeed in teaching without really crying']","Join award-winning teacher, Emily Morrison, as she brings her dynamic hands-on approach to the important first few days of the school year. This video contains specific practical ideas for setting up an enriching, positive classroom environment. Empowering students through structured choices, creative jobs and job charts, and a simple plan for regular and meaningful communication with parents are a few examples of the many substantive topics that are covered.","stream","[]","[]","['Classroom management']","['Documentary films']","https://d3crmev290s45i.cloudfront.net/content/1004455xxx/1004455331/1004455331-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1784226"
"asp1765658-ediv","","Reflections on teaching. Teaching political science with Stanley Hoffmann","2007","39 min","['Education in Video']","Teaching political science: Stanley Hoffmann, a Harvard University professor, shares his thoughts on teaching, as he demonstrates his techniques in a lecture class on Charles de Gaulle.","stream","[]","[]","['Teacher effectiveness', 'College teaching', 'Effective teaching', 'Teaching']","[]","https://d3crmev290s45i.cloudfront.net/content/1004475xxx/1004475416/1004475416-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1765658"
"asp1765657-ediv","","The act of teaching. Part I","2007","42 min","['Education in Video']","Part of a series intended to help teachers improve their presentation skills by introducing them to some of the same techniques actors use to prepare and deliver a performance.","stream","[]","[]","['Teacher effectiveness', 'College teaching', 'Effective teaching', 'Teaching']","[]","https://d3crmev290s45i.cloudfront.net/content/1004475xxx/1004475412/1004475412-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1765657"
"asp1765656-ediv","","How to speak. Lecture tips from Patrick Winston","2007","46 min","['Education in Video']","MIT professor Patrick Winston gives advice on how college faculty members and teaching assistants can present an effective lecture. He both verbally describes the principles of an effective lecture and demonstrates how to put the principles into practice.","stream","[]","[]","['College teaching', 'Teaching']","[]","https://d3crmev290s45i.cloudfront.net/content/1004475xxx/1004475408/1004475408-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1765656"
"asp1765655-ediv","","The art of discussion leading. A class with Chris Christensen","2007","30 min","['Education in Video']","A class session in which Harvard professor C. Roland ""Chris"" Christensen leads a group of students in a discussion of how to lead a discussion.","stream","[]","[]","['College teaching', 'Teaching', 'Active learning']","[]","https://d3crmev290s45i.cloudfront.net/content/1004475xxx/1004475404/1004475404-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1765655"
"asp1765654-ediv","","Teaching in America. A guide for international faculty","2007","39 min","['Education in Video']","Helps in understanding the expectations of American students and the culture of the American college classroom. This book covers topics such as breaking down cultural barriers, preparing for class, dealing with language problems, keeping class discussions lively, and responding to student concerns.","stream","[]","[]","['Teachers, Foreign', 'College teaching', 'Teaching', 'Active learning']","[]","https://d3crmev290s45i.cloudfront.net/content/1004475xxx/1004475400/1004475400-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1765654"
"asp1765653-ediv","","Race in the classroom. The multiplicity of experience","2007","19 min","['Education in Video']","Race in the classroom features five vignettes that depict moments in college courses when the race or culture of participants, a race-related topic, or racial dynamics become a major factor in teaching and learning. Each vignette is based on an actual classroom incident, including a classroom argument over affirmative action, a student uncomfortable being chosen as a spokesperson for her race, and a quiet Asian.","stream","[]","[]","['Race awareness', 'College teaching', 'Teaching']","[]","https://d3crmev290s45i.cloudfront.net/content/1004475xxx/1004475396/1004475396-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1765653"
"asp1765652-ediv","","Thinking together. Collaborative learning in science","2007","19 min","['Education in Video']","This video presents some ideas on how to facilitate student learning by having students work collaboratively.","stream","[]","[]","['Peer teaching', 'College teaching', 'Teaching', 'Active learning']","[]","https://d3crmev290s45i.cloudfront.net/content/1004475xxx/1004475392/1004475392-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1765652"
"asp1765620-ediv","","The assessment of basic language and learning skills revised","2006","210 min","['Education in Video']","Developed by Dr. Partington, the Assessment of Basic Language and Learning Skills - Revised (The ABLLS®-R), is an assessment tool, curriculum guide, and skills-tracking system used to help guide the instruction of language and critical learner skills for children with autism or other developmental disabilities.","stream","[]","[]","['Early childhood special education', 'Teaching']","[]","https://d3crmev290s45i.cloudfront.net/frames/1004299xxx/1004299884/1004299884-disc001-file001-frame00095-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1765620"
"asp1765619-ediv","","Teaching language to children With Autism and other developmental delays","2010","256 min","['Education in Video']","This is the first video in this workshop series. It provides an overview of B.F. Skinner's functional analysis of language to parents, educators, and other practitioners. A review of the primary types of expressive language skills (verbal operants) is included along with video clip demonstrations of effective teaching methods. Viewers will learn how to assess a child's language abilities, and how to design and implement an appropriate language intervention program. A major emphasis is placed on identifying methods to enhance and utilize motivational variables to teach language in both structured teaching sessions and in daily activities. Techniques for coordinating the ongoing decision making necessary for effective language intervention and methods of data collection and tracking are also presented.","stream","['Skinner, B. F']","[]","['Special education', 'Early childhood special education', 'Teaching']","[]","https://d3crmev290s45i.cloudfront.net/frames/1004299xxx/1004299883/1004299883-disc001-file001-frame00025-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1765619"
"asp1765618-ediv","","The visual arts. Construction. Experiencing and learning, [Module 4]","2000","31 min","['Education in Video']","We observe children creating two-or-three dimensional constructions. Also observed are how children use blocks as a means of self expression and erect structures which they use in dramatizing of a favorite story and to represent some aspect of their lives.","stream","[]","[]","['Early childhood education', 'Teaching']","[]","https://d3crmev290s45i.cloudfront.net/frames/1004237xxx/1004237698/1004237698-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1765618"
"asp1763123-ediv","","Early literacy skills assessment (ELSA). Establishing Reliability. Scoring the early literary skills assessment","2005","67 min","['Education in Video']","This instructional material, by HighScope, is about scoring the early literary skills assessment and establishing reliability.","stream","[]","[]","['Early childhood education', 'Reading', 'Teaching', 'Test of Early Reading Ability']","[]","https://d3crmev290s45i.cloudfront.net/content/1004412xxx/1004412112/1004412112-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1763123"
"asp1763122-ediv","","Supportive interactions with infants and toddlers","2011","54 min","['Education in Video']","In Part 1 of this program, you will learn how to create a climate of trust for infants and toddlers, form partnerships with children, and support children's intentions. Part 2 provides information on establishing program policies that promote continuity of care. In Part 3, you'll view several extended unnarrated scenes from HighScope programs illustrating strategies for developing supportive interactions with young children.","stream","[]","[]","['Early childhood education', 'Teaching']","[]","https://d3crmev290s45i.cloudfront.net/content/1004412xxx/1004412111/1004412111-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1763122"
"asp1763121-ediv","","Tender care infant toddler series. It's mine! Responding to problems and conflicts","2006","40 min","['Education in Video']","This video for adults working in infant and toddler settings shows many strategies caregivers can use to respond sensitively and positively to children's social conflicts. Included are strategies for problem prevention, positive limit-setting, and resolving conflicts - strategies that help children begin to develop important social, language, and reasoning abilities.","stream","[]","[]","['Early childhood education', 'Conflict (Psychology) in children', 'Teaching', 'Active learning']","[]","https://d3crmev290s45i.cloudfront.net/content/1004412xxx/1004412110/1004412110-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1763121"
"asp1763120-ediv","","Outside time for active learners","2009","18 min","['Education in Video']","This media program shows how you can foster children's outdoor discoveries while ensuring that the ingredients of active learning are in place. Sequences model how adults both support children at their current developmental level and help extend their skills with gentle challenges as children explore the world outside their classroom.","stream","[]","[]","['Early childhood education', 'Teaching', 'Active learning']","[]","https://d3crmev290s45i.cloudfront.net/content/1004412xxx/1004412109/1004412109-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1763120"
"asp1763119-ediv","","The daily routine","2007","43 min","['Education in Video']","Following a consistent yet flexible daily routine gives children the sense of security they need to make choices, take risks, and become active learners. Drawing upon a variety of HighScope settings, this media program shows how adults observe children and support and extend their learning from greeting time through group times, the plan-do-review sequence, transitions, and other parts of the daily routine. The program consists of two stand-alone sections, an overview of all parts of the daily routine and an extended example of a single daily routine in a HighScope early childhood program.","stream","[]","[]","['Early childhood education', 'Teaching']","[]","https://d3crmev290s45i.cloudfront.net/content/1004412xxx/1004412108/1004412108-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1763119"
"asp1763118-ediv","","Adult-child interaction. Communicating to support learning","2009","47 min","['Education in Video']","In this program, you'll learn how you can create a positive classroom environment and improve your interactions with children in these three areas: participating as a partner in children's play; conversing with children, and encouraging learning in curriculum content areas through adult scaffolding.","stream","[]","[]","['Early childhood education', 'Teaching']","[]","https://d3crmev290s45i.cloudfront.net/content/1004412xxx/1004412107/1004412107-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1763118"
"asp1763117-ediv","","[HighScope webclips]. Large-group time. Disc 3","2011","36 min","['Education in Video']","This is a cluster of the HighScope approach in action in some examples of interacting with children in large groups and ways to approach it based on the interests of the children and the types of abilities that the children need to learn.","stream","[]","[]","['Early childhood education', 'Teaching']","[]","https://d3crmev290s45i.cloudfront.net/frames/1004412xxx/1004412106/1004412106-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1763117"
"asp1763116-ediv","","[HighScope webclips]. Small-group time. Disc 3","2011","26 min","['Education in Video']","This is a cluster of the HighScope approach in action in some examples of interacting with children in small groups and ways to approach it based on the interests of the children and the types of abilities that the children need to learn.","stream","[]","[]","['Early childhood education', 'Teaching']","[]","https://d3crmev290s45i.cloudfront.net/frames/1004412xxx/1004412105/1004412105-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1763116"
"asp1763115-ediv","","[HighScope webclips]. Recall time. Disc 3","2011","33 min","['Education in Video']","This is a cluster of the HighScope approach in action in some examples of teaching children to recall events of their day.","stream","[]","[]","['Early childhood education', 'Teaching']","[]","https://d3crmev290s45i.cloudfront.net/frames/1004412xxx/1004412104/1004412104-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1763115"
"asp1763114-ediv","","[HighScope webclips]. Planning Time. Disc 3","2011","40 min","['Education in Video']","This is a cluster of the HighScope approach in action in some examples of teaching children how to plan.","stream","[]","[]","['Early childhood education', 'Teaching']","[]","https://d3crmev290s45i.cloudfront.net/frames/1004412xxx/1004412103/1004412103-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1763114"
"asp1784205-marc","","Watch us learn! scenes from HighScope preschools. Message board. Disc 2","","28 minutes","['Watch us learn! scenes from HighScope preschools']","Presents 107 short video clips illustrating the HighScope approach in action. These clips are filled with useful ideas for activities and teaching practices that can be used throughout the daily routine in HighScope programs or in programs using any child development approach. The web clips are organized into 10 categories enabling you to quickly find the perfect clip to meet your needs, whether your interest is in planning with children at different developmental levels, supporting children with problem solving, using the message board, or promoting learning in a specific content area such as math or literacy.","stream","[]","[]","['Early childhood education', 'Education']","['Instructional films']","https://d3crmev290s45i.cloudfront.net/frames/1004412xxx/1004412102/1004412102-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1784205"
"asp1763112-ediv","","[HighScope webclips]. Preschool materials. Disc 2","2011","41 min","['Education in Video']","This is a cluster of the HighScope approach in action in some examples of how to use materials with children.","stream","[]","[]","['Problem solving', 'Conflict (Psychology) in children', 'Teaching', 'Early childhood education']","[]","https://d3crmev290s45i.cloudfront.net/frames/1004412xxx/1004412101/1004412101-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1763112"
"asp1763111-ediv","","[HighScope webclips]. Conflict resolution. Disc 2","2011","18 min","['Education in Video']","This is a cluster of short examples of the HighScope approach in action in some ways to solve conflicts with small children.","stream","[]","[]","['Early childhood education', 'Conflict (Psychology) in children', 'Teaching']","[]","https://d3crmev290s45i.cloudfront.net/frames/1004412xxx/1004412100/1004412100-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1763111"
"asp1763110-ediv","","[HighScope webclips]. Adult-Child Interaction. Disc 2","2011","30 min","['Education in Video']","This is a cluster of short examples of the HighScope approach in action in some examples of how to interact with children.","stream","[]","[]","['Early childhood education', 'Teaching']","[]","https://d3crmev290s45i.cloudfront.net/frames/1004412xxx/1004412099/1004412099-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1763110"
"asp1763109-ediv","","[HighScope webclips]. Mathematics. Disc 1","2011","37 min","['Education in Video']","This is a cluster of short examples of the HighScope approach in action in particular examples of how to incorporate math skills into the classroom.","stream","[]","[]","['Mathematics', 'Teaching', 'Early childhood education']","[]","https://d3crmev290s45i.cloudfront.net/frames/1004412xxx/1004412086/1004412086-disc001-file001-frame00165-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1763109"
"asp1763108-ediv","","[HighScope webclips]. Language, Literacy and Communication. Disc 1","2011","32 min","['Education in Video']","This is a cluster of short examples of the HighScope approach in action in particular examples of how to incorporate language, literacy, and communication.","stream","[]","[]","['Early childhood education', 'Teaching']","[]","https://d3crmev290s45i.cloudfront.net/content/1004412xxx/1004412085/1004412085-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1763108"
"asp1763107-ediv","","The indoor and outdoor learning environment","2009","40 min","['Education in Video']","In a classroom environment that supports active learning, children engage with a variety of materials and make choices about how to use them. Teachers designate different interest areas and use labeling and storage systems that allow children to easily find, use, and return materials. As you watch this program, you will learn how to arrange interest areas and choose and store equipment and materials to promote children's learning through both energetic and quiet activities in your program's indoor and outdoor spaces.","stream","[]","[]","['Elementary school facilities', 'Teaching', 'Classroom environment', 'Early childhood education']","[]","https://d3crmev290s45i.cloudfront.net/content/1004412xxx/1004412084/1004412084-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1763107"
"asp1763106-ediv","","Small-group times for active learners","2007","43 min","['Education in Video']","This program illustrates sources of ideas for small-group time, types of materials to use and how to organize them, and strategies teachers employ to support the individual ways in which children use materials.","stream","[]","['United States']","['Early childhood education', 'Group work in education', 'Active learning', 'Small groups', 'Teaching']","[]","https://d3crmev290s45i.cloudfront.net/content/1004412xxx/1004412083/1004412083-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1763106"
"asp1763105-ediv","","Plan-Do-Review in action","2009","38 min","['Education in Video']","In the plan-do-review process, children make plans, carry them out, and reflect on what they have done. In doing so, children learn to take initiative, solve problems, work with others, and accomplish their goals - their play becomes more purposeful and focused.","stream","[]","[]","['Early childhood education', 'Active learning', 'Decision making in children', 'Planning in children', 'Teaching']","[]","https://d3crmev290s45i.cloudfront.net/content/1004412xxx/1004412082/1004412082-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1763105"
"asp1763104-ediv","","Moving past praise. Supporting children with encouragement","2008","26 min","['Education in Video']","In this media program, you'll learn why encouragement is more effective than praise in improving children's self-worth and self-esteem. You will discover how to move from praising children to encouraging them using three easy-to-implement support strategies. In addition, you'll observe real classroom examples of teachers using encouragement to support preschool children and hear tips on how you can incorporate these strategies into your teaching practices.","stream","[]","[]","['Early childhood education', 'Preschool teaching', 'Education, Preschool', 'Teaching']","[]","https://d3crmev290s45i.cloudfront.net/content/1004412xxx/1004412081/1004412081-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1763104"
"asp1763103-ediv","","High/Scope for children with special needs","2005","36 min","['Education in Video']","Children with special needs are eager, successful learners in HighScope classrooms. In sequences from several inclusive settings, watch HighScope teachers model the process of incorporating key learning experiences and IEP goals with the daily routine. By observing and documenting what children can do, teachers plan authentic classroom activities that are more effective than narrow drill-and-practice.","stream","[]","[]","['Early childhood education', 'Special education', 'Active learning', 'Teachers of children with disabilities', 'Children with disabilities', 'Teaching']","[]","https://d3crmev290s45i.cloudfront.net/content/1004412xxx/1004412080/1004412080-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1763103"
"asp1763102-ediv","","High/Scope preschool key experiences. Creative representation","2006","43 min","['Education in Video']","This instructional material, by HighScope, is about creative representation.","stream","[]","[]","['Early childhood education', 'Perceptual-motor learning', 'Education, Preschool', 'Creative activities and seat work', 'Teaching']","[]","https://d3crmev290s45i.cloudfront.net/content/1004412xxx/1004412079/1004412079-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1763102"
"asp1784193-marc","","Large-group times for active learners","","54 minutes","[]","Large-group time brings children and adults together for action songs, cooperative games and projects, movement activities, group storytelling, and other planned learning experiences. This program lets you watch HighScope preschool teachers plan, implement, and review a variety of engaging large-group activities that give children opportunities to make choices while participating in developmentally important experiences.","stream","[]","[]","['Early childhood education', 'Education']","['Instructional films']","https://d3crmev290s45i.cloudfront.net/content/1004412xxx/1004412078/1004412078-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1784193"
"asp1763100-ediv","","Supporting children in resolving conflicts","2006","26 min","['Education in Video']","Describes six problem-solving steps that adults can use to help children resolve conflicts successfully.","stream","[]","[]","['Conflict (Psychology) in children', 'Child psychology', 'Teaching']","[]","https://d3crmev290s45i.cloudfront.net/content/1004412xxx/1004412077/1004412077-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1763100"
"asp1763099-ediv","","Classification, seriation, and number","2006","53 min","['Education in Video']","This program ""illustrates and describes the 13 math-related key experiences grouped under classification, seriation, and number"".","stream","[]","[]","['Early childhood education', 'Mathematics', 'Teaching']","[]","https://d3crmev290s45i.cloudfront.net/content/1004412xxx/1004412076/1004412076-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1763099"
"asp1763098-ediv","","Tender care infant toddler series. Daily schedules and caregiving routines","2011","92 min","['Education in Video']","""Eating, napping, playing, exploring objects and people, al infants and toddlers do these things but have varying personal routines from day to day. When caregivers provide consistent but flexible daily schedules and caregiving support, they let children know their needs are met, freeing the children to investigate their world.""--Highscope website.","stream","[]","[]","['Early childhood education', 'Group work in education', 'Teaching']","[]","https://d3crmev290s45i.cloudfront.net/content/1004412xxx/1004412074/1004412074-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1763098"
"asp1755649-ediv","","From message to meaning","2008","26 min","['Education in Video']","This instructional material, by HighScope, is about using a daily message board in the preschool classroom.","stream","[]","[]","['Early childhood education', 'Creative thinking in children', 'Teaching']","[]","https://d3crmev290s45i.cloudfront.net/content/1004412xxx/1004412075/1004412075-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1755649"
"asp1751415-ediv","","Secondary lenses on learning. The basic student budget","2007","13 min","['Education in Video']","This instructional video, by Corwin Press, is about team leadership for mathematics in middle and high schools, with a focus on the basic student budget.","stream","[]","[]","['Mathematics', 'Education, Secondary', 'Problem solving', 'Education, Elementary', 'Teaching']","[]","https://d3crmev290s45i.cloudfront.net/frames/1004385xxx/1004385591/1004385591-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1751415"
"asp1751414-ediv","","Secondary lenses on learning. Video clip 4.1","2007","16 min","['Secondary lenses on learning']","The Secondary Lenses on Learning professional development program helps leaders from a range of administrative and instructional roles provide strategic and coherent leadership for mathematics programs.","stream","[]","[]","['Mathematics']","['Instructional films']","https://d3crmev290s45i.cloudfront.net/frames/1004385xxx/1004385590/1004385590-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1751414"
"asp1751413-ediv","","Secondary lenses on learning. Day 2. The border problem. Video clip 2.2","2007","13 min","['Secondary lenses on learning']","The Secondary Lenses on Learning professional development program helps leaders from a range of administrative and instructional roles provide strategic and coherent leadership for mathematics programs.","stream","[]","[]","['Mathematics']","['Instructional films']","https://d3crmev290s45i.cloudfront.net/frames/1004385xxx/1004385589/1004385589-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1751413"
"asp1751412-ediv","","Secondary lenses on learning. Introduction. The border problem. Video clip 2.1","2007","13 min","['Secondary lenses on learning']","The Secondary Lenses on Learning professional development program helps leaders from a range of administrative and instructional roles provide strategic and coherent leadership for mathematics programs.","stream","[]","[]","['Mathematics']","['Instructional films']","https://d3crmev290s45i.cloudfront.net/frames/1004385xxx/1004385588/1004385588-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1751412"
"asp1751411-ediv","","Secondary lenses on learning. Video clip 1.3","2007","6 min","['Secondary lenses on learning']","The Secondary Lenses on Learning professional development program helps leaders from a range of administrative and instructional roles provide strategic and coherent leadership for mathematics programs.","stream","[]","[]","['Mathematics']","['Instructional films']","https://d3crmev290s45i.cloudfront.net/frames/1004385xxx/1004385587/1004385587-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1751411"
