How To Teach For Progress: Classroom Approaches For Improving Practice
$21.75

How To Teach For Progress: Classroom Approaches For Improving Practice

By Andrew Chandler-Grevatt
US$ 21.75
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Book Description

If you are looking for a concise, practical guide to supporting students in making progress in their learning, then How To Teach for Progress does just this. Using practical activities, backed by evidence-based examples and case studies, it explores the different approaches teachers can use to bring a progress culture into their classroom.

Table of Contents
  • 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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