| Acknowledgements |
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xi | |
| Preface |
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xiii | |
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Part One Becoming a reflective professional |
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1 Identity Who are we, and what do we stand for? |
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2 | (28) |
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1.1 Being a teacher in times of change |
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4 | (3) |
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1.2 Being a learner through years of schooling |
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7 | (6) |
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1.3 How pupils want to learn |
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13 | (4) |
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1.4 Learning without limits |
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17 | (4) |
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1.5 Assumptions about children and young people |
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21 | (3) |
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1.6 The wider benefits of learning |
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24 | (6) |
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2 Learning How can we understand learner development? |
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30 | (36) |
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2.1 The science of learning and the art of teaching |
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32 | (4) |
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2.2 The genetic approach to the psychology of thought |
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36 | (3) |
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2.3 Mind in society and the Zone of Proximal Development |
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39 | (3) |
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2.4 Learning, development and schooling |
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42 | (4) |
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2.5 The Royal Society Neuroscience and education |
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46 | (5) |
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2.6 Motivational processes affecting learning |
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51 | (3) |
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2.7 Why thinking should be taught |
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54 | (3) |
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2.8 Learning how to learn |
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57 | (4) |
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2.9 Learning and the development of resilience |
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61 | (2) |
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63 | (3) |
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3 Reflection How can we develop the quality of our teaching? |
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66 | (20) |
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3.1 Thinking and reflective experience |
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68 | (2) |
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70 | (3) |
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3.3 The teacher as researcher |
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73 | (2) |
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3.4 Action research and the development of practice |
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75 | (3) |
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3.5 Competence and the complexities of teaching |
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78 | (3) |
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3.6 Practical judgement and evidence-informed practice |
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81 | (3) |
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3.7 Learning in communities of practice |
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84 | (2) |
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4 Principles What are the foundations of effective teaching and learning? |
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86 | (30) |
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4.1 Brain, mind, experience and school: A US review |
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88 | (5) |
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4.2 A tale of two pedagogies: Teaching and learning in Singapore |
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93 | (3) |
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4.3 What the world can learn from educational change in Finland |
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96 | (6) |
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4.4 The nature of learning: An OECD stocktake |
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102 | (4) |
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4.5 `Good teaching': A UK review |
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106 | (5) |
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4.6 Visible learning: A global synthesis |
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111 | (5) |
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Part Two Creating conditions for learning |
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5 Contexts What is, and what might be? |
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116 | (24) |
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5.1 The sociological imagination |
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118 | (2) |
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5.2 Regimes of social cohesion |
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120 | (4) |
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5.3 Schooling, social class and privilege |
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124 | (4) |
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5.4 Department for Children, Schools and Families (DCSF) Disadvantage and low attainment |
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128 | (5) |
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5.5 General Teaching Council for England (GTC E) Accountability in teaching |
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133 | (7) |
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6 Relationships How are we getting on together? |
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140 | (22) |
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142 | (2) |
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6.2 We feel, therefore we learn |
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144 | (3) |
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Mary Helen Immordino-Yang |
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6.3 Teachers, pupils and the working consensus |
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147 | (3) |
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6.4 Classroom rules, routines and rituals |
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150 | (4) |
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6.5 Teacher expectations and pupil achievement |
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154 | (4) |
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158 | (4) |
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7 Engagement How are we managing behaviour? |
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162 | (24) |
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7.1 Learning the classroom environment |
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164 | (3) |
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7.2 The big picture on behaviour |
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167 | (2) |
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7.3 Virtues of great teachers: Justice, courage, patience, wisdom and compassion |
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169 | (4) |
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7.4 Ten strategies for managing behaviour |
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173 | (5) |
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7.5 Discipline and group management in classrooms |
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178 | (5) |
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7.6 Positive teaching in the classroom |
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183 | (3) |
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8 Spaces How are we creating environments for learning? |
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186 | (26) |
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8.1 Environments as contexts for development |
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188 | (3) |
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8.2 Designs for learning environments |
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191 | (3) |
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8.3 Classroom layout, resources and display |
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194 | (4) |
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8.4 Instructional time -- and where it goes |
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198 | (3) |
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8.5 Environment, affordance and new technology |
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201 | (3) |
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8.6 The profound shift of digital literacies |
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204 | (3) |
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8.7 Direct and interactive whole-class instruction |
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207 | (5) |
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Part Three Teaching for learning |
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9 Curriculum What is to be taught and learned? |
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212 | (24) |
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9.1 Designing the school curriculum |
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214 | (3) |
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217 | (5) |
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222 | (3) |
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9.4 Central Advisory Council for England Aspects of children's learning |
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225 | (4) |
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9.5 The spiral curriculum |
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229 | (2) |
