EDUPPPEYP1 - Professional Practice Placement - Early Years & Primary 1: From exposure to participation in the life of classrooms and schools - Pre-Service Early Years/Primary Postgraduate Diploma in Education - LibGuides at Emirates College for Advanced Education

eBooks

Visible Learning: Feedback by John Hattie; Shirley Clarke
ISBN: 9780429485480
Publication Date: 2018-08-15
Feedback is arguably the most critical and powerful aspect of teaching and learning. Yet, there remains a paradox: why is feedback so powerful and why is it so variable? It is this paradox which Visible Learning: Feedback aims to unravel and resolve. Combining research excellence, theory and vast teaching expertise, this book covers the principles and practicalities of feedback, including: the variability of feedback, the importance of surface, deep and transfer contexts, student to teacher feedback, peer to peer feedback, the power of within lesson feedback and manageable post-lesson feedback. With numerous case-studies, examples and engaging anecdotes woven throughout, the authors also shed light on what creates an effective feedback culture and provide the teaching and learning structures which give the best possible framework for feedback. Visible Learning: Feedback brings together two internationally known educators and merges Hattie's world-famous research expertise with Clarke's vast experience of classroom practice and application, making this book an essential resource for teachers in any setting, phase or country.
Learning to Teach in the Primary School by Teresa Cremin (Editor); Cathy Burnett (Editor)
ISBN: 9781138211063
Publication Date: 2018-03-21
How do you become an effective primary school teacher? What do you need to be able to do? What do you need to know? Flexible, effective and creative primary school teachers require subject knowledge, an understanding of their pupils and how they learn, a range of strategies for managing behaviour and organising environments for learning, and the ability to respond to dynamic classroom situations. The fourth edition of this bestselling textbook has been fully updated with the latest research and initiatives in the field, as well as the most recent changes to the National Curriculum across the UK. Twenty four new authors have contributed, sharing their expertise and experience as practitioners. Ten brand new units have been included on: Becoming a professional in the current context Building inclusive communities of engaged learners Understanding schools' aims and enacting your own Teaching for social justice Reading Grammar and punctuation Mastery in mathematics The value of outdoor learning Primary education in a digital age A selection of extra tasks have been woven throughout, with an emphasis on innovative, reflective practice, and new 'vivid examples' bring each chapter's argument to life in a classroom context. In addition, each chapter contains M-level tasks and further reading to assist with research assignments, and differences in the National Curriculum and policy in Scotland, Wales and Northern Ireland are highlighted. Providing a comprehensive but accessible introduction to teaching and learning in the primary school, covering everything a trainee needs to know in order to gain QTS, this accessible and engaging textbook is essential reading for all students training to be primary school teachers. This textbook is supported by a free companion website with additional resources for instructors and students (www.routledge.com/cw/Cremin) and an accompanying series of books on Teaching Creatively across the curriculum.
Effective Teaching and Learning by Paul Cooper; Donald McIntyre
ISBN: 9780335193790
Publication Date: 1996-02-01
This book examines how teachers and students actually go about their classroom business. It carefully avoids the assumptions of policy-makers and theorists about what ought to be happening and focuses on what is happening. In doing so, Cooper and McIntyre offer: * a detailed look at how teachers are responding to the National Curriculum * a unique insight into secondary school students as learners * a grounded analysis of teaching and learning strategies drawing on the psychological theories of Bruner and Vygotsky The book follows on from Donald McIntyre's previous book Making Sense of Teaching and will be of interest to student teachers, teachers studying for advanced degrees and academics involved in teacher education.
The SAGE Encyclopedia of Communication Research Methods by Mike Allen (Editor)
ISBN: 9781483381435
Publication Date: 2017-05-08
Communication research is evolving and changing in a world of online journals, open-access, and new ways of obtaining data and conducting experiments via the Internet. Although there are generic encyclopedias describing basic social science research methodologies in general, until now there has been no comprehensive A-to-Z reference work exploring methods specific to communication and media studies. Our entries, authored by key figures in the field, focus on special considerations when applied specifically to communication research, accompanied by engaging examples from the literature of communication, journalism, and media studies. Entries cover every step of the research process, from the creative development of research topics and questions to literature reviews, selection of best methods (whether quantitative, qualitative, or mixed) for analyzing research results and publishing research findings, whether in traditional media or via new media outlets. In addition to expected entries covering the basics of theories and methods traditionally used in communication research, other entries discuss important trends influencing the future of that research, including contemporary practical issues students will face in communication professions, the influences of globalization on research, use of new recording technologies in fieldwork, and the challenges and opportunities related to studying online multi-media environments. Email, texting, cellphone video, and blogging are shown not only as topics of research but also as means of collecting and analyzing data. Still other entries delve into considerations of accountability, copyright, confidentiality, data ownership and security, privacy, and other aspects of conducting an ethical research program. Features: 652 signed entries are contained in an authoritative work spanning four volumes available in choice of electronic or print formats. Although organized A-to-Z, front matter includes a Reader's Guide grouping entries thematically to help students interested in a specific aspect of communication research to more easily locate directly related entries. Back matter includes a Chronology of the development of the field of communication research; a Resource Guide to classic books, journals, and associations; a Glossary introducing the terminology of the field; and a detailed Index. Entries conclude with References/Further Readings and Cross-References to related entries to guide students further in their research journeys. The Index, Reader's Guide themes, and Cross-References combine to provide robust search-and-browse in the e-version.

