Whole Class Teaching Anthology by N.A Summary
Info Trail for ages 5-11: *Enthuses all readers with attention-grabbing titles, engaging humour and inventive topics to inspire excellence and enjoyment in learning. *Provides broad and rich cross-curricular content linked to History, Geography and Science with many matches to National Curriculum and QCA topics. *Provides excellent models for writing with coverage of all NLS non-fiction text types pupils need to experience and understand. *Especially motivates and supports reluctant readers through supportive illustrations and Access texts for ages 9-11. *Promotes valuable awareness of community and citizenship through many titles based around community, environment and health. *Simple integration of assessment for learning into class teaching is provided in the Teaching Notes which ensure children's reading and writing skills progress at word, sentence and text level. *Accessible Teaching Notes and Activity sheets ensure teachers, teaching assistants and parents are all able to contribute to teaching and learning.
Issues in Mathematics Teaching by Peter Gates Summary
Containing a range of issues relating to the teaching of mathematics, this text builds on knowledge already gained on ITT and PGCE courses and encourages teachers to consider and reflect on the issues that affect their teaching skills.
Talking, Listening, Learning by Debra Myhill,Rosemary Hopper Summary
This book looks at an issue which is at the heart of every classroom - the role that talk plays in children's learning. Drawing on a substantial research base, the book provides useful suggestions to facilitate successful talk between teachers and children to improve learning and raise standards. Through analysing the talk that goes on in primary school classrooms, the book examines the process of talk and learning in detail and shows how teachers' questions, instructions and statements can support and extend children's learning. It highlights the central influence of teacher talk on developing children's learning and looks at international perspectives in the field, including the work of Shirley Brice Heath, Douglas Barnes, Gordon Wells, Neil Mercer and Robin Alexander. This innovative book provides ideas, techniques, and practical suggestions for making classroom talk effective. It is key reading for student and qualified teachers who are interested in improving learning by generating higher levels of participation and interactive talk in their classrooms.
Meeting the Standards in Primary English by Eve English Summary
This straightforward guide to the professional standards and requirements for primary teachers illustrates the best ways of developing knowledge and how to acquire the skills needed to achieve QTS. Meeting the Standards in Primary English will: explain the Standards relating to English teaching link the theory associated with the teaching of English to the practical application look in detail at the teaching of reading, fiction, writing, speaking and listening, ICT in literacy and drama assist the understanding of grammar and language study consider the issues of continuing professional development This practical guide to meeting the standards will be invaluable for students on primary training courses, lecturers and mentors supporting trainees in English education programmes and newly qualified teachers (NQTs).
Literacy and ICT in the Primary School by Andrew Rudd Summary
By clearly outlining how ICT can enhance and improve children's learning, this book unlocks the full potential of ICT within the classroom. Stimulating, useful and free of jargon, the book provides many practical examples to show teachers where, when and how ICT can be used effectively within literacy teaching. It provides advice on: teaching creatively using ICT in the Foundation Stagemaking the most of your resourcesplanning and assessment. Rooted in the practical realities of the classroom, this book will support both trainee and qua
Whole Novels for the Whole Class by Ariel Sacks Summary
Work with students at all levels to help them read novels Whole Novels is a practical, field-tested guide toimplementing a student-centered literature program that promotescritical thinking and literary understanding through the study ofnovels with middle school students. Rather than using novels simplyto teach basic literacy skills and comprehension strategies,Whole Novels approaches literature as art. The book is fullyaligned with the Common Core ELA Standards and offers tips forimplementing whole novels in various contexts, includingsuggestions for teachers interested in trying out small steps intheir classrooms first. Includes a powerful method for teaching literature, writing,and critical thinking to middle school students Shows how to use the Whole Novels approach in conjunction withother programs Includes video clips of the author using the techniques in herown classroom This resource will help teachers work with students of varyingabilities in reading whole novels.
Writing History 7-11 by Hilary Cooper Summary
Writing History 7-11 supports students and primary teachers helping them to explore ways in which activities involving the talk that underpins historical enquiry can be developed into reading and exciting, extended, reflective writing. The step that teachers and pupils take from ‘talk for learning’ to ‘talk for writing’ is a vital one. In this book the authors argue that all aspects of historical enquiry leading to writing involve discussion and dialogue which permeate every aspect of ‘doing history’. From this perspective they set out a theoretical framework for understanding the role of talk and reading in developing pupils’ critical thinking and confident reflective writing, then demonstrate through a series of case studies, in which teachers, university lecturers and pupils work together, how the theory is put into practice in the classroom. Themes include: How to support children in writing in a variety of interesting genres How to make links between the National Curriculum (2013) for History and for English How to plan for breadth and depth studies in the new National Curriculum How activities in History 5 – 11 can be developed into exciting extended writing The second half of the book draws upon case studies from a number of real primary classrooms with children of different ages. Each case study shows how teaching was planned to develop children’s confidence and enjoyment in discussion and to scaffold reasoned, written explanation and argument. Topics presented are all relevant to the new curriculum framework and include talking and reading about: Time, change and significance over 6000 years - writing a television script Celtic Britain and the Roman Army - writing a travel brochure about Celtic Britain The destruction of Roman towns - writing a Saxon poem An archaeological investigation of a body in a Danish peat bog - writing a newspaper report Did any countries benefit from WW11? - writing an argued viewpoint The expansion westwards of European settlers - writing a flap book exploring different perspectives. This indispensable book provides not only sources for pupils to use in their writing, but also models and exemplars of different styles and voices to draw upon.
Whole-class Inquiry by Dennis W. Smithenry,Joan Gallager-Bolos Summary
In response to requests from science education professionals, this is the perfect vehicle for implementing and assessing this concept of whole-class inquiry in your classroom. This is a must-have package for preservice and inservice middle and high school science teachers.
Teaching History 3-11 by Lucy O'Hara,Mark O'Hara Summary
These books provide a constructive, highly accessible and, above all, practical introduction to the teaching of Geography and History in early years and primary settings. In particular, they prepare initial teacher training students to meet government requirements for entry into the teaching profession. These are comprehensive guides to: o Geographical and historical knowledge and understandingo Planning, teaching and class managemento Monitoring, assessment, recording, reporting and accountabilityo General professional requirements>
The Class Size Debate by Peter Blatchford Summary
"This is a very important book which may become a classic. The research study is remarkable in its magnitude, breadth and duration.... it is described in a form accessible to practitioners and policy makers." - Professor Jeremy D. Finn, State University of New York at Buffalo, USA "This fascinating book is one that should be compulsory reading for student teachers... It also provides challenge and insight for experienced teachers. ...a stimulating source of evidence which will challenge people to consider their own approaches and what might constitute good practice. ...an important contribution to the class size debate." - Inservice Journal One of the most important debates in education in recent years has been about the effects of class size differences in schools. This book provides the most complete analysis to date of the educational consequences of class size differences, and sets out to solve the puzzling gap between professional experience and research findings. This book: Examines results from a pioneering research project of international significance, unique in its scale and methodology Investigates the relationships between class size and pupil achievements by detailed examination of classroom processes Considers the view that small classes provide better teaching and learning, and why this is not supported by past research findings Identifies implications for policy at government, LEA and school level, teacher education and professional development Indicates implications for practice - maximising opportunities of small classes and minimising problems in large classes. Written in an accessible style and drawing upon examples from classroom life, this book is important reading for student and practising primary school teachers, M.Ed and doctoral students, teacher educators, researchers and policymakers.