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xii | |
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xv | |
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xx | |
| Acknowledgements |
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xxiv | |
| Introduction |
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1 | (6) |
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Developing your philosophy of teaching and learning? How to use this book |
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7 | (64) |
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9 | (19) |
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Teachers as individuals: your values and ethics |
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Your work in the classroom - the tip of the iceberg |
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Professional knowledge for teaching |
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Managing the learning environment: a key part of your general pedagogic knowledge |
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Classroom rights and responsibilities |
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Your digital profile: what image do you want to project? |
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1.2 Student teachers' roles and responsibilities |
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28 | (15) |
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Preparing for school experience |
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During school experience: work with other staff and pupils in school |
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Expectations, roles and responsibilities on school experience |
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Becoming a member of the teaching profession |
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A model of student teacher development |
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1.3 Developing your resilience: Managing stress, workload and time |
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43 | (17) |
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Signs that current levels of resilience are not up to current demands |
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Preventing, managing and coping with stress |
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Managing your time and workload |
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1.4 Using digital technologies for professional purposes |
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60 | (11) |
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The relevance of digital technologies for you and your pupils |
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Frameworks for auditing your digital competence |
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As a teacher, what do I need to know regarding digital technologies? |
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71 | (50) |
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2.1 Reading classrooms: How to maximise learning from classroom observation |
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73 | (19) |
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Preparing to observe: some general points |
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Who should you be observing and why? |
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What do classrooms look like? |
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How lessons begin and end |
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The structure of a lesson and transitions |
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Teacher talk and oral feedback |
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Pupil talk and interaction |
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Observing management of pupils and encouraging learning behaviours that maximise learning |
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Observing assessment for learning |
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How does the teacher use learning resources and aids during the lesson? |
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Subject content-focused observation |
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Using video to support lesson observation |
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Collaborative teaching as a form of observation |
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2.2 Schemes of work, units of work and lesson planning |
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92 | (13) |
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Planning what to teach and how to teach it |
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Schemes of work, units of work and lesson plans |
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Planning parts of a lesson |
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2.3 Taking responsibility for the whole class |
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105 | (16) |
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Personal - being the teacher |
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Interpersonal relationships |
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Relationships in the classroom |
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Expectations of and for learning |
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Subject knowledge and pedagogy |
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3 Classroom Interactions and Managing Pupils |
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121 | (78) |
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3.1 Communicating with pupils |
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123 | (19) |
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Types of verbal communication |
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142 | (22) |
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Applying theories of motivation to your teaching |
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Some specific factors that influence pupils' motivation to learn |
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3.3 Managing classroom behaviour: Adopting a positive approach |
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164 | (20) |
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The current context: official advice and guidance in England |
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Whole school behaviour policy |
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What is unacceptable behaviour? |
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Scoping the causal factors |
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Key principles of a behaviour for learning approach |
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Getting the simple things right! |
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Rights, responsibilities, routines and rules |
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3.4 Primary-secondary transitions |
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184 | (15) |
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Conceptualisation of educational transition and its impact on planning and preparation |
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Issues related to primary-secondary transitions |
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Understanding transitions through theoretical perspectives |
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Examples of planning and preparation for primary-secondary transitions |
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What seems to work for pupils? |
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4 Meeting Individual Differences |
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199 | (92) |
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4.1 Pupil grouping, progression and differentiation |
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201 | (16) |
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Grouping pupils across the school |
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Progression and differentiation |
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4.2 Adolescence, health and well-being |
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217 | (13) |
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Ceri Magill And Barbara Walsh |
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Diet, health and well-being |
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4.3 Cognitive development |
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230 | (14) |
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Differences between pupils |
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Motivational beliefs and learning |
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Developing cognitive abilities |
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Measuring cognitive development and intelligence tests |
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4.4 Responding to diversity |
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244 | (14) |
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A history of diversity in the UK |
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Equal opportunities and educational equity |
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School policy and classroom practice |
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Responding to diversity in the classroom |
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4.5 Values education: Discussion and deliberation |
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258 | (15) |
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Ethical deliberation through discussion |
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4.6 An introduction to inclusion, special educational needs and disability |
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273 | (18) |
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The first step: high quality differentiated teaching |
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The code's two stage approach to meeting needs |
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Helping pupils with SEN support to learn: specific impairments |
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The four areas 3 Area one: communication and interaction |
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Area two: cognition and learning |
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Area three: social, emotional and mental health difficulties |
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Area four: sensory and/or physical needs |
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291 | (118) |
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293 | (15) |
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How ideas about teaching and learning interact |
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Psychological perspectives on learning |
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Cognitive developmental theory |
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The influence of stage theory |
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Social constructivist theory |
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Information processing theory (IP theory) |
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Learning styles, strategies and approaches |
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308 | (22) |
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What do we mean by `learning'? |
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Active learning, discovery learning and rote learning |
