| Description |
1 online resource (413 pages) |
| Contents |
Cover; Half Title; Title Page; Copyright Page; Brief Contents; Table of Contents; Acknowledgements; Introduction; Part 1: Setting the scene; Chapter 1. Setting the context: a brief overview of the development of primary education; External influences on curriculum design; A historical perspective on primary education; Recent reports and initiatives; Chapter 2. Active learning: reflections on research into children's learning and development; The nature of active learning in the classroom; The importance of metacognition to learning; Language and learning; Chapter 3. Inclusion |
|
The development of an inclusive curriculumThe challenges; Self-perception; Planning for inclusion; Chapter 4. Starting from the Early Years; Perspectives on the concepts of first-hand experiences and play; The importance of play: building on the Early Years Foundation Stage curriculum; The transition from the Early Years to the Year 1 curriculum; Chapter 5. Translating theory into action: the tools for effective teaching and learning; Sustained thinking; Curiosity; The importance of risk taking; Challenges and problem solving; Co-operation and collaboration in the learning process |
|
Purpose and audienceTeaching skills; Language and active learning; Part 2: Case studies; Introduction to case studies; Chapter 6. 'The Gruffalo Forest': getting the balance right; Initial planning by the teachers; Child-initiated play; Opportunities for joint sustained thinking; Chapter 7. 'The Brown Paper House': harnessing curiosity; Starting point; Capturing interest; Ensuring learning takes place; Assessment of understanding; Teacher reflection; Chapter 8. 'The Lighthouse Keeper's Lunch': challenges and problem solving; Starting with a text; The challenges |
|
Introducing the science challengeCapturing interest; Ensuring learning takes place; The history challenge: Grace Darling; The learning; Assessment; Chapter 9. 'The Farmers' Market': problem solving in a mathematical context; The context; Visit to the farmers' market; Direct teaching of skills to promote problem solving; The parents' tea party; Planning an expedition that entails leaving the school grounds; Chapter 10. 'Robots': co-operation and collaboration in the context of design and technology; Establishing objectives; Getting started; Introducing the challenge; The resources; The skills |
|
Decision makingTeamwork and collaboration; Letting go; Evaluation and assessment; Chapter 11. 'Mighty UK': communication, language and literacy in a collaborative context; Capturing interest; Introducing the challenge; Organisation of the learning; Integrating the learning; Chapter 12. 'Art Attack': teaching the skills and connecting with an audience; Capturing interest; Teaching the skills; Key skills in practice; Perspectives; Part 3: Getting started: examples of practice; Chapter 13. Sowing the seeds for active learning |
| Summary |
What do they mean by Active Learning? How can you inspire children to engage fully in their learning? How can you plan and organise a curriculum that ensures that children are actively involved in the learning process?This brand new text not only explores and examines the concept of active learning, but demonstrates how every teacher, new or experienced, can translate theory into practice and reap the rewards of children actively engaged in their own learning in the classroom. Central to the book is the series of extended case studies, through whic |
| Notes |
What preparations would help you to develop active learning from day one? |
|
Print version record |
| Subject |
Active learning -- Great Britain -- Case studies
|
|
Education, Elementary -- Great Britain -- Case studies
|
|
EDUCATION -- Administration -- General.
|
|
EDUCATION -- Organizations & Institutions.
|
|
Active learning
|
|
Education, Elementary
|
|
Great Britain
|
| Genre/Form |
Case studies
|
| Form |
Electronic book
|
| Author |
Silman, Catherine
|
| ISBN |
9781317862000 |
|
1317862007 |
|
9781317862017 |
|
1317862015 |
|