"asp1751410-ediv","","Secondary lenses on learning. How many toothpicks? Small group 2. Video clip 1.2","2007","6 min","['Secondary lenses on learning']","The Secondary Lenses on Learning professional development program helps leaders from a range of administrative and instructional roles provide strategic and coherent leadership for mathematics programs.","stream","[]","[]","['Mathematics']","['Instructional films']","https://d3crmev290s45i.cloudfront.net/frames/1004385xxx/1004385586/1004385586-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1751410"
"asp1784178-ediv","","Bringing reading to life. The reading community. Instruction and conversation, grades 3-6. Program 1","2004","31 min","['Bringing reading to life']","The first program in the series introduces viewers to Franki Sibberson, a fifth-grade teacher in Dublin, Ohio, and Karen Szymusiak, an elementary principal and coauthor with Franki of Beyond Leveled Books (2001) and Still Learning to Read (2003). In this program, Franki and Karen share basic tenets of quality reading instruction in grades 3�6 and show how to create a vibrant reading community. Issues concerning routines, schoolwide support, classroom organization, and family involvement are addressed through a series of classroom vignettes.","stream","[]","[]","['Reading (Elementary)', 'Literacy', 'Reading', 'Literature']","['Documentary films']","https://d3crmev290s45i.cloudfront.net/content/1004329xxx/1004329854/1004329854-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1784178"
"asp1751252-ediv","","Secondary lenses on learning. How many toothpicks? Small group 1. Video clip 1.1","2007","9 min","['Secondary lenses on learning']","The Secondary Lenses on Learning professional development program helps leaders from a range of administrative and instructional roles provide strategic and coherent leadership for mathematics programs.","stream","[]","[]","['Mathematics']","['Instructional films']","https://d3crmev290s45i.cloudfront.net/frames/1004283xxx/1004283721/1004283721-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1751252"
"asp1749101-ediv","","Learning to lead mathematics professional development. Organiztools2","2009","7 min","['Learning to lead mathematics professional development']","This set of mathematics seminars is the ideal resource for people charged with supporting teacher leaders and others who lead mathematics professional development. Potential users include curriculum leaders, math-science partnerships, university-district partnerships, and mathematics teacher educators.","stream","[]","[]","['Mathematics', 'Leadership', 'Mathematics teachers']","['Instructional films']","https://d3crmev290s45i.cloudfront.net/frames/1004385xxx/1004385814/1004385814-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1749101"
"asp1749100-ediv","","Learning to lead mathematics professional development. Organiztools1","2009","10 min","['Learning to lead mathematics professional development']","This set of mathematics seminars is the ideal resource for people charged with supporting teacher leaders and others who lead mathematics professional development. Potential users include curriculum leaders, math-science partnerships, university-district partnerships, and mathematics teacher educators.","stream","[]","[]","['Mathematics', 'Leadership', 'Mathematics teachers']","['Instructional films']","https://d3crmev290s45i.cloudfront.net/frames/1004385xxx/1004385813/1004385813-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1749100"
"asp1749099-ediv","","Learning to lead mathematics professional development. Nicholas why","2009","1 min","['Learning to lead mathematics professional development']","This set of mathematics seminars is the ideal resource for people charged with supporting teacher leaders and others who lead mathematics professional development. Potential users include curriculum leaders, math-science partnerships, university-district partnerships, and mathematics teacher educators.","stream","[]","[]","['Mathematics', 'Leadership', 'Mathematics teachers']","['Filmed interviews']","https://d3crmev290s45i.cloudfront.net/frames/1004385xxx/1004385812/1004385812-disc001-file001-frame00015-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1749099"
"asp1749098-ediv","","Learning to lead mathematics professional development. Michelle why","2009","1 min","['Learning to lead mathematics professional development']","This set of mathematics seminars is the ideal resource for people charged with supporting teacher leaders and others who lead mathematics professional development. Potential users include curriculum leaders, math-science partnerships, university-district partnerships, and mathematics teacher educators.","stream","[]","[]","['Mathematics', 'Leadership', 'Mathematics teachers']","['Filmed interviews']","https://d3crmev290s45i.cloudfront.net/frames/1004385xxx/1004385811/1004385811-disc001-file001-frame00010-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1749098"
"asp1749097-ediv","","Learning to lead mathematics professional development. Mary Alice why","2009","1 min","['Learning to lead mathematics professional development']","This set of mathematics seminars is the ideal resource for people charged with supporting teacher leaders and others who lead mathematics professional development. Potential users include curriculum leaders, math-science partnerships, university-district partnerships, and mathematics teacher educators.","stream","[]","[]","['Mathematics', 'Leadership', 'Mathematics teachers']","['Filmed interviews']","https://d3crmev290s45i.cloudfront.net/frames/1004385xxx/1004385810/1004385810-disc001-file001-frame00010-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1749097"
"asp1749096-ediv","","Learning to lead mathematics professional development. Kate why","2009","1 min","['Learning to lead mathematics professional development']","This set of mathematics seminars is the ideal resource for people charged with supporting teacher leaders and others who lead mathematics professional development. Potential users include curriculum leaders, math-science partnerships, university-district partnerships, and mathematics teacher educators.","stream","[]","[]","['Mathematics', 'Leadership', 'Mathematics teachers']","['Filmed interviews']","https://d3crmev290s45i.cloudfront.net/frames/1004385xxx/1004385809/1004385809-disc001-file001-frame00015-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1749096"
"asp1749095-ediv","","Learning to lead mathematics professional development. Jennifer why","2009","1 min","['Learning to lead mathematics professional development']","This set of mathematics seminars is the ideal resource for people charged with supporting teacher leaders and others who lead mathematics professional development. Potential users include curriculum leaders, math-science partnerships, university-district partnerships, and mathematics teacher educators.","stream","[]","[]","['Mathematics', 'Leadership', 'Mathematics teachers']","['Filmed interviews']","https://d3crmev290s45i.cloudfront.net/frames/1004385xxx/1004385808/1004385808-disc001-file001-frame00015-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1749095"
"asp1749094-ediv","","Learning to lead mathematics professional development. Halving doubling wholeE","2009","10 min","['Learning to lead mathematics professional development']","This set of mathematics seminars is the ideal resource for people charged with supporting teacher leaders and others who lead mathematics professional development. Potential users include curriculum leaders, math-science partnerships, university-district partnerships, and mathematics teacher educators.","stream","[]","[]","['Mathematics', 'Leadership', 'Mathematics teachers']","['Instructional films']","https://d3crmev290s45i.cloudfront.net/frames/1004385xxx/1004385807/1004385807-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1749094"
"asp1749093-ediv","","Learning to lead mathematics professional development. Halving doubling whole","2009","12 min","['Learning to lead mathematics professional development']","This set of mathematics seminars is the ideal resource for people charged with supporting teacher leaders and others who lead mathematics professional development. Potential users include curriculum leaders, math-science partnerships, university-district partnerships, and mathematics teacher educators.","stream","[]","[]","['Mathematics', 'Leadership', 'Mathematics teachers']","['Instructional films']","https://d3crmev290s45i.cloudfront.net/frames/1004385xxx/1004385806/1004385806-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1749093"
"asp1749092-ediv","","Learning to lead mathematics professional development. Halving doubling2","2009","4 min","['Learning to lead mathematics professional development']","This set of mathematics seminars is the ideal resource for people charged with supporting teacher leaders and others who lead mathematics professional development. Potential users include curriculum leaders, math-science partnerships, university-district partnerships, and mathematics teacher educators.","stream","[]","[]","['Mathematics', 'Leadership', 'Mathematics teachers']","['Instructional films']","https://d3crmev290s45i.cloudfront.net/frames/1004385xxx/1004385805/1004385805-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1749092"
"asp1749091-ediv","","Learning to lead mathematics professional development. Halving doubling1","2009","8 min","['Learning to lead mathematics professional development']","This set of mathematics seminars is the ideal resource for people charged with supporting teacher leaders and others who lead mathematics professional development. Potential users include curriculum leaders, math-science partnerships, university-district partnerships, and mathematics teacher educators.","stream","[]","[]","['Mathematics', 'Leadership', 'Mathematics teachers']","['Instructional films']","https://d3crmev290s45i.cloudfront.net/frames/1004385xxx/1004385804/1004385804-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1749091"
"asp1749090-ediv","","Learning to lead mathematics professional development. Grace why","2009","1 min","['Learning to lead mathematics professional development']","This set of mathematics seminars is the ideal resource for people charged with supporting teacher leaders and others who lead mathematics professional development. Potential users include curriculum leaders, math-science partnerships, university-district partnerships, and mathematics teacher educators.","stream","[]","[]","['Mathematics', 'Leadership', 'Mathematics teachers']","['Filmed interviews']","https://d3crmev290s45i.cloudfront.net/frames/1004385xxx/1004385803/1004385803-disc001-file001-frame00015-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1749090"
"asp1749089-ediv","","Learning to lead mathematics professional development. Gary why","2009","1 min","['Learning to lead mathematics professional development']","This set of mathematics seminars is the ideal resource for people charged with supporting teacher leaders and others who lead mathematics professional development. Potential users include curriculum leaders, math-science partnerships, university-district partnerships, and mathematics teacher educators.","stream","[]","[]","['Mathematics', 'Leadership', 'Mathematics teachers']","['Filmed interviews']","https://d3crmev290s45i.cloudfront.net/frames/1004385xxx/1004385802/1004385802-disc001-file001-frame00015-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1749089"
"asp1749088-ediv","","Learning to lead mathematics professional development. Formalize vocabulary","2009","8 min","['Learning to lead mathematics professional development']","This set of mathematics seminars is the ideal resource for people charged with supporting teacher leaders and others who lead mathematics professional development. Potential users include curriculum leaders, math-science partnerships, university-district partnerships, and mathematics teacher educators.","stream","[]","[]","['Mathematics', 'Leadership', 'Mathematics teachers']","['Instructional films']","https://d3crmev290s45i.cloudfront.net/frames/1004385xxx/1004385801/1004385801-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1749088"
"asp1749087-ediv","","Learning to lead mathematics professional development. Family of five","2009","8 min","['Learning to lead mathematics professional development']","This set of mathematics seminars is the ideal resource for people charged with supporting teacher leaders and others who lead mathematics professional development. Potential users include curriculum leaders, math-science partnerships, university-district partnerships, and mathematics teacher educators.","stream","[]","[]","['Mathematics', 'Leadership', 'Mathematics teachers']","['Instructional films']","https://d3crmev290s45i.cloudfront.net/frames/1004385xxx/1004385800/1004385800-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1749087"
"asp1749086-ediv","","Learning to lead mathematics professional development. Crossing river whole","2009","8 min","['Learning to lead mathematics professional development']","This set of mathematics seminars is the ideal resource for people charged with supporting teacher leaders and others who lead mathematics professional development. Potential users include curriculum leaders, math-science partnerships, university-district partnerships, and mathematics teacher educators.","stream","[]","[]","['Mathematics', 'Leadership', 'Mathematics teachers']","['Instructional films']","https://d3crmev290s45i.cloudfront.net/frames/1004385xxx/1004385799/1004385799-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1749086"
"asp1749085-ediv","","Learning to lead mathematics professional development. Crossing river3","2009","5 min","['Learning to lead mathematics professional development']","This set of mathematics seminars is the ideal resource for people charged with supporting teacher leaders and others who lead mathematics professional development. Potential users include curriculum leaders, math-science partnerships, university-district partnerships, and mathematics teacher educators.","stream","[]","[]","['Mathematics', 'Leadership', 'Mathematics teachers']","['Instructional films']","https://d3crmev290s45i.cloudfront.net/frames/1004385xxx/1004385798/1004385798-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1749085"
"asp1749084-ediv","","Learning to lead mathematics professional development. Crossing river2","2009","3 min","['Learning to lead mathematics professional development']","This set of mathematics seminars is the ideal resource for people charged with supporting teacher leaders and others who lead mathematics professional development. Potential users include curriculum leaders, math-science partnerships, university-district partnerships, and mathematics teacher educators.","stream","[]","[]","['Mathematics', 'Leadership', 'Mathematics teachers']","['Instructional films']","https://d3crmev290s45i.cloudfront.net/frames/1004385xxx/1004385797/1004385797-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1749084"
"asp1749083-ediv","","Learning to lead mathematics professional development. Crossing river1","2009","5 min","['Learning to lead mathematics professional development']","This set of mathematics seminars is the ideal resource for people charged with supporting teacher leaders and others who lead mathematics professional development. Potential users include curriculum leaders, math-science partnerships, university-district partnerships, and mathematics teacher educators.","stream","[]","[]","['Mathematics', 'Leadership', 'Mathematics teachers']","['Instructional films']","https://d3crmev290s45i.cloudfront.net/frames/1004385xxx/1004385796/1004385796-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1749083"
"asp1749082-ediv","","Learning to lead mathematics professional development. Counting by threes2s","2009","2 min","['Learning to lead mathematics professional development']","This set of mathematics seminars is the ideal resource for people charged with supporting teacher leaders and others who lead mathematics professional development. Potential users include curriculum leaders, math-science partnerships, university-district partnerships, and mathematics teacher educators.","stream","[]","[]","['Mathematics', 'Leadership', 'Mathematics teachers']","['Instructional films']","https://d3crmev290s45i.cloudfront.net/frames/1004385xxx/1004385795/1004385795-disc001-file001-frame00030-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1749082"
"asp1749081-ediv","","Learning to lead mathematics professional development. Count around3","2009","12 min","['Learning to lead mathematics professional development']","This set of mathematics seminars is the ideal resource for people charged with supporting teacher leaders and others who lead mathematics professional development. Potential users include curriculum leaders, math-science partnerships, university-district partnerships, and mathematics teacher educators.","stream","[]","[]","['Mathematics', 'Leadership', 'Mathematics teachers']","['Instructional films']","https://d3crmev290s45i.cloudfront.net/frames/1004385xxx/1004385794/1004385794-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1749081"
"asp1749080-ediv","","Learning to lead mathematics professional development. Count around2","2009","6 min","['Learning to lead mathematics professional development']","This set of mathematics seminars is the ideal resource for people charged with supporting teacher leaders and others who lead mathematics professional development. Potential users include curriculum leaders, math-science partnerships, university-district partnerships, and mathematics teacher educators.","stream","[]","[]","['Mathematics', 'Leadership', 'Mathematics teachers']","['Instructional films']","https://d3crmev290s45i.cloudfront.net/frames/1004385xxx/1004385793/1004385793-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1749080"
"asp1749079-ediv","","Learning to lead mathematics professional development. Count around1","2009","8 min","['Learning to lead mathematics professional development']","This set of mathematics seminars is the ideal resource for people charged with supporting teacher leaders and others who lead mathematics professional development. Potential users include curriculum leaders, math-science partnerships, university-district partnerships, and mathematics teacher educators.","stream","[]","[]","['Mathematics', 'Leadership', 'Mathematics teachers']","['Instructional films']","https://d3crmev290s45i.cloudfront.net/frames/1004385xxx/1004385792/1004385792-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1749079"
"asp1749078-ediv","","Learning to lead mathematics professional development. Consider status whole","2009","11 min","['Learning to lead mathematics professional development']","This set of mathematics seminars is the ideal resource for people charged with supporting teacher leaders and others who lead mathematics professional development. Potential users include curriculum leaders, math-science partnerships, university-district partnerships, and mathematics teacher educators.","stream","[]","[]","['Mathematics', 'Leadership', 'Mathematics teachers']","['Instructional films']","https://d3crmev290s45i.cloudfront.net/frames/1004385xxx/1004385791/1004385791-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1749078"
"asp1749077-ediv","","Learning to lead mathematics professional development. Consider status2","2009","5 min","['Learning to lead mathematics professional development']","This set of mathematics seminars is the ideal resource for people charged with supporting teacher leaders and others who lead mathematics professional development. Potential users include curriculum leaders, math-science partnerships, university-district partnerships, and mathematics teacher educators.","stream","[]","[]","['Mathematics', 'Leadership', 'Mathematics teachers']","['Instructional films']","https://d3crmev290s45i.cloudfront.net/frames/1004385xxx/1004385790/1004385790-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1749077"
"asp1749076-ediv","","Learning to lead mathematics professional development. Consider status1","2009","6 min","['Learning to lead mathematics professional development']","This set of mathematics seminars is the ideal resource for people charged with supporting teacher leaders and others who lead mathematics professional development. Potential users include curriculum leaders, math-science partnerships, university-district partnerships, and mathematics teacher educators.","stream","[]","[]","['Mathematics', 'Leadership', 'Mathematics teachers']","['Instructional films']","https://d3crmev290s45i.cloudfront.net/frames/1004385xxx/1004385789/1004385789-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1749076"
"asp1749075-ediv","","Learning to lead mathematics professional development. Consider Janice","2009","9 min","['Learning to lead mathematics professional development']","This set of mathematics seminars is the ideal resource for people charged with supporting teacher leaders and others who lead mathematics professional development. Potential users include curriculum leaders, math-science partnerships, university-district partnerships, and mathematics teacher educators.","stream","[]","[]","['Mathematics', 'Leadership', 'Mathematics teachers']","['Instructional films']","https://d3crmev290s45i.cloudfront.net/frames/1004385xxx/1004385788/1004385788-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1749075"
"asp1749074-ediv","","Learning to lead mathematics professional development. Consec sums scaff","2009","2 min","['Learning to lead mathematics professional development']","This set of mathematics seminars is the ideal resource for people charged with supporting teacher leaders and others who lead mathematics professional development. Potential users include curriculum leaders, math-science partnerships, university-district partnerships, and mathematics teacher educators.","stream","[]","[]","['Mathematics', 'Leadership', 'Mathematics teachers']","['Instructional films']","https://d3crmev290s45i.cloudfront.net/frames/1004385xxx/1004385787/1004385787-disc001-file001-frame00020-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1749074"
"asp1749073-ediv","","Learning to lead mathematics professional development. Consec sums intro","2009","8 min","['Learning to lead mathematics professional development']","This set of mathematics seminars is the ideal resource for people charged with supporting teacher leaders and others who lead mathematics professional development. Potential users include curriculum leaders, math-science partnerships, university-district partnerships, and mathematics teacher educators.","stream","[]","[]","['Mathematics', 'Leadership', 'Mathematics teachers']","['Instructional films']","https://d3crmev290s45i.cloudfront.net/frames/1004385xxx/1004385786/1004385786-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1749073"
"asp1749072-ediv","","Learning to lead mathematics professional development. Consec sums2f","2009","4 min","['Learning to lead mathematics professional development']","This set of mathematics seminars is the ideal resource for people charged with supporting teacher leaders and others who lead mathematics professional development. Potential users include curriculum leaders, math-science partnerships, university-district partnerships, and mathematics teacher educators.","stream","[]","[]","['Mathematics', 'Leadership', 'Mathematics teachers']","['Instructional films']","https://d3crmev290s45i.cloudfront.net/frames/1004385xxx/1004385785/1004385785-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1749072"
"asp1749071-ediv","","Learning to lead mathematics professional development. Consec sums2","2009","6 min","['Learning to lead mathematics professional development']","This set of mathematics seminars is the ideal resource for people charged with supporting teacher leaders and others who lead mathematics professional development. Potential users include curriculum leaders, math-science partnerships, university-district partnerships, and mathematics teacher educators.","stream","[]","[]","['Mathematics', 'Leadership', 'Mathematics teachers']","['Instructional films']","https://d3crmev290s45i.cloudfront.net/frames/1004385xxx/1004385784/1004385784-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1749071"
"asp1749070-ediv","","Learning to lead mathematics professional development. Consec sums1f","2009","3 min","['Learning to lead mathematics professional development']","This set of mathematics seminars is the ideal resource for people charged with supporting teacher leaders and others who lead mathematics professional development. Potential users include curriculum leaders, math-science partnerships, university-district partnerships, and mathematics teacher educators.","stream","[]","[]","['Mathematics', 'Leadership', 'Mathematics teachers']","['Instructional films']","https://d3crmev290s45i.cloudfront.net/frames/1004385xxx/1004385783/1004385783-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1749070"
"asp1749069-ediv","","Learning to lead mathematics professional development. Consec sums1","2009","7 min","['Learning to lead mathematics professional development']","This set of mathematics seminars is the ideal resource for people charged with supporting teacher leaders and others who lead mathematics professional development. Potential users include curriculum leaders, math-science partnerships, university-district partnerships, and mathematics teacher educators.","stream","[]","[]","['Mathematics', 'Leadership', 'Mathematics teachers']","['Instructional films']","https://d3crmev290s45i.cloudfront.net/frames/1004385xxx/1004385782/1004385782-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1749069"
"asp1784143-ediv","","Learning to lead mathematics professional development. Concept equity 2","2009","6 min","['Learning to lead mathematics professional development']","This set of mathematics seminars is the ideal resource for people charged with supporting teacher leaders and others who lead mathematics professional development. Potential users include curriculum leaders, math-science partnerships, university-district partnerships, and mathematics teacher educators.","stream","[]","[]","['Mathematics', 'Educational leadership', 'Career development', 'Mathematics teachers']","['Instructional films']","https://d3crmev290s45i.cloudfront.net/frames/1004385xxx/1004385781/1004385781-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1784143"
"asp1749067-ediv","","Learning to lead mathematics professional development. Concept equity1","2009","7 min","['Learning to lead mathematics professional development']","This set of mathematics seminars is the ideal resource for people charged with supporting teacher leaders and others who lead mathematics professional development. Potential users include curriculum leaders, math-science partnerships, university-district partnerships, and mathematics teacher educators.","stream","[]","[]","['Mathematics', 'Leadership', 'Mathematics teachers']","['Instructional films']","https://d3crmev290s45i.cloudfront.net/frames/1004385xxx/1004385780/1004385780-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1749067"
