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• Halftitle page
• Series page
• Title page
• Copyright page
• Contents
• Introduction
• Using this book
• Within each chapter
• At the end of each chapter
• Online
• A summary of the book
• Part one Becoming a reflective professional
• Chapter 1 Identity Who are we, and what do we stand for?
• INTRODUCTION
• UNDERSTANDING OURSELVES AS TEACHERS
• Becoming a teacher
• Values informing practice
• Teacher identities
• Primary teachers’ work
• KNOWING CHILDREN AND YOUNG PEOPLE AS PUPILS
• Pupil views of themselves in school
• Pupil perspectives of teachers and school
• Pupil cultures
• Understanding pupil needs
• Examining our perceptions of pupils
• LEARNING AND TEACHING THROUGH LIFE
• Pupil development and career
• Teacher development and career
• CONCLUSION
• CHAPTER WEBPAGE
• KEY READINGS
• Chapter 2 Learning How can we understand learners’ development?
• INTRODUCTION
• LEARNING PROCESSES
• Behaviourism
• Constructivism
• Social cognition
• SUMMARY
• NATURE, NURTURE AND AGENCY
• Personal development, health and wellbeing
• Body and brain, mind and behaviour
• ‘Intelligence’ and expectations
• Cognitive science and teaching
• Culture, language and disposition
• Personality, motivation and identity
• Metacognition and thinking capability
• TAKING STOCK OF LEARNING
• Key factors in learning
• Metaphors of learning
• Applying learning beyond school
• CONCLUSION
• CHAPTER WEBPAGE
• KEY READINGS
• Chapter 3 Reflection How can we develop the quality of our teaching?
• INTRODUCTION
• DILEMMAS, REFLECTION AND EFFECTIVENESS
• Dilemmas and challenges in classroom life
• Reflection and evidence-informed practice
• Standards for effectiveness and career development
• THE MEANING OF REFLECTIVE TEACHING
• Aims and consequences
• A cyclical process
• Gathering and evaluating evidence
• Attitudes towards teaching
• Teacher judgement
• Learning with colleagues
• Reflective teaching as creative mediation
• CONCLUSION
• CHAPTER WEBPAGE
• KEY READINGS
• Chapter 4 Principles What are the foundations of effective teaching and learning?
• INTRODUCTION
• Evidence-informed principles
• TLRP’S PRINCIPLES
• Education for life
• Valued knowledge
• Prior experience
• Scaffolding understanding
• Assessment for learning
• Active engagement
• Social relationships
• Informal learning
• Teacher learning
• Policy frameworks
• At school level
• In the locality of the school
• Nationally
• INTERNATIONAL KNOWLEDGE ACCUMULATION
• CONCLUSION
• CHAPTER WEBPAGE
• KEY READINGS
• Part two Creating conditions for learning
• Chapter 5 Contexts What is, and what might be?
• INTRODUCTION
• SOCIAL CONTEXT
• Ideology
• Culture
• Opportunity
• Accountability
• PEOPLE AND AGENCY
• Teachers
• Pupils
• CONCLUSION
• CHAPTER WEBPAGE
• KEY READINGS
• Chapter 6 Relationships How are we getting on together?
• INTRODUCTION
• ENHANCING CLASSROOM CLIMATE
• Classroom climate and emotional security
• Supporting children’s confidence and self-esteem
• Developing an inclusive classroom
• CLASSROOM RELATIONSHIPS
• Learning to establish and maintain positive relationships
• Social and emotional learning and relationship skills
• Rules and routines
• Identifying routines and understandings
• Being ‘fair’
• RELATIONSHIPS FOR LEARNING
• Curriculum and relationships
• Pupil perspectives of teachers
• Teacher and pupil actions
• Patterns in pupil actions
• Positive and negative cycles
• TEACHER THINKING AND PROFESSIONAL SKILLS
• Teacher perspectives
• Expectations of others and bias
• Professional skills
• Classroom authority
• CONCLUSION
• CHAPTER WEBPAGE
• KEY READINGS
• Chapter 7 Engagement How are we managing behaviour?
