Teaching Today: A Practical Guide, Fourth Edition

✍ Scribed by Geoff Petty

• Publisher: Nelson Thornes
• Year: 2009
• Tongue: English
• Leaves: 624
• Edition: 4th
• Category: Library

✦ Synopsis

The fourth edition of this impressive text has been updated to become more focused on the UKs Post Graduate Certificate in Education. In particular, it now includes signposting for coverage of the UK's Further Education National Training Organization sta

✦ Table of Contents

Cover Page......Page 1
Title Page......Page 2
ISBN 9781408504154......Page 3
Part 2 The teacher’s toolkit......Page 4
Part 5 The professional in practice......Page 5
Preface......Page 6
Help with your teacher training assessments......Page 8
Learning and memory......Page 10
The three schools of learning......Page 13
Social learning: some learning is not taught......Page 30
Checklist......Page 31
Further reading......Page 32
Desert assignment......Page 33
Skills and abilities commonly taught......Page 36
Further reading......Page 37
Using the elements of 'educare?'......Page 38
Making use of the 'educare?' pattern......Page 44
Corrected practice without the 'educare?' approach......Page 45
Summary......Page 46
Further reading......Page 47
4 Teaching is a two-way process......Page 48
Communication blocks......Page 49
Reference and further reading......Page 52
5 Motivation......Page 53
Increasing motivation......Page 55
Maslow’s hierarchy of needs......Page 64
Passive and active learners – learners taking responsibility for learning......Page 65
The expectancy–value theory of motivation......Page 68
Demotivators......Page 69
Checklist......Page 70
References and further reading......Page 73
6 Praise and criticism......Page 74
How can we make sure students take our criticism positively?......Page 75
How can we make sure every student earns a medal?......Page 77
What you will gain from recognising achievement......Page 82
Checklist......Page 85
References and further reading......Page 86
7 The teacher–learner relationship and equal opportunities......Page 87
The self-fulfilling prophecy......Page 89
Working towards equal opportunities in the classroom......Page 91
Modelling equal opportunities......Page 99
The legal responsibilities of teachers......Page 100
Checklist......Page 101
References and further reading......Page 105
8 Classroom management......Page 107
Creating a working atmosphere in the classroom......Page 111
Organisation in the classroom......Page 113
‘Withitness’......Page 116
Firefighting......Page 117
Further reading......Page 118
9 Discipline and problem-solving......Page 119
Common causes of persistent ‘discipline’ problems......Page 121
Dealing with problems that won’t go away......Page 125
Authority without resentment......Page 131
Further reading......Page 137
10 What kind of teacher are you?......Page 139
Are you an instructor or a facilitator?......Page 142
Personal goals......Page 145
Further reading......Page 146
Student preference......Page 148
Some teaching methods are much better than others......Page 150
From learning styles to whole-brain learning......Page 151
Other learning style systems......Page 158
Styles of analysis......Page 161
More methods for more skills, and more enjoyment......Page 168
Further reading......Page 169
11 Teacher talk......Page 171
The talk trap......Page 172
Teacher-talk technique......Page 173
Further reading......Page 176
12 The art of explaining......Page 177
Start from the student’s existing knowledge and experience......Page 178
Focusing......Page 181
Structure and orientation......Page 182
Abstract and concrete explanations......Page 184
More tools for explainers......Page 187
Some general advice......Page 188
Checklist......Page 189
References and further reading......Page 190
Demonstrating a physical skill or ability......Page 191
Demonstrating an intellectual skill or ability......Page 195
Further reading......Page 198
14 Questioning......Page 199
Questioning technique......Page 202
Comparing questioning strategies......Page 205
Questioning levels......Page 209
The uses of questioning......Page 211
Questioning skills checklist: the ‘ten commandments’......Page 213
References and further reading......Page 214
15 The aide-memoire: note-making......Page 215
Aide-memoire by handout......Page 216
Using the board or OHP for notes......Page 217
Notes as a teaching method......Page 218
Further reading......Page 219
16 Supervised student practice......Page 220
Managing the practice of an intellectual skill......Page 221
Managing a practical activity......Page 226
Checklist for managing student practice......Page 229
Further reading......Page 230
17 Discussion......Page 231
Planning a discussion......Page 232
How to lead a discussion......Page 234
Summary......Page 238
Further reading......Page 239
18 Group work and student talk......Page 240
Group work activities......Page 242
Planning the activity......Page 250
Managing group activities......Page 253
Getting feedback......Page 254
References and further reading......Page 255
19 Games and active learning methods......Page 256
References and further reading......Page 265
20 Role-play, drama and simulations......Page 267
Drama......Page 269
Further reading......Page 270
21 Games to teach language and communication skills......Page 271
Stories......Page 272
Student presentations......Page 273
Drills......Page 274
Other games and activities......Page 275
Your own games and drills......Page 277
22 Seminars......Page 278
Witness session......Page 279
Further reading......Page 280
23 Learning for remembering: review and recall......Page 281
Study–cover–recall–check......Page 282
Continuous review......Page 283
Summaries......Page 284
Revision tests......Page 285
Choosing activities for learning facts......Page 286
Checklist......Page 288
References and further reading......Page 289
24 Whole-class interactive teaching – assertive questioning......Page 290
Advantages and limitations......Page 295
Further reading......Page 296
25 Reading for learning......Page 297
Readability......Page 300
Reading techniques......Page 301
References and further reading......Page 302
26 Private study and homework......Page 303
Further reading......Page 304
27 Assignments and projects......Page 305
Devising an assignment or project......Page 306
Devising assessment criteria......Page 308
Role of the teacher during assignment work......Page 309
Feedback and copying......Page 310
The limitations of assignments......Page 311
