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Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning
This open access book provides insight into what it takes to actively involve teachers in the curriculum design process. It examines different aspects of teacher involvement in collaborative curriculum design, with specific attention to its implications for sustainable curriculum innovation and teacher learning. Divided into six sections, the book starts out by introducing the notion of collaborative curriculum design and discusses its historical and theoretical foundations. It describes various approaches commonly adopted to actively involve teachers in the (co-)design of curriculum materials. Sections two and three provide examples of what key phases in the curriculum design process - such as needs analysis, design and development, and implementation - look like across various collaborative curriculum design projects. Section four reports on the impact of collaborative curriculum design on student learning, teacher practices, teacher professional growth, and institutional change. Building on the research evidence about the outcomes of collaborative curriculum design, section five focuses on sustainability, scaling-up and curriculum leadership issues, which are key to the continuation and further evolution of curriculum innovations. Future perspectives are addressed in section six with emphasis on the infrastructure of a sustainable curriculum innovation.This work was published by Saint Philip Street Press pursuant to a Creative Commons license permitting commercial use. All rights not granted by the work's license are retained by the author or authors.
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Virtual Teacher : Level 6
Two short exciting stories with questions at the back of the book.This hi-lo series is comprised of 12 books, each containing 2-3 stories.The short length and varied nature of the stories make them perfect for reluctant readers.Each story has illustrations, a vocabulary page at the front and questions at the back to ensure that the text has been understood.Stories vary from familiar settings such as schools and museums to more fantastical locations like haunted houses and space ships. This hi-lo series for struggling and reluctant readers has been written for children aged between 7 and 13 years, whose current reading age is between 6 and 7 years.These age-appropriate short reads have 32 pages and are written by gifted authors writing stories with relatable characters.They incorporate a large font size and text separated into bite-sized chunks, along with carefully considered letter and paragraph spacing that can reduce visual stress.The series has plenty of practice at one level, allowing consolidation of learning before moving on to more challenging reads.The vocabulary list of tricky words can aid comprehension before reading the book.
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Redesigning Student Learning in Secondary School : Enhancing the Teacher and Student Experience
Redesigning Student Learning in Secondary Schools offers an accessible account of developments in secondary schooling in western countries over the past 150 years, questioning why so little has changed and introducing examples of, and proposals for, significant shifts from traditional practices. Structured in three parts, Part 1 traces the evolution of mass secondary schooling systems and how their process shaped the student and teacher experience.Part 2 describes how system restructuring accommodated the whole student population, with some managers investing more heavily in market principles than others who placed greater trust in teachers to deliver high quality standards in basic skills.In Part 3, the author introduces various examples of how system and school redesign is, and has been attempted in recent years, arguing for, and explaining, a ‘service' model of schooling, adoption of technology to transform the teaching-learning process, empowering students to have more input into their own topic choice, through closer collaboration with teachers to identify and achieve learning goals.Proposals for how to undertake redesign are also discussed. This book will be of interest to secondary school educators, school leaders and managers.
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Learning to be a Teacher
Being a successful teacher means constantly examining your own development to identify blind spots and ensure you engage on a meaningful level with teaching and learning.This book discusses theoretical and conceptual ideas, linked to direct strategies for the classroom, that guide students towards becoming proactive and effective learners, giving them the confidence to take charge of their professional future in teaching.Built around a series of ‘contributing ideas', this book includes a conceptual framework for critically analysing and thinking about the teaching and learning environment.Examples throughout explore how to make the most of professional learning opportunities so students can take personal control of their learning, through self-regulation and self-monitoring.Strategies for making practical use of these ideas for classroom planning and preparation for learning are also included.
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Teacher, Teacher!
It's 1977 and Jack Sheffield is appointed headmaster of a small village primary school in North Yorkshire.So begins Jack's eventful journey through the school year and his attempts to overcome the many problems that face him as a young and inexperienced headmaster. The many colourful chapters include Ruby the 20 stone caretaker with an acute spelling problem, a secretary who worships Margaret Thatcher, a villager who grows giant carrots, a barmaid/parent who requests sex lessons, and a five-year-old boy whose language is colourful in the extreme. And then there's also beautiful, bright Beth Henderson, who is irresistibly attractive to the young headmaster... Warm, funny and nostalgic, Teacher, Teacher is a delightful read that is guaranteed to make you feel better, whatever kind of day you've had.
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Confessions of a Virtual Teacher: COVID Edition
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Learning Teaching : Becoming an inspirational teacher
This essential and aspirational text is aimed at all beginning teachers whatever your training route, age phase and setting.It explicitly adopts and builds on a new metaphor for teachers' professional learning as interplay between the body of public knowledge and the practical wisdom of teachers within a particular school setting.It also accepts that 'telling' you how to teach is ineffective; you need to 'become a teacher' because it involves identity and practice.Inquiry-based critically reflective learning with a clear focus on the learning of pupils is proposed as the core strategy by which you can build your knowledge and skills to become an outstanding teacher. Core topics, including planning, inclusion, teaching, assessment and professional development, are tackled in an accessible and refreshing way, using key research informed evidence.The focus is relentlessly on 'learning' rather than performance, in order to support you becoming an excellent professional teacher, rather than a competent technician, who makes a difference to learners, colleagues, schools and policy.Think of this book as a temporary or additional mentor, challenging you with different ways of thinking about learning and providing strategies to guide your professional learning. “It takes 10 years or more to begin to be a brain surgeon, but sometimes we get 1-3 years at most before we are allowed to work with children’s brains as teachers. So we need inspirational teachers and this is the focus of this compact, powerful and insightful book. It is wonderfully designed around five of the most critical dilemmas in our classrooms: belief vs. ability; autonomy vs. compliance; abstract vs. concrete; feedback vs. praise; and collaboration vs. competition. The power of the book is that it illustrates the new move to focus on learning power – and such a focus permits every student to become smarter through effort and deep practice as they struggle with the high-challenge learning activities – in the presence of inspirational, impactful and passionate teachers. The perfect book for those who want to make most of their opportunity to enhance students’ brain power.” John Hattie, Director, Melbourne Education Research Institute
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Museums and Interactive Virtual Learning
Museums and Interactive Virtual Learning provides informal educators with practical resources that will help them to build dynamic digital engagement experiences within their own cultural organizations. Presenting vignettes from experienced museum educators and end users, as well as scientific data and practical resources, the book highlights the mutual benefits that Interactive Virtual Learning (IVL) programs offer to the museum and those visiting from a distance.Chapters mirror the step-by-step process of developing reputable IVL programs and emphasize how important it is for cultural organizations to encourage cross-departmental collaboration, if they wish to ensure that their programs align with the overall goals of the organization.Providing a thorough overview of the technologies, budget, marketing and staff requirements, the authors offer a realistic depiction of the work involved in building content for digital engagement.Emphasizing the importance of assessing existing programming, the book shows how institutions can adapt content to fit a virtual format and create inclusive digital engagement opportunities that reach local, national, and international audiences. Museums and Interactive Virtual Learning is an essential guide for professionals who are tasked with interpreting the content of a cultural organization and building lasting digital engagement opportunities.It will be particularly useful to those looking to reach diverse audiences.
Price: 33.99 £ | Shipping*: 0.00 £
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