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E-grāmata: Dynamically Different Classrooms

4.62/5 (16 ratings by Goodreads)
  • Formāts: PDF+DRM
  • Izdošanas datums: 16-May-2019
  • Izdevniecība: Independent Thinking Press
  • Valoda: eng
  • ISBN-13: 9781781353196
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  • Formāts: PDF+DRM
  • Izdošanas datums: 16-May-2019
  • Izdevniecība: Independent Thinking Press
  • Valoda: eng
  • ISBN-13: 9781781353196
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Shares high-impact guidance on how to maximise the potential of every square inch of the learning environment.

Classrooms are private places. A lucky few - consultants and inspectors amongst them - get to visit hundreds of classrooms a year, yet many teachers never get the opportunity to see how other teachers `do it'. In Dynamically Different Classrooms Claire Gadsby and Jan Evans take away the guesswork by providing a visually striking masterclass on how to design and use the space within classrooms to enhance pupils' learning experiences.

Packed with a variety of practical ideas, this inspiring book takes teachers on a unique journey of classroom discovery - from `sacred spaces' to `pit stops', and from `enable tables' to `independence stations' - and gives them an instant shot of creativity as well as a thought-provoking point of comparison with other schools and phases of education. Teachers will be inspired, intrigued and compelled to take action - literally moving the furniture and clearing the walls in order to `spring clean' their practice.

Suitable for all teachers, senior leaders, trainees and teaching assistants in all phases of education.
Acknowledgements i
Introduction 1(24)
So what do we mean by `dynamically different?
2(1)
From captives to captivated
2(3)
Next steps
5(1)
Working smarter
6(19)
1 Metacognition and self-regulated learning
8(3)
2 Emotional engagement
11(3)
3 Retrieval and revision
14(2)
4 Responsive teaching: using formative assessment to support the progress of all pupils, including vulnerable groups
16(2)
5 Oracy and `word wealth'
18(3)
6 Collaborative learning
21(4)
Chapter 1 Beyond displays: from static to dynamic
25(40)
In this chapter
26(1)
Sound familiar?
26(1)
So what needs to happen?
26(3)
Repurposing
26(1)
Reweighting
26(3)
Principles to underpin your practice
29(1)
Practical techniques
29(36)
Re-energising existing displays
29(6)
Beyond the word wall
35(5)
Using disruption
40(6)
Thinking about new displays
46(19)
Chapter 2 Nothing wasted: storing learning to resurrect and revive later
65(28)
In this chapter
66(1)
Sound familiar?
66(1)
So what needs to happen?
66(3)
Put distance between the learner and the learning
66(3)
Exploit the excitement and anticipation
69(1)
Principles to underpin your practice
69(1)
Practical techniques
69(24)
Finding prominent spaces to store prior learning
69(4)
Using the ceiling as cloud storage'
73(20)
Chapter 3 Floors: not just for standing or sitting on
93(22)
In this chapter
94(1)
Sound familiar?
94(1)
So what needs to happen?
95(1)
Give pupils opportunities to move away from the constraints of their tables
95(1)
Repurpose and reinvent the floor space in different ways on different days
95(1)
Principles to underpin your practice
95(2)
Practical techniques
97(18)
Entrances and exits
97(4)
Powerful perimeters
101(2)
Moving in the middle
103(12)
Chapter 4 Zoning: one classroom, endless possibilities
115(32)
In this chapter
116(1)
Sound familiar?
116(1)
So what needs to happen?
117(5)
Design the most responsive classroom possible
117(1)
Offer choice and challenge
117(4)
Weight the zones according to your curriculum priorities
121(1)
Create a classroom that best prepares pupils for real life
121(1)
Customise your classroom
122(1)
Principles to underpin your practice
122(1)
Practical techniques
123(24)
Unexpected zones
123(4)
Language zones
127(1)
Choice and challenge zones
128(5)
Responsive zones
133(5)
Progress zones
138(1)
Independence zones
139(8)
Conclusion: the legacy of the learning
147(10)
The legacy for your pupils
148(3)
Practical techniques
151(2)
Wider spaces and wider collaboration
151(2)
The legacy of your own professional learning
153(4)
Practical techniques
153(4)
References and further reading 157(4)
List of strategies 161(2)
About the authors 163
Claire Gadsby describes herself as an innovator, educator and motivator. A teaching and learning consultant and trainer with over 15 years' classroom experience, she collaborates with numerous schools every year to raise their levels of achievement. Much of her work involves working alongside teachers in classrooms, and her areas of expertise include Assessment for Learning (AfL), whole-school literacy and demonstrating pupil progress. Jan Evans is an education consultant with over 30 years' experience of working in education. She was the lead Assessment for Learning (AfL) consultant in Oxfordshire and has co-authored materials for the Secondary National Strategy. Her other specialist areas of expertise include promoting autonomous learning and developing interactive pedagogy and personal learning and thinking skills.Jan regularly works with school leadership teams to develop strategic approaches to school improvement and leads a range of whole-school training programmes. She also coaches and mentors teachers at all stages of their careers.She is committed to helping teachers reclaim their creativity and prides herself on being able to motivate them through her sense of humour, practical approach and enthusiasm for innovative teaching and learning strategies.