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This text explores the practical implications of a research focus for each area of the primary curriculum, including RE, drama and ICT, along with the special needs and promoting positive behaviour. Photocopiable resources provide examples of research-based activity for use in the classroom.
Teachers are bombarded with advice about how to teach. The Fundamentals of Teaching cuts through the confusion by synthesising the key findings from education research and neuroscience to give an authoritative guide. It reveals how learning happens, which methods work best and how to improve any students’ learning. Using a tried-and-tested, Five-Step model for applying the methods effectively in the classroom, Mike Bell shows how you can improve learning and eliminate time-consuming, low-effect practices that increase stress and workload. He includes case studies from teachers working across different subjects and age groups which model practical strategies for: Prior Knowledge Presenting new material Setting challenging tasks Feedback and improvement Repetition and consolidation. This powerful resource is highly recommended for all teachers, school leaders and trainee teachers who want to benefit from the most effective methods in their classrooms.
First released in the Spring of 1999, How People Learn has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methodsâ€"to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. Topics include: How learning actually changes the physical structure of the brain. How existing knowledge affects what people notice and how they learn. What the thought processes of experts tell us about how to teach. The amazing learning potential of infants. The relationship of classroom learning and everyday settings of community and workplace. Learning needs and opportunities for teachers. A realistic look at the role of technology in education.
Praise for How Learning Works "How Learning Works is the perfect title for this excellent book. Drawing upon new research in psychology, education, and cognitive science, the authors have demystified a complex topic into clear explanations of seven powerful learning principles. Full of great ideas and practical suggestions, all based on solid research evidence, this book is essential reading for instructors at all levels who wish to improve their students' learning." —Barbara Gross Davis, assistant vice chancellor for educational development, University of California, Berkeley, and author, Tools for Teaching "This book is a must-read for every instructor, new or experienced. Although I have been teaching for almost thirty years, as I read this book I found myself resonating with many of its ideas, and I discovered new ways of thinking about teaching." —Eugenia T. Paulus, professor of chemistry, North Hennepin Community College, and 2008 U.S. Community Colleges Professor of the Year from The Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education "Thank you Carnegie Mellon for making accessible what has previously been inaccessible to those of us who are not learning scientists. Your focus on the essence of learning combined with concrete examples of the daily challenges of teaching and clear tactical strategies for faculty to consider is a welcome work. I will recommend this book to all my colleagues." —Catherine M. Casserly, senior partner, The Carnegie Foundation for the Advancement of Teaching "As you read about each of the seven basic learning principles in this book, you will find advice that is grounded in learning theory, based on research evidence, relevant to college teaching, and easy to understand. The authors have extensive knowledge and experience in applying the science of learning to college teaching, and they graciously share it with you in this organized and readable book." —From the Foreword by Richard E. Mayer, professor of psychology, University of California, Santa Barbara; coauthor, e-Learning and the Science of Instruction; and author, Multimedia Learning
Beginning Primary Teaching supports primary teachers' early professional development and learning, tackling key questions and concerns that new teachers might face in their early careers, such as: How will I get through the first term? When will I feel like a ‘real’ teacher? What can I expect from my first years in teaching? Drawing on the experiences of beginning primary teachers themselves, this is an authentic account of their crucial early teaching experiences, challenges and achievements. As well as providing a research-based context, the book is firmly grounded in the day-to-day practices of education professionals working with young people in schools, and offers valuable practical guidance for new teachers. By illustrating and exploring early experiences in teaching, this book helps primary teachers to understand their early professional development and learning and helps them to reflect on their own practice as well as that of others, offering a source of practical support throughout the important early years of their careers. Beginning Primary Teaching is essential reading for all new primary teachers, including those completing initial teacher training, newly qualified and early career teachers, as well as the growing number entering teaching through employment-based routes.
As professionals, teachers can become more effective and powerful by developing the skills to recognize scientifically based practice and, when the evidence is not available, use some basic research concepts to draw conclusions on their own. This paper offers a primer for those skills that will allow teachers to become independent evaluators of educational research.
