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Lynn Taylor's inspirational ideas and practical suggestons will save hours of preparation time, and give schools a ready-made collection of starter ideas - and photocopiable projects - with which to transform the appearance of the classroom. Condition: Very Good. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.Condition: Fair. A readable copy of the book which may include some defects such as highlighting and notes. Cover and pages may be creased and show discolouration.All Rights Reserved. There are no problems in page content and in the paper. There are no problems except minor faults. For New condition books in our store; You will be the first user. You will be the first to open the book cover. For Used condition books in our store; It shows signs of wear from consistent use, but it remains in good condition and works perfectly. All pages and cover are intact, but may have aesthetic issues such as price clipping, nicks, scratches, and scuffs. Pages may include some notes and highlighting. For all our books; Cargo will be delivered in the required time. Condition: Very Good. Something went wrong. The item may have some signs of cosmetic wear, but is fully operational and functions as intended. This item may be a display model or store return that has been used. See details for description of any imperfections. ?6.99 Free postage RRP ?19.99 Save 65 What does this price mean. This is the price (excluding postage) a seller has provided at which the same item, or one that is very similar to it, is being offered for sale or has been offered for sale in the recent past. The price may be the seller's own price elsewhere or another seller's price. The 'off' amount and percentage signifies the calculated difference between the seller's price for the item elsewhere and the seller's price on eBay. Book Binding:Paperback. Can't find what you're looking for?.
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We appreciate the impact a good book can have. We all like the idea of saving a bit of cash, so when we found out how many good quality used books are out there - we just had to let you know. Read full description See details and exclusions - Primary Practicals for CPD: Rules of Display - The.Lynn Taylor's inspirational ideas and practical suggestons will save hours of preparation time, and give schools a ready-made collection of starter ideas - and photocopiable projects - with which to transform the appearance of the classroom. All Rights Reserved. User Agreement, Privacy, Cookies and AdChoice Norton Secured - powered by DigiCert. You may have to register before you can post: click the register link above to proceed. To start viewing messages, select the forum that you want to visit from the selection below. You can use this service to share yourYou can upload up to 100 GB files, for free! You can use this service to share your creations. Groups Discussions Quotes Ask the Author Creating Valid Extension Learning Activities In English Language In The Primary School (The Completely Practical Development)” as Want to Read:Creating Valid Extension Learning Activities In English Language In The Primary School (The Completely Practical Development)All of the activities are easy to carry out, using the material included in the photocopiable resources section. To see what your friends thought of this book,This book is not yet featured on Listopia.Creating Valid Extension Learning Activities In English Language In The Primary School (The Completely Practical Development) Write a review There are no discussion topics on this book yet. January 4, 2010RoutledgeSeptember 23, 2016RoutledgeJanuary 4, 2010RoutledgeWhere the content of the eBook requires a specific layout, or contains maths or other special characters, the eBook will be available in PDF (PBK) format, which cannot be reflowed.
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For both formats the functionality available will depend on how you access the ebook (via Bookshelf Online in your browser or via the Bookshelf app on your PC or mobile device). However, knowing how to create this environment is not instinctive and teachers are given little guidance, yet are expected to create a stimulating environment that is conducive to learning. The task can often be daunting and time-consuming, and teachers don’t know where to begin. Guiding teachers through the process of setting up their space from planning to practice, this book includes advice on: She is now living in New York City where she has taught at an international school. To learn how to manage your cookie settings, please see our. We run a well-established and successful continuing professional development (CPD) programme, with a variety of delivery methods to suit both your needs and the needs of your school. Our courses are developed by experienced subject experts and cover a range of topics spanning subject-specific knowledge and skills, pedagogy, leadership and more. This course will run remotely with a one-day live event on 1st July, followed by a short gap task to implement in school and a follow-up session on STEM Community. A bursary could cover your course fee, travel, accommodation, food, supply cover and equipment for your school. Through a mix of course modules, resources, activities and events, you can tailor the pathway to suit your specific requirements. They provide a useful starting point in planning and delivering lessons or in supplementing your own planning and ideas. We also have resources designed to support your development, for example meeting the teachers' standards in your early career. Our primary resources are organised by concept, for example teaching science through stories or easy STEM activities for any primary classroom, or by subject.
