| Description |
1 online resource (250 p.) |
| Contents |
Cover -- Half Title -- Title Page -- Copyright Page -- Table of Contents -- Acknowledgements -- Part I: The foundations of responsive teaching for sustainable learning -- Outline of this book -- Chapter 1: Sustainable learning -- Teaching that matters is responsive teaching -- Responding to diversity means learning for all -- A capabilities approach for learning that lasts -- Responsive teachers build capabilities -- Active learning -- Thinking -- Relating to others -- Using language, other symbol systems and ICT -- Managing self -- Summary -- Chapter 2: The responsive teaching framework |
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Responsive teaching happens within a complex ecology -- Responsive teachers bring their own influences -- Responsive teachers focus on the class group and on individual learners -- Responsive teachers are reflective and evaluative -- Summary -- Chapter 3: Evidence-based practice -- Research evidence -- Evidence from professional experience -- Evidence from students and their families -- Evidence from within teaching -- WHY do we gather evidence (assess)? -- WHAT do we gather evidence about (assess)? -- HOW do we gather evidence (assess)? -- Chapter 4: Layers of responsive teaching |
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Differentiation -- Universal design for learning -- Changes in intensity of teaching -- Flexible groupings -- Layers of responsive teaching -- Layer 1: Responsive differentiation -- Layers 2 and 3: Small group and individual teaching and learning -- Collaboration for responsive teaching -- Summary of the foundations of responsive teaching for sustainable learning -- Part II: Using the responsive teaching framework -- Chapter 5: RTF 1: What frameworks do I need to consider? -- Introduction -- International conventions and principles -- Activity -- National legislation -- Activity |
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Education system policies -- Activity -- Curriculum -- Activity -- Teacher registration requirements -- Activity -- Cultural and community contexts -- Activity -- School culture and organisation -- Activity -- Learning environments -- Activity -- Chapter 6: RTF 2: What do I bring as a teacher? -- Introduction -- What teaching skills and knowledge do I bring to my teaching? -- What assumptions about learning do I bring to my teaching? -- Activity -- Activity -- Using Indigenous and Western theories of learning -- Activity -- What cultural competence do I bring to my teaching? -- Activity |
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What assumptions about diversity do I bring to my teaching? -- Assumptions about disability -- Activity -- Assumptions about named disabilities -- Activity -- Assumptions about giftedness -- Activity -- Assumptions about behaviour -- Activity -- Assumptions about learning difficulties -- Activity -- Chapter 7: RTF 3: What do my students bring as learners? -- Introduction -- Assessment of students as learners -- Prior learning and achievement -- Cultural contexts -- Activity -- Activity -- Experiences -- Interests -- Activity -- Educational and developmental casework |
| Summary |
Drawing on Australian and international research, this book presents teaching and support strategies for educators to be responsive to the particular learning needs of each of their students and deliver quality inclusive education in a sustainable way |
| Notes |
Description based upon print version of record |
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Gathering information about students as learners |
| Subject |
Inclusive education -- Australia
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Reflective learning -- Australia
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Student-centered learning -- Australia
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Sustainable learning
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Inclusive education.
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Reflective learning.
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Student-centered learning.
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Australia.
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| Form |
Electronic book
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| Author |
Graham, Lorraine
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Bellert, Anne
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McKay-Brown, Lisa
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| ISBN |
1000930009 |
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9781000930009 |
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