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Active learning in the classroom: aids to recall and understanding |
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Directed activities related to text (DART) |
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Lesson planning for active learning |
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Developing pupils' higher-order thinking skills |
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330 | (14) |
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Developing a repertoire of teaching styles |
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Information processing models and teaching style |
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Personalised learning and independent learners |
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Pedagogy and teaching styles |
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5.4 Improving your teaching: An introduction to practitioner research, reflective practice and evidence-informed practice |
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344 | (13) |
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Reflective practice and evidence-informed practice |
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Processes of reflective practice and practitioner research |
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Research techniques for use in the classroom |
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Analysing evidence about teaching and learning |
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5.5 Closing the achievement gap: Self-regulation and personalising learning |
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357 | (13) |
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Closing the achievement gap |
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Raising achievement for all pupils through self-regulation and personalised learning |
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Teaching for self-regulation |
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What is meant by personalising learning? |
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The principles and practices of personalising learning |
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Classroom approaches: teaching/pedagogical strategies |
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5.6 Neuroeducation: Classroom practice and the brain |
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370 | (12) |
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Brain plasticity and learning |
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Applying scientific insights when planning activities |
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The science of learning and the reflective practitioner |
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5.7 Developing critical thinking |
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382 | (14) |
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Fruits of the tree: creating a critical disposition in your pupils |
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5.8 Creating a language-rich classroom |
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396 | (13) |
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Creating an interactive classroom |
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Dialogic talk for learning |
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Supporting reading development |
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DART - directed activities related to text |
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409 | (44) |
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6.1 In-school summative and minute-by-minute formative assessment in the classroom |
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411 | (15) |
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What are the purposes of assessment? |
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In-school summative assessment |
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Minute-by-minute formative assessment |
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6.2 External assessment and examinations |
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426 | (13) |
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The framework of external assessment in secondary schools |
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The purposes of external assessment |
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Teaching externally assessed courses |
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6.3 Using feedback and data effectively to move teaching and learning forward |
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439 | (14) |
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Practical examples of impactful feedback |
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7 The School, Curriculum and Society |
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453 | (24) |
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455 | (12) |
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The social and political context of aims |
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Recognising the diversity of aims |
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Comparing and justifying aims |
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Societal and individual aims |
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7.2 The secondary school curriculum |
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467 | |
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What should be taught in schools? |
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Why should it be taught? To whom should it be taught? |
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What does it mean to be an educated person? |
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Teachers as curriculum makers |
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7.3 Secondary Schools in England: Governance, Policy and Curriculum |
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Setting the scene: education and the State |
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The education legacy of Margaret Thatcher |
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A new era of change in education: innovation and experimentation or fragmentation? The drawing back of the state and the politicisation of education |
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7.4 Secondary Schools in Northern Ireland: Governance, Policy and Curriculum |
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The `distinctive' nature of Northern Ireland education |
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School curriculum in Northern Ireland |
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Assessment for learning in the Northern Ireland Curriculum Entitlement Framework |
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Initial Teacher Education in Northern Ireland |
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The teaching profession in Northern Ireland |
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7.5 Reforming Secondary Schools in Scotland: the changing nature of governance, policy and curriculum |
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Key features of the Scottish education system |
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The `distinctive' nature of Scottish education |
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The structure and governance of education in Scotland |
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School curriculum and assessment |
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The teaching profession in Scotland |
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The future of Scottish education |
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7.6 Secondary schools in Wales: governance, policy and curriculum |
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National bodies related to education and training |
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The national curriculum in schools in Wales |
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The future of the curriculum |
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Initial teacher education (ITE) in Wales |
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8 Your Professional Development |
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477 | (64) |
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8.1 Getting your first post |
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479 | (18) |
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Consider why you want to enter the teaching profession |
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Deciding where, and in what type of school, you want to teach |
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Looking for suitable vacancies |
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Check your online professional identity |
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Selecting a post that interests you |
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If you are not offered a post |
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8.2 Developing further as a teacher |
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497 | (14) |
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Developing further as a teacher |
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Planning your professional development |
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Transition into your first teaching post |
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Teaching: a professional role |
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511 | (16) |
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Overview of different types of schools in the education system in England |
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A very short history of accountability in England |
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Accountabilities governing schools and teachers |
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Moral and ethical accountability |
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The State and its agencies: legal and regulatory accountability |
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Employer and contractual accountability |
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8.4 Developing as a professional |
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527 | (14) |
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Becoming a `professional' |
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Developing a teacher identity |
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Developing professional judgement |
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541 | (4) |
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What values will you pass on? |
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| Appendix 1 Glossary of terms |
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545 | (10) |
| Appendix 2 Subject Associations and Teaching Councils |
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555 | (3) |
| Appendix 3 Useful websites |
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558 | (7) |
| Appendix 4 Guidance for writing |
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| References |
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565 | (32) |
| Author index |
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597 | (10) |
| Subject index |
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607 | |