"asp1749066-ediv","","Learning to lead mathematics professional development. Chris why","2009","1 min","['Learning to lead mathematics professional development']","This set of mathematics seminars is the ideal resource for people charged with supporting teacher leaders and others who lead mathematics professional development. Potential users include curriculum leaders, math-science partnerships, university-district partnerships, and mathematics teacher educators.","stream","[]","[]","['Mathematics', 'Leadership', 'Mathematics teachers']","['Filmed interviews']","https://d3crmev290s45i.cloudfront.net/frames/1004385xxx/1004385779/1004385779-disc001-file001-frame00010-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1749066"
"asp1749065-ediv","","Learning to lead mathematics professional development. Christopher why","2009","2 min","['Learning to lead mathematics professional development']","This set of mathematics seminars is the ideal resource for people charged with supporting teacher leaders and others who lead mathematics professional development. Potential users include curriculum leaders, math-science partnerships, university-district partnerships, and mathematics teacher educators.","stream","[]","[]","['Mathematics', 'Leadership', 'Mathematics teachers']","['Filmed interviews']","https://d3crmev290s45i.cloudfront.net/frames/1004385xxx/1004385778/1004385778-disc001-file001-frame00020-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1749065"
"asp1749064-ediv","","Learning to lead mathematics professional development. Casilda why","2009","1 min","['Learning to lead mathematics professional development']","This set of mathematics seminars is the ideal resource for people charged with supporting teacher leaders and others who lead mathematics professional development. Potential users include curriculum leaders, math-science partnerships, university-district partnerships, and mathematics teacher educators.","stream","[]","[]","['Mathematics', 'Leadership', 'Mathematics teachers']","['Filmed interviews']","https://d3crmev290s45i.cloudfront.net/frames/1004385xxx/1004385777/1004385777-disc001-file001-frame00010-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1749064"
"asp1749063-ediv","","Learning to lead mathematics professional development. Candles whole","2009","13 min","['Learning to lead mathematics professional development']","This set of mathematics seminars is the ideal resource for people charged with supporting teacher leaders and others who lead mathematics professional development. Potential users include curriculum leaders, math-science partnerships, university-district partnerships, and mathematics teacher educators.","stream","[]","[]","['Mathematics', 'Leadership', 'Mathematics teachers']","['Instructional films']","https://d3crmev290s45i.cloudfront.net/frames/1004385xxx/1004385776/1004385776-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1749063"
"asp1749062-ediv","","Learning to lead mathematics professional development. Candles 2","2009","7 min","['Learning to lead mathematics professional development']","This set of mathematics seminars is the ideal resource for people charged with supporting teacher leaders and others who lead mathematics professional development. Potential users include curriculum leaders, math-science partnerships, university-district partnerships, and mathematics teacher educators.","stream","[]","[]","['Mathematics', 'Leadership', 'Mathematics teachers']","['Instructional films']","https://d3crmev290s45i.cloudfront.net/frames/1004385xxx/1004385775/1004385775-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1749062"
"asp1749061-ediv","","Learning to lead mathematics professional development. Bldg bldg whole","2009","11 min","['Learning to lead mathematics professional development']","This set of mathematics seminars is the ideal resource for people charged with supporting teacher leaders and others who lead mathematics professional development. Potential users include curriculum leaders, math-science partnerships, university-district partnerships, and mathematics teacher educators.","stream","[]","[]","['Mathematics', 'Leadership', 'Mathematics teachers']","['Instructional films']","https://d3crmev290s45i.cloudfront.net/frames/1004385xxx/1004385774/1004385774-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1749061"
"asp1749060-ediv","","Learning to lead mathematics professional development. Bldg bldg2","2009","4 min","['Learning to lead mathematics professional development']","This set of mathematics seminars is the ideal resource for people charged with supporting teacher leaders and others who lead mathematics professional development. Potential users include curriculum leaders, math-science partnerships, university-district partnerships, and mathematics teacher educators.","stream","[]","[]","['Mathematics', 'Leadership', 'Mathematics teachers']","['Instructional films']","https://d3crmev290s45i.cloudfront.net/frames/1004385xxx/1004385773/1004385773-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1749060"
"asp1749059-ediv","","Learning to lead mathematics professional development. Bldg bldg1","2009","8 min","['Learning to lead mathematics professional development']","This set of mathematics seminars is the ideal resource for people charged with supporting teacher leaders and others who lead mathematics professional development. Potential users include curriculum leaders, math-science partnerships, university-district partnerships, and mathematics teacher educators.","stream","[]","[]","['Mathematics', 'Leadership', 'Mathematics teachers']","['Instructional films']","https://d3crmev290s45i.cloudfront.net/frames/1004385xxx/1004385772/1004385772-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1749059"
"asp1749058-ediv","","Learning to lead mathematics professional development. Beth why","2009","1 min","['Learning to lead mathematics professional development']","This set of mathematics seminars is the ideal resource for people charged with supporting teacher leaders and others who lead mathematics professional development. Potential users include curriculum leaders, math-science partnerships, university-district partnerships, and mathematics teacher educators.","stream","[]","[]","['Mathematics', 'Leadership', 'Mathematics teachers']","['Filmed interviews']","https://d3crmev290s45i.cloudfront.net/frames/1004385xxx/1004385771/1004385771-disc001-file001-frame00010-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1749058"
"asp1749057-ediv","","Learning to lead mathematics professional development. Becca why","2009","1 min","['Learning to lead mathematics professional development']","This set of mathematics seminars is the ideal resource for people charged with supporting teacher leaders and others who lead mathematics professional development. Potential users include curriculum leaders, math-science partnerships, university-district partnerships, and mathematics teacher educators.","stream","[]","[]","['Mathematics', 'Leadership', 'Mathematics teachers']","['Filmed interviews']","https://d3crmev290s45i.cloudfront.net/frames/1004385xxx/1004385770/1004385770-disc001-file001-frame00010-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1749057"
"asp1749056-ediv","","Learning to lead mathematics professional development. Amy's method whole","2009","11 min","['Learning to lead mathematics professional development']","This set of mathematics seminars is the ideal resource for people charged with supporting teacher leaders and others who lead mathematics professional development. Potential users include curriculum leaders, math-science partnerships, university-district partnerships, and mathematics teacher educators.","stream","[]","[]","['Mathematics', 'Leadership', 'Mathematics teachers']","['Instructional films']","https://d3crmev290s45i.cloudfront.net/frames/1004385xxx/1004385769/1004385769-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1749056"
"asp1749055-ediv","","Learning to lead mathematics professional development. Amy's method 3","2009","7 min","['Learning to lead mathematics professional development']","This set of mathematics seminars is the ideal resource for people charged with supporting teacher leaders and others who lead mathematics professional development. Potential users include curriculum leaders, math-science partnerships, university-district partnerships, and mathematics teacher educators.","stream","[]","[]","['Mathematics', 'Leadership', 'Mathematics teachers']","['Instructional films']","https://d3crmev290s45i.cloudfront.net/frames/1004385xxx/1004385768/1004385768-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1749055"
"asp1749054-ediv","","Learning to lead mathematics professional development. Amy's method 2","2009","5 min","['Learning to lead mathematics professional development']","This set of mathematics seminars is the ideal resource for people charged with supporting teacher leaders and others who lead mathematics professional development. Potential users include curriculum leaders, math-science partnerships, university-district partnerships, and mathematics teacher educators.","stream","[]","[]","['Mathematics', 'Leadership', 'Mathematics teachers']","['Instructional films']","https://d3crmev290s45i.cloudfront.net/frames/1004385xxx/1004385767/1004385767-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1749054"
"asp1749053-ediv","","Learning to lead mathematics professional development. Amy's method 1s","2009","4 min","['Learning to lead mathematics professional development']","This set of mathematics seminars is the ideal resource for people charged with supporting teacher leaders and others who lead mathematics professional development. Potential users include curriculum leaders, math-science partnerships, university-district partnerships, and mathematics teacher educators.","stream","[]","[]","['Mathematics', 'Leadership', 'Mathematics teachers']","['Instructional films']","https://d3crmev290s45i.cloudfront.net/frames/1004385xxx/1004385766/1004385766-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1749053"
"asp1749052-ediv","","Learning to lead mathematics professional development. Amy's method 1","2009","4 min","['Learning to lead mathematics professional development']","This set of mathematics seminars is the ideal resource for people charged with supporting teacher leaders and others who lead mathematics professional development. Potential users include curriculum leaders, math-science partnerships, university-district partnerships, and mathematics teacher educators.","stream","[]","[]","['Mathematics', 'Leadership', 'Mathematics teachers']","['Instructional films']","https://d3crmev290s45i.cloudfront.net/frames/1004385xxx/1004385765/1004385765-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1749052"
"asp1743298-ediv","","Chasing the wind","2007","17 min","['How science works', 'Education in video']","Dr Maggie Aderin leads a team launching an instrument into space to read wind patterns in order to help assess the impact of climate change.She leads the project after working on a variety of other scientific ventures, including radar-based landmine detectors, airborne missile warning systems and building instruments for a powerful telescope.Measuring the Earth's wind patterns with this project will help to form a more complete picture about climate change; but Maggie is convinced that we all need to do our bit to reduce our impact on the planet.","stream","[]","['Great Britain']","['Science']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322847/1004322847-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743298"
"asp1743297-ediv","","Walking for water","2007","15 min","['KS3 citizenship']","A Year 9 class in London learn about water management after watching a film about a family from a small village in Kenya. The class learn about Kenyan sisters Margaret and Ruth Ndichu, who walk to the local river three times a day to fetch enough water for their family. The water they collect is full of chemicals from the surrounding farms and pollution from sewage, but it's the only water they can get. In London, the students are instructed to carry buckets of water around their playground. They are quickly exhausted and empathise with the sisters, becoming keen to find out more about global water issues.","stream","[]","['Kenya', 'Great Britain']","['Citizenship', 'Water']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322846/1004322846-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743297"
"asp1743295-ediv","","Primary Spanish. Ibienvenido a Mexico!","2009","25 min","['Lesson starters']","Filmed on location in Cosoleacaque in southern Veracruz State, Mexico, the programme features native Spanish-speaking children presenting and engaging in a range of different activities in and out of school. These include singing a traditional song (the words are provided on screen, karaoke-style!), narrating a journey to school, talking about the four seasons, and a demonstration of how to make a piñata.The short clips support the Key Stage 2 framework for languages and present scenarios to prompt discussion and activities in class, and correspond with the language objectives of Units 14, 15 and 17 of the QCDA schemes of work.","stream","[]","['Mexico']","['Spanish language', 'Children']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322837/1004322837-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743295"
"asp1743292-ediv","","Primary science. Sound and hearing","2009","52 min","['Lesson starters']","Five lesson starters provide an engaging access point to the subject of sound and hearing across KS1 and KS2. At the end of each clip a question is posed. Clip 1 is a comedy about a man whose noisy neighbours keep him awake and asks the question: What materials are best to muffle sound? Clip 2 is a Sound Quiz. An elaborate montage of pictures and sounds are followed by a quiz where ten sounds are played back without any pictures. How many sounds can you recognise? Clip 3 is a little drama about a game of hide and seek in a wood. Gabby has trouble finding her friend until she realises that taking off her ear muffs help her pinpoint where he's hiding. In Clip 4 the professor tests out different sounds on his assistant Sam. How do they make her feel; happy, sad or indifferent? Clip 5 is about changing sound and features a drum group in a school finding out about changing the pitch of African drums. It finishes with a captivating drum performance.","stream","[]","['Great Britain']","['Light', 'Science', 'Sounds', 'Force and energy']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322834/1004322834-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743292"
"asp1743291-ediv","","KS2 persuasive writing","2009","16 min","['Lesson starters']","Suitable for Years 3-6, each of the five short video clips provides a stimulus for pupils to employ a range of persuasive writing techniques.The first clip takes animals as a starting point -  three children show us their pets, telling us why they are wonderful and giving one or two disadvantages or problems in looking after it. Two further clips focus on a local neighbourhood where we interview shopkeepers who talk about the area from a favourable and less favourable perspective shown alongside images of the area. There are two clips presenting the two sides of a local area.School uniform -  short interviews with Year 5 children on the pros and cons of wearing a school uniform.The final clip presents three young people involved in campaigning for an NHS iniative - Smokefree Camden - in north London. We hear their own thoughts and feelings about stopping smoking which could lead to pupils designing and writing leaflets and fliers.","stream","[]","['Great Britain']","['Persuasion (Rhetoric)', 'English language']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322833/1004322833-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743291"
"asp1743290-ediv","","KS2 fire","2009","16 min","['Lesson starters']","Suitable across Years 1-6, the clips have a single theme - Fire. Glass blower Steven Newell demonstrates the art of blowing glass to produce a beautiful dinner plate. He uses basic technical language to describe the tools of his trade and the process of making a glass object. Two Italian brothers make and bake simple but delicious pizzas in their traditional wood fired pizza oven in a south London Pizzeria.Fire poi is a form of juggling where fiery balls are swung around the body in a series of choreographed moves.Secondary science teacher Allom Shaha demonstrates the amazing feat of walking on fire with his insights into just how it is possible.Six different types of fireworks provide an excellent starting point for mind-mapping ideas which can then be grouped into categories. Fire out of control  features a factory fire, volcanoes and bush fires to stimulate a variety of writing tasks - journalistic and report writing, descriptive and letter writing.","stream","[]","['Great Britain']","['Interdisciplinary approach in education', 'Fire']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322832/1004322832-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743290"
"asp1743289-ediv","","KS1 story starts","2009","16 min","['Lesson starters']","Suitable for Years 1 and 2, each short video features five different traditional stories. Each story start is performed with puppets using a variety of different techniques - hand, glove and rod, shadow and table top. The story starts take the story to the point at which teachers can work with all abilities of writers to enhance characterisation, simple plot and settings. Skilled writers will be able to come up with and write their own endings to the stories, while less able writers can write about what they have seen on screen. The five traditional stories featured are Red Riding Hood, The Miserly Farmer, The Key in the Sea, The Raja's Secret, and Aladdin.","stream","[]","['Great Britain']","['Creative writing']","['Reality-based']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322831/1004322831-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743289"
"asp1743288-ediv","","Halima Hussain. Science lesson","2010","20 min","['Becoming outstanding - primary']","Becoming Outstanding gives you the opportunity to explore what outstanding teaching and learning looks like, and assess yourself against our seven key features. Each feature is a learning journey of 20 to 30 min.","stream","[]","[]","['Career development', 'Teachers']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322777/1004322777-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743288"
"asp1743287-ediv","","Salma Ali literacy lesson","2010","22 min","['Becoming outstanding - primary']","Becoming Outstanding gives you the opportunity to explore what outstanding teaching and learning looks like, and assess yourself against our seven key features. Each feature is a learning journey of 20 to 30 min.","stream","[]","['Great Britain']","['Literacy', 'Career development', 'Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322775/1004322775-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743287"
"asp1743286-ediv","","Secondary geography using ICT","2009","34 min","['Hard to teach']","At The Friary School In Lichfield, geography teacher Helen Young takes a group of Year 10s out into the school grounds with data loggers and probes to help them investigate the local microclimate.At Notre Dame School in Sheffield, a Year 8 group goes on a classroom-based virtual field trip, using a range of photographic and mapping resources on the school's learning platform.Geography teacher Robert Lang and his students at Five Ways King Edward VI School in Birmingham use a range of readily available GIS applications to analyse global statistics, to investigate coastal erosion, and to design and map infrastructure improvements to their local area.","stream","[]","['Great Britain']","['Geography', 'Educational technology']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322739/1004322739-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743286"
"asp1743285-ediv","","Developing transitions","2009","17 min","['Education in video', 'EYFS today']","Two early years practitioners make a visit to a three year old with her mother. One of the practitioners talks to the mother about her daughter whilst the other plays with the child. We see and hear what happens. Senior practitioner Claire then reviews what we saw: why they ask the questions they ask, how they use the knowledge they get about the child's interests to plan, and what to look out for on a visit that could indicate special needs.At a PVI with rooms from 12 weeks to 5 years, transition is part of the everyday. We follow a day including dropping a baby off in the morning, a baby visiting the 1 to 2 room getting ready to move on, practising risk-taking to aid transition, talking to schools and handing back at home time. Practitioners review what we saw and how it forms a transition policy. A childminder explains how she makes the bridge between home and nursery for children that have several transitions in a day.","stream","[]","[]","['Early childhood education']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322738/1004322738-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743285"
"asp1743284-ediv","","Transitions. Building on learning","2009","17 min","['EYFS today']","At Clapham Manor, a primary school with an adjacent Children's Centre, results at the end of KS1 weren't as good as at KS2. They looked at transitions as a potential problem. At the children's centre, positive relationships have been built with parents, the partnership impacting on the initial assessment. As the year progresses, children make increasingly long visits to reception with their key person. We see learning partners from KS2 visiting the nursery. Children make a celebration book which goes between home and school, and continues through into Year 1 as children review achievements. Data collection, the learning environment and routines stay the same from nursery into reception.A Year 1 teacher has done a research study into pupil and parent expectation for Year 1 and as a result introduced child-initiated planning, role and outdoor play as part of the delivery of KS1. The evidence points towards the building of bridges improving Clapham's results.","stream","[]","['Great Britain']","['Early childhood education', 'Educational tests and measurements', 'Educational attainment', 'Academic achievement']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322737/1004322737-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743284"
"asp1743282-ediv","","Monitoring early progress","2009","33 min","['EYFS today']","Clapham Manor Children's Centre understands the importance of assessing the children to ensure that they are developing and progressing to their full potential. We follow Tammy as she uses complementary forms of observation and record-keeping including extended narrative notes and photographs in order to track and monitor several children's progress. The Hall Day Nursery uses an extended written form of assessment, a PLOD (Possible Lines of Development). We follow Jess as she observes Oliver to inform his PLOD. At the Clifton Children's Centre as well as the more formal methods of assessment they are also using video cameras to record observations. The programme follows Claire as she records Millie playing in the rain. The centre also edits the footage so only pivotal moments are kept to form a record for other practitioners and the parents. The programme also looks at how the cumulative information from assessments is used to support and improve the whole setting.","stream","[]","['Great Britain']","['Early childhood education', 'Educational tests and measurements', 'Observation (Educational method)']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322735/1004322735-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743282"
"asp1743281-ediv","","Developing communication for language and thinking","2009","17 min","['EYFS tday', 'Education in video']","Building on the new emphasis to structure communication in early years settings, this programme presents four observations of children in settings designed to extend talk. Presented without commentary, each can be used for analysis. The observations are followed by explanation from experienced practitioners.The programme visits:A baby room where ECAT encourages talk-friendly spaces including  treasure baskets, seating babies opposite one another, and the use of mirrors to encourage communication. A dual language Every Child a Talker (ECAT)-inspired session in Hull to support children who may have a degree of language delay. A childminder who uses the everyday experience of taking children on a bus to scaffold language and encourage new vocabulary. A focus activity at Evesham Nursery where children work with a visiting potter.","stream","[]","[]","['Early childhood education', 'Children', 'Language acquisition', 'Interpersonal communication in children']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322734/1004322734-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743281"
"asp1743280-ediv","","Communication. Early language","2009","16 min","['Education in video', 'EYFS today']","The Hall Day Nursery in Sheffield has transformed the enabling environment of its baby room through the Every Child a Talker initiative (ECAT). Babies play in talk-friendly spaces, positioned opposite one another or near mirrors to encourage early communication. Practitioners extend babble to model speech. Clifton Children's Centre, Hull, has developed positive relationships through ECAT with their predominantly Polish parents.  Stay and play  is flourishing now that activities reflect heritage and encourage parents to access multi-agency services. Evesham Nursery, Worcestershire, has introduced forest school for all as a part of their enabling environments. Boys who exhibit little language in nursery develop talk in the natural environment.A speech and language therapist works with children's centre staff using diagnostic data to help practitioners use strategies with children to move them on to the next language stage.","stream","[]","['Great Britain']","['Early childhood education', 'Children', 'Infants']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322733/1004322733-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743280"
