Summary
Contents
Subject index
Reflective practice is at the heart of effective teaching, and this book helps you develop into a reflective teacher of ICT. Everything you need is here: guidance on developing your analysis and self-evaluation skills and examples of how experienced teachers deliver successful lessons.
The book shows you how to plan lessons, how to make good use of resources, and how to assess pupils' progress effectively. Each chapter contains points for reflection, which encourage you to break off from your reading and think about the challenging questions that you face as a new teacher.
The book comes with access to a companion website, http://www.sagepub.co.uk/secondary, where you will find:
Videos of real lessons so you can see the skills discussed in the text in action; Links to a range of sites that provide useful additional support; Extra planning and resource materials
If you are training to teach ICT, this book will help you to improve your classroom performance by providing you with practical advice, but also by helping you to think in depth about the key issues. It also provides examples of the research evidence that is needed in academic work at the graduate level.
Teaching Different Ages: Key Stage 3 to Post-16
Teaching Different Ages: Key Stage 3 to Post-16
This chapter covers:
- transition strategies from Key Stage 2 into the secondary phase
- generic issues which apply across age phases and abilities, including questioning, setting the scene for learning, resources, teaching and learning strategies, plus encouraging successful and independent learners
- adapting teaching and learning strategies across the secondary age phases and to suit the changing characteristics of maturing pupils
- the role of induction processes and establishment phases of transition between key stages
- the progression framework for pupils through either academic or vocational education routes.
During Key Stage 3 we are moving pupils from a greater reliance on teacher direction and input towards becoming more independent learners who take greater responsibility for their learning. As pupils move ...
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