The National Science Foundation funded a synthesis study on the status, contributions, and future direction of discipline-based education research (DBER) in physics, biological sciences, geosciences, and chemistry. DBER combines knowledge of teaching and learning with deep knowledge of discipline-specific science content. It describes the discipline-specific difficulties learners face and the specialized intellectual and instructional resources that can facilitate student understanding. Discipline-Based Education Research is based on a 30-month study built on two workshops held in 2008 to explore evidence on promising practices in undergraduate science, technology, engineering, and mathematics (STEM) education. This book asks questions that are essential to advancing DBER and broadening its impact on undergraduate science teaching and learning. The book provides empirical research on undergraduate teaching and learning in the sciences, explores the extent to which this research currently influences undergraduate instruction, and identifies the intellectual and material resources required to further develop DBER. Discipline-Based Education Research provides guidance for future DBER research. In addition, the findings and recommendations of this report may invite, if not assist, post-secondary institutions to increase interest and research activity in DBER and improve its quality and usefulness across all natural science disciples, as well as guide instruction and assessment across natural science courses to improve student learning. The book brings greater focus to issues of student attrition in the natural sciences that are related to the quality of instruction. Discipline-Based Education Research will be of interest to educators, policy makers, researchers, scholars, decision makers in universities, government agencies, curriculum developers, research sponsors, and education advocacy groups.
Values and Professional Knowledge in Teacher Education provides distinctive insights into potential strengths to develop trainee teachers’ values within school-based training. Looking at the personal moral and political values of trainees as fundamental to strategic and critical professional knowledge, the book considers a key question about training contexts: to what extent is teacher education embedded in the purpose and rationale of the school so that trainees’ values, and consequently their autonomy and identity, can flourish? The book is research focused and offers case studies that offer vicarious experiences which resonate with the professional needs and concerns of teacher educators. The book opens with a reflective narrative on the experience of a teacher educator in England. Further chapters explore international perspectives on values and professional knowledge in teacher education, applied theoretical principles for developing the relationship between trainee teachers’ values and their professional knowledge, the impact of university and school-based training contexts on the development of values-based professional knowledge, and the challenge of a values-based professional knowledge to current teacher education practice. Values and Professional Knowledge in Teacher Education will be of great interest to academics and post-graduate students in the field of education, university and school-based teacher educators, trainee teachers, researchers, policymakers and school leaders.
This volume honours the academic achievements and scholarship of Professor Florence Myles as a world-leading scholar in the fields of Second Language Acquisition (SLA) and French Linguistics, in particular for her work in corpus-based SLA and language policy in primary school education. In addition to reviews of the field (e.g., primary languages policy in the UK), the volume presents new research studies reflective of key theoretical and methodological issues in current SLA research, including theory-building, corpus-based investigations, studies of language development, as well as informing teacher professional development through research. Taken together, this edited book provides a wide-ranging and balanced account of Myles’s work and speaks to her influence on SLA research and primary languages policy. We invite readers to learn more about the fascinating research presented here as inspired by Florence’s dedication to field.
Supporting Teaching and Learning in Schools is an accessible, user-friendly handbook designed to provide practical guidance and ideas to support Higher Level Teaching Assistants (HLTAs). It covers the knowledge and skills needed by HLTAs to work effectively with pupils, teachers, parents and other professionals concerned with the well-being of children. The book relates directly to the standards for HLTAs but also provides a deeper grounding in pedagogy and the role of the teacher and the HLTA in creating productive learning environments. The text is illuminated with examples of existing good practice, and a range of tried-and-tested strategies to help HLTAs develop in all aspects of their work. It provides essential background knowledge, together with a range of activities designed to support learning, examining: the roles of the HLTA and teacher respectively, and interactively classroom management and interactions with pupils pupil differences the place of the HLTA within the school community professional development. The book can be used alongside the popular Routledge Learning to Teach in the Secondary School series, which gives detailed examples of theory and practice about teaching and learning for trainee teachers. It is an invaluable resource for current and prospective HLTAs working across a wide range of subjects
