Learning and Teaching in the Primary Classroom

✍ Scribed by Maurice J. Galton

• Publisher: SAGE
• Year: 2007
• Tongue: English
• Leaves: 161
• Series: Education Series
• Edition: 1
• Category: Library

✦ Synopsis

Providing a framework for understanding the individual needs of pupils, this book describes how you can tailor your teaching methods to maximise learning. You will learn how to take account of your pupils' knowledge, skills and attitudes when selecting and applying principles of instruction, in order to make learning in your classroom as successful as possible. Packed with informative case studies and classroom examples, this book explores how learning is conceptualised, direct instruction, interactive teaching, teaching as scaffolding, and how to overcome obstacles to learning. This is a must-read for all practitioners and students of primary education who wish to understand how to best apply theories of instruction, and provide effective, dynamic teaching.

✦ Table of Contents

Cover......Page 1
Title Page
......Page 4
ISBN 9781412918343 ISBN 9781412918350......Page 5
Contents......Page 6
Figures......Page 7
Tables......Page 8
Acknowledgements......Page 9
Dedications
......Page 10
Introduction......Page 12
Primary Teaching in Contemporary Settings......Page 14
A scientific approach to teaching?......Page 16
New Labour, new pedagogy?......Page 17
The science of the art of teaching......Page 19
What it is to teach......Page 20
Teaching and subject knowledge......Page 22
The present status of pedagogy......Page 23
Key references......Page 25
Reforming the reform......Page 26
Testing in the National Curriculum......Page 29
Teachers and the primary curriculum......Page 31
The impact on pupils’ attitudes......Page 33
The impact on pupils’ motivation......Page 35
Changes in classroom organisation and classroom practice......Page 37
Evaluating New Labour’s record......Page 41
Key references......Page 42
Learning for Teaching......Page 43
Ways of knowing......Page 44
A framework for learning?......Page 46
Learning as information processing......Page 48
Learning as constructing and reconstructing knowledge......Page 50
Socio-cultural contexts in learning......Page 51
Learning as developing expertise......Page 53
The role of intuition in developing expertise......Page 56
Seeking validation for the learning framework......Page 58
Key references......Page 61
Teaching for Transmission and Understanding......Page 62
Teaching as transmission......Page 65
The uses of direct instruction......Page 70
Teaching for understanding......Page 72
Cultivating thoughtful discourse......Page 73
Dialogic teaching......Page 75
The use of suitable wait times......Page 77
Explaining why as well as how......Page 79
A teaching framework for developing understanding......Page 80
Key references......Page 83
Making Pupils Metacognitively Wise......Page 84
Scaffolding in science lessons......Page 87
Different forms of scaffolding......Page 89
Why some scaffolds are better for self-regulation......Page 90
Ambiguity and risk in the classroom......Page 92
The importance of feedback......Page 97
Some concluding comments......Page 102
Key references......Page 106
Is working in groups an effective pedagogy?......Page 107
Some key ideas about group work......Page 109
Training children to work in groups......Page 110
Developing communication skills......Page 112
Maintenance strategies and taking decisions......Page 115
Handling disagreements......Page 116
Becoming an expert group person......Page 118
Some frequently asked questions and problems......Page 119
Key References......Page 123
The Social and Emotional Aspects of Teaching and Other Matters......Page 124
Negotiated learning and negotiated behaviour......Page 127
Giving pupils a voice......Page 130
Should teaching accommodate different learning styles?......Page 131
Specific v. generic skill training......Page 133
Personalised learning or personalised schooling?......Page 136
Key references......Page 140
References......Page 142
Index......Page 158