Teaching The Primary Curriculum For Constructive Learning
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Teaching the Primary Curriculum for Constructive Learning
First Published in 1998. There is a current preoccupation with educational standards with claims that overall standards of achievement have fallen. The purpose of this book, therefore, is to address the question of how children learn across the primary National Curriculum subjects, with implications for effective teaching approaches. The book emphasises a constructivist view of learning, which acknowledges that children have views and attitudes which are formed as a result of experiences in and out of school and that these must be taken into account if meaningful and transferable learning is to be achieved.
Planning, Teaching and Class Management in Primary Schools
This second edition has been fully updated in line with the standards for Qualified Teacher Status (QTS) 202. It will prepare student (trainee) teachers to meet the competencies required for the Teaching Standards. The author looks at *Professional values and practice *Planning and Targets *Monitoring and Assessment *Teaching and Class Management Written in a lucid and engaging style, it offers the reader a well-informed set of insights into the complexities, challenges and opportunities presented by the new requirements. Checklists, diagrams and clearly defined sections for key areas make this book extremely accessible for trainee teachers, class teachers and mentors. It is essential reading for all those who want to clearly understand the ideas behind, and practical application of, the standards.
Reframing Teacher Education
What is a constructivist teacher and what do they do? This collection of essays will answer these questions as well as suggest specific ways to become or rejuvenate oneself using this approach. Constructivist teachers 'walk the talk' along seven dimensions: learning and development; authority and facilitation; action and reflection; autonomy and community; process and content; power and empowerment; critical thinking and multiple perspectives. While these behaviors may at first appear to be opposites, the key is achieving balance among them. Essays are organized around these themes and the conclusions support interdisciplinary content, reflection, and life-long learning.