Reflective Teaching and Learning

Reflective Teaching and Learning : A Guide to Professional Issues for Beginning Secondary Teachers

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Description

'Reflective Teaching and Learning is an accessible guide for both student teachers and current practitioners to help them understand the components of the learning and teaching process....The accessible and easy-to-understand tone used by the authors enables a gentle yet thorough development for the student' - ESCalate





Reflective practice is at the heart of effective teaching. This core text is an introduction for beginning secondary teachers on developing the art of critical reflective teaching throughout their professional work. Designed as a flexible resource, the book combines theoretical background with practical reflective activities.





Key features of the book include:








- Critical introduction to theories of reflective practice in teaching and learning





- Activities linked to each section, for individual, small group and large group work





- Companion website with follow-up activities and example materials





- Detailed explorations of professional issues such as learning theories, classroom management, assessment, and whole-school issues including personal and social curriculum, and citizenship.
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Product details

  • Paperback | 264 pages
  • 182 x 230 x 20mm | 598.74g
  • Thousand Oaks, United States
  • English
  • 1412946476
  • 9781412946476
  • 583,786

Table of contents

Acknowledgements
Index
Introduction
Content, organization and underpinning approach - Jennifer Harrison and Sue Dymoke
Terminology
Ways of using the book
ITT Standards for QTS
PGCE M level
Chapter One: Professional Development and the Reflective Practitioner
An introduction to the reflective practitioner - Jennifer Harrison
What is reflective practice?
Reflective practice and professional knowledge
Alternative conceptions of reflection
Experiential learning and the role of a mentor
Identity matters for teachers
Looking in the looking glass
Self-awareness
Reflective practice in workplace learning
Developing the skills and attributes of a reflective practitioner
Observation
Communication
Judgement
Skills of decision-making
Teamworking
Reflection as a critical activity
Being a reflective practitioner: summary
Chapter Two: An Overview of Learning
Introduction - Sue Dymoke
How do learners learn?
An introduction to the main learning theories
Behaviourist theories
Constructivist theories
Brain, neuroscience and learning
Kolb's four learning styles
Intelligence quotient (IQ)
Multiple intelligences
Thinking skills
Bloom's taxonomy
Conclusion
Chapter Three: Learning and Teaching Contexts
Introduction - Sue Dymoke
What are the contexts within which learning occurs?
Types of schools
Ability grouping
Every Child Matters
Inclusion
Learning difficulties and the Special Educational Needs
Code of Practice
Differentiation
Gifted and talented learners
English as an additional language (EAL)
Personalized learning
Learning in out-of-school contexts
How do national initiatives shape the learning experience?
14-19 curriculum
Key skills and functional skills
Literacy
Reading
Writing
Numeracy and mathematics
Reading
Writing
Numeracy and mathematics
Information communications technology (ICT) and e-learning
Conclusion
Chapter Four: Classroom management
Introduction - Phil Wood
Preparation
Initial preparation
Lesson planning
A framework for preparing the classroom
Lesson evaluation
The physical classroom environment
Organizing the physical environment
Managing the physical environment
Behaviour management
The student perspective
Considering models of behaviour management
Transactional analysis
An alternative approach to behaviour management
Developing communication
Questioning and explaining
Explaining
Questioning
Group work
Working with other adults
The role of then teaching assistant
Changing pedagogies and classroom management
Introduction
Personalized learning
E-learning
Conclusions
Chapter Five: Assessing Students
Introduction - Tay Lowson
Monitoring
Assessment
Summative assessment
Formative assessment
Normative assessment
Criterion-referenced assessment
Baseline assessment
Validity
Reliability
Assessment for learning
Marking
Recording
Records of achievement
Profiling
Portfolios
Progress File
Reporting
Writing reports
Meeting parents/carers
Accountability
Features of good practice
Target-setting in schools and colleges
Conclusion
Chapter Six: Education as a Social and Political Process
Introduction - Hilary Cremin
The twentieth-century legacy
A summary
Education for all?
Standardization, testing and accountability
New Labour: education, education, education
Legislative changes
Curricular changes
Citizenship
Social exclusion
New roles for governors
Inclusion and SEN
Undermining the comprehensive ideal?
Teacher training and employment
The twenty-first century
A new era for educational change
Every Child Matters
Personalized learning
Healthier schools?
'Putting the world into world-class education'
The voice of the child
Teacher voice!
Chapter Seven: Pastoral Care and Tutorial Roles
Introduction - Angela Worthey and Jennifer Harrison
The development of pastoral care in schools
What is pastoral care?
The origins of the concept of pastoral care
The organization of pastoral care
Every Child Matters agenda
The nature and scope of pastoral care
Pastoral structures
Recent political influences on arrangements for pastoral structures
Responding to the national agreement on workloads and the increasing emphasis on student achievement
Pastoral aspects of your work as class teacher and your role as tutor
Responsibilities including required administrative tasks
Establishing relationships
Supporting individual students
Recognizing signs of child abuse and knowing about child protection procedures
Tutor as student advocate or mediator
Tutoring as a process for raising achievement
Reporting to parents and carers
Developing skills and attitudes for effective tutoring
The personal-social curriculum and its relationship with other
areas of the whole curriculum
Personal, social and health education (PSHE)
What are the values that underpin the PSHE curriculum?
Articulating and implementing the aims of PSHE
The revival of personal-social education
How is PSHE provided in schools?
Characteristics of effective PSHE
Teaching approaches used in PSHE
Conclusion
Some final words
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Review quote

'This book widens the scope of reflection by not restricting it to the evaluation of teaching and learning strategies (technical level). Harrison asserts that we should use reflective practice, to critically explore people's assumptions in their teaching. This also involves reflecting on the ethical and political dimensions of educational goals...[The authors] direct teachers' attention to their many roles other than classroom teaching and expand these roles to include the contribution to the well-being and development of students' -
British Journal of Educational Research
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