Construction
Each chapter is linked directly to one or more of the new Standards. However, this does not stop any appropriate standard being referred to in any chapter. Some Standards naturally occur time and time again in teaching. The standards flagged refer merely to the focus of that chapter. You will find that some concepts, ideas and policies are so important that they are mentioned in many different contexts. Standard 29, for example, considers reflecting on progress, using data and using assessment feedback in order to improve teaching. Every Child Matters has its own chapter, but cannot be avoided in several other important areas. The Standards are specifically addressed as follows:
Q1, Q2.................................................................................................. Chapter 02 Page 13
Q3......................................................................................................... Chapter 03 Page 24
Q4......................................................................................................... Chapter 04 Page 38
Q5......................................................................................................... Chapter 06 Page 62
Q6......................................................................................................... Chapter 04 Page 38
Q7.......................................................................... Chapter 07 Page 72, Chapter 09 Page 97
Q8, Q9.................................................................................................. Chapter 05 Page 50
Q10..................................................................................................... Chapter 10 Page 111
Q11..................................................................... Chapter 13 Page 142, Chapter 14 Page 157
Q12..................................................................................................... Chapter 13 Page 142
Q13..................................................................................................... Chapter 13 Page 192 Q14...................................................................................................... Chapter 09 Page 97
Q15..................................................................... Chapter 15 Page 171, Chapter 16 Page 183
Q16..................................................................... Chapter 16 Page 183, Chapter 18 Page 209
Q17..................................................................................................... Chapter 18 Page 209
Q18....................................................................................................... Chapter 09 Page 97
Q19..................................................................................................... Chapter 12 Page 131 Q20....................................................................................................... Chapter 06 Page 62
Q21....................................................................................................... Chapter 03 Page 24
Q22..................................................................................................... Chapter 11 Page 121
Q23..................................................................................................... Chapter 18 Page 209
Q24..................................................................................................... Chapter 10 Page 111
Q25..................................................................................................... Chapter 11 Page 121
Q26, Q27, Q28..................................................................................... Chapter 13 Page 142
Q29..................................................................................................... Chapter 12 Page 131
Q30, Q31............................................................................................... Chapter 08 Page 87
Q32, 33................................................................................................. Chapter 04 Page 38
Each chapter contains an introduction, a discussion of the implications for teaching of its focus standards and a reference to appropriate theory. It ends with a bullet pointed summary of the main features. In addition, there are several pedagogical features that can be used or adapted for your teaching.
Each of the boxed pedagogical features you will find in every chapter has a specific function or purpose. At the end of the chapter, there is a bullet pointed summary to help you remember and apply what you have learned.
The features include:
The group exercise is an idea for an activity or discussion that can take place during University or College based learning sessions or can be adapted for use by those of you who are on non-HEI based training routes. As a lecturer you may want to build these activities into your teaching, or have trainees carry them out as part of their reflection.
The individual reflection is a prompt for trainees to think about their own practice and progress, and how they can improve.
There is a short list of focused, key reading – in general reduced to particular articles, web pages or chapters of books, to make it manageable, but a full list of references is also provided. The key reading is a starting point for trainees, and, as such, could be set a week before a session so that discussions and group work are informed by it.
The application to teaching is a suggestion for a lesson plan or technique that will help the trainee to underpin the particular standard or standards that are the focus of the chapter.
There are also several ‘thoughts’. These are tips, ideas or thought provokers to encourage thought and reflection. They can be used as ‘discussion starter’ for small groups or as starter or plenary exercises in lectures.
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