• INTRODUCTION
• UNDERSTANDING CLASSROOM BEHAVIOUR
• Children and young people
• Providing an engaging and enabling environment
• Progression in behaviour
• ESTABLISHING AUTHORITY
• Expectations
• Self-presentation
• Language
• Strategic repertoire
• SKILLS FOR ENGAGEMENT
• Gaining attention
• Framing
• With-it-ness
• Overlapping
• Pacing
• Orchestration
• Consistency
• MANAGING CLASSROOM EPISODES
• Beginnings
• Development
• Transitions
• Endings
• The unexpected
• CYCLES OF BEHAVIOUR
• Towards engagement and independence
• Managing challenging behaviour – avoiding a negative cycle
• CONCLUSION
• CHAPTER WEBPAGE
• KEY READINGS
• Chapter 8 Spaces How are we creating environments for learning?
• INTRODUCTION
• ENVIRONMENTS FOR LEARNING
• What is a learning environment?
• Formal and informal learning environments
• ORGANISING THE CLASSROOM FOR LEARNING
• The classroom as a learning environment
• Use of resources
• Use of space
• Use of time
• TEACHING AND LEARNING WITH TECHNOLOGY
• MANAGING PUPILS AND ADULTS
• Organising pupils
• Working with adults
• CONCLUSION
• CHAPTER WEBPAGE
• KEY READINGS
• Part three Teaching for learning
• Chapter 9 Curriculum What is to be taught and learned?
• INTRODUCTION
• PRINCIPLES FOR CURRICULUM PROVISION
• Knowledge, development and curriculum
• Aims and values
• ELEMENTS OF LEARNING
• Knowledge
• Concepts
• Skills
• Attitudes
• A balanced curriculum
• NATIONAL CURRICULA
• UK curricular structures
• Teaching, learning and national curricula
• Subject-based and integrated curricula
• SUBJECT KNOWLEDGE FOR TEACHERS
• Content knowledge
• Pedagogical content knowledge
• Curricular knowledge
• Applying subject knowledge
• CONCLUSION
• CHAPTER WEBPAGE
• KEY READINGS
• Chapter 10 Planning How are weimplementing the curriculum?
• INTRODUCTION
• THE SCHOOL CURRICULUM
• Governance
• Aims
• Policies
• Time frames for planning
• Review
• LONG-TERM PLANNING
• Programmes of study
• The early years – primary transition
• Breadth and balance
• Connection and coherence
• MEDIUM-TERM PLANNING
• Schemes of work
• Progression
• Relevance
• SHORT-TERM PLANNING
• Lesson plans
• Ensuring progress for all
• Meeting children’s needs
• EVALUATING CURRICULAR PROVISION
• Key evaluation questions
• Tools to support the evaluation of teaching
• What do you do in a lesson study?
• CONCLUSION
• CHAPTER WEBPAGE
• KEY READINGS
• Chapter 11 Pedagogy How can we develop effective strategies?
• INTRODUCTION
• ENACTING PEDAGOGY
• The importance of teacher–pupil interaction
• Analysing pedagogy
• PEDAGOGY, KNOWLEDGE AND LEARNING
• The development of pedagogic principles
• Perspectives on effective pedagogies
• ENACTING LEARNER DEVELOPMENT
• Building from prior learning
• Analysing pedagogy
• PEDAGOGIC REPERTOIRE
• Using talk for whole-class, small group and individual teaching
• Scaffolding whole-class, small group and individual learning
• ENACTING A SERIES OF LESSONS
• Changing pedagogy over time
• Analysing pedagogy
• CONCLUSION
• CHAPTER WEBPAGE
• KEY READINGS
• Chapter 12 Communication How does use of language support learning?
• INTRODUCTION
• CHARACTERISTICS OF CLASSROOM COMMUNICATION
• SPEAKING AND LISTENING
• Questioning, responding, instructing and explaining
• Dialogic teaching and learning
• Inter-thinking and group work
• Creative talk
• READING
• Teaching reading
• Theories of reading
• Reading and engagement
• Reading across the curriculum
• Reading multimodal texts
• School values and reading
• WRITING
• The relationship between reading and writing
• Teaching writing
• Researching writing
• KNOWLEDGE ABOUT LANGUAGE FOR COMMUNICATION
• Knowledge about grammar
• Some differences between spoken and written language
• English as an additional language
• CONCLUSION
• CHAPTER WEBPAGE
• KEY READINGS
• Chapter 13 Assessment How can assessment enhance learning?