"asp1738100-ediv","","Boost your teaching","2010","52 min","['Video requests (original: Jan to March)', 'Video requests (original: September)']","Voice coach Gillian McAuley provides key information on using your voice in the classroom. Gillian talks through delivery, tone and gesture, demonstrating how using your voice correctly can create a huge impact. Later, she explains the workings of the vocal chords and gives tips on home remedies for protecting your voice.","stream","[]","[]","['Drama', 'Voice', 'Teachers', 'Classroom management', 'Photography', 'Photography in education', 'Students', 'Teaching']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322030/1004322030-disc001-file001-frame00210-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738100"
"asp1743277-ediv","","Hard to teach. How to teach art if you're not 'arty'","2010","8 min","['Video requests (original: September)']","For primary school teachers who are not skilled artists, teaching art can present a challenge. Staff and pupils at Kender Primary School have turned to an outstanding secondary art teacher to help build skills and confidence.Ben Naylor, who has recently been judged outstanding by Ofsted, is working with Year 5 and 6 students one day a week to help them explore their art skills.At the same time, teachers and support staff benefit from watching his practice. He has also been asked to run INSET for the staff.In this lesson, Ben looks at developing the pupils  skills of observation and introduces the materials of watercolours through painting fish.","stream","[]","['Great Britain']","['Art', 'Teachers']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322705/1004322705-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743277"
"asp1738102-ediv","","What to do if","2010","73 min","['Video requests (original: Jan to March)', 'Video requests (original: September)']","An expert gives trainee teachers straightforward advice on how they can build good relationships with their mentors. Trevor Wright, author and senior lecturer in education at the University of Worcester, says the relationship is not an equal one; but there are steps trainee teachers can take to re-balance the relationship. This involves the trainee teacher taking responsibility for managing the processes involved, and learning how to respond to criticism of their teaching in order to take charge of their own development as professionals.","stream","[]","['Great Britain']","['Maternity leave', 'Middle managers', 'Teacher-student relationships', 'Educational leadership', 'Teachers', 'Student teachers', 'Mentoring in education', 'Education', 'Working mothers', 'First year teachers', 'Career developmernt', 'Teaching', 'Students, Transfer of', 'Effective teaching', 'School employees']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322187/1004322187-disc001-file001-frame00215-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743258"
"asp1743273-ediv","","Literacy. Role play, reading aloud and oral storytelling","2010","7 min","['Video requests (original: September)']","At Redlands Primary School in Fareham, the Year 6 class stages a chat show to explore the feelings of the characters in their book. Teacher Claire Simmonds explains how ICT, drama, storyboards and oral storytelling help to make pupils secure in their language, before setting pen to paper. We also hear from Sue Ellis at the Centre for Literacy in Primary Education, who says that children who are steeped in literature echo this in their writing. This programme was created by the Video Request Service in direct response to a request from the Teachers TV audience. If you'd like to make a suggestion, follow the 'Request a Video' link.","stream","[]","['Great Britain']","['Drama in education', 'Literature', 'Educational technology', 'Storytelling', 'English language', 'Literacy', 'Storyboards']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322701/1004322701-disc001-file001-frame00025-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743273"
"asp1738099-ediv","","School improvement. A perfect Ofsted","2010","24 min","['Video requests (original: Jan to March)', 'Video requests (original: September)']","A secondary school shares how it achieved the top grade in every category of the new Ofsted Inspection Framework.Harris City Academy in Crystal Palace, south London, scored grade 1 in every single category of the Ofsted Inspection Framework, making it the first school to achieve a perfect Ofsted report.Principal Steve Kenning runs through how the top grade was achieved. Ranging from the structures in place in school to the exceptionally high expectations of all students and staff, he outlines the building blocks of his successful school.","stream","[]","['Great Britain']","['Academies (British public schools)', 'Staff meetings', 'School publicity', 'School management and organization', 'School improvement programs', 'Community and school', 'School employees']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322029/1004322029-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738099"
"asp1743270-ediv","","Using web-based software to support speaking skills","2010","14 min","['Hard to teach']","At Nottingham High School for Boys, Head of MFL José Picardo finds that using a range of stimulating web applications is a good way to get his boys speaking good quality Spanish, whether they've just started the language or are preparing for their GSCE oral presentations.","stream","[]","['Great Britain']","['Spanish language', 'Educational technology', 'Web applications']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322652/1004322652-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743270"
"asp1743268-ediv","","City challenges","2010","18 min","['Community cohesion through school partnerships', 'Education in video']","This programme looks at how a cluster of schools in Bradford has addressed community cohesion through links with schools in Peshawar, Pakistan. During the three-year project, teacher exchanges have produced developments in teaching, learning and the curriculum. The challenge of providing extended services has also been addressed by collaboration across the cluster and with other diverse school communities in the UK.The programme portrays joint projects undertaken in the cluster of predominantly Muslim Bradford secondary and primary schools, and in a large mixed multi-cultural comprehensive school in the city. These projects focus on themes such as the outdoor classroom and cultural heritage. They incorporate an international dimension through email, Skype, text messaging and pupil exchanges between Bradford and Peshawar. We also see how the UK schools are developing video conferencing to allow pupils to share lessons and eventually work directly with the schools in Peshawar.","stream","[]","['Pakistan', 'Great Britain']","['Multicultural education', 'Schools']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322445/1004322445-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743268"
"asp1743267-ediv","","Rural challenges","2010","17 min","['Community cohesion through school partnerships']","This programme examines how a cluster of primary schools in rural Hampshire has worked together to tackle community cohesion through international links with schools in South Africa and Kenya.We visit the Hampshire schools towards the end of a three-year project in which teacher exchanges with the African schools have produced developments in teaching, learning and the curriculum. The impact on individual teachers, their schools and on inter-school working has been profound. With an initial focus on addressing stereotypes, the largely mono-ethnic Hampshire school communities have encountered different cultures and have engaged with diversity. The schools have conducted surveys to track attitudinal changes, and have found many positive outcomes. Pupils have more balanced viewpoints and are able to  deal with difference  with greater confidence. Now they are forging links with schools representing diverse communities in the UK.","stream","[]","['South Africa', 'Great Britain', 'Kenya']","['Inter-school cooperation', 'Multicultural education', 'Schools']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322444/1004322444-disc001-file001-frame00170-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743267"
"asp1743266-ediv","","Our universe and the big bang","2010","15 min","['Teaching astronomy and space']","How Big is the Universe?: it is impossible for the human mind to grasp just how big the universe is, but astronomer Pete Edwards gives it his best shot. Along the way, he explains how astronomers have learned to measure the distance to the stars, using concepts such as parallax and redshift.The Expanding Universe and the Big Bang: Pete Edwards and cosmologist Carlos Frenk explain why we think the universe started with a Big Bang and how it grew from almost nothing into the vast web of stars and galaxies we see all around us. They also reveal how at Durham University they are creating their own universe inside a supercomputer.","stream","[]","['Great Britain']","['Science', 'Astronomy']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322442/1004322442-disc001-file001-frame00090-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743266"
"asp1743265-ediv","","Great lesson ideas. Primary French. 2","2009","16 min","['Great lesson ideas']","Give your children the confidence to perform their French, and learn alongside them' is the approach taken to French lessons at Beam Primary in Dagenham. We see four ideas for teaching French demonstrated by Catherine Cook and Kayleigh Hartley, helped by their French foreign language assistant, Dunia Sabil. 'Jacques a dit' is just 'Simon Says' in French, with exactly the same rules. The traditional French nursery rhyme 'Y'a une pie' is an easy sentence to construct, and once the pupils have sung it a few times they'll be ready to come to the front to try swapping the nouns and adverbs for new French words, making their own sentences. A little role play of a French cafe gives pupils the chance to perform their French, and prepare for foreign holidays. And finally an opportunity to learn a French dance gives pupils a wider cultural understanding of France.","stream","[]","[]","['French language']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322324/1004322324-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743265"
"asp1743264-ediv","","Primary history","2008","18 min","['Resource review']","Artefacts: Three great lesson ideas for looking at artefacts with your KS2 class. Why not use a lost suitcase to raise questions, or try a classroom museum or an archaeological dig? A key principle for teaching history is to help your class raise questions, and make sure they back up their ideas with evidence. In this programme we see three ideas for teaching using historical artefacts demonstrated by Cathy McIlroy and Tom Boudell of St Gregory's School, Sandwell.A lost suitcase inspires a detective enquiry into the owner of the case. What can photo albums, invitations and old school uniform tell about the owner and their life? A dig box in the classroom is a great introduction to archaeology. As the children dig deeper, older objects are revealed. Finally, having studied artefacts from the Staffordshire Hoard of Anglo-Saxon treasures, the class takes the opportunity to make copies of some of them and display them in a working classroom museum, complete with security guard and receptionist!","stream","[]","['Great Britain']","['History', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322323/1004322323-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743264"
"asp1743263-ediv","","Science. New visions in neuroscience","2009","15 min","['Professional knowledge']","New imaging technologies are now capable of  seeing  pathways of axons and neurons in the brain. Traditional MRI scanners detect only the by-products of brain activity such as metabolism.In trips to UCLA, Harvard University and the Massachusetts General Hospital research centre, we witness at first hand the cutting-edge brain-imaging technologies being used. Acclaimed neuroscientist Jeff Lichtman at Harvard explains the Brainbow transgenic mice experiments. By injecting mice with three different colours of fluorescent genes, he produced mice whose brain circuitry has over 80 different hues. This is a historic breakthrough in neural pathway identification or  connectomics . Lichtman also presents the animated electron micro-photography which is the by-product of a unique brain slicing machine producing the most detailed images ever of a rat's brain.","stream","[]","[]","['Neurosciences']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322322/1004322322-disc001-file001-frame00060-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743263"
"asp1743262-ediv","","Maths. Wrestling with primes","2009","17 min","['Professional knowledge']","For centuries mathematicians have been wrestling with prime numbers. Those in the red corner have been searching for larger and larger primes, whilst those in the blue corner have been looking for ways of breaking numbers down into their prime factors.In this professional knowledge programme for maths teachers, we too wrestle with prime numbers and show how their use in cryptography algorithms helps to keep our money safe.Our presenter, Matthew Tosh, leads us on a journey that starts with Euclid's fundamental theorem of arithmetic and ends in the City of London, where we finally get to understand the role prime numbers play in internet security.","stream","[]","['Great Britain']","['Mathematics', 'Internet', 'Numbers, Prime']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322321/1004322321-disc001-file001-frame00110-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743262"
"asp1743261-ediv","","Degrees of change","2009","17 min","['Weather and climate']","Scientists predict that temperatures could rise as many as six degrees as a result of climate change - but how will this affect the UK, if at all? Degrees of Change  is a climate-change poem that explores the impact of increases in temperature on our land and seas. In this film, a mix of contributors - from the Chief Executive of the Royal Meteorological Society to a tower-crane operator and a London Fire Brigade Officer - present a range of probable and possible futures, in verse. They also share their views on the importance of climate change, and whether we can do anything about it. Are we already on course for a two-degree rise in temperature? At what point will we start running out of water? How likely is it that we ll experience more storms and flooding as the UK gets hotter and hotter?","stream","[]","['Great Britain']","['Climatic changes', 'Science']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322320/1004322320-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743261"
"asp1743260-ediv","","The great storm","2009","16 min","['Weather and climate']","How does a weather depression form and develop? The Great Storm of 1987 started out as a low-pressure system that formed over the Atlantic and matured on its journey towards the UK. It had the characteristics of a typical depression, with a warm and cold front, but due to its exceptional size and strength - and speed - it caused unprecedented and unexpected damage across the south of England. The film charts the different stages of the storm's journey from sea to land, drawing on the expertise of Professor Paul Hardaker of the Royal Meteorological Society, personal testimony from people who remember its impact, and archive footage from the BBC.","stream","[]","['Great Britain']","['Storms', 'Science']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322319/1004322319-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743260"
"asp1743259-ediv","","Today's forecast","2009","16 min","['Weather and climate']","Travelling across the UK from east to west, we discover the impact day-to-day weather has on people's lives and occupations. We meet a commercial fisherman on the east coast affected by wind direction and intensity; a farmer who plans his ploughing and other farming activities to make the most of rain and sunny spells; a tower-crane operator working at heights of 40 metres and more, who receives special wind forecasts that alert him to gusts and wind speed. We also visit the National Grid gas control centre, where they monitor weather 24 hours a day to be able to keep track of supply and demand in changing temperatures, and speak to an Environment Agency officer who monitors rainfall and the chance of flooding. For mountain rescue volunteers on the Brecon Beacons, all types of weather play a significant part both in terms of the likelihood of being called out, and how they respond to a rescue; and for a surfer on the west coast of Wales, the best conditions are light offshore breezes.","stream","[]","['Great Britain']","['Weather', 'Science']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322318/1004322318-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743259"
"asp1743256-ediv","","Web interviews","2009","20 min","['STEM subject choice and careers']","STEM knowledge and skills underpin a very wide variety of jobs and professions. In these interviews, people from different professions, including architecture, publishing, media productions, pharmaceuticals and the armed forces, talk about the importance of STEM skills. They consider which STEM skills they use in their careers, how studying STEM subjects will help develop these skills and what employers will be looking for in the future. These interviews are designed as a resource for teachers to use as they consider what skills their students will need to equip them for the future and the importance of studying STEM subjects post-16.","stream","[]","[]","['Vocational guidance']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322147/1004322147-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743256"
"asp1743253-ediv","","From good to outstanding uncut. Hana Abassi","2009","96 min","['From good to outstanding uncut']","From Good to Outstanding gives you the chance to see Year 8 science teacher Hana Abbasi 's whole first observed lesson as she starts on her journey of improvement.Oaks Park High School rates secondary science teacher Hana Abbasi's teaching as good and she wants to become outstanding . In this 60 minute lesson Hana teaches nutrition to her Year 8 class. Her lesson features a starter, group and pair work, self-assessment, discussion and plenary observed by inspector Clare Gillies.We invite you to support Hana during her journey by posting your thoughts and suggestions in the From Good to Outstanding online discussion group.","stream","[]","['Great Britain']","['Career development', 'Teachers']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322135/1004322135-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743253"
"asp1743252-ediv","","From good to outstanding uncut. Rachel Atkins. Volumes 1-2","2009","130 min","['From good to outstanding uncut']","From Good to Outstanding gives you the chance to see the uncut footage of reception teacher Rachel Atkins as she starts on her journey from good to outstanding Tyssen Community School rates Rachel Atkins teaching as good and she wants to become outstanding. During a morning session lasting over an hour Rachel's class engages with their Great Outdoors topic, featuring guided reading, independent learning, a focused activity and directed teaching. Inspector Clare Gillies observes.","stream","[]","['Great Britain']","['Early childhood education', 'Career development', 'Teachers', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322134/1004322134-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743252"
"asp1743251-ediv","","The sun and stars","2010","15 min","['Teaching astronomy and space']","The Sun: solar physicist Lucie Green reveals her life long fascination with our nearest star, and explains how space telescopes are allowing us to see it in greater detail than ever before. The latest solar missions reveal sunspots, solar flares, and coronal mass ejections, and Lucie explains exactly what effect such violent phenomena can have on our life on Earth.The Life Cycle of Stars: astronomer Tim O Brien from Jodrell Bank Observatory explains how a star is born, lives and dies. He compares the life of stars like our sun with much more massive stars, which can end their lives by creating supernovae, neutron stars and even black holes.","stream","[]","['Great Britain']","['Science', 'Astronomy']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322132/1004322132-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743251"
"asp1743250-ediv","","The solar system. Planets, asteroids and comets","2010","15 min","['Teaching astronomy and space']","Saturn and the Scale of the Solar System: planetary scientist Sheila Kanani shows us the stunning images of Saturn and its moons taken from the Cassini spacecraft. She explains what we know about the planet, how far away it is and how it differs from the Earth. Asteroids and Comets: astronomer Jay Tate reveals the risks and dangers of an asteroid collision on the Earth and explains how our understanding of orbits allows us to track them. We also ask what we might do if we discover an asteroid or comet heading our way.The films are followed by a number of engaging practical demonstrations that teachers can use to follow up these topics in the classroom.","stream","[]","['Great Britain']","['Science', 'Astronomy']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322131/1004322131-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743250"
"asp1743249-ediv","","Models of the solar system. Earth, sun and moon","2010","15 min","['Teaching astronomy and space']","On location on top of a volcano in the Canary Islands, Dr Simon Foster visits state of the art telescopes to see how astronomers are pushing back the boundaries of our understanding of the cosmos.The film is followed by a series of practical classroom demonstrations that teachers can use to introduce the basics of astronomy at KS3,  including the phases of the moon and why we have seasons.","stream","[]","['Great Britain']","['Science', 'Astronomy']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322130/1004322130-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743249"
"asp1743248-ediv","","Involving parents. Making a difference","2010","15 min","[""Children's centre leadership""]","Case studies from two children's centres demonstrating how they gather and act on a range of parent views to help develop and deliver their services.At County Children's Centre in Liverpool the link worker takes feedback after a  Play and Learn  session for Polish parents. This is reported back at a core team meeting so that parental voice has an impact on the design of services.Head of Centre Sue Culkin also works with a parent focus group to give the community a voice in the running of the whole centre.At Howden Children's Centre in North Tyneside, parent volunteers help to run a roadshow in the local community to promote the centre to new families.Head of Centre Gillian Darby and Parental Involvement Officer Debbie Hindmarsh meet regularly to ensure that parental requests are acted on by the centre.And a parent and carer's group, run for and by parents, demonstrates the independence and prominence of parent voice within the centre.","stream","[]","['Great Britain']","['Early childhood education', 'Community and school', 'Education', 'Parents']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322129/1004322129-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743248"
"asp1743247-ediv","","Enjoy and achieve for all","2010","16 min","[""Children's centre leadership""]","A case study of what the  Enjoy and Achieve  outcome means for children, parents and staff at one children's centre in the south of England. At Haven Children's Centre in Gosport staff demonstrate what they are doing to help fulfil the Enjoy and Achieve  outcome. It starts at the top, with Head of Centre June Smith making it clear that the happiness and well-being of children, parents are staff are central to the success of the centre. For children, their individual development is prioritised, with learning journeys created at a home visit before a child starts nursery, creating a dynamic record of the child's development that is shared between centre staff, children and parents.For parents there are services such as  Time for Me , which aims to boost their confidence and well-being, and a there's an accredited course for teenage parents to help them move towards training and employment. We also see how the centre works to develop its own staff and their well-being.","stream","[]","['Great Britain']","['Early childhood education', 'Education', 'Parents']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322128/1004322128-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743247"
"asp1743246-ediv","","Child poverty. Challenge and aspiration","2010","15 min","[""Children's centre leadership""]","An exploration of the range of strategies employed by Redcar Children's Centre in Teeside aiming to alleviate child poverty. As part of a national pilot to target child poverty, a Jobcentre Plus advisor is based within the centre, and works alongside a training and employment officer to offer support and information to the parents of children using the centre. They use outreach such as trips to the local supermarket and home visits in order to encourage new parents into the children's centre. In addition there are one-to-one meetings with parents to offer advice on benefits and getting back into work.There are regular meetings at the centre with external agencies designed to help build good relationships and ensure that everyone is working together to offer opportunities and raise aspirations.","stream","[]","['Great Britain']","['Poverty']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322127/1004322127-disc001-file001-frame00145-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743246"
"asp1743245-ediv","","The best of","2010","30 min","['Teaching challenge']","Fame or wealth offer no protection as some of Britain's best known figures attempt to teach a lesson for the first time in their lives. This is a selection of the most illuminating and amusing moments over the past five years of the series. Witness David Blunkett talk about blindness and poetic imagery; John Humphrys being tackled by pupils about his use of English and Vanessa Feltz discussing family relationships with primary pupils. Madness front man Suggs returns to his old school - about which he wrote the hit Baggy Trousers- and helps a GCSE music class write and perform their own version of an irreverent school song. In a fascinating exploration of codes and their uses, Simon Singh brings a WW2 Enigma machine to a GCSE maths class to reveals how modern life is governed by numbers from science to the internet.","stream","[]","['Great Britain']","['Teaching']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322126/1004322126-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743245"