Course Materials

Week 1

Becoming a reflective teacher – exploring beliefs and values

Reflecting on/ in teaching
Introduce Gibbs reflective cycle
Modelling collaborative learning interviews

Required Readings

Richards, C. (2018). Primary teaching: a personal perspective. In Cremin, T., & Burnett, C. (Eds.), Learning to teach in the primary classroom (school) (4^th ed., pp. 5-16). Routledge.

Getting started with reflective practice (n.d.). https://www.cambridge- community.org.uk/professional- development/gswrp/index.html#:~:text=Sch%C3%B6n%20recognises%2 0the%20importance%20of,to%20the%20experience%20you%20had

Recommended Readings

Gibbs’ Reflective Cycle. (2020). https://my.cumbria.ac.uk/media/MyCumbria/Documents/ReflectiveCyc leGibbs.pdf

Gabor, E. (2017). Informant interview. In M. Allen (Ed.), The SAGE encyclopaedia of communication research methods, Vol 2. SAGE Publications (pp. 700-702).

Week 2

Getting to know the learners – observing the learner

Knowledge of child development: children’s learning needs

Required Reading

Payler, J. & Scanlan, M. (2018). Looking at children. In Cremin, T., & Burnett, C. (Eds.), Learning to teach in the primary classroom (4th ed., pp. 49-65) Routledge.

Recommended Reading

Wray, D. (2018). Looking at learning. In Cremin, T., & Burnett, C. (Eds.), Learning to teach in the primary classroom (4th ed.). (pp. 66-76). Routledge.
Journal Entry 1 Due

Week 3

Getting to know the learners and classroom context – becoming a professional

Acclimatising to the classroom as a professional intern

Required Reading

Twiselton, S. & Goepel, J. (2018). Becoming a professional in the current context. In Cremin, T., & Burnett, C. (Eds.), Learning to teach in the primary classroom (4^th ed., pp. 17-31). Routledge.

Recommended Reading
Díez-Palomar, J., García-Carrión, R., Hargreaves, R., & Vieites, M. (2020). Transforming students’ attitudes towards learning through the use of successful educational actions. PLoS ONE, 15(10), 1-20. https://doi.org/10.1371/journal.pone.0240292

Week 4

Getting to know the elements of lesson planning

Linking classroom activities with planning for teaching and learning

Required Reading

Cremin, T., & Burnett, C. (2018). Becoming a teacher. In Learning to teach in the primary classroom (4^th ed., pp. 5-32). Routledge.

Recommended Reading

Arman, M. S. (2018). Student-centered approach to teaching: It takes two to tango. Ahfad Journal. 35 (2), 64-71.

Journal Entry 2 due

Week 5

Connecting learner needs with learning outcomes

Setting learning outcomes
Aligning age-appropriate activities to meet learning outcomes

Required Reading

Hattie, J., & Clarke, S. (2019). Teaching and learning frameworks. In Visible learning: Feedback. (pp. 51-60). Routledge.