• INTRODUCTION
• ASSESSMENT, LEARNING AND TEACHING
• Guiding principles
• Key ideas
• ASSESSMENT FOR LEARNING IN THE CLASSROOM
• Sharing goals and identifying quality
• Questioning and dialogue
• Feedback
• Self- and peer-assessment
• Adjusting teaching and learning
• AFFIRMING ASSESSMENT FOR LEARNING
• CONCLUSION
• CHAPTER WEBPAGE
• KEY READINGS
• Part four Reflecting on consequences
• Chapter 14 Outcomes How do we monitor pupil learning achievements?
• INTRODUCTION
• KEY ISSUES
• The current context for thinking about assessment for improvement and accountability
• National surveys of system performance
• KNOWING ABOUT LEARNING
• What might people want to know about children’s learning?
• How might trust be built in assessment information about learning?
• WHO WANTS TO KNOW ABOUT CHILDREN’S LEARNING OVER TIME? SUMMATIVE ASSESSMENT
• Guiding principles
• Learners and parents/carers want to know about learning
• Teachers and headteachers want to know about learning: understanding group, class and school progres
• Non-statutory tests and tasks
• Teacher assessment
• Using evidence over time to support pupil progress
• Using assessment information to support children for transfer and transition
• School governors, school districts and local authorities want to know about learning: understanding
• Politicians want to know about learning: the challenge of accountability
• Understanding progress at national and government level
• CONCLUSION
• CHAPTER WEBPAGE
• KEY READINGS
• Chapter 15 Social justiceCan we enable all children to succeed?
• INTRODUCTION
• INEQUALITY IN SOCIETY
• SOCIAL DIFFERENTIATION IN CLASSROOMS AND SCHOOLS
• Curriculum
• Pedagogy
• Assessment
• Curriculum, pedagogy and assessment
• POLARISATION THOUGH PEER/STUDENT CULTURE
• IDENTITY FORMATION, PERCEPTION AND SELF-BELIEF
• DIVERSITY AND DIFFERENTIATION
• Social class
• Ethnicity
• Gender
• Sexuality
• Age
• Physical appearance
• Disability
• Learning capacity
• SUMMARY
• SOCIAL JUSTICE AND LIFE CHANCES
• CONCLUSION
• CHAPTER WEBPAGE
• KEY READINGS
• Part five Deepening understanding
• Chapter 16 Teacher expertise A holistic view
• INTRODUCTION
• EDUCATIONAL AIMS
• Society’s goals: an opportunity for discussion
• Elements of learning
• LEARNING CONTEXTS
• Community context
• Institutional context
• CLASSROOM PROCESSES
• Processes for learners’ social needs
• Processes for learners’ cognitive needs
• LEARNING OUTCOMES
• Outcomes for continuing improvement in learning
• Outcomes for certification and the lifecourse
• USING THE CONCEPTUAL FRAMEWORK
• Problem solving during initial training
• Reflecting on professional commitment
• Analysing teaching and learning
• Supporting curriculum development
• CONCLUSION
• CHAPTER WEBPAGE
• KEY READINGS
• Chapter 17 Professional learning How can we nurture career-long reflective teaching?
• INTRODUCTION
• UNDERSTANDING THE ‘PROFESSIONAL’ IN CAREER-LONG PROFESSIONAL LEARNING
• Professionalism
• Professional organisations
• WHAT DO WE KNOW ABOUT HOW TEACHERS LEARN?
• What do we know about different approaches to teacher learning?
• ENGAGING WITH PROFESSIONAL LEARNING POLICY
• Policy as political
• Central features of professional learning policies across the UK
• What can we learn from looking across the four jurisdictions?
• CONCLUSION
• CHAPTER WEBPAGE
• KEY READINGS
• Chapter 18 Professionalism How does reflective teaching contribute to society?
• INTRODUCTION
• EDUCATION AND SOCIETY
• What should an education system be designed to do?
• What can be achieved through education?
• ADDRESSING INEQUALITIES
• CLASSROOM TEACHING AND SOCIETY
• REFLECTIVE TEACHING AND THE DEMOCRATIC PROCESS
• Taking action
• Professional and union organisation
• CONCLUSION
• CHAPTER WEBPAGE
• KEY READINGS
• Acknowledgements
• Bibliography
• Index