"asp1743244-ediv","","Using data, department collaboration, student feedback","2009","16 min","['In-school variation']","A case study of reducing in-school variation (ISV), exploring how one school used a new focus on student feedback, data, and collaboration between departments. One of the biggest variations in achievement is within schools rather than between schools. We visited Lawrence Sheriff School in Rugby to see how it has successfully worked to tackle in-school variation, looking at 3 key aspects of the school's ISV project: student feedback in each subject, inter-departmental collaboration and regular interrogation of the data.","stream","[]","['Great Britain']","['Feedback (Psychology)', 'Teams in the workplace', 'Student evaluation of curriculum', 'Academic achievement', 'Students']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322125/1004322125-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743244"
"asp1743243-ediv","","Between departments, pastoral leaders, student observers","2009","16 min","['Education in video', 'In-school variation']","How one school is tackling the challenging issue of in-school variation (ISV) with a new role for departments, pastoral leaders and student observers. One of the biggest variations in achievement is within schools rather than between schools. Gordano School in Bristol has focused its school improvement efforts on in-school variation and the results have been dramatic. In this film, teachers talk frankly about how they have tackled this sensitive issue. The film looks in detail at three key aspects of the school's ISV project: departments working together, a new role for pastoral leaders and students observing lessons.","stream","[]","['Great Britain']","['Feedback (Psychology)', 'Mixed ability grouping in education', 'Teams in the workplace', 'Multicultural education', 'Curriculum evaluation', 'Academic achievement', 'Observation (Educational method)']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322124/1004322124-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743243"
"asp1743242-ediv","","Secondary modern foreign languages using ICT","2009","33 min","['Hard to teach']","At Nottingham High School for Boys, Head of MFL José Picardo finds that using a range of stimulating web applications is a good way to get his boys speaking good quality Spanish, whether they ve just started the language or are preparing for their GSCE oral presentations.At Kingstone School in Barnsley, Fiona Hilton uses internet applications that her students are familiar with in their daily life to stimulate their interest in French life and language. She uses downloaded French language videos to trigger vocabulary work with her Year 10 class, encourages them to use the internet for research and to use an inter-school social network site to communicate with French speaking students around the world. The emphasis across the school at Cramlington Learning Village is on encouraging students  self-assessment skills. With Head of Languages Chris Harte, a Year 9 group is creating an audio-visual presentation about Haiti using simple editing techniques to improve their spoken French.","stream","[]","['Great Britain']","['Educational technology', 'Students', 'French language']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322123/1004322123-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743242"
"asp1743241-ediv","","What's next? Pupil led lesson links","2010","4 min","['Lesson refreshers - with Dan and Nathan']","Encourage primary and secondary pupils to think about where their learning is going by using this simple but effective idea from drama teachers Dan Edwards and Nathan Human. Dan and Nathan make students feel part of their own learning by asking students to think ahead and to speculate on the direction the work they are doing is taking. They dramatise these ideas in an appealing but informative way as a comedy double act, acting as both teachers and pupils.","stream","[]","['Great Britain']","['Drama', 'Peer teaching', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322087/1004322087-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743241"
"asp1743240-ediv","","Registration! registration!","2010","4 min","['Lesson refreshers - with Dan and Nathan']","Drama teachers Dan Edwards and Nathan Human share some simple but effective creative techniques for the primary and secondary classroom.In this video Dan and Nathan introduce a simple idea to make registration classes more useful and engaging for students. Rather than just saying yes to their names, students answer a question related to the work they are doing.They dramatise these ideas in an appealing but informative way as a comedy double act, acting as both teachers and pupils.","stream","[]","[]","['Creative teaching', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322086/1004322086-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743240"
"asp1743239-ediv","","Hana Abassi science lesson","[20--?]","19 min","['Becoming outstanding - secondary']","See this secondary science teacher take feedback from top schools inspector Clare Gillies as she seeks to improve her rating from good to outstanding, in this pedagogy and professional development resource.","stream","[]","[]","['Career development', 'Teachers']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322071/1004322071-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743239"
"asp1743238-ediv","","Esther Arnott history lesson","[20--?]","18 min","['Becoming outstanding - secondary']","Becoming Outstanding gives you the opportunity to explore what outstanding teaching and learning looks like, and assess yourself against our seven key features. Each feature is a learning journey of 20 to 30 minutes.","stream","[]","[]","['Career development', 'Teachers']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322070/1004322070-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743238"
"asp1743237-ediv","","Genetics and medicine","2009","51 min","['Secondary science', 'Education in video']","Susie Murray has a rare inherited heart condition called long QT, which if left untreated can lead to rapid heart beats, blackouts and even sudden death. Long QT is described as  a single-gene condition  but geneticist Dr Bill Newman explains that there are at least eight genes that can be involved.    Eczema is a common and complex condition, caused by both genetic and environmental factors. Professor Irwin McLean tells us that it is only since the arrival of large-scale genomic tests that scientists have been able to investigate all the factors involved and identify new genes contributing to eczema.  The latest genetic research provides powerful tools to understand the causes of different illnesses.This programme is part of the Nowgen Schools Genomics Programme, which aims to narrow the gap between genomics research and classroom genetics.","stream","[]","['Great Britain']","['Genetics', 'Breast', 'Science', 'Genetic diseases and disorders']","['Nonfiction television programs', 'Instructional television programs', 'Educational television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322730/1004322730-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743279"
"asp1743235-ediv","","Designing your own prom dress","2009","20 min","['Education in video', 'Inspirations']","The chance to design the dress of your dreams and to have it made is the unique opportunity offered to the girls at Holywells High School in Ipswich. Their D&T department doesn't have a textiles teacher so the head of department, Mike Hardman brought in award winning fashion designer to give the girls an insight into the fashion industry. These year 11 students, are more used to wearing tracksuit bottoms and hooded tops than glamorous frocks, but with Seema's help they are going to create unique and beautiful prom dresses. Seema starts the girls  creative journey by taking them on a shopping trip to Prima Donna in Norwich. She then teaches them technical drawing and helps them make designs that can be realised. The dresses are then sent to Seema's workshop in Hassan, India and the girls get a chance to see into the workshop when they make a video call. The day of the fitting is tense but all the girls love their dresses and can't wait to go to the prom.","stream","[]","[]","['Fashion design']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322002/1004322002-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743235"
"asp1743234-ediv","","Christian Jessen","2009","14 min","['Teaching challenge']","Dr Christian Jessen, the presenter of the C4's Embarrassing Bodies and Supersize/Superskinny offers a lesson in teaching teenagers about their own often embarrassing health concerns.He heads for a Year 11 GCSE class of pupils at Lilian Baylis Technology school in south London.Under the watchful eye of teacher Leoni Martin, Christian has an open and frank exchange with pupils about body image, bodily functions and dispels some popular myths about acne and testosterone and chewing gum! He offers some excellent advice for teachers on how to deal with embarrassing topics and illustrates how to successfully convey important health information to teenage pupils.","stream","[]","[]","['Adolescents', 'Health education']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322001/1004322001-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743234"
"asp1743233-ediv","","Allegra McEvedy","2009","14 min","['Teaching challenge']","TV chef Allegra McEvedy tries her hand at a lesson in healthy cooking, introducing a wary group of primary school children to the joys of bran! Allegra has trained dozens of young cooks in restaurants over the years, but can she work her magic with a class of children? At St Mary Abbots Primary School in London, Allegra gets to work with the schools cookery club and teacher Sally Keck to make a huge batch of banana muffins with the pupils. But there is a catch. The muffins contain bran, the healthy ingredient that might prove unappetising to children if it were highlighted. Instead Allegra gets the class cracking eggs, creaming butter and sugar, and mashing bananas. The bran is just another ingredient. The class are swept along with Allegra's friendly, attentive teaching - and her energetic pace! Allegra gives her closing thoughts on getting children to eat healthy food at a young age -  without labelling it as  healthy - so it becomes the norm.","stream","[]","['Great Britain']","['Cooking']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322000/1004322000-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743233"
"asp1743232-ediv","","The Victorians (full version)","2009","16 min","['Lesson starters']","Five lesson starters, each exploring a different aspect of life in Victorian Britain: The School Room: four children find themselves transported back in time to a Victorian classroom where the teacher gives them a lesson in Victorian school life. The Great Exhibition, 1851: a young printer excitedly describes the Great Exhibition that is about to open in London. He describe some of the exhibits, including the world's biggest diamond and Britain's first public toilets. Brunel's SS Great Britain: Isambard Kingdom Brunel is interviewed alongside his trans-Atlantic passenger liner the SS Great Britain. Florence Nightingale: during her ward rounds, Florence Nightingale talks about lack of medical knowledge, the risk of infection to patients, and her hopes for developing modern nursing methods. The Workhouse: poet James Reynolds writes a rhyming letter to his sister about life in the Newmarket workhouse.","stream","[]","['Great Britain']","['History']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321999/1004321999-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743232"
"asp1743231-ediv","","Post-war Britain. Immigration","2009","17 min","['Lesson starters']","Four lesson starters that illustrate different aspects of immigration to Britain since 1945.Race Relations: originally from Jamaica, Roy Hackett describes moving to Britain in the 1950s. He was central to the Bristol bus boycott of 1963 that became a lightning rod for anger at racial discrimination at the time. New Neighbours: Stapleton Road in Bristol has changed dramatically since the 1950s and is now home to a huge variety of immigrant communities, represented by the shops and businesses up and down the road. Changing Churches: Three churches represent religious change in Britain: a Nigerian-based church has been created in a former nightclub, while two disused Christian churches have been converted into a Mosque and a Hindu temple.The Immigrant's Story: Evrim's family arrived in Britain as illegal immigrants. After seven years in the UK, they faced deportation. Animated drawings are used to illustrate Evrim's experience of being raided by the police.","stream","[]","['Great Britain']","[]","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321998/1004321998-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743231"
"asp1743229-ediv","","Primary French. Bienvenue en Martinique!","2009","32 min","['Lesson starters']","A collection of short videos filmed in Martinique, to be used as lesson starters for primary French learners.Filmed on location in Fort de France, the capital of Martinique, the programme features native French-speaking children presenting and engaging in a range of different activities in and out of school. These include singing a carnival song (the words are provided on screen, karaoke-style!), narrating a journey to school, participating in a treasure hunt, and a short documentary on the carnival in Martinique.The short clips support the Key Stage 2 framework for languages, and present scenarios to prompt discussion and activities in the class, and correspond with the language objectives of Units 14, 15 and 17 of the QCDA schemes of work. There are accompanying teacher's notes which provide suggested extension activities for each clip.","stream","[]","['Great Britain']","['French language']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321996/1004321996-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743229"
"asp1743228-ediv","","An introduction to GIS applications","2010","17 min","['Hard to teach']","Geography teacher Robert Lang and his students at Five Ways King Edward VI School in Birmingham use a range of readily available GIS applications to analyse some global statistics, to investigate coastal erosion, and to design and map some infrastructure improvements in their local area.","stream","[]","['Great Britain']","['Geographic information systems', 'Geography']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321884/1004321884-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743228"
"asp1743227-ediv","","Engineering gold. In the classroom","2007","16 min","['How science works', 'Education in video']","How Science Works is a series of three 15-minute digital programmes for students and teachers of Key Stage 4 / GCSE Science. The Principle Investigator of the project is Prof. Trevor Cox. The programmes broadcast on Teachers  TV, depict three charismatic inspirational scientists describing and demonstrating their work. To accompany the broadcast programmes, a series of downloadable versions of the programmes will be produced, including supplementary inserts and narrative soundtrack using interviews with science education professionals, drawing out key aspects of how scientists carry out their research. The downloadable programmes will be used in initial teacher training and CPD. Both versions of the programme will be supplemented further by lesson resources and by training courses. The training and web-based resources will be designed to support teachers engaging with the materials via distance learning, and for use by expert trainers providing face-to-face training for teachers both to embed the activity and disseminate as widely as possible.","stream","[]","['Great Britain']","['Science']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321856/1004321856-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743227"
"asp1743226-ediv","","Volume of 3-dimensional shapes","2009","15 min","['Inside maths']","Inside Maths builds on the success of the series Maths 4 Real. Fran uses different cakes to explain to Dave what a prism is. He's promised a piece of Battenberg if he can find a new fish tank for her brother. With Dave gone, Fran explains, using vivid graphics, how to work out the volume of both a cuboid and a cylinder. When Dave arrives at Fran's brother's house he finds an accurate but rather slow way of working out the volume on a rectangular fish tank. He then struggles to find the volume of an unusually shaped tank. Back in the studio Fran shows us how to work out the volume of different fish tanks using the formula: volume = cross-sectional area times height. Then she is set a challenge by Dave, who tells her that the fish tank man can build a made-to-measure cylindrical tank; all Fran has to do is work out how high she wants it.","stream","[]","['Great Britain']","['Mathematics']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321820/1004321820-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743226"
"asp1743225-ediv","","Distance/Time graphs","2009","15 min","['Inside maths', 'Education in video']","Inside Maths builds on the success of the series Maths 4 Real.Fran thinks Dave is turning into a couch potato so packs him off to a gym to do some exercise and send through some distance/time data for her to plot.Arriving at the gym, Dave is challenged by two students to a 200-metre sprint and a 1000-metre run on a running machine. Once the races have been run, Fran is able to plot the graphs and compare Dave's race with those of the students. It is clear that Dave is not much good.Maybe he will fare better on the rowing machine. But after a short energetic burst he gives up.Back in the studio Fran looks at the gradients of both Dave and the student rower, and shows that the student consistently rowed faster. Dave disagrees and asks Fran to check the race at around one minute in.At this point Dave's graph is a curve, so using tangents Fran is able to see that Dave was, for a short time, faster!  Amazing.","stream","[]","[]","['Mathematics']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321819/1004321819-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743225"
"asp1743224-ediv","","Straight-line graphs","2009","15 min","['Inside maths']","Inside Maths builds on the success of the series Maths 4 Real.Dave thinks he has a fantastic deal on his mobile phone: £20 per month with 1000 texts and 600 minutes of talk time. But he did have to pay for the phone? Fran thinks maybe an 18-month contract at £35 per month would have been better.As Dave heads off to find out what some students think, Fran, using vivid graphics, gives an overview of straight-line graphs and plots a graph for the pay-as-you-go deal.Dave and the students quickly work out that over 18 months the pay-as-you-go deal is cheaper than the contract, but what happens when you factor in 5p a day every time you use the internet?Again, Fran uses straight-line graphs and their gradients to see how many days a month Dave can use the internet on his phone and still be better off.","stream","[]","['Great Britain']","['Mathematics']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321818/1004321818-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743224"
"asp1743223-ediv","","Enlargement","2009","15 min","['Inside maths', 'Education in video']","Inside Maths builds on the success of the series Maths 4 Real. Dave has made two pieces of cake for himself and Fran, but cannot work out why Fran says his is eight times larger when all the sides are only twice the length of hers. While he tries to figure that one out, he heads off to a dance school to help them enlarge a logo and paint it on some t-shirts.With Dave gone, Fran is able to explain how to use a scale factor to work out new dimensions and enlarge different shapes. At the dance school Dave successfully enlarges the logo using a scale factor of three, but can't work out why, when he comes to paint the design on the t-shirt, he quickly runs out of ink.Back in the studio Fran demonstrates the relationship between length and area scale factors and suggests that maybe that was why Dave ran out of ink.","stream","[]","[]","['Mathematics']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321817/1004321817-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743223"
"asp1743222-ediv","","Hana Abassi","2009","32 min","['From good to outstanding - uncut lesson for Wiki Project Web only', 'Education in video']","Oaks Park High School rates secondary science teacher Hana Abbasi as  good . As part of our challenge we bring in top inspector Clare Gillies to assess one of Hana's Year 8 science lessons. The inspector's feedback after Hana's lesson on digestion, highlights some clear areas for improvement. Hana also gets feedback and advice from Teachers TV online community who watch footage of her lesson. She's then off to our  clinic  to get some one-to-one CPD from secondary science expert Jigna Surani to work on pedagogy. Plus Hana gets practical advice from our presentation and communications expert Mo Shapiro.  She then has just three weeks back in the classroom to put all their advice into action before the Clare Gillies returns to observe a second lesson and deliver her final verdict. Will Hana make the grade? Will she raise her game sufficiently to go from  good  to  outstanding?","stream","[]","[]","['Career development', 'Teachers']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321181/1004321181-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743222"
"asp1743221-ediv","","Rachel Atkins","2009","31 min","['Peer observation with Bayley']","Tyssen Community School rates Reception teacher Rachel Atkins as  good . As part of our challenge we bring in top inspector Clare Gillies to assess one of Rachel's Reception class sessions. The inspector's feedback after Rachel's morning session highlights some clear areas for improvement. Rachel also gets feedback and advice from Teachers TV online community who watch footage of the session, which has physical development as its learning goal.She's then off to our  clinic  to get some one-to-one CPD from early years consultant Hilary Bell to work on pedagogy. Plus Rachel gets some tips from our presentation and communications expert Mo Shapiro. She then has just three weeks back in the classroom to put all their advice into action before inspector Clare Gillies returns to observe a second session and deliver her final verdict. Will Rachel make the grade? Does Rachel raise her game sufficiently to go from  good  to  outstanding.","stream","[]","['Great Britain']","['Feedback (Psychology)', 'School supervisors', 'Teachers', 'Observation (Educational method)', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321180/1004321180-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743221"
"asp1743220-ediv","","Lisa Essop","2009","31 min","['From good to outstanding - uncut lesson for Wiki Project Web only']","Valentines High School rates secondary maths teacher Lisa Essop as  good .As part of our challenge we bring in top inspector Clare Gillies to assess one of Lisa's Year 7 lessons.After observing Lisa's lesson on angles, the inspector highlights a need to tackle differentiation and give some real life context to the mathematics. Lisa's then off to our  clinic  to get some one-to-one CPD on pedagogy from secondary maths expert John Wilkinson. Lisa also gets advice from our presentation and communications expert Mo Shapiro.  She then has just three weeks back in the classroom to put their advice into action before the inspector returns for the final verdict. Will Lisa make the grade? Will she raise her game sufficiently to go from  good  to  outstanding ?","stream","[]","['Great Britain']","['Mathematics', 'Career development', 'Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321179/1004321179-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743220"
"asp1743219-ediv","","Salma Ali","2009","31 min","['From good to outstanding']","Sebright Primary School rates primary teacher Salma Ali as  good . As part of our challenge we bring in top inspector Clare Gillies to assess one of Salma's Year 1 lessons. The inspector's feedback after Salma's literacy lesson on responding to questions highlights Salma's need to create more speaking and listening opportunities and keep her eye on the length of the starter activity on the carpet. She's then off to our  clinic  to get some one-to-one CPD from primary literacy consultant Jane Scholey to work on pedagogy. Plus, Salma gets some tips from our presentation and communications expert Mo Shapiro. She then has just three weeks back in the classroom to put their advice into action before the inspector returns to observe a second lesson and deliver her final verdict. Will Salma make the grade? Will she raise her game sufficiently to go from  good  to  outstanding ?","stream","[]","['Great Britain']","['Career development', 'Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321178/1004321178-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743219"
"asp1743218-ediv","","Primary talk and success criteria","2009","15 min","['Peer observation with Bayley']","John Bayley works with two Year 3 teachers on peer observation. Experienced teacher Sarah and recent NQT Sophia teach the same literacy lessons but in very different styles. Sarah notices that during Sophia's lesson some children are distracted during the lengthy feedback sessions and suggests that the adoption of talk partners would improve their focus and quicken the pace. When sitting in on Sarah's lesson, Sophia is impressed by the way the children are encouraged to come up with their own success criteria before embarking on a piece of work. John also points out to Sophia how Sarah makes good use of higher level questioning. Having found the experience valuable, Sophia is keen to put the new ideas into practice and to continue observations in the future.","stream","[]","['Great Britain']","['Feedback (Psychology)', 'Group work in education', 'Classroom management', 'Observation (Educational method)', 'Students', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321177/1004321177-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743218"
