TY  - BOOK
AU  - Glazzard,Jonathan
AU  - Green,Michael
TI  - Learning to Be a Primary Teacher: Core Knowledge and Understanding
T2  - Critical Teaching Series
SN  - 9781914171635
AV  - LB1556.7.G7 G539 2022 
U1  - 370 
PY  - 2022///
CY  - St Albans
PB  - Critical Publishing
KW  - Elementary school teaching
KW  - Electronic books
N1  - Cover -- Title Page -- Copyright Page -- Contents -- Meet the authors -- Acknowledgements -- Introduction -- Reference -- 1. Using research -- Teachers' standards -- Professional links -- Chapter objectives -- How to locate research -- Systematic synthetic phonics -- Definitions -- Evidence for synthetic phonics -- Evaluate -- Evidence for analytic phonics -- Evaluate -- Evaluating the research evidence -- Challenge -- Apply -- Models of reading development -- The Simple View of Reading -- Evaluate -- Challenge -- Challenging the research evidence -- Apply -- Ehri's model of reading development -- Evaluate -- Evaluating the research evidence -- Challenge -- Challenging the research evidence -- Apply -- Synthesis of the research -- Spaced or distributed practice -- The impact of social deprivation -- Rosenshine's principles of effective instruction -- Differentiation -- Beliefs about intelligence -- Assessment -- Critique of learning styles -- Discovery learning -- Read -- Evaluate -- Challenge -- Apply -- Grouping -- Read -- Evaluate -- Challenge -- Apply -- Reading for pleasure -- Read -- Evaluate -- Challenge -- Apply -- Deployment of support staff -- Read -- Evaluate -- Challenge -- Apply -- Assessment, marking and feedback -- Read -- Evaluate -- Challenge -- Apply -- Active learning -- Evaluate -- Challenge -- Apply -- Learning retention: evidence from cognitive psychology -- The dynamic model of educational effectiveness -- Evaluate -- Challenge -- Apply -- Use of praise -- Evaluate -- Challenge -- Apply -- Critical reflections -- Key readings -- References -- 2. Developing high expectations of your pupils -- Teachers' standards -- Professional links -- Chapter objectives -- Having a moral purpose -- Developing a culture of high expectations -- Critical questions -- Motivating your pupils -- Critical questions -- Enhancing self-esteem; Critical questions -- Supporting pupils' well-being and mental health -- In practice -- Critical questions -- Extended thinking -- Developing relationships -- Addressing disadvantage -- In practice -- Critical questions -- Powerful knowledge -- Adaptive teaching -- Challenging higher attainers -- Critical reflections -- Key readings -- References -- 3. How children learn -- Teachers' standards -- Professional links -- Chapter objectives -- Working memory -- Central executive -- Phonological loop -- Visuospatial sketchpad -- Episodic buffer -- Long-term memory -- Schemata -- Retrieval -- Spaced or distributed practice -- Sequencing learning -- Interleaving -- Scaffolding -- Fading -- Critical questions -- Cognitive load -- Language and communication development -- Critical questions -- Supporting children with speech, language and communication difficulties -- Critical questions -- The early stages of reading development: pre-reading skills -- Emergent reading -- Concepts about print -- Critical questions -- Development of auditory and phonological awareness -- Critical question -- Compound word blending and segmenting -- Critical questions -- Syllable blending and segmenting -- Critical question -- Onset and rime blending and segmenting -- Critical question -- Phoneme blending and segmenting -- Critical questions -- Rhyme awareness -- Critical questions -- Development of visual attention -- Development of visual discrimination -- Critical questions -- Development of visual memory -- Critical questions -- Development of visual sequential memory -- Critical questions -- Theories of reading development -- In practice -- Supporting children with reading difficulties -- Writing development -- Emergent writing -- Writing words and labels -- Writing captions -- Writing a sentence -- Supporting children with writing difficulties -- Development in spelling; Behaviourist theories -- In practice -- Rewards -- Critical questions -- Constructivist theories -- Vygotsky -- In practice -- Critical questions -- Bruner and scaffolding -- Critical questions -- Extended thinking -- Piaget -- Evidence-based teaching -- Evaluate -- Challenge -- Apply -- Critical questions -- Extended thinking -- Current perspectives on development -- Extended thinking -- Mathematical development -- Critical question -- Evidence-based teaching -- Evaluate -- Challenge -- Apply -- In practice -- Critical questions -- Technology -- Critical questions -- Critical reflections -- Key readings -- References -- 4. Subject and curriculum knowledge -- Teachers' standards -- Professional links -- Chapter objectives -- What is subject knowledge? -- Aspects of subject knowledge -- Evidence-based teaching -- Evaluate -- Challenge -- Apply -- Substantive and disciplinary knowledge -- Substantive