Learning to be a primary teacher : core knowledge and understanding/
This fully revised essential guide gives all primary trainees and early career teachers the key knowledge, understanding and skills they need to succeed.
Uloženo v:
| Hlavní autoři: | , |
|---|---|
| Typ dokumentu: | Kniha |
| Jazyk: | Angličtina |
| Vydáno: |
St Albans :
Critical Publishing,
2022
|
| Vydání: | First published |
| Edice: | Critical Teaching
|
| Témata: | |
| On-line přístup: | Elektronická verze přístupná pouze pro studenty a pracovníky MU |
| Příbuzné jednotky: | Tištěná verze::
Learning to be a Primary Teacher |
Obsah:
- Cover
- Title Page
- Copyright Page
- Contents
- Meet the authors
- Acknowledgements
- Introduction
- Reference
- 1. Using research
- Teachers' standards
- Professional links
- Chapter objectives
- How to locate research
- Systematic synthetic phonics
- Definitions
- Evidence for synthetic phonics
- Evaluate
- Evidence for analytic phonics
- Evaluate
- Evaluating the research evidence
- Challenge
- Apply
- Models of reading development
- The Simple View of Reading
- Evaluate
- Challenge
- Challenging the research evidence
- Apply
- Ehri's model of reading development
- Evaluate
- Evaluating the research evidence
- Challenge
- Challenging the research evidence
- Apply
- Synthesis of the research
- Spaced or distributed practice
- The impact of social deprivation
- Rosenshine's principles of effective instruction
- Differentiation
- Beliefs about intelligence
- Assessment
- Critique of learning styles
- Discovery learning
- Read
- Evaluate
- Challenge
- Apply
- Grouping
- Read
- Evaluate
- Challenge
- Apply
- Reading for pleasure
- Read
- Evaluate
- Challenge
- Apply
- Deployment of support staff
- Read
- Evaluate
- Challenge
- Apply
- Assessment, marking and feedback
- Read
- Evaluate
- Challenge
- Apply
- Active learning
- Evaluate
- Challenge
- Apply
- Learning retention: evidence from cognitive psychology
- The dynamic model of educational effectiveness
- Evaluate
- Challenge
- Apply
- Use of praise
- Evaluate
- Challenge
- Apply
- Critical reflections
- Key readings
- References
- 2. Developing high expectations of your pupils
- Teachers' standards
- Professional links
- Chapter objectives
- Having a moral purpose
- Developing a culture of high expectations
- Critical questions
- Motivating your pupils
- Critical questions
- Enhancing self-esteem.
- Critical questions
- Supporting pupils' well-being and mental health
- In practice
- Critical questions
- Extended thinking
- Developing relationships
- Addressing disadvantage
- In practice
- Critical questions
- Powerful knowledge
- Adaptive teaching
- Challenging higher attainers
- Critical reflections
- Key readings
- References
- 3. How children learn
- Teachers' standards
- Professional links
- Chapter objectives
- Working memory
- Central executive
- Phonological loop
- Visuospatial sketchpad
- Episodic buffer
- Long-term memory
- Schemata
- Retrieval
- Spaced or distributed practice
- Sequencing learning
- Interleaving
- Scaffolding
- Fading
- Critical questions
- Cognitive load
- Language and communication development
- Critical questions
- Supporting children with speech, language and communication difficulties
- Critical questions
- The early stages of reading development: pre-reading skills
- Emergent reading
- Concepts about print
- Critical questions
- Development of auditory and phonological awareness
- Critical question
- Compound word blending and segmenting
- Critical questions
- Syllable blending and segmenting
- Critical question
- Onset and rime blending and segmenting
- Critical question
- Phoneme blending and segmenting
- Critical questions
- Rhyme awareness
- Critical questions
- Development of visual attention
- Development of visual discrimination
- Critical questions
- Development of visual memory
- Critical questions
- Development of visual sequential memory
- Critical questions
- Theories of reading development
- In practice
- Supporting children with reading difficulties
- Writing development
- Emergent writing
- Writing words and labels
- Writing captions
- Writing a sentence
- Supporting children with writing difficulties
- Development in spelling.
- Behaviourist theories
- In practice
- Rewards
- Critical questions
- Constructivist theories
- Vygotsky
- In practice
- Critical questions
- Bruner and scaffolding
- Critical questions
- Extended thinking
- Piaget
- Evidence-based teaching
- Evaluate
- Challenge
- Apply
- Critical questions
- Extended thinking
- Current perspectives on development
- Extended thinking
- Mathematical development
- Critical question
- Evidence-based teaching
- Evaluate
- Challenge
- Apply
- In practice
- Critical questions
- Technology
- Critical questions
- Critical reflections
- Key readings
- References
- 4. Subject and curriculum knowledge
- Teachers' standards
- Professional links
- Chapter objectives
- What is subject knowledge?