"asp1743217-ediv","","Sharing ideas at EYFS","2009","15 min","['Peer observation with Bayley']","Two reception teachers come up with new ideas when they work with John Bayley on peer observation. Recently qualified Laura Green puts a strong focus on developing the children's emerging writing skills and is keen to encourage them to write independently. Today she tries out a new plan, which her line manager Lois Eves observes to be a great success. Not only are the children writing enthusiastically but some are beginning to assess the quality of their work, which John notes as exemplary. In Lois's lesson Laura picks up tips on how to inject pace by giving the children gentle reminders to move onto new activities. Inspired by the observation process, they come up with four key insights to push literacy skills; to involve children in the planning, to model more active role play, to allow time for observations and a plenary, and above all, to take more risks.","stream","[]","['Great Britain']","['Early childhood education', 'English language', 'Students', 'Observation (Educational method)']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321176/1004321176-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743217"
"asp1743216-ediv","","D&T. Ownership of learning","2009","15 min","['Peer observation with Bayley']","D&T teacher Sheila Vekria's mixed ability Year 9 class enjoy their hands-on graphics lessons but when it comes to the theory she worries that they find it boring. Using peer observation, John Bayley, Sheila and English AST Sophie Halaka work together to come up with a fresh approach.Sophie offers some tips as she watches the class work on a new topic designing flow charts. She suggests a longer discussion on the objectives to give the girls a greater sense of ownership of their learning and the inclusion of humorous examples to inject a sense of fun into the lesson. Unlike Sheila who puts her students into mixed ability groups, Sophie has chosen to group her class into similar abilities. After a lively discussion Sheila resolves to try  setting  groups during her theory lessons to boost the confidence of the less able students and encourage their contribution.","stream","[]","[]","['Teaching', 'Observation (Educational method)']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321175/1004321175-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743216"
"asp1743215-ediv","","The art of differentiation","2009","15 min","['Peer observation with Bayley']","John Bayley works with two very different teachers on peer observation. Art AST Megan Lister is going to give tips to Spanish teacher Fadhila Hernandez, who's keen to give her students more independence. Fadhila takes great care to encourage the less able students to participate but points out some bright girls who are less engaged. John suggests differentiating from the top. Megan and Fahdila explore how grouping the able students together could enable them to embark on more challenging work. In Megan's lesson, Fadhila sees how the children use a framework of success criteria to judge the skill level of their own work, which gives them the confidence to work independently.","stream","[]","[]","['Participation', 'Observation (Educational method)']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321174/1004321174-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743215"
"asp1743214-ediv","","Crunch time","2009","16 min","['Challenge']","The end of another year at Lilian Baylis School in south London, where staff and students anxiously await the all-important GCSE results, on which the National Challenge school's immediate future depends. Term ends with a number of emotional farewells. Head of music Michelle Jaques is leaving after making a massive contribution to the cultural life of the school, but frustrated at the relentless focus on English and maths GCSEs. Another leaver is Andrew Marsh, headteacher Gary Phillip's trusted deputy of ten years. In an emotional speech to staff, in which he recalls a former pupil convicted of attempted murder who finally saw the light, Marsh talks about the unique potential of teaching to transform children's lives.And finally, the results, and a spectacular vindication of Gary's focus on English and maths. 42% of children achieve 5 A*-Cs - one of best results in Lambeth - so the Academisers have been thwarted - for another year at least.","stream","[]","['Great Britain']","['General Certificate of Secondary Education', 'School principals', 'Teachers']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321173/1004321173-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743214"
"asp1743213-ediv","","Taster days","2009","15 min","['Challenge']","This week a party of Year 10s take an aspirational visit to St. John's College, Cambridge. There's a guided tour, and a chance to sample life at one of the university's richest colleges.Meanwhile it's a taster day too for next September's Year 7s who are visiting the school for a series of sample lessons, and literacy and numeracy tests, to gauge their current achievement levels. In the past the new intake has included a large number of children with very low reading ages, but not so this year. Is it evidence of the improvement in local primary schools, or the rising popularity of Lilian Baylis amongst middle class parents? Headteacher Gary Phillips reflects on the unfairness of the current system, recalling Ivan Illych's 1971 description of education as a fruit machine, where the jackpot is advertised with no reference to the odds.","stream","[]","['Great Britain']","['Academic achievement', 'Education', 'Education, Higher', 'Educational tests and measurements']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321172/1004321172-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743213"
"asp1743212-ediv","","Exams","2009","15 min","['Challenge']","Summer term at Lilian Baylis School in south London, where National Challenge status requires at least 30% A*-C GCSEs. While former Australian test cricket captain Allan Border bowls long-hops in the playground, Year 11s are taking their exams.In the English department the tensions facing C/D borderline students is contrasted with those in the top set who successfully took their exams early, and are now studying English literature. Some staff members are disappointed that this is a privilege for the few but headteacher Gary Phillips disagrees.","stream","[]","['Great Britain']","['Educational tests and measurements', 'Examinations', 'School employees', 'Academic achievement']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321171/1004321171-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743212"
"asp1737604-ediv","","Chef challenge","2009","65 min","['KS2 Food Technology', 'KS3 Food Technology', 'Education in video', 'KS4 Food Technology']","Chef Peter Vaughan is on a mission to get children involved in growing and cooking good food that they can share with their friends. He visits Rowde Primary School and their wonderful vegetable garden run by chair of governors Amanda Housby. His challenge is to help the children make a tasty soup using only the vegetables that they have grown and picked that morning.Peter is joined by teacher Mandy Wood in her Year 5 class and sets up his equipment, including chopping boards, knives and a portable cooker. He has lots of tips on safety for this age group and soon they are confidently preparing the soup and mixing the dough for the soda bread.As the last ingredients go into the pot, headteacher David Ball presents Peter with his prize four-pound onion to use and Peter decorates the soda bread with giant onion rings! Later the soup and bread are judged a great success and as Peter remarks, it's what Gordon Ramsay would call a good service.","stream","[]","['Great Britain']","['Cooking']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321266/1004321266-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737524"
"asp1743209-ediv","","Operation amphibian","2009","18 min","['KS3/4 global citizenship']","Operation Amphibian is a simulation activity designed to show young children how the Red Cross deals with emergencies. In the simulation primary school children must work together to respond to a severe flood which has displaced an entire village.The project is peer-led; secondary pupils lead the primary school children through the entire simulation. At Hamstead Hall Community Learning Centre in Birmingham a lively group of twelve Year 8 students volunteer to act as peer educators and run the project themselves.We see Gill Allbutt of the Red Cross and her team training the peer educators, developing their leadership skills while gradually giving them responsibility and ownership of the exercise. Tasks include teaching first aid, land mapping, shelter construction and clean water distribution.  We follow the peer educators  journey as they train and then take on the exercise themselves, and finally we hear their reflections on the activity and what they have learnt.","stream","[]","['Great Britain']","['Crisis management', 'Peer teaching', 'World citizenship']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321168/1004321168-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743209"
"asp1743207-ediv","","Succeeding against the odds","2009","36 min","['School improvement']","Why do some schools excel against the odds where others struggle? Middleton Technology School in Rochdale serves one of the country's poorest communities but despite its challenging circumstances it has consistently been rated as ""outstanding"" by Ofsted and enjoys an excellent reputation as one of the top achieving schools in the country. Staff and students set out what they believe to be the reasons behind the school's success: 1. Consistent student routines 2. Quality teaching and learning3. Effective leadership at all levels 4. Supportive professional development 5. Inclusive pastoral care.Each of these five areas is explored to reveal exactly what the school is doing to ensure it provides the very highest quality of education for all its students.","stream","[]","['Great Britain']","['School improvement programs']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321166/1004321166-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743207"
"asp1743206-ediv","","The city school, Sheffield","2009","19 min","['Mick Waters drops in']","Mick Waters Drops In  is part of a new series in which Mick Waters, ex-Director of Curriculum at the QCA, uses his long experience in schools to share some of the things that make a successful school. The City School in Sheffield has been a National Challenge School and is currently reinventing itself after some difficult times. Mick walks round with Year 10 students Sarah and Joe and firstly talks to a group of Year 8s about their experience of the school. In the Learning Resource Centre he drops in on a PSHE careers class where an entertaining lesson helps students to start thinking about their futures. He visits a Year 11 maths intervention class and talks to maths teachers who have helped students reach the 30% challenge threshold. He is introduced to the highly successful link between The City School and a school in Lesotho, and also spends time with headteacher Matt Percival to find out his plans for the school's future.","stream","[]","['Great Britain']","['Educational change', 'Schools']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321165/1004321165-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743206"
"asp1743205-ediv","","South Brent Primary School, Devon","2009","18 min","['Mick Waters drops in']","Mick Waters Drops In  is part of a new series in which Mick Waters, ex-Director of Curriculum at QCA, uses his long experience in schools to share some of the things that make a successful school. Mick visits South Brent Primary on the edge of Dartmoor, with the help of Year 6 students Liam and Olivia. First they take him to a rapid recall maths session in Liam's class where Mick challenges the class to a multiplication duel. They sit in on Foundation Stage's fruit circle where maths and munching bananas go hand in hand. After break Mick takes part in a special puzzle event in the school hall with Year 2 maths co-ordinator Liz Fearne. Feelings are important at South Brent and pupils with emotional and behavioural difficulties are able to spend time in the Woodland Den with Mrs Bishop, who also leads and mentors a group of playleaders and peer mediators. We see them busily sorting out minor quarrels and keeping younger pupils busy in the playground.","stream","[]","['Great Britain']","['Schools']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321164/1004321164-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743205"
"asp1743204-ediv","","Trinity Primary School, Wolverhampton","2009","18 min","['Mick Waters drops in']","Mick Waters Drops In is the first of a new series in which Mick Waters, ex-Director of Curriculum at the QCA, uses his long experience in schools to share some of the things that make a successful school. Trinity Primary School in Wolverhampton is located in an area of high deprivation but is an exemplary school and has great strengths in sport, drama, media and creativity. Mick is guided around the school by two lively Year 6 students, Chloe and Cadeem. Sheltering from a thunder storm in the Forest School area, Mick meets the reception class and their teacher Catherine Horton, and later we find out how powerfully the Forest School influences storytelling and creative writing across the whole school. Mick visits the multi-media room and meets Albanian-born Sara from Year 6. He visits the school's dance drama studio, has lunch with students, and chats with TAs and teaching staff about a recent project in which aliens landed in the school's playing field!","stream","[]","['Great Britain']","['Schools']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321163/1004321163-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743204"
"asp1743203-ediv","","Reading, writing and role-play","2009","17 min","['KS1 literacy']","We visit Broadmead Infants School over the course of a week to see the journeys children are making, and what's helping them learn. With a very mixed intake, many of whom have little experience of books, the teachers emphasise guided speaking and listening from Reception onwards in an effort to get children organising and vocalising their thoughts. Role play, freeze-framing and dramatising stories and characters from real books all prepare children for ambitious writing. Headteacher Alex Lundie explains her sense that children coming in with lower levels of experience deserve to have high expectations made of them, so long as the right support is in place.","stream","[]","['Great Britain']","['Role playing in children', 'English language', 'Literacy', 'Reading (Early childhood)']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321162/1004321162-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743203"
"asp1743202-ediv","","Phonics without tears","2009","17 min","['KS1 literacy']","A fresh start including phonics has helped Broadmead Infants School in Croydon pull itself round and get children reading, writing and enjoying books. Headteacher Alex Lundie was one of the sceptics, but when she took over the failing school and gave the Rose Report recommendations a chance, she saw achievement improve. We see Reception and Year 1 classes at work and hear how the key at Broadmead has been to see phonics as a tool to be used in the bigger project of literacy, rather than as an end in itself.","stream","[]","['Great Britain']","['Literacy', 'Reading']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321161/1004321161-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743202"
"asp1743201-ediv","","Global citizenship","2009","20 min","['Lesson starters']","Six clips to be used as Global Citizenship lesson starters in the classroom, presented in one programme. The programme features different aspects of emergency relief and other aspects of work by the International Red Cross, including child soldiers in Sierra Leone, disaster prevention in Bangladesh, delivering aid in Afghanistan and landmine victims in Bosnia. Please preview the content of this programme before showing it to your class.","stream","[]","['Great Britain']","['International education', 'World citizenship']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321160/1004321160-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743201"
"asp1743200-ediv","","Children in World War II","2009","18 min","['Lesson starters', 'Education in video']","The clips in this programme are drawn from the home movies that British and German film-makers shot in World War II. They are designed to inspire class-room thinking and discussion about the way children in Britain and Germany experienced evacuation, bombing, school life, and death on the home front. Each clip runs for about 2 minutes and ends with a thought-provoking question. The archive, some of it in colour and all shot by amateurs, ranges from the declaration of war listened to on a Cornish beach, to gas masks and air raid shelters, a short clip about school life in war time and the story of one woman's blitz and the death of her three siblings. The starters include an account of the bombing of a German home with film shot by the father.The on -ine resources include lesson plans and ideas for ways to use the starters in a six-week unit on the experience of children in war-time.","stream","[]","['Great Britain']","['World War, 1939-1945', 'History']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321159/1004321159-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743200"
"asp1743199-ediv","","Michael Morpurgo","2009","14 min","[""Great children's writers""]","Michael Morpurgo answers the questions of Year 5 pupils in a Bristol school, including - Did you write when you were at school? Why do you write about animals, and about war? How do you write? Do you have a favourite place for writing? and Which book are you most proud of?His answers will be of enormous help to any teacher who has used his books in the classroom, and children reading his books will get a great deal out of them too.","stream","['Morpurgo, Michael']","['Great Britain']","[""Children's literature""]","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321158/1004321158-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743199"
"asp1743197-ediv","","Financial problems","2009","16 min","['Advice shop']","Got money difficulties? Get support with the help of our panel's advice to two teachers facing genuine financial issues. Through their stories you can gain ideas on how to better manage your own finances.Pru's a teacher whose debts have grown to unmanageable proportions. She and her husband have realised that their spending habits have led to their current problems. She wants to look at how to prevent getting into further debt in the future. She and the panel also talk about the stigma of being a teacher in debt. Rita, a teacher whose earnings have dropped by several hundred pounds each month due to the ending of management allowances. She wants advice on how to reduce her monthly outgoings. The panel also discuss benefits that may be available to her.On the panel are:-Julian Stanley, Chief Executive of the Teacher Support Network-Sharon Gilbert, a financial advisor to the teaching profession-Robert Latham, a senior counsellor working for Teacherline.","stream","[]","[]","['Debt', 'Budget', 'Finance, Personal']","['Nonfiction television programs', 'Instructional television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321156/1004321156-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743197"
"asp1743196-ediv","","Problem-based learning","2009","43 min","['Teachers TV ITE lectures']","Russell Grigg, Quality Assurance Officer at Trinity University College in Carmarthen, talks to final year students about problem-based learning and how it can help them whan dealing with situations in the classroom.The focus is a fictional scenario where a parent with English as a second language writes a letter of complaint to the school. The students then engage in role play sessions assisted by English lecturer Catherine Bleasedale, and work through various situations that arise at a parents evening.","stream","[]","[]","['Education', 'Teachers', 'Problem-based learning']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321155/1004321155-disc001-file001-frame00085-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743196"
"asp1743195-ediv","","Inclusive physical education","2009","43 min","['Teachers TV ITE lectures']","Nalda Wainwright, Senior Lecturer at Trinity University College, talks to students about how to include all children in physical education. Nalda begins by discussing who might have problems accessing PE and then the students engage in a practical session to see what activities might exclude some pupils and how to make PE accessible for the whole class.","stream","[]","['Great Britain']","['Physical education and training', 'Inclusive education', 'Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321154/1004321154-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743195"
"asp1743194-ediv","","Reflecting on outstanding teaching","2009","42 min","['Teachers TV ITE lectures']","Russell Grigg, Quality Assurance Officer at Trinity University College, talks to his final year students about what makes an outstanding teacher. The students are asked to consider what constitutes best practice regarding their own teaching and the wider profession. Russell gives examples of what children think, what inspectors think and what research tells us is outstanding teaching.","stream","[]","[]","['Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321153/1004321153-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743194"
"asp1743193-ediv","","Parents","2009","42 min","['Big debate']","To what extent should parents be involved in schools? Is increased parental engagement the key to improving schools or does it just give pushy parents an opportunity to promote the interests of their own children at the expense of others? Some teachers blame poor parenting for a range of problems including poor pupil behaviour, but should schools be involved in sorting this out. Are the powers being given to parents to control schools, including setting up their own, likely to improve or exacerbate the problem? Krishnan Guru-Murthy presents a lively debate with guests including the author Toby Young, the journalist and campaigner Fiona Millar, the General Secretary of the ATL Mary Bousted and Rachel Wolf, of the New Schools Network, which helps parents to set up their own schools.","stream","[]","['Great Britain']","['Education']","['Nonfiction television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321152/1004321152-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743193"
"asp1743192-ediv","","Teaching history","2009","42 min","['Big debate']","How should we be teaching history? Krishnan Guru-Murthy presents a lively debate pitting the progressive model of teaching history against the traditional approach. Should the focus be on discrete subject teaching of our chronological island story, or is the more thematic, empathetic, cross-curricular approach the right model? Is the point of history education in schools to learn facts about our past or to build a critical understanding of history? And who is to decide what aspects of our history to cover? Supporters of the different approaches explain their positions and answer questions from the audience of teachers, historians, parents and pupils.","stream","[]","['Great Britain']","['History', 'Education']","['Nonfiction television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321151/1004321151-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743192"
"asp1743191-ediv","","Playing it too safe?","2009","42 min","['Big debate']","Does school's health and safety culture wrap pupils in cotton-wool? Is an unwillingness to expose children to risk turning out adults lacking the entrepreneurial skills to manage risk and danger and to cope with failure? The Big Debate, chaired by Krishnan Guru-Murthy, examines the arguments about safety both inside and outside school. There are growing calls from business leaders and child welfare experts that children should be exposed to more risk to help them cope with the realities of the modern world. But an increase in the levels of risk that children face is statistically certain to lead to more failures, accidents and even deaths, should schools relax their rigorous approaches to health and safety? Have schools got the balance right?Filmed in front of a live studio audience of teachers, experts, parents and pupils, the programme features an expert panel including former Dragon's Den star and founder of Yo Sushi, Simon Woodroffe, and Mick Brookes, NAHT General Secretary.","stream","[]","[]","['School safety and security']","['Nonfiction television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321150/1004321150-disc001-file001-frame00085-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743191"
"asp1743190-ediv","","Schoolyard humour for comic relief","2009","10 min","['Famous faces try']","Do you remember a playground gag that you told and heard countless times during your schooldays? Here, some well known faces from the worlds of education and show business deliver classic jokes from the schoolyard for Red Nose Day.Animals and insects feature heavily as Esther Rantzen, Myleene Klass, Dara O Briain and even the Minister for Schools, Jim Knight, evoke a more innocent era of school humour; full of charm and devoid of smut. Prepare for a resurgence of the groan-inducing funny story!  Why not have a go yourself and help raise money for comic relief. Go to www.teachers.tv/rednoseday for details.","stream","[]","[]","['Education', 'Wit and humor']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321149/1004321149-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743190"
"asp1743189-ediv","","Teaching past, present and future","2009","18 min","['Lesson starters']","A series of short video clips for use in the classroom as activity starters. The clips look at the future of education and the role of teaching. Five different clips can be used either as part of a single lesson or over a series of lessons. They are suitable for all Key Stages. The five clips cover:Teaching in the Past - The Victorian Era Teaching in the Past - The 1950s and 1960s Primary Teaching Today Secondary Teaching Today Teaching in the Future?","stream","[]","[]","['Education', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321148/1004321148-disc001-file001-frame00020-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743189"
"asp1743188-ediv","","More ways into Shakespeare's Othello","2009","27 min","[""Sabrina Broadbent's masterclass""]","This is the second of two Shakespeare masterclasses where Year 10 students from north London are studying Othello. In this programme, the emphasis is on story, soliloquy, structure and performance. Students use props and a few key quotes to play literary detectives and piece together the plot outline of Othello. Sequencing work on a key soliloquy follows and finally they get their hands on a copy of the play; they workshop a short key scene using the technique of Forum Theatre.The aim is that by the end of these activities, the students are hopefully full of ideas and questions about Othello, more confident about Shakespeare's language and eager to study the play in depth.","stream","['Shakespeare, William']","['Great Britain']","['Drama']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321147/1004321147-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743188"