Recommended Reading

Taylor, M. E., & Boyer, W. (2020). Play-based learning: Evidence-based research to improve children’s learning experiences in the kindergarten classroom. Early Childhood Education Journal, 48(2), 127-133

Week 6

Teachers’ knowledge and expertise: Pedagogical Content Knowledge (PCK)

The importance of mentor teachers’ PCK for intern development

Required Reading

Shulman, L. S. (2015). PCK: Its genesis and exodus. In Re-examining pedagogical content knowledge in science education (pp. 13-23).
Routledge

Recommended Reading

Engel, M. (2015). The importance of free play in the early childhood classroom: Perspectives from a teacher. Childhood Education, 91(5), 323- 324.

Week 7

Accessing teachers’ craft knowledge 1

Perspectives on teachers’ craft knowledge

Required Reading

Cooper, P. & McIntyre, D. (1996). Teachers’ craft knowledge. In Effective teaching and learning: Teachers’ and students’ perspectives (pp. 75-92). Open University Press.

Recommended Readings

Cooper, P. & McIntyre, D. (1996). Interactions between teacher and pupil craft knowledge. In Effective teaching and learning: Teachers’ and students’ perspectives (pp. 112-132). Open University Press.

Journal Entry 3 due

Week 8

Accessing teachers’ craft knowledge 2

Deeper perspectives on teachers’ craft knowledge

Required Reading

Dawes. L. (2018). Organising effective classroom talk. In Cremin, T., & Burnett, C. (Eds.), Learning to teach in the primary classroom (4^th ed.). (pp. 203-215). Routledge.

Recommended Reading

Nagro, S. A., Fraser, D. W., & Hooks, S. D. (2019). Lesson planning with engagement in mind: Proactive classroom management strategies for curriculum instruction. Intervention in School and Clinic, 54(3), 131-140 https://doi.org/10.1177/1053451218767905

Week 9

Activating prior knowledge to support learning

Activating prior knowledge to introduce new concepts
Addressing individual learning differences

Required Reading

Hattie, J., & Clarke, S. (2019). Teaching and learning frameworks. In Visible learning: Feedback (pp. 48-51). Routledge.

Recommended Readings

Tudge J, R, H; & Winterhoff P. A. (1993). Vygotsky, Piaget, and Bandura: Perspectives on the relations between the social world and cognitive development. Human Development. (36)61-81. doi: 10.1159/000277297.

Journal Entry 4 due

Week 10

Discovering assessment strategies to support progression

Formative and summative approaches to assessment

Required Reading

Hargreaves, E., Gipps, C. & Pickering, A. (2018). Assessment for learning: Formative approaches. In Cremin, T., & Burnett, C. (Eds.), Learning to teach in the primary classroom (4^th ed.). (pp. 275-287). Routledge.

Hall, K. & Sheehy, K. (2018). Assessment for learning: Summative approaches. In Cremin, T., & Burnett, C. (Eds.), Learning to teach in the primary classroom (4^th ed.). (pp. 288-304). Routledge.

Recommended Reading

Kippers, W. B., Wolterinck, C. H., Schildkamp, K., Poortman, C. L., & Visscher, A. J. (2018). Teachers' views on the use of assessment for learning and data-based decision making in classroom practice. Teaching and Teacher Education, 75, 199-213. https://doi.org/10.1016/j.tate.2018.06.015

Journal Entry 5 due

Week 11

Reflections on professional learning and growth

Talking and thinking about teaching and learning

Required Reading

Brown, S. & McIntyre, D. (1993). How do teachers talk about their good teaching? In Making sense of teaching (pp. 34-48). Open University Press.

Recommended Reading

Main, P. (2021). Dialogic teaching: A classroom guide for better thinking and talking. https://www.structural-learning.com/post/how-to-use- dialogic-pedagogy-the-key-to-powerful-teaching

Portfolio I Due

Pre-Service Early Years/Primary Postgraduate Diploma in Education: EDUPPPEYP1 - Professional Practice Placement - Early Years & Primary 1: From exposure to participation in the life of classrooms and schools

COURSE DESCRIPTION

eBooks

Course Materials