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9.6 Vocational education matters |
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231 | (2) |
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9.7 A perspective on teacher knowledge |
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233 | (3) |
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10 Planning How are we implementing the curriculum? |
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236 | (26) |
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10.1 Her Majesty's Inspectors (HMI) Characteristics of the curriculum |
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238 | (3) |
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10.2 Partnership Management Board of Northern Ireland Implementing a revised curriculum |
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241 | (4) |
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10.3 Constructing an integrated curriculum |
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245 | (4) |
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10.4 An area-based curriculum |
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249 | (3) |
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10.5 Welsh Assembly Government Skills for 3 to 19-year-olds |
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252 | (4) |
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10.6 Progression and differentiation |
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256 | (3) |
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10.7 Teaching and Learning in 2020 Review Group Personalised pedagogies for the future |
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259 | (3) |
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11 Pedagogy How can we develop effective strategies? |
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262 | (26) |
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264 | (2) |
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11.2 The General Teaching Council for England What is pedagogy and why is it important? |
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266 | (3) |
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11.3 Why no pedagogy in England? |
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269 | (6) |
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11.4 Teaching as the assistance of performance |
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275 | (4) |
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11.5 Student experience of pedagogy |
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279 | (4) |
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11.6 Talking and thinking together |
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283 | (5) |
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12 Communication How does language support learning? |
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288 | (30) |
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12.1 Engaging students, through taking them seriously |
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290 | (4) |
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12.2 Using questions in classroom discussion |
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294 | (5) |
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12.3 The nature of pedagogic repertoire |
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299 | (4) |
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12.4 Why is reading so important? |
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303 | (3) |
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12.5 Reading, listening, discussing and writing |
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306 | (4) |
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12.6 From `knowledge telling' to `knowledge transforming' |
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310 | (4) |
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12.7 Language, culture and story in the bilingual school |
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314 | (4) |
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13 Assessment How can assessment enhance learning? |
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318 | (26) |
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13.1 Assessment purposes and principles |
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320 | (5) |
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13.2 Assessment Reform Group Assessment for learning |
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325 | (3) |
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13.3 Feedback and learning |
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328 | (3) |
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13.4 Pupil self-assessment |
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331 | (5) |
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13.5 Authentic assessment for learning |
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336 | (3) |
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13.6 Creating learner identities through assessment |
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339 | (5) |
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Part Four Reflecting on consequences |
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14 Outcomes How do, we monitor student learning achievements? |
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344 | (30) |
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14.1 Assessment: Why, who, when, what and how? |
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346 | (6) |
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14.2 The Scottish Government Principles of assessment in the Curriculum for Excellence |
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352 | (4) |
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14.3 Target setting in schools |
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356 | (3) |
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14.4 Office for Standards in Education Using data to improve school performance |
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359 | (3) |
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14.5 The reliability, validity and impact of assessment |
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362 | (3) |
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14.6 Making best use of international comparison data |
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365 | (3) |
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14.7 The myth of objective assessment |
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368 | (6) |
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15 Inclusion How are we enabling opportunities? |
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374 | (26) |
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15.1 Principles underlying UK legislation for equality and diversity |
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376 | (3) |
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15.2 Social differentiation in schools |
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379 | (5) |
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15.3 Difference or deviance? |
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384 | (3) |
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15.4 Ability grouping in schools: A literature review |
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387 | (5) |
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15.5 How to promote cooperative relationships among children |
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392 | (3) |
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15.6 Learning in inclusive classrooms |
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395 | (5) |
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Part Five Deepening understanding |
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16 Expertise Conceptual tools for career-long fascination? |
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400 | (24) |
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16.1 Contemporary change and professional development |
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402 | (2) |
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16.2 Contemporary change and professional inertia |
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404 | (3) |
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16.3 The development of teacher expertise |
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407 | (4) |
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16.4 Improving teacher expertise |
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411 | (5) |
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16.5 Mind frames for visible learning |
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416 | (4) |
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16.6 Teacher professional learning and development |
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420 | (4) |
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17 Professionalism How does reflective teaching contribute to society? |
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424 | (23) |
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17.1 Thinking about educational systems |
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426 | (2) |
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17.2 Teacher education and professionalism |
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428 | (3) |
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17.3 General Teaching Council for Northern Ireland (GTC NI) Teaching: The reflective profession |
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431 | (4) |
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17.4 Combining research and practice in teaching |
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435 | (2) |
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17.5 Sally Power The imaginative professional |
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437 | (4) |
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17.6 Council of Europe Teaching and learning about human rights in schools |
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441 | (3) |
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17.7 Three contexts of policymaking |
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444 | (3) |
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| List of figures |
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447 | (2) |
| Bibliography |
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449 | (16) |
| Permissions |
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465 | (8) |
| Index |
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473 | (10) |
| The Reflective Teaching Series |
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483 | |