"asp1743187-ediv","","Ways into Shakespeare's Othello","2009","28 min","[""Sabrina Broadbent's masterclass""]","In this, the first of two Shakespeare masterclasses, a group of Year 10 students from north London start on the play Othello for the first time. The activities Sabrina Broadbent uses here are applicable to any Shakespeare play.Sabrina's aim in these introductory sessions is memorable learning: keep it active, keep it fun, engage their curiosity. To do this, the students learn key quotes while walking, try writing a line of blank verse in iambic pentameter, and consider how a handkerchief might be used as a dramatic device. By the end of the activities, students should be intrigued by Shakespeare's use of language and story, ready to engage with the plot and the whole text of Othello in the second masterclass.","stream","['Shakespeare, William']","['Great Britain']","['Drama', 'Drama in education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321146/1004321146-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743187"
"asp1743186-ediv","","School behind bars","2008","29 min","['School matters']","Under 16s have a right to an education even if they'e incarcerated criminals. But who are the teachers, why are they there, and how do they manage in this tough environment? This is an engaging and unique insight behind the walls of the Vinney Green Secure Unit in Bristol, revealing the many challenges of teaching child criminals. The staff at Vinney Green attempt to win these damaged and sometimes dangerous young people over with warmth and respect, providing a safe and secure environment, something many of them have never experienced before. Success is building a strong relationship in a short space of time, teaching the students vital life skills for when they leave, and hopefully helping them never to come back. As one member of staff says:  The punishment ends when they walk through the door, everything else is about rehabilitation.","stream","[]","['Great Britain']","['Prisoners', 'Juvenile delinquents']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321145/1004321145-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743186"
"asp1743185-ediv","","Engaging girls","2008","16 min","[]","Manor College of Technology, Hartlepool, uses a range of techniques to help more girls engage with ICT, both in the subject and across the school.Headteacher Alan White describes how the school addresses the issue of raising girls  interest in technology.Head of ICT Yvonne Hill runs a Computer Club for Girls (CC4G), giving a purpose for learning that encourages more girls to take the subject at GCSE.In Key Stage 3 project-based lessons on theme parks and cartoons tap into girls  interests, and teach crucial ICT skills such as research and animation. At GCSE level a recycling topic using podcasting increases collaboration and engages the girls, without putting off the boys.And in geography creative use of technology encourages girls to take a different outlook on the benefits of different forms of ICT across the curriculum.","stream","[]","['Great Britain']","['Technology', 'Girls']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321144/1004321144-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743185"
"asp1743184-ediv","","Primary mental health. What teachers should know","2008","17 min","['Primary mental health']","A look at some of the most common emotional and behavioural issues that can affect primary school pupils, and how teachers can spot the early warning signs. Educational psychologist John McDonagh outlines a range of mental health disorders, including ADHD, and emotional issues such as depression, that can affect children. At Priory Lane Junior School, Scunthorpe, headteacher Carole Couch has many years experience of developing pupils emotional well-being and tackling barriers to their education, while Year 3 teacher Sheila Hansford recounts her direct experiences of pupils struggling with mental health issues, and speaks honestly about how this has affected her as a teacher.","stream","[]","['Great Britain']","['Behavior disorders in children', 'Child psychopathology', 'Students', 'Child mental health']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321143/1004321143-disc001-file001-frame00355-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743184"
"asp1743183-ediv","","Anorexia","2008","17 min","['KS3/4 PSHE', 'Education in video']","Anorexia, the most deadly of all mental illnesses, is on the increase among teenagers, both male and female. Three young people describe their battle with this often misunderstood eating disorder. With more under-16s being hospitalised from Anorexia than ever before, Lindsay, Rob and Constance have bravely  agreed to talk openly about their battle with Anorexia, revealing what they feel led them to becoming anorexic, and how they managed to hide it from friends and family. Along with testimonies from their families, health services and schools, they also describe the long-road to recovery. The nature of the illness makes the sufferer deceitful and secretive, as they withdraw from their friends and family in order to hide the fact they are starving themselves. Although it is difficult spot, friends, teachers and parents can play a vital role in early intervention and helping anorexics to recover.","stream","[]","[]","['Anorexia', 'Anorexia in adolescence']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321142/1004321142-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743183"
"asp1743182-ediv","","Battling anorexia","2008","45 min","['School matters', 'Education in video']","Anorexia is a complex and very serious mental illness with a range of causes, affecting many thousands of teenagers every year, increasingly boys as well as young girls. One in five sufferers dies prematurely, and in 2008 more under-16s were hospitalised from anorexia than ever before. So what is it really like and how can anorexics be supported? Three teenagers, Lindsay, Rob and Constance have bravely agreed to describe their perilous struggle with this eating disorder, talking openly about their downward spiral into anorexia, which resulted in each of them being hospitalised. They, and their parents, relate the catastrophic affect that this isolating illness had on their physical and mental health, and on their relationships. We also hear from staff in a psychiatric unit which deals specifically with adolescents, and from a school which helped to support a student in their recovery from anorexia.","stream","[]","[]","['Anorexia', 'Anorexia in adolescence', 'Anorexia nervosa']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321141/1004321141-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743182"
"asp1743181-ediv","","Two successful projects","2008","31 min","['Primary cross curriculum']","An in-depth look at two schools introducing a cross curriculum approach in contrasting ways. An exciting topic which allows for lots of subjects to be introduced is Rainforests and Ombersley Endowed First School's Year 3 and 4 class in Worcestershire have spent this term studying maths, literacy, geography, art, ICT and science as part of this project. Heath Mount Primary is an inner-city school in Birmingham which has gone from special measures to receiving an Outstanding recommendation from Ofsted. Their first themed week about Africa was influenced by parents who are new to Birmingham and who wanted to share their Somalian culture with the school community. Both schools highlight the importance of emotionally engaging children and how the National Curriculum is open to interpretation in many creative and inspirational ways.","stream","[]","['Great Britain']","['Multicultural education', 'Interdisciplinary approach in education', 'Education, Primary']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321140/1004321140-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743181"
"asp1743180-ediv","","Teachers and children starting French","2008","18 min","['Primary languages']","Soon all primary schools will be required to introduce a primary language to their curriculum. Almeley Primary is a deeply rural school in Herefordshire. Despite its remote location, including having fewer than 80 pupils in the whole school, they are already delivering French. This has all been made possible through the dedication of Alex Hallinan. With only GCSE French as her language background, Alex has developed her language skills through courses and personal study to a point where she's confident to teach a combined Year 4, 5 and 6 class. We follow Alex and her class through a French lesson, talking about the school and the people within it, which includes song, a language refresher, sentence work and group work. Rosalind Venables, the advisory teacher for primary languages, and Alex talk about the teaching styles and techniques used, as well as the reasoning behind a singular language approach and some general advice for future language teachers.","stream","[]","['Great Britain']","['Teaching', 'French language']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321139/1004321139-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743180"
"asp1743179-ediv","","Speak to the world","2008","17 min","['Primary languages']","Soon all primary schools will be required to introduce a primary language to their curriculum. St Michael's Primary, Wolverhampton has taken the approach of teaming up with its local secondary school, Colton Hills Community School & Specialist Language College, who provide the support of a language specialist, Patricia Whitbread. Patricia, as well as teaching the pupils, supports and teaches Monica Mason the Year 3 / 4 class teacher, building her language skills in order for Monica to eventually take the class by herself. Patricia has also introduced a multilingual approach to the school, introducing and teaching elements of five languages. We follow the class through a Spanish lesson looking at describing yourself, including song and dance, a language challenge, micro-teaching and group work. Craig Griffiths the school's language co-ordinator, Patricia and Monica talk about the teaching styles and techniques used, as well as the reasoning behind a multilingual approach.","stream","[]","['Great Britain']","['Spanish language', 'Multilingual education', 'Teaching', 'Language and languages']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321138/1004321138-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743179"
"asp1743178-ediv","","Focusing on the learning","2008","19 min","['Manage that class with Sue Cowley']","Behaviour guru Sue Cowley coaches a KS2 teacher at Whitton Middle School, Worcestershire on how to ignore low-level disruption and make the most of her classroom space to control the lesson. Using cameras and microphones concealed in the classroom, Sue is able to observe and coach teacher Helen Platts with a Year 6 lower ability maths group looking at symmetry. Sue uses camera monitors in a control room to coach Helen using a hidden earpiece. Coaching remotely, without being present in the classroom, provides a unique CPD opportunity by preserving the natural dynamic of the lesson. Sue also provides a commentary on how Helen is managing her class, identifying behavioural and learning issues and offering some solutions. In particular the focus is on supporting Helen with low-level disruption and making the most of her classroom space.","stream","[]","[]","['Classroom management', 'Teachers']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321137/1004321137-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743178"
"asp1743177-ediv","","Ignoring disruptive behaviour","2008","19 min","['Manage that class with Sue Cowley']","Behaviour guru Sue Cowley works with a KS2 teacher at Whitton Middle School, Worcestershire offering useful advice on maintaining the flow and dealing with distractions. Using cameras and microphones concealed in the classroom, Sue Cowley is able to observe and comment on a Year 5 lesson taught by Jenny Gunsten without actually being present in the classroom. Preserving the natural dynamic of the lesson, Sue provides support and coaching directly into Jenny's ear through a concealed earpiece. Sue also provides a commentary on the lesson structure, pace and tone covering behaviour and learning issues. In this programme Jenny has requested some support from Sue to help her keep the flow of the lesson going. Sue provides practical advice on how to maintain focus on the learning and not be distracted by the disruptive behaviour of individual children.","stream","[]","[]","['Behavior modification', 'Students', 'Classroom management', 'Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321136/1004321136-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743177"
"asp1743176-ediv","","Keeping up the pace","2008","19 min","['Manage that class with Sue Cowley']","Behaviour guru Sue Cowley works with a KS2 teacher at Whitton Middle School, Worcestershire on managing the pace of her lesson and on the use of her voice. Using cameras and microphones that have been concealed in the classroom, Sue observes and comments on a Year 5 lesson taught by Rachel Wheeler. Sue is able to provide support and coaching directly into Rachel's ear, coaching her throughout the one hour lesson. Sue also provides the viewer with a commentary on class management with hints and tips on behaviour and learning.","stream","[]","[]","['Classroom management', 'Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321135/1004321135-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743176"
"asp1743175-ediv","","Secondary mental health. What teachers should know","2008","16 min","['Secondary mental health']","With around one in ten pupils in secondary schools suffering from a diagnosable mental health disorder, this programme outlines the most common issues, and the role of teachers. Child and Adolescent Psychiatrist Dr Greg Richardson describes a range of problems pupils may face, and how they can manifest themselves in their behaviour in the classroom. Issues tackled in the programme include: self-harm, depression, anxiety and eating disorders. At Endeavour High School, Hull, experienced geography teacher Penny Darmody and social inclusion co-ordinator Norma Burr speak frankly about their experiences with pupils and the warning signs of a mental health problem.","stream","[]","['Great Britain']","['Teenagers', 'Students']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321134/1004321134-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743175"
"asp1743174-ediv","","A creative approach","2008","15 min","['Education in video', 'Improving value-added SATs']","Dalestorth Primary School, Nottinghamshire, has focused on making learning fun, in order to dramatically improve results and boost its value-added score. Headteacher Paul Loker has put in place a theme-based creative curriculum, concentrating on developing pupils  skills. This helped them to move into the top 50 schools nationally for contextual value added in 2007.Year 6 teacher Sally Stafford gives pupils a purpose for learning, as they practice and develop their maths skills, making nets within the context of their Victorian theme. Year 4 teacher Sarah Maxey makes writing interactive and fun through a lesson on scary stories. And Year 3 teacher Lisa Newton leads the pupils as they hone their decision-making skills by designing and making their own pizzas.","stream","[]","[]","['Education', 'Creative teaching']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321133/1004321133-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743174"
"asp1743173-ediv","","A structured approach","2008","16 min","['Improving value-added SATs']","Middlefield Community Primary School, Liverpool, demonstrates how whole school structures helped them to radically improve results and finish 15th nationally in the 2007 value-added tables. Headteacher Paula Judd has flattened the leadership structure, appointing a senior leadership team instead of a deputy to ensure every staff member is accountable for their pupils. Assessment co-ordinator Margaret Hunter uses highly structured class profiles and ensures KS2 assessment procedures are implemented throughout the whole school. Year 5/6 teacher Karen Crichton leads an afternoon writing group where targets are shared with pupils to encourage them to become involved in their own learning. And at a parent coffee morning, learning mentor Donna Clarke is able to build a relationship with parents, whilst raising any issues in an open and relaxed environment.","stream","[]","['Great Britain']","['Education', 'Educational tests and measurements', 'Educational leadership']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321132/1004321132-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743173"
"asp1743172-ediv","","Using ICT to engage parents","2008","18 min","['Innovation']","A look at how Shireland Collegiate Academy in the West Midlands improved performance, attendance and behaviour by ensuring every home had access to the internet. The school distributed 2,000 computers amongst parents, developed a portal which allowed them to check progress of their children and engage in school life. The website also provides community and lifestyle information which reaches out to families settling in the area. The school's strategy highlights the potential benefits of the Home Access programme, soon to be rolled out across the country, which makes grants available for a device, connectivity and support. Also featured are other projects that provide support or information for parents by using the internet or text messages. Including Dad's Space, a web service that assists contact between parents and children who have become separated and a messaging service, Advisory Centre for Education (ACE), providing professional advice on all parenting and educational issues.","stream","[]","['Great Britain']","['Educational technology', 'Education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321131/1004321131-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743172"
"asp1743171-ediv","","Alexandra Edwards","2008","17 min","['Teacher tune up', 'Education in video']","Feeling in need of a lift?  Teacher Tune Up offers ideas on how to boost your classroom performance and presentation with the help of former headteacher turned motivation guru, Richard Gerver. Richard has come to Cheadle High School in Staffordshire to help tune-up science teacher Alexandra Edwards. He's impressed by Alexandra's  game show  approach to teaching but, like all performers, she needs to watch her timing and tempo. Alexandra is also advised to smarten up her act and change the trouser suit uniform she first adopted as an NQT. With advice from a leading fashion stylist, she splashes out on a new outfit. Her students are the final judges as to whether she has met her tune-up challenge of an easier pace and a softer appearance.","stream","[]","['Great Britain']","['Career development', 'Teachers']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321130/1004321130-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743171"
"asp1743170-ediv","","Mark McHugh","2008","17 min","['Teacher tune up']","Feeling in need of a lift? Teacher Tune Up offers ideas on how to boost your classroom performance and presentation with the help of former head turned motivation guru, Richard Gerver.  Today it's the turn of head of ICT Mark McHugh, from Cheadle High School, Staffordshire to be led through the tune-up process by Richard.Over his 17 years in the classroom, Mark has developed a high-paced and action-packed approach to teaching. The preparation pressure which he puts himself under means he's working every evening.Richard tries to convince Mark to take it all a littler easier in the classroom, while also putting him on to a regime of stretching and exercising, along with a new diet plan, to help him become fitter and calmer.","stream","[]","['Great Britain']","['Career development', 'Work-life balance', 'Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321129/1004321129-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743170"
"asp1743169-ediv","","Lisa Green","2008","17 min","['Teacher tune up']","Feeling in need of a lift? Teacher Tune Up offers ideas on how to boost your classroom performance and presentation with the help of former head turned motivation guru, Richard Gerver.  In this episode Richard focuses on the performance of science teacher Lisa Green from Cheadle High School in Staffordshire. He identifies ways of giving her teaching style more pace and movement, and then takes her to world champion hairdresser, Richard Anthony to help restyle her look too.The programme discovers how Lisa responds to the professional advice and how she reacts to the personal make-over. Does the advice make a noticeable difference to her performance and presentation in class? It's left to her students to judge.","stream","[]","['Great Britain']","['Teachers', 'Student evaluation of teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321128/1004321128-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743169"
"asp1743168-ediv","","Show racism the red card","2008","16 min","['KS2 anti-racism with Man Utd']","Show Racism the Red Card is a charity which joins forces with professional footballers to combat racism. A group of Year 6 pupils from St John's Primary School in Manchester attend the launch of SRtRC's latest film,  Racism and the Beautiful Game  at Man Utd's Old Trafford ground. After watching the film, the pupils have the chance to put their questions to a panel of footballers, including Rio Ferdinand and Andy Cole, and hear the players  own stories of racism they ve experienced, both on and off the pitch. Back at school, the class do an activity from SRtRC's education pack to help them understand how it feels to be a victim of racism. Then they set to work on group entries for SRtRC's annual schools competition, which asks for creative work such as music, drama, writing and art with an anti-racist message behind it. The groups discuss the meaning of racism and use the answers they come up with to put together some drama and rap entries.","stream","[]","[]","['Racism']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321127/1004321127-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743168"
"asp1743167-ediv","","The Scary Guy does parents","2008","15 min","['Inspirations']","Find out how parents react to The Scary Guy's coping strategies, as he works with a whole family to reinforce the anti-bullying message both in and out of school. Macclesfield High School invited The Scary Guy to deliver a group session to parents, looking at how to deal with those issues. In the session, The Scary Guy stresses the importance of parents making time to listen to their child. Meanwhile, the school identifies a pupil who has been bullied in the past. After a one-to-one session, where The Scary Guy hears what he went through, he visits the parents to hear their experience of supporting  him through his ordeal. During the session, it is revealed that the bullying started earlier than they thought, and Scary gently explains to them that this is often the case; bullied children don't talk for fear of escalating the situation. Scary then offers them strategies to enable them to talk more openly with their children and to deal with any future bullying that may occur.","stream","[]","['Great Britain']","['Bullying in schools', 'Education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321126/1004321126-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743167"
"asp1743166-ediv","","Fashion","2008","35 min","['KS3 cross curriculum', 'Education in video']","Fashion offers a wealth of cross-curricular opportunities. We follow Year 7 at St. Paul's Catholic College as they embark on a  lively, colourful and inspirational week in which every subject looks at different aspects of the fashion industry - creating earrings in maths, burning fabrics in science, from child labour to punk rock, and making clothes and accessories for the climax - a catwalk Fashion Show.","stream","[]","[]","['Fashion']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321125/1004321125-disc001-file001-frame00150-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743166"
"asp1743165-ediv","","Working as a team","2008","18 min","['Secondary TAs']","By ensuring all their TAs receive the specialist training needed to develop their roles, Hereford Academy has been able to incorporate a range of learning support schemes that complement the core curriculum. It's recognised that this empowerment of staff (both teachers and support workers) has played a role in dramatically improving the Academy's results, from 33% A* - C in 2006 to 74% in 2008.Almost two thirds of pupils arrive at the Academy with a literacy age two years below their chronological age. The TA team manage and monitor a number of literacy (and numeracy) interventions that target these pupils. In this programme the TAs and their enthusiastic managers explain their formula for success - and how a happy and motivated team ensures a school gets the most out of its support workers.","stream","[]","['Great Britain']","['Teaching teams', ""Teachers' assistants""]","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321124/1004321124-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743165"
"asp1743164-ediv","","Making of a top maths department. Testing times","2008","19 min","['Making of a top maths department']","Oaks Park High School in Essex has an outstanding maths department. What makes it tick? In this last episode of the series we find out why strong leadership and a broad-based maths curriculum are seen as key factors in that equation. Students are given the option to study for a statistics GCSE and a Further Maths Qualification. The department has assigned each student on the C/D booster programme their own mentor - one member of the maths team who they regularly meet to update on progress. But in a departmental staff meeting, programme leader Raj Jutley discovers not all students are meeting up with their mentor. Following the mock GCSE maths exam results, Raj is worried the department will not hit their target. One reluctant student, who was given a second chance to stay on the booster course, refused to sit the mock exam. Though he plans to resit his maths GCSE in June, it ll be without extra support. Find out if he and the booster group succeed in their resits.","stream","[]","['Great Britain']","['Mathematics', 'Mathematical ability', 'General Certificate of Secondary Education', 'Education', 'Educational tests and measurements']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321123/1004321123-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743164"
