What Should We Teach in Intermediate Macroeconomics?

The major focus of a course in Intermediate Macroeconomics is building and understanding macroeconomic models and how they work. The course is the most analytical course in the curriculum and should lead students to embark on deep thinking about models and equilibrium. Students learn the essentials of a model and develop the concept of how to simplify a model to understand key concepts. Once the core of a model is developed, additional model features can be added to increase realism. Perhaps the most important macroeconomic concept in the course is that of general equilibrium—students learn to go beyond examining initial effects to determine adjustments that lead to long-run equilibrium

What Should We Teach Native English Speakers?

While EL2 pilots must attain ICAO ELP Level 4 and are tested for the comprehension of a variety of accents, NES pilots are not. We explore the different ways in which NES and EL2 student pilots approach AE and learn to communicate while learning to fly. We discuss how to prepare NES pilots to not only master radiotelephony phraseology in their production, but also how to understand EL2 pilots and EL2 ATC. Training for NES pilots should include comprehension of a variety of accents and an understanding of the difficulties EL2 pilots may experience

What Should We Teach Native English Speakers?

While EL2 pilots must attain ICAO ELP Level 4 and are tested for the comprehension of a variety of accents, NES pilots are not. We explore the different ways in which NES and EL2 student pilots approach AE and learn to communicate while learning to fly. We discuss how to prepare NES pilots to not only master radiotelephony phraseology in their production, but also how to understand EL2 pilots and EL2 ATC. Training for NES pilots should include comprehension of a variety of accents and an understanding of the difficulties EL2 pilots may experience

TEAN Webinar: What Should We Teach New Teachers?

The Teacher Education Advancement Network (TEAN) is a collaborative initiative, mutually beneficial to teacher education providers and associated organisations across the four countries of the UK. This webinar focuses on theories and reflections on practice surrounding the question: What Should We Teach New Teachers

Abolish the generation ni-ni: What should we teach our students to motivate them in labor and help them undertake

Tras participar como relatora en en Marzo 2016 en dos Jornadas de Información y Orientación Profesional (en Centros de Recursos Pertenecientes a la Consellería de Educación de la Xunta de Galicia), pienso que es bueno escribir un artículo sobre el asunto, con el fin, de que otros profesores y orientadores tomen conciencia, de que hay que motivar, impulsar y dar fuerzas a los jóvenes desencantados con la sociedad y la economía actual. Para que reaccionen, cambien su forma de pensar y vuelvan a tener ilusión por las cosas, por su futuro y por poner de moda la "Cultura Emprendedora".After participating as rapporteur on in March 2016 on two Conference on Information and Vocational Guidance ( Centers Pertaining to the Department of Education of the Xunta de Galicia Resources), I think it's good to write an article on the matter, in order of other teachers and counselors aware, that you have to motivate, encourage and give strength to young people disenchanted with society and the economy today. To react, change their way of thinking and again have hope for things, for their future and to fashion the "Enterprise Culture"

Analysing Design and Technology as an educational construct; an investigation into its curriculum position and pedagogical identity (BERA Blog Post)

The hierarchical status of academic disciplines, what design valuable or legitimate knowledge and what should we teach our children is a topic of much debate. Amidst concerns of an academic decline, tackling the culture of low expectation and anti-intellectualism, the need to address social justice, and its by-product of cultural reproduction, is arguably the focus of current education policy. Set within the UK, this paper presents a critical review of the literature relating to disciplinary knowledge and teaching and learning regimes influencing design and technology. Specifically, we seek to explore the subcultures which exist between design and technology and its associated curricula counterparts that combine to produce ‘STEM’