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.
Chapter 5: Making Pupils Metacognitively Wise
Making Pupils Metacognitively Wise
A third way of thinking about learning is to view it as a process of developing expertise. In setting out the implications that this working theory has for teaching in primary classrooms, it may be useful to begin with an illustration taken from the world of the theatre. There are of course links between acting and teaching in that many primary practitioners tend to put on a performance when in front of the class. Within primary schools, generally, there has also been a long-standing tradition of using creative artists and theatre in education groups to stimulate pupils' creativity. In its current form, such activities are supported through Creative Partnerships, sponsored by the Department of Culture, Media and Sport, ...