"asp1743163-ediv","","Creating the right atmosphere","2008","18 min","['Making of a top maths department']","In this second programme of the series, top-rated Oaks Park maths department deals with a communication breakdown. One Year 11 student has been taken out of a booster course designed to help him get a GCSE C grade in his summer resit. Course leader Raj Jutley is clear he must stay out but deputy head, David Dutch insists he's reinstated. Will the good relationships Stephen's fostered between the staff ensure that this difference is quickly resolved? Since the launch of the maths department in 2001, recreational maths has played a central role. Lunchtime chess and puzzle clubs, activities such as World Maths Day, as well as lessons involving student participation, encourage students to engage with maths. In 2003, Ofsted rated the maths department good but there was still room to improve. Stephen instituted a more open door policy so staff could observe each other teaching; he established clearer responsibilities for staff and tackled the issue of planning for the future.","stream","[]","['Great Britain']","['Mathematics']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321122/1004321122-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743163"
"asp1743162-ediv","","To a 'C' and beyond","2008","17 min","['Making of a top maths department']","To find out what makes top-rated Oaks Park High School's maths department tick, we follow a group of Year 11 students as the maths team prepare them for their resits. In this first of three programmes we meet head of maths, Stephen Froggatt, who believes that happy staff make good teachers, and his teaching team. Tracking and targeting of all maths students is another important feature. In November 2008 65% of students achieved a grade C or above in their maths GCSE. 28 of the students who got a D grade are preparing to resit their maths GCSE in June. If more than half these students manage a C grade, then the department will get their best A*-C pass rate ever. To give students the best chance, the department have launched a C/D booster programme in which students are offered extra tuition and revision classes. Three weeks into the course, attendance is low and course leader and deputy head of maths, Raj Jutley has already been forced to exclude one student.","stream","[]","['Great Britain']","['Mathematics', 'General Certificate of Secondary Education', 'Educational tests and measurements', 'Mathematical ability']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321121/1004321121-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743162"
"asp1743158-ediv","","Film it, share it","2008","39 min","['Film it, share it']","A showcase of different styles of video-making to illustrate what is possible. Put-off by a live action blockbuster? How about a simple webcam video?Presenter Matthew Tosh reveals just how simple or how complex shooting a video can be. With examples from Formby High School in Liverpool, Marshgate Primary School in Richmond, Wheeler Primary School in Hull and Bishop Bronescombe Primary School, Cornwall, we see live action, puppet shows and claymation, enough to get any teacher inspired and picking up their own camera. Alongside the clips are our top tips, this week all about the first steps to film making.","stream","[]","[]","['Video recording', 'Video recordings']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321120/1004321120-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743161"
"asp1743157-ediv","","KS3 physics. Sound","2008","19 min","['Lesson starters']","Using high speed camera technology Trevor Cox, professor of acoustics at the University of Salford, shows us a range of demonstrations using sound, starting with what happens when you slow down the effect of rubbing the rim of a glass of water to 80 times less than normal speed. Using a tuning fork, a triangle, a cymbal and a guitar he demonstrates the impact of sound on a soap bubble, burning candles, and a wine glass - with spectacular results. Students are also encouraged to examine the impact of different frequencies of sound.Using an oscilloscope Trevor shows the difference in frequencies produced by different octaves played on a saxophone as well as those on the soprano, alto, baritone and tenor saxophones. The  confusaphone  shows what happens when your left and right hearing is mixed up and he examines the effect of sonic boom created by a cracking whip. Finally Trevor examines the effect of echo and the varying sounds we can create with our own bodies.","stream","[]","['Great Britain']","['Physics', 'Science', 'Sounds']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321116/1004321116-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743157"
"asp1743154-ediv","","James Evelyn","2008","105 min","['From good to outstanding - uncut lesson for Wiki Project Web only']","Southwold Primary rates primary teacher James Evelyn's teaching as  good. After watching his 50 minute maths lesson on counting, partitioning and calculating  with his Year 3/4 class, you can post your suggestions online on how he can improve his maths lesson in our From Good to Outstanding discussion group.James's lesson features starter, role play, individual & group work and plenary.Watch the full version of his second lesson then post any feedback or suggestions which you think James might find find useful for teaching future outstanding lessons.The full edited programme will be shown in April 2009.","stream","[]","[]","['Career development', 'Teachers', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321113/1004321113-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743154"
"asp1743153-ediv","","Esther Arnott","2008","86 min","['From good to outstanding - uncut lesson for Wiki Project Web only', 'Education in video']","Lampton School rates secondary History teacher Esther Arnott as 'good'. In this 45 minute lesson Esther teaches the impact of William of Normandy on the English. We invite you to respond to Esther's Yr 7 history lesson, via From Good to Outstanding's web discussion group, ahead of the feedback she gets from our School Inspector Clare Gillies. The lesson features a starter, role play, group work, pair and plenary. You can view this lesson in its full version (with minor edits) and post your ideas and suggestions to help her improve and move up to 'outstanding'?","stream","[]","[]","['Career development', 'Teachers', 'Curriculum evaluation']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321114/1004321114-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743155"
"asp1743151-ediv","","Esther Arnott","2008","30 min","['From good to outstanding']","Lampton School, west London, rates secondary history teacher Esther Arnott as  good . As part of our challenge we bring in top Inspector Clare Gillies to assess one of Esther's Year 7 lessons. The Inspector's feedback after Esther's lesson, on the impact of William of Normandy's rule over the English, highlights some clear areas for improvement. She's then off to our clinic to get some one-to-one CPD from history advisor Michael Riley on pedagogy, and tips from our voice and communications expert Ulrika Schulte-Baukloh. In addition Esther gets input from an online community who have viewed a video of her first lesson. She then has just three weeks back in the classroom to put their advice into action before the Inspector returns to observe a second lesson and deliver her final verdict. Will Esther make the grade? Will she raise her game sufficiently to go from 'good' to 'outstanding'.","stream","[]","[]","['Career development', 'Teachers']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321110/1004321110-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743151"
"asp1743150-ediv","","Moving the goalposts","2008","16 min","['Challenge']","Unlike most schools, there's no summer term wind down to the holidays for staff at Lilian Baylis Technology School in south London. The new academic year begins here at Whitsun, and for staff the arrangements offer a crucial six weeks of intensive learning, which are critically important for a school on the National Challenge  30%  hit list.","stream","[]","[]","['Teachers']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321109/1004321109-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743150"
"asp1743149-ediv","","Targets","2008","15 min","['Challenge']","Headteacher Gary Philips is celebrating official DCSF confirmation that in 2008 Lilian Baylis hit the crucial National Challenge 30% figure for A*-C GCSEs, including English and maths. But July is fast approaching and deputy head Su Wardrop is rounding up an intervention group of Year 11 students who are in danger of slipping below grade C in English and maths in this year's GCSE exams. Not everyone is happy. Some students and their parents are frustrated that extra English mean missing out on other subjects. The Parents Evening sees head of English Iain Sankey facing some flak. But Philips is unrepentant, arguing that English and maths are crucial for college entry.","stream","[]","['Great Britain']","['Education', 'Educational tests and measurements']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321108/1004321108-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743149"
"asp1743148-ediv","","Inner city success","2008","17 min","['Improving secondary attendance']","In 2001 Stepney Green School in Tower Hamlets was included in a list of the worst thirty schools in the country for truancy. This programme looks at how the school has worked on challenging a long-standing culture of poor attendance and how a wide variety of initiatives, including a mentoring scheme run by ex-students, and a competition between forms to win a weekly prize, are helping it win its battle against poor attendance.","stream","[]","['Great Britain']","['School attendance']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321107/1004321107-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743148"
"asp1743147-ediv","","Meeting the challenge","2008","17 min","['Improving secondary attendance']","Two years ago, when the City School in Sheffield was put into Special Measures by Ofsted, attendance was cited as a particular problem. Now, out of Special Measures, the school's greatest success has been in reducing the number of persistent absentees, a result of creating a strong home/school liaison team that is forging closer links with families. The team runs a mentoring project where staff are assigned between two and three students whose attendance lies in the 85% to 90% range. Students are monitored half termly by their mentors who support, encourage and help remove barriers to attending. The programme also features the work of the school's health practitioner who has initiated a number of strategies to help bring down the number of absentees for medical reasons.","stream","[]","['Great Britain']","['School attendance']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321106/1004321106-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743147"
"asp1743146-ediv","","Taking risks with the teacher","2008","15 min","[""Bayley's behaviour for TAs""]","Behaviour expert John Bayley offers teaching assistants advice on managing the behaviour of a challenging KS3 class.At Bishop Stopford School in Enfield, recently qualified RE teacher Flora Hoori has a job on her hands with 9B3. They are noisy and difficult to keep on task and although she has two teaching assistants to offer support, the team is currently finding the going tough.Sharon Collins, a parent with four school age children, and Vuyisa Henry, a recent university graduate are mainly allocated to pupils with Special Educational Needs. But John Bayley believes that Flora could be making greater use of the talents of her support staff, in managing the class, and allowing her the space to teach more effectively.The programme follows the team putting Bayle's advice into practice, and explores the power of more frequent use of praise, and offering a wider range of activities which cater more closely to the needs of the students.","stream","[]","['Great Britain']","[""Teachers' assistants"", 'Students', 'Behavior modification', 'Classroom management']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321105/1004321105-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743146"
"asp1743145-ediv","","Teaming up with the teacher","2008","15 min","[""Bayley's behaviour for TAs""]","Behaviour expert John Bayley visits a Secondary Learning Support Team to give advice on how to provide effective  teacher support when managing pupil behaviour.Jane Rixson, a mum with grown up children, used to be the senior science technician at Bishop Stopford's School in north London, before training four years ago as a HTLA. Now, she works closely with science NQT Rakesh Ram. Their main problem is consistency -  especially with one of the school's Year 7 classes. Sometimes the children are angelic but at other times they are noisy, hard to keep focused and disrespectful of each other's work. Despite the unpredictable behaviour, Bayley is struck by the excellent collaborative working relationship between Jane and teacher Rakesh. Jane confidently takes responsibility for teaching the starter at the front, whilst Rakesh patrols the floor dealing with the needs of individual pupils. John Bayley suggests a number of strategies to make behaviour more consistent.","stream","[]","['Great Britain']","['Behavior modification', 'Classroom management', ""Teachers' assistants"", 'Noise control', 'Noise', 'Students']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321104/1004321104-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743145"
"asp1743144-ediv","","Curriculum choices","2008","22 min","['KS3/4 gender equality', 'Education in video']","This programme explores the work schools in Norfolk are doing to tackle long standing gender stereotyping in option choices. The Hewett School offers a diploma taster day including sessions where boys are introduced to traditionally female subjects such as hair and beauty, while the girls are encouraged to have a go at subjects like engineering and product design and manufacturing. Gender differences in subject choice are not restricted to diplomas. Another Norfolk school, Hethersett High, has set up meetings with a group of Year 9s and Year 11s, to get a student perspective on why there are differences between the traditional academic choices made by girls and boys.Teachers running the groups are surprised to discover just how deeply engrained traditional gender roles remain. They plan strategies like involving parents more in discussing what the options mean and introducing students to more positive gender role models from the world of work.","stream","[]","['Great Britain']","['Sex role', 'Sex differencesin education', 'Stereotypes (Social psychology)']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321103/1004321103-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743144"
"asp1743143-ediv","","55 minutes","2008","17 min","['Education in video', 'Food technology - chef challenge']","Chef Michael Coaker is on a mission to big up food and food technology in schools through the Chef's Adopt a School's project. In this programme he visits Rosedale College in west London and is challenged to complete a dish in a single 55 minute lesson. The head of food technology at Rosedale College is Denise Buttigieg and she takes the first Year 9 class while Michael assists and prepares lemon curd and meringue for their lemon curd tartlets. It's a rush but they just about complete their product but have to stay on to taste them. Michael takes over for the next Year 9 class and pairs up the pupils to do both the pastry and filling for a spinach and ricotta pasty. Again the pace is frantic and as the clock ticks down Denise says, The bell's about to go, and I m worried now. They haven't finished and they have to go home. It's a great experience for the pupils but for Denise and Michael it proves that even with the best facilities and a chef on hand, 55 minutes is not enough.","stream","['Coaker, Michael']","['England']","['Cooking']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321102/1004321102-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743143"
"asp1743142-ediv","","Lunch in the library","2008","16 min","['Food technology - chef challenge']","Chef Michael Coaker is on a mission to big up food and food technology in schools through the Chef's Adopt a School's project. In this programme he visits Knights Templar School and works with Pat Pett's GCSE class to impress the head and governors with their culinary skills. Michael sets them the challenge of cooking a three course lunch on a theme of spring, with Mediterranean dishes made from fresh ingredients. They serve it in the library, complete with white table clothes and spring flowers.The proof of the pudding - in this case a special Pavlova Roulade - is in the eating, and it is a spectacular success. It shows the importance of taking Food Technology to the table and begs the question, what is the status of Food Technology compared with  academic  subjects?Back in the kitchen the students reflect on having to drop the subject for A level and Pat reveals that she must retire soon. Who will replace her given the national shortage of qualified teachers?","stream","[]","['Great Britain']","['Cooking']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321101/1004321101-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743142"
"asp1743140-ediv","","Early reading. Teacher video","2008","62 min","['Early reading']","A rare opportunity to see one pupil's progress in reading over a twelve week period, captured on camera by the teachers of Heather Primary School in rural Leicestershire.The journey starts with 5 year old Adam talking to his teacher, Becca Suluga, about the books he likes to read and share. We then follow him as his reading skills improve through a variety of strategies. Developing his self talk , or awareness, about these strategies is a key aspect to the learning that Becca encourages. The accompanying video diary footage by headteacher Lou Harrison includes both reflection on Adam's progress and discussion on the project. What does the video evidence show? How can video help in assessment? What is the effect on Adam? Everyone is involved in recording and sharing the video footage via the web. Adam's mother reflects on his progress with Becca; Lou reflects on the footage to moderate teacher assessments; and Adam starts taking over the shooting to tell his own story.","stream","[]","['Great Britain']","['Video recording', 'Educational technology', 'Reading (Early childhood)']","['Instructional television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321100/1004321100-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743141"
"asp1743139-ediv","","Creativity","2008","17 min","['Secondary A-Z of']","Starting with C for classroom culture, this programme takes an alphabetical journey through the key issues affecting creativity, featuring ten teachers who share their strategies for success at secondary.What role does a supportive classroom culture play in generating creativity? When teachers are under such pressure to drill for examinations, how can they risk taking the time to allow students to be creative? If students get things wrong, these teachers know that they need to stand back - nothing kills creativity like being told you are wrong.The teachers  plans for creativity have to be more flexible,  Life doesn't follow a set pattern  and neither does a creative classroom. These teachers give examples of interactive techniques that work for them, from the  exquisite corpse  to singing to learn German vocabulary.  This programme is part of a series where secondary teachers share their tried and tested strategies.","stream","[]","[]","['Creative ability', 'Classroom management', 'Creative teaching']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321098/1004321098-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743139"
"asp1743138-ediv","","Secondary A-Z of. Time management","2008","17 min","['Secondary A-Z of']","Teachers talk about the problems they have managing their own time, offer up some tips, and debate whether time management is just common sense or a skill you need to learn. They trade tips for saving time with marking, discuss the importance of saying no sometimes, and offer advice on how to manage their stress levels. As well as showing the time management techniques that have worked for them, the teachers also consider whether they should always be aspiring for perfection, or whether there are some situations where good enough is actually good enough. This programme is part of a series where secondary teachers share their tried and tested strategies for success in the classroom, from group work to creativity and time management.","stream","[]","[]","['Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321097/1004321097-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743138"
"asp1743137-ediv","","Effective questioning","2008","18 min","['Secondary A-Z of']","How do teachers ask effective questions? From theory to practical tips, this programme explores the approaches of eleven teachers from across the UK.From how to create a classroom culture where children feel safe answering questions, to properly differentiating questions and ensuring shy children get involved, the teachers share their own tried and tested methods. Finally the importance of dealing with misconceptions, and different styles of questioning are considered, as well as what to do when questioning goes wrong. This programme is part of a series where secondary teachers share their tried and tested strategies for success in the classroom, from group work to creativity and time management.","stream","[]","[]","['Questions and answers', 'Teaching']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321096/1004321096-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743137"
"asp1743136-ediv","","Cross-curriculum teaching","2008","18 min","['Secondary A-Z of']","How do you combine maths, history, citizenship, science, drama and dance, amongst other subjects? These teachers consider why they try cross-curriculum work -  because when you go into the real world you don't have a set hour when you re going to use all of your maths skills . The teachers agree that a risk is that you are working beyond your own subject specialism, and you need to work with colleagues to offer a really cross-curriculum project. Cross-curriculum work needs to be relevant and meaningful, and if planned well can be an enriching and rewarding experience for both students and teachers. The teachers consider what to do when cross-curriculum teaching goes wrong.This programme is part of a series where secondary teachers share their tried and tested strategies for success in the classroom, from group work to creativity and time management.","stream","[]","['Great Britain']","['Education, Secondary']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321095/1004321095-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743136"
"asp1743135-ediv","","Rewards and incentives","2008","17 min","['Secondary A-Z of']","Fourteen teachers from schools across the UK talk about their approach to rewarding and praising children, as well as the potential problems and pitfalls involved.High cost, low cost, no cost rewards like trips, vouchers, postcards home - teachers discuss how they reward students. The key is consistency, but what exactly does this mean and how do you make your students understand? Teachers talk about how the key to a successful reward is the praise that accompanies it, and whether there are rewards that just don't work for some students. They also discuss how reward systems can go wrong, and offer ideas and tips to help get the best from students. This programme is part of a series where secondary teachers share their tried and tested strategies for success in the classroom, from group work to creativity and time management.","stream","[]","['Great Britain']","['Rewards and punishments in education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321094/1004321094-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743135"
"asp1743134-ediv","","Lesson planning","2008","17 min","['Secondary A-Z of']","Starting with B for beginnings this programme takes an alphabetical journey through the key issues affecting lesson planning featuring twelve teachers from across the UK sharing their strategies for success at secondary.The teachers discuss their own tried and tested methods for planning lessons, including how they plan for differentiation, different strategies for engaging students in their lessons, and how to plan for different endings to lessons.The teachers also talk about planning to be flexible, as you never know when the lesson plan needs to be scrapped, how to plan for progression after a lesson and what can go wrong with planning. This programme is part of a series where secondary teachers share their tried and tested strategies for success in the classroom, from group work to creativity and time management.","stream","[]","[]","['Lesson planning']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321093/1004321093-disc001-file001-frame00045-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743134"
"asp1743133-ediv","","Group work","2008","17 min","['Secondary A-Z of']","Starting with B for behaviour, this programme takes an alphabetical journey through the key issues affecting group work, featuring thirteen teachers who share their strategies for success at secondary.How important are attainment levels when it comes to choosing your groups? Is there an appropriate time to let students work in friendship groups? How do you decide when to intervene, and when not to? Are there ways of controlling the inevitable noise?The teachers also look at different strategies for organising groups and how to encourage students to develop group work skills. They also talk of their own experiences of what can go wrong with group work, and how to fix it. This programme is part of a series where secondary teachers share their tried and tested strategies for success in the classroom, from group work to creativity and time management.","stream","[]","['Great Britain']","['Group work in education']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321092/1004321092-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743133"