Prompting thought about aspects of teaching practice, discussion and an opportunity to engage with both peers across the country and our own subject experts, it provides a helpful and supportive area for teachers. It's a great place to ask questions and boost your STEM subject knowledge. If not, it’s quick and easy to register - and you can join in 'on the go' to using our Apps which you can download from the App Store and Google Play. We work with over 30,000 STEM Ambassadors from more than 2,500 different employers. They offer their time and enthusiasm to help bring STEM subjects to life, bringing a new and inspiring perspective to STEM lessons and demon strating their value in life and careers. By bringing a STEM Ambassador into your primary school, you can play an essential role in engaging young people in STEM subjects and careers at a young age. We have made it really simple to get involved and find an Ambassador to support you. Clubs are an important outlet to ignite new interest and to raise attainment through more imaginative and inventive teaching methods. There are some great ideas for primary schools - perhaps an engaging science or maths club, or a gardening or coding club. We can offer you all the help you need in getting started and making your club thrive, from downloadable guides and inspirational case studies to specific resources, related CPD and enlisting the help of a STEM Ambassador volunteer to help you. Enjoy exploring the articles, resources and support in this edition. It began before the National Literacy Project and, although it makes many connections with this project and the National Literacy Strategy, it does not claim to be a direct product of either. However, to enable teachers to relate our findings to these important national initiatives, we have wherever possible made explicit cross references to their core ideas.
Our findings are based on close examination of the work of a sample of teachers whose pupils make effective learning gains in literacy and of a more random sample of teachers whose pupils make less progress in literacy. For our purposes, literacy is seen as a unitary process with two complementary aspects, reading and writing. Seeing reading and writing in this way, simply as opposite faces of the same coin, emphasises a basic principle within the National Curriculum for English, that is, to develop children's skills within an integrated programme and to inter-relate the requirements of the Range, Key Skills, and Standard English and Language Study sections of the Programmes of Study. This produces the following list. Each of the levels is essential to effective reading and writing and there is a very close inter-relationship between them. At different stages of learning literacy, however, some levels will assume greater prominence in teaching. Word level work will, for example, be very much to the fore in the beginning stages of literacy learning even though teachers will also want to enable pupils to locate such work in correctly formed sentences and meaningful texts rather than pursuing it as an end in itself. The major factor in raising standards must be the quality of the teaching of literacy which children experience, particularly during the primary phase of schooling. In order to direct improvements in the selection, training and professional development of teachers of literacy most profitably, a great deal can be learned from a study of those primary school teachers identified as effective in the teaching of literacy.
This research project, the Effective Teachers of Literacy Project, was commissioned by the Teacher Training Agency (TTA) and conducted by staff of the University of Exeter and the University College of St Mark and St John from December, 1995 to February, 1997 in collaboration with thirteen Local Education Authorities across England and a number of Grant Maintained and independent schools. Much of the specific detail of the research and its findings will be found in the Appendices to this report. Thus the findings from the effective teacher sample could be compared and validated against those from the two other teacher groups. A full account of this review of literature is given in Appendix 1 of this report. The research hypotheses that were derived from it are given here so that readers may have these clearly in mind as they read our account of the main findings of the research. Effective teachers appeared to: However, we hypothesised that our research would suggest this to be the case and, therefore, we extrapolated from the general research on effective teachers, and from our own extensive knowledge of the field of literacy, to develop a number of specific hypotheses. Our hypothesis was that effective teachers of literacy were likely to employ such techniques in a strategic way; that is, with a very clear purpose linked to the identified literacy needs of specific pupils. The teaching techniques we expected to find being employed included the following: The literature is weak, however, in terms of evidence about the ways beliefs link to practice, especially in the teaching of literacy. We, therefore, deliberately set out to investigate this linkage and our working hypothesis was that effective teachers of literacy would have a coherent set of beliefs about the nature and the learning of literacy which played a guiding role in their selection of teaching approaches.
Beliefs (or rhetoric) and reality which were consonant were more likely, we hypothesised, to promote such progress. Such a knowledge base appears to consist of knowledge about content, knowledge about children and their learning and knowledge about how to teach the subject effectively. It had not yet, however, been established that effective teachers of literacy were in a similar position with regard to their 'subject'. We hypothesised that there would be a link between effective teaching of literacy and subject knowledge. Subject knowledge, we felt, consisted of: Defining this is complex, largely because content in literacy covers both knowledge (e.g. knowledge of literature, knowledge of the linguistic system) and skills. Literacy teachers teach children about reading and writing and how to read and write. Success in literacy is measured not by what children know about texts, print etc.It is well documented, however, that learners have difficulty in transferring their skills to alternative contexts and in literacy this transfer can only be tested and observed in settings other than those in which the literacy skills were taught. To enable this essential transfer of skills in literacy, learners need to be given plenty of guided opportunities to put their literacy into practice. Content knowledge in literacy had, therefore, also to include knowledge of the ways reading and writing were used as tools for learning. Some content knowledge is essential for learners of literacy but some may be essential for teachers yet not directly useful in effective literacy performance. Linguistic terminology is an example of this. Although it is true that children need to know some linguistic terms, such as 'sentence' and 'word', there is little evidence that children's reading or writing is improved by explicit knowledge of such terminology as 'predicate' or 'subordinate clause'.
