New teachers are often bombarded with information about the concepts they should understand and the topics they should master. This indispensable book will help you navigate the research on curriculum, cognitive science, student data and more, providing clarity and key takeaways for those looking to grow their teaching expertise.
New teachers are often bombarded with information about the concepts they should understand and the topics they should master. This indispensable book will help you navigate the research on curriculum, cognitive science, student data and more, providing clarity and key takeaways for those looking to grow their teaching expertise.
Peter Foster is a teacher and school leader. He has worked in state comprehensives since qualifying as an English teacher in 2010. Peter currently works to support and develop teachers across a multi-academy trust in the South-West of England. His interests include teacher development and evidence-informed practice.
Inhaltsangabe
Introduction Part 1. The reason for knowledge Chapter 1. What is expertise and how does it develop? Chapter 2. What is all that knowledge for? Chapter 3. What are our knowledge best bets? Part 2. Developing teacher knowledge Chapter 4. How do we retain knowledge in our long-term memory? Chapter 5. How do we automate effective processes? Part 3. Knowledge of student behaviour Chapter 6. How do we prepare for our students to behave? Chapter 7. How do we manage the class's behaviour during a lesson? Part 4. Pedagogical knowledge Chapter 8. What does 'the evidence' say about learning? Chapter 9. How should Cognitive Load Theory affect our pedagogical decisions? Chapter 10. What changes long-term memory for students? Part 5. Subject knowledge Chapter 11. What types of subject knowledge do we need and how do we develop them? Chapter 12. What do we need to know about the curriculum? Chapter 13. How does knowledge of the curriculum affect our planning? Chapter 14. How do we use all that subject knowledge in the classroom? Part 6. Knowledge of students Chapter 15. How do we figure out what students know and what do we do about it? Chapter 16. What are the limits of what we can know about students? Chapter 17. What do I do now? Conclusion Glossary
Introduction Part 1. The reason for knowledge Chapter 1. What is expertise and how does it develop? Chapter 2. What is all that knowledge for? Chapter 3. What are our knowledge best bets? Part 2. Developing teacher knowledge Chapter 4. How do we retain knowledge in our long-term memory? Chapter 5. How do we automate effective processes? Part 3. Knowledge of student behaviour Chapter 6. How do we prepare for our students to behave? Chapter 7. How do we manage the class's behaviour during a lesson? Part 4. Pedagogical knowledge Chapter 8. What does 'the evidence' say about learning? Chapter 9. How should Cognitive Load Theory affect our pedagogical decisions? Chapter 10. What changes long-term memory for students? Part 5. Subject knowledge Chapter 11. What types of subject knowledge do we need and how do we develop them? Chapter 12. What do we need to know about the curriculum? Chapter 13. How does knowledge of the curriculum affect our planning? Chapter 14. How do we use all that subject knowledge in the classroom? Part 6. Knowledge of students Chapter 15. How do we figure out what students know and what do we do about it? Chapter 16. What are the limits of what we can know about students? Chapter 17. What do I do now? Conclusion Glossary
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