- Aspects of subject knowledge
- Evidence-based teaching
- Evaluate
- Challenge
- Apply
- Substantive and disciplinary knowledge
- Substantive knowledge
- Disciplinary knowledge
- Subject-specific terminology in English
- In practice
- Progression in mathematics
- Strand: progression in geometry
- Strand: progression in number and place value
- Children's misconceptions in mathematics
- Misconception 1
- Misconception 2
- Misconception 3
- In practice
- Subject knowledge in science
- Critical questions
- Subject knowledge in history
- Critical questions
- Subject knowledge in geography
- Fieldwork
- Selecting localities
- Broad dimensions of progress
- Checking your geography subject knowledge
- Subject knowledge in music
- Subject knowledge in art and design
- Subject knowledge in physical education
- Critical question
- Subject knowledge in computing
- Subject knowledge in languages
- Critical questions
- Subject knowledge in religious education
- Progression in design and technology
- Critical questions
- Extended thinking
- Evidence-based teaching
- Evaluate.
- Challenge
- Apply
- Extended thinking
- Technology
- Critical reflections
- Key readings
- References
- 5. Subject knowledge in English
- Teachers' standards
- Professional links
- Chapter objectives
- Spoken language
- Registers for effective communication
- Static register
- Formal register
- Consultative register
- Casual register
- Intimate register
- Teaching children about register
- Modelling register
- Rules for communication
- Use of Standard English
- Discussions
- Debates
- Critical questions
- Reading development
- The Simple View of Reading
- Critical questions
- Critical questions
- Pre-alphabetic phase
- Partial alphabetic phase
- Full alphabetic phase
- Consolidated alphabetic phase
- Phonological and phonemic awareness
- Enunciation of phonemes
- Smallest meaningful units of sound
- Sound buttons
- Evidence-based teaching
- Evaluate
- Challenge
- Apply
- The alphabetic code
- The simple alphabetic code
- The complex alphabetic code
- Key concepts which you must understand
- Extended thinking
- Exception words
- Decoding and encoding
- Decodable texts
- Critical questions
- Morphology
- Phrasing
- Reading with expression
- Reading comprehension
- Critical questions
- Reading comprehension strategies
- Reading as a writer
- Reading pictures
- Developing familiarity with texts
- Book introductions
- Building memory
- Retelling stories
- Sequencing events
- Making predictions
- Questioning
- Other reading comprehension strategies
- Inference
- Reading for pleasure
- Evidence-based teaching
- Evaluate
- Challenge
- Apply
- In practice
- Critical questions
- Critical questions
- In practice
- Spelling
- Applying phonics knowledge to spelling
- Spelling rules
- Spelling by analogy
- Critical question
- Mnemonics
- Dictionaries
- Thesaurus.
- Critical questions
- Spelling common exception words
- Spelling through syllables
- Prefixes and suffixes
- Look, cover, write, check
- Critical questions
- Homophones and near-homophones
- Contractions
- Critical question
- Possessive apostrophe
- Dictation
- Critical question
- Multi-sensory approaches
- Developing children as writers
- Oral rehearsal
- Contexts and purposes for writing
- Scaffolding creativity in narrative writing
- Editing writing
- Writing poetry
- Vocabulary, grammar and punctuation
- Critical questions
- Grammar for writing
- Word classes
- Grammar at sentence level
- Example
- Compound sentences
- Complex sentences
- Example
- Punctuation
- Text cohesion and coherence
- Varying sentence types
- Paragraphing
- Extended thinking
- Technology
- Critical reflections
- Key readings
- References
- 6. Subject knowledge in mathematics
- Teachers' standards
- Professional links
- Chapter objectives
- Addition
- Expected at the end of Early Years Foundation Stage
- Expected at the end of Year 1
- Expected at the end of Year 2
- Expected at the end of Year 3
- Expected at the end of Year 4
- Expected at the end of Year 5
- Expected at the end of Year 6
- Critical question
- Subtraction
- Expected at the end of the Early Years Foundation Stage
- Expected at the end of Year 1
- Expected at the end of Year 2
- Expected at the end of Year 3
- Expected at the end of Year 4
- Expected at the end of Year 5
- Expected at the end of Year 6
- Critical question
- Multiplication
- Expected at the end of the Early Years Foundation Stage
- Expected at the end of Year 1
- Expected at the end of Year 2
- Expected at the end of Year 3
- Expected at the end of Year 4
- Expected at the end of Year 5
- Expected at the end of Years 5 and 6
- Critical question
- Division.
- Expected at the end of the Early Years Foundation Stage.