Further reading......Page 312
How can I best do it?......Page 313
How to structure writing......Page 314
Using bridging to establish the writing process......Page 317
Marking essays......Page 318
References......Page 320
29 Guided discovery: teaching by asking......Page 321
Effective use of the discovery method......Page 322
Strengths and weaknesses of the discovery method......Page 324
Case study: making use of discovery......Page 325
Recent controversy......Page 327
Further reading......Page 330
30 Creativity, design and invention......Page 331
Encouraging creativity......Page 332
Learners and the creative phases......Page 335
Encouraging the inspiration phase......Page 336
Encouraging the remaining phases......Page 339
Creativity in practice......Page 340
Creativity as a ‘how to’ skill......Page 341
Checklist for encouraging creativity......Page 343
Further reading......Page 344
31 Learning from experience......Page 345
1 Concrete experience......Page 346
2 Reflection on experience......Page 347
3 Abstract conceptualisation......Page 349
4 Planning active experimentation......Page 350
Bridging......Page 351
Conclusion......Page 352
Training design......Page 353
Further reading......Page 354
32 Whole-brain, visual and kinaesthetic methods......Page 355
Seeing and creating visual representations......Page 357
Learning strategies that are kinaesthetic......Page 362
Visitors and visits......Page 363
References and further reading......Page 365
33 Independent learning......Page 366
Making use of independent learning......Page 367
The independent learning ‘tuner’......Page 370
Teaching independent learning skills......Page 371
Why use independent learning?......Page 373
References and further reading......Page 375
34 Self-directed learning......Page 376
Self-evaluation......Page 377
Goal setting......Page 378
The teacher as facilitator......Page 379
Further reading......Page 381
The main advantages of visual aids......Page 384
Types of visual aid......Page 385
Further reading......Page 399
The Internet......Page 400
Some useful Internet addresses......Page 414
Further reading......Page 416
37 Aims and objectives......Page 418
Learning outcomes......Page 419
Classification of objectives or outcomes......Page 421
General objectives......Page 423
Embedding aims and objectives......Page 426
Process and product......Page 427
The limitations of aims and outcomes......Page 428
Summary......Page 429
Further reading......Page 430
The 'educare?' approach......Page 431
The CIA approach: corrected practice without 'educare?'......Page 432
Double-decker lessons......Page 436
Choosing activities for divergent opinion forming......Page 437
The skill of opinion forming......Page 438
Helping students with opinion forming......Page 441
Hypothesis testing......Page 442
Further reading......Page 443
39 Choosing activities to achieve affective objectives......Page 444
Coping strategies......Page 445
Activities to develop affective objectives......Page 446
Further reading......Page 450
40 Writing the lesson plan......Page 451
Lesson plan format......Page 452
Lesson evaluation......Page 456
Further reading......Page 458
The three modes of teaching......Page 459
Mixing modes for flexibility, inclusion and personalisation......Page 470
RARPA: recognising and recording progress and achievement......Page 472
Some questions on coasting......Page 476
Further reading......Page 477
The scheme of work......Page 478
Embedding skills into your scheme of work......Page 479
Designing your own course......Page 482
Coda......Page 486
Further reading......Page 487
43 Assessment......Page 488
Formative assessment: using assessment to improve learning......Page 489
Formative assessment must be informative assessment......Page 490
Assessment proformas to teach skills......Page 493
Mastery tests and other mastery methods......Page 496
Self-assessment, peer assessment and spoof assessment......Page 499
Discussion of Black and Wiliam’s review......Page 501
Further reading......Page 503
44 Summative assessment......Page 505
Problems with assessment......Page 509
Developing an assessment strategy......Page 511
Coda......Page 512
Further reading......Page 513
45 Values and what teachers can achieve......Page 516
Teaching is very consequential......Page 518
Intelligence can be taught......Page 519
Motivation can improve......Page 521
Standards and values......Page 522
Further reading......Page 524
Learning to teach from experience......Page 525
What’s this learning journal all about?......Page 527
How to reflect......Page 530
Attribution......Page 533
Evaluating lessons......Page 534
Checklist for using reflection to learn how to teach......Page 536
Further reading......Page 537
47 Initial and diagnostic assessment: assessing learners’ needs......Page 538
How needs are assessed......Page 541
What do we need to find out about our students?......Page 543
Key skills and functional skills......Page 545
How to collect the information......Page 547
The individual learning plan......Page 551
Induction......Page 552
References and further reading......Page 554
48 Providing learners with support......Page 555
Monitoring for inclusion: tutorial action planning......Page 557
How to carry out a successful ‘one-to-one’ tutorial......Page 562
One-to-one tutorials in practice: the ‘FATE’ approach......Page 565
Aspects of successful one-to-ones......Page 566
Other strategies to ensure inclusion......Page 569
References and further reading......Page 570
49 Evaluating courses and quality improvement......Page 572
Action plan......Page 575
Verification and moderation – how fair is my marking?......Page 576
Benchmarking – how am I doing?......Page 577
The self-assessment of courses and institutions......Page 579
Creating and interpreting performance indicators......Page 581
How to improve......Page 584
Are you a team player?......Page 585
Further reading......Page 587
50 How to teach and remain sane......Page 588
Are you an active or a passive teacher?......Page 589
Further reading......Page 591
Appendix 1 Standards for the lifelong learning sector......Page 592
Appendix 2 Differentiation strategies......Page 596
Appendix 3 QTS standards for those training to teach in schools......Page 598
Bibliography......Page 604
B......Page 614
D......Page 615
E......Page 616
I......Page 617
M......Page 618
P......Page 619
R......Page 620
S......Page 621
V......Page 622
W......Page 623
Back Page......Page 624

✦ Subjects

Педагогика;Дидактика;