The Faculty makes use of the Streaming Media Service (SMS) provided by University Information Services.
Collection: NRICH for PGCE Trainees
Nrich: Starting points for mathematical enquiry.
http://sms.cam.ac.uk/media/3171439
Collection: What is the Point of a Faculty of Education?
What is the point of a faculty of education? The imperative for discipline-specific educational research within university education departments (A public professorial lecture at the University of Cambridge Faculty of Education)
http://sms.cam.ac.uk/media/3100271
Collection: Encouraging reception students to share ideas and agree/disagree with their peers providing reasons
This clip shows a teacher of a reception class in a final lesson after a teachers development programme with T-SEDA. The lesson's task was for the students to discuss whether aliens exist. After a short talk with their peers, the students share their ideas with the whole group. The students say when they agree or disagree and provide reasons to their opinions.
http://sms.cam.ac.uk/media/3099168
Collection: Encouraging reception students to share ideas and give reasons about their thinking
This clip shows a teacher of a reception class in an initial lesson prior to a teachers development programme with T-SEDA. The lesson's task was for the students to imagine that they were going to the Artic and can only take one item with them. The students should decide which item they would take and explain why. In this clip, some students share their ideas. The teacher reminds them to also say the reasons why they would take those items. The teacher also encourages the students to say when they agree with other peer.
http://sms.cam.ac.uk/media/3099149
Collection: Using talking points and think-pair-share to encourage students to make inferences about a text in a primary reading class
This clip shows a teacher using a talking point about a story that required the students to make inferences. The teacher uses think-pair-share and then held a plenary discussion about the students' opinions. The students provide their inferences along with explanations. The teacher encourages students to challenge and to provide explanations/clarifications. She also provides informative feedback and builds on the students' contributions.
http://sms.cam.ac.uk/media/3099130
Collection: Using talking points to encourage students to agree or challenge their peers' contributions in a primary English class
This clip shows a teacher explicitly inviting the students to state whether they agree or disagree with a statement. The students build on their peer's contributions and provide their points of view offering arguments.
http://sms.cam.ac.uk/media/3099085
Collection: Using talking points and think-pair-share to promote students’ reasoning about the water cycle in a primary science class
This clip shows a teacher presenting three contrasting statements and inviting the students to discuss in small groups what they think about the statements. The teacher listens to the students' ideas but does not provide a "correct answer". Instead, the teacher asks students to have these hypotheses in mind, possibly as a strategy for students to build and modify their ideas throughout the lesson.
http://sms.cam.ac.uk/media/3099066
Collection: Using talking partners and building on students’ answers to solve a mathematical problem using the interactive whiteboard at a primary school
This clip shows a teacher inviting the students to discuss how they will solve a mathematical problem with a partner. After some discussion time, the teacher asks the students to share their strategies out loud. The teacher promotes the students to explain the process followed to reach a solution. The teacher builds on the students' ideas and invites them to solve the problem using a different strategy.
http://sms.cam.ac.uk/media/3099028
Collection: Promoting primary students to reason about grams and kilograms conversions using a number line
This clip shows a teacher inviting the students to reason about conversions with grams and kilograms. The teacher asks follow up questions, invites the students to state if they disagree with their peer's answer and provides informative feedback.
http://sms.cam.ac.uk/media/3099035
Collection: Inviting primary students to elaborate on their opinions in an English activity framed by a modelled example and a success criteria list
This clip shows a primary teacher presenting a modelled example of a task and then asking the students to discuss how the example met a list of success criteria. While the discussion takes place in small groups, the teacher monitors and invites the students to build on or clarify their contributions.
http://sms.cam.ac.uk/media/3098636
Collection: Monitoring and providing informative feedback on small group discussions of students in a primary English class
This clip shows students working in small groups in a collaborative writing task. The teacher monitors discussions and provides informative feedback to the students.
http://sms.cam.ac.uk/media/3098997
Collection: Inviting students to explain or justify their responses in a primary science class about the circulatory system
This clip shows a teacher inviting the students to offer contributions that are relevant to the task. The teacher encourages the students to justify their responses. After some contributions, the students began to offer explanations without an explicit prompt from the teacher. This might indicate that the students understood the requirement of explaining their ideas.
http://sms.cam.ac.uk/media/3098978
Collection: Using think-pair-share and promoting peer feedback in a primary English class
This clip shows a student sharing a collaborative piece of writing to the whole class. The teacher asks the students to discuss in small groups how the piece of writing is effective. After some minutes of peer discussion, the teacher encourages the students to give feedback to the team. The teacher elaborates on the students' contributions.
http://sms.cam.ac.uk/media/3098655
Collection: ‘Shackleton’ episode - Year 6
This lesson is part of a series of lessons on Shackleton’s journey to the Antarctic. Parts of the story are being read and discussed on each lesson. On this lesson, the students read about Shackleton’s decision to shoot the dogs that accompanied them on this expedition due to lack of food and space on the ship. The teacher has the following statement on the board: ‘It was right for the dogs to be shot’. She asks students to discuss whether they agree with the statement or not and to justify their opinions. First, students discuss this in groups. The following episode begins when the teacher brings the conversation back to the whole class.
http://sms.cam.ac.uk/media/2856333
Collection: Developing multilingual identity in classrooms: An interview with Languages teacher Katrina MacDougall
In this video Katrina discusses how she used the WAM (We Are Multilingual) resources in class and the benefits for her students.
http://sms.cam.ac.uk/media/3048269
Collection: Developing multilingual identity in classrooms: An interview with Languages teacher Ceri Allman
In this video Ceri discusses how she used the WAM (We Are Multilingual) resources in class and the benefits for her students.
http://sms.cam.ac.uk/media/3048246
Collection: Developing multilingual identity in classrooms: An interview with Languages teacher Ruth Wootton
In this video Ruth discusses how she used the WAM (We Are Multilingual) resources in class and the benefits for her students.
http://sms.cam.ac.uk/media/3048223
Collection: Developing multilingual identity in classrooms: An interview with Languages teacher Cate Peeters
In this video Cate discusses how she used the WAM (We Are Multilingual) resources in class and the benefits for her students.
http://sms.cam.ac.uk/media/3048200
Collection: MEITS - Multiligualism Empowering Individuals Transforming Societies
Launch of the MIETS project
http://sms.cam.ac.uk/media/3021692
Collection: ESRC Doctoral Training Centre Annual Lecture Summary 2015
Summary of the Cambridge ESRC Doctoral Training Centre Annual Lecture 2015
http://sms.cam.ac.uk/media/1981257