knowledge -- Disciplinary knowledge -- Subject-specific terminology in English -- In practice -- Progression in mathematics -- Strand: progression in geometry -- Strand: progression in number and place value -- Children's misconceptions in mathematics -- Misconception 1 -- Misconception 2 -- Misconception 3 -- In practice -- Subject knowledge in science -- Critical questions -- Subject knowledge in history -- Critical questions -- Subject knowledge in geography -- Fieldwork -- Selecting localities -- Broad dimensions of progress -- Checking your geography subject knowledge -- Subject knowledge in music -- Subject knowledge in art and design -- Subject knowledge in physical education -- Critical question -- Subject knowledge in computing -- Subject knowledge in languages -- Critical questions -- Subject knowledge in religious education -- Progression in design and technology -- Critical questions -- Extended thinking -- Evidence-based teaching -- Evaluate; Challenge -- Apply -- Extended thinking -- Technology -- Critical reflections -- Key readings -- References -- 5. Subject knowledge in English -- Teachers' standards -- Professional links -- Chapter objectives -- Spoken language -- Registers for effective communication -- Static register -- Formal register -- Consultative register -- Casual register -- Intimate register -- Teaching children about register -- Modelling register -- Rules for communication -- Use of Standard English -- Discussions -- Debates -- Critical questions -- Reading development -- The Simple View of Reading -- Critical questions -- Critical questions -- Pre-alphabetic phase -- Partial alphabetic phase -- Full alphabetic phase -- Consolidated alphabetic phase -- Phonological and phonemic awareness -- Enunciation of phonemes -- Smallest meaningful units of sound -- Sound buttons -- Evidence-based teaching -- Evaluate -- Challenge -- Apply -- The alphabetic code -- The simple alphabetic code -- The complex alphabetic code -- Key concepts which you must understand -- Extended thinking -- Exception words -- Decoding and encoding -- Decodable texts -- Critical questions -- Morphology -- Phrasing -- Reading with expression -- Reading comprehension -- Critical questions -- Reading comprehension strategies -- Reading as a writer -- Reading pictures -- Developing familiarity with texts -- Book introductions -- Building memory -- Retelling stories -- Sequencing events -- Making predictions -- Questioning -- Other reading comprehension strategies -- Inference -- Reading for pleasure -- Evidence-based teaching -- Evaluate -- Challenge -- Apply -- In practice -- Critical questions -- Critical questions -- In practice -- Spelling -- Applying phonics knowledge to spelling -- Spelling rules -- Spelling by analogy -- Critical question -- Mnemonics -- Dictionaries -- Thesaurus; Critical questions -- Spelling common exception words -- Spelling through syllables -- Prefixes and suffixes -- Look, cover, write, check -- Critical questions -- Homophones and near-homophones -- Contractions -- Critical question -- Possessive apostrophe -- Dictation -- Critical question -- Multi-sensory approaches -- Developing children as writers -- Oral rehearsal -- Contexts and purposes for writing -- Scaffolding creativity in narrative writing -- Editing writing -- Writing poetry -- Vocabulary, grammar and punctuation -- Critical questions -- Grammar for writing -- Word classes -- Grammar at sentence level -- Example -- Compound sentences -- Complex sentences -- Example -- Punctuation -- Text cohesion and coherence -- Varying sentence types -- Paragraphing -- Extended thinking -- Technology -- Critical reflections -- Key readings -- References -- 6. Subject knowledge in mathematics -- Teachers' standards -- Professional links -- Chapter objectives -- Addition -- Expected at the end of Early Years Foundation Stage -- Expected at the end of Year 1 -- Expected at the end of Year 2 -- Expected at the end of Year 3 -- Expected at the end of Year 4 -- Expected at the end of Year 5 -- Expected at the end of Year 6 -- Critical question -- Subtraction -- Expected at the end of the Early Years Foundation Stage -- Expected at the end of Year 1 -- Expected at the end of Year 2 -- Expected at the end of Year 3 -- Expected at the end of Year 4 -- Expected at the end of Year 5 -- Expected at the end of Year 6 -- Critical question -- Multiplication -- Expected at the end of the Early Years Foundation Stage -- Expected at the end of Year 1 -- Expected at the end of Year 2 -- Expected at the end of Year 3 -- Expected at the end of Year 4 -- Expected at the end of Year 5 -- Expected at the end of Years 5 and 6 -- Critical question -- Division; Expected at the end of the Early Years Foundation Stage
N2  - This fully revised essential guide gives all primary trainees and early career teachers the key knowledge, understanding and skills they need to succeed
UR  - https://ebookcentral.proquest.com/lib/orpp/detail.action?docID=6961863
ER  -