Yet in order to plan effective and progressive learning experiences for children and discuss the significance of language structures with children, teachers of literacy, we hypothesised, did need to have this knowledge. In each component we included the relevant knowledge of content, of pedagogy and of learners. This list took account of the teaching content specified in the documents relating to the National Literacy Project. Our working hypothesis was that effective teachers of literacy were likely to have a sounder grasp of this subject knowledge than novice or less effective teachers and the list formed the basis of the subject knowledge instrument we developed for the second phase of observation and interview. The expanded list, with examples, follows: Also understanding the importance of developing a core of words which are instantly recognisable to children. Also having an understanding about the ways in which children acquire syntactic knowledge. Also understanding the likely course of children's learning about these. Also understanding how comprehension develops and might be facilitated. Also understanding likely developmental sequences in children's abilities to use these processes. Our initial hypothesis here was that simply attending an in-service course would be insufficient to promote teacher development but that this demanded a much more extensive and elaborated experience of learning, understanding and internalising knowledge about how children become literate and how effective teachers promote this. Wider research into teachers' professional development suggests that a significant factor is the opportunity, with appropriate stimulus and support, to construct, over a period of time, personal, practical theories about teaching in their subject.
Our hypothesis was that experiences such as action research or involvement with projects such as the National Writing Project would emerge as significant catalysts in the development of effective teachers of literacy. We believe there is a great deal to be learnt from a close study of these features. At this point, however, we give a brief preview of some of our major findings. Broadly speaking, we found that the effective teachers of literacy in this study tended to: While almost all teachers would also endorse this aim, the effective teachers of literacy we studied were very specific about how literacy activities at the whole text, word and sentence levels contributed to such meaning creation. Shared texts were used as a means of making the connections between text, sentence and word level knowledge explicit to children, both as a vehicle for teaching specific ideas at text, sentence and word levels and for showing how the features of words, sentences and texts work together. Thus the rules of grammar, for example, were not usually taught as discrete items of knowledge, but as connected features which would help children improve their writing for specific purposes. These philosophies enabled them to pull together their knowledge, skills and beliefs in this area and helped give greater co-ordination to their teaching of literacy. These are: In this chapter we present and discuss our findings concerning the subject knowledge that underpinned the work of the effective teachers of literacy. Here we discuss the beliefs and belief systems about literacy and its teaching that appeared to guide the effective teachers in their practice. Subject knowledge in and beliefs about literacy combined to produce some characteristic teaching practices and in this chapter we present the main features of these.
These three sets of characteristic features were working together in the effective teachers of literacy and in this chapter we discuss the ways in which these connections were shown, illustrating this through detailed case studies of two teachers. One of the main questions guiding the research concerned the professional development experiences which had enabled our main target group of teachers to become effective in the teaching of literacy. In this chapter we discuss our findings about this. Here we summarise the major findings of the research and draw out what we consider to be its main implications for policy and practice. However, defining subject knowledge in literacy is by no means simple. In this chapter we discuss ways of defining literacy subject knowledge before presenting our findings concerning the subject knowledge which appeared to underpin the effective teachers of literacy in our study. Such a view is readily accepted by most researchers and theorists in the field of learning and rests on an analysis of learning as the progressive building, reshaping and fine tuning of learners' schemas, that is, their mental maps of various aspects of the world around them (Rumelhart, 1980). If this view of learning is accepted, then in order to maximise children's learning, teachers need to have ways of taking into account the knowledge and ideas that children bring to a particular lesson. Bennett (1993) argues that teachers are generally poor at doing this and he attributes this to an often fairly inadequate grasp of the subject being taught.Shulman (1987) has outlined seven knowledge bases which underlie teacher understanding: Borko et al (1988), for example, found that student teachers with strong subject knowledge tended to plan lessons in less detail and were more responsive to the needs of particular groups of pupils.
Students without this knowledge tended simply to 'deliver' the content prescribed, relying more heavily on the abilities of children to memorise it.Such a knowledge base appears to consist of knowledge about content, knowledge about children and their learning and knowledge about how to teach the subject effectively. It has not yet, however, been established that effective teachers of literacy are in a similar position with regard to their 'subject'. But teachers of literacy are not necessarily English subject specialists. The effective teachers of literacy studied in this research, although more likely to have an English subject background than teachers in the validation sample, were not highly qualified in English. 66.7 of them had an A level in English or a related subject but only 37.8 had pursued this subject to degree level. Literacy is not, in fact, a 'subject' in the usual sense, with clearly defined boundaries and conventions. Its content draws upon a number of disciplines including the psychology of learning, child language development, linguistics and literary criticism and is best expressed as a series of inter-linking processes rather than a body of knowledge. Subject knowledge in literacy could be considered as broadly consisting of three connected but distinct components: Content in literacy covers both knowledge (e.g.