How To Teach For Progress: Classroom Approaches For Improving Practice
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Description
Contents
Reviews
Language
English
ISBN
9780198423294
Front Cover
Title Page
Contents
Acknowledgements
Thinking about progress in school
A personal introduction
The progression obsession
The quest for a unified theory of education
The importance of culture
The focus of this book
How to use this book
Part 1: What is progress?
1.1 What do we mean by ‘progress’?
1.2 Types of progress
1 Progress as a human endeavour
2 Progress as a social mobiliser
3 Progress through education
4 Progress through learning
5 Progress through pedagogy
6 Progress through assessment
7 Progress as a management tool
1.3 What are the featuresof a progress culture?
Ready to progress? Starting points
Progress towards what? Meaningful destinations
How does progress happen? Models for progress
Observable progress: What does progress look like?
Role of the teacher
Part 2 How to ensure learners make progress
2.1 Models of progress
Introduction: Visualising progress
1 How to use Bloom’s taxonomy
2 How to use SOLO taxonomy
3 How to use learning pathways
4 How to use learning ladders
5 How to use mastery approaches
2.2 Measuring progress
Introduction: Words and numbers
1 How to use simple statistics
2 How to use assessment criteria
3 How to use norm referencing
4 How to use no grades
5 How to use comparative judgement
2.3 Communicating progress
Introduction
1 How to use words and numbers
2 How to communicate progress to learners
3 How to communicate progress to parents
4 How to communicate progress to other teachers
5 How to use reports on progress
2.4 Teaching for progress
Introduction: A classroom culture
1 How to improve learner self-regulation
2 How to tackle troublesome knowledge
3 How to improve remembering and memory
4 How to accelerate progress
5 How to plan for progress
2.5 Feedback for progress
Introduction: The loop
1 How to feed back verbally
2 How to use effective interventions
3 How to mark effectively
4 How to use data to feed back
5 How to plan for feedback
Part 3 Improving progress through teacher assessment literacy
3.1 Teacher assessment literacy
3.2 Knowledge of common mistakes, misunderstandings, and misconceptions
1 How to find out common mistakes
2 How to find out common misconceptions
3 How to plan to pre-empt or use mistakes in learning
4 How to plan to challenge misconceptions
5 How to evaluate information about misconceptions
3.3 Interpretation of student responses and appropriate interventions
1 How to identify what a learner knows, understands, and can do
2 How to create a mental model of progress in your phaseor subject
3 How to provide appropriate interventions in response to a learner’s needs
4 How to plan to give feedback
5 How to give effective feedback
3.4 Knowledge of requirements of (statutory/standard) assessments
Introduction
1 How to improve knowledge of the content of statutory assessments
2 How to improve knowledge of the structure of statutory assessments
3 How to improve knowledge of how the data from the statutory assessments will be used
4 How to improve knowledge of using the data from previous statutory assessments
5 How to improve knowledge of the limitations of the statutory assessments
3.5 Knowledge of exam technique
Introduction
1 How to improve knowledge of the types of questions asked in exams
2 How to improve understanding of the questions and responses required by exams
3 How to improve understanding of the common mistakes learners make in exams and how to avoid them
4 How to improve learners’ techniques to gain credit or marks in exams
5 How to give learners opportunities to try past exam questions
3.6 Critical engagement with assessment theory, policy, and practice
Introduction
1 How to improve knowledge of assessments and why they are used
2 How to read research regarding assessment theory
3 How to apply assessment theory to practice
4 How to critique assessment policy
5 How to critique assessment practice
Summary
Final thoughts
Index
Back Cover
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