This series of textbooks is aimed at teacher training students and comprises two concerns: the practice of teaching and how to use theory and research findings to improve that practice, and how to meet the TTA standards whilst placing them ...
Author: Rob Phillips
Publisher: A&C Black
ISBN: 0826452744
Category: Education
Page: 180
View: 545
This series of textbooks is aimed at teacher training students and comprises two concerns: the practice of teaching and how to use theory and research findings to improve that practice, and how to meet the TTA standards whilst placing them in a wider context. This comprehensive textbook is an accessible guide to all those who are new to the profession of teaching history. Covering all aspects of the job, from planning through to teaching and assessment, Rob Phillips provides constructive, practical advice to help subject teachers become more effective in their work>
This series of textbooks is aimed at teacher training students and comprises two concerns: the practice of teaching and how to use theory and research findings to improve that practice, and how to meet the TTA standards whilst placing them ...
Author: John Parkinson
Publisher: Bloomsbury Publishing
ISBN: 0826452655
Category: Education
Page: 188
View: 359
This series of textbooks is aimed at teacher training students and comprises two concerns: the practice of teaching and how to use theory and research findings to improve that practice, and how to meet the TTA standards whilst placing them in a wider context. This comprehensive textbook is an accessible guide to all those who are new to the profession of teaching history. Covering all aspects of the job, from planning through to teaching and assessment, Rob Phillips provides constructive, practical advice to help subject teachers become more effective in their work>
Teaching about the Holocaust in English Secondary Schools. London: Institute of Education. Phillips, R. (2002) Reflective Teaching of History 11–18.
Author: Ian Davies
Publisher: Routledge
ISBN: 9781317284284
Category: Education
Page: 306
View: 188
Now in its second edition, Debates in History Teaching remains at the cutting edge of history education. It has been fully updated to take into account the latest developments in policy, research and professional practice. With further exploration into the major issues that history teachers encounter in their daily professional lives, it provides fresh guidance for thinking and practice for teachers within the UK and beyond. Written by a range of experts in history education, chapters cover all the key issues needed for clear thinking and excellent professional action. This book will enable you to reach informed judgements and argue your point of view with deeper theoretical knowledge and understanding. Debates include: What is happening today in history education? What is the purpose of history teaching? What do history teachers need to know? What are the key trends and issues in international contexts? What is the role of evidence in history teaching and learning? How should you make use of ICT in your lessons? Should moral learning be an aim of history education? How should history learning be assessed? Debates in History Teaching remains essential reading for any student or practising teacher engaged in initial training, continuing professional development or Master's-level study.
Phillips, R. (2002) Reflective Teaching of History 11-18. London: Continuum. Phillips, R. (2008) Teaching History: Developing as a Reflective Secondary ...
Author: Neil Smith
Publisher: A&C Black
ISBN: 9781441145345
Category: Education
Page: 177
View: 769
This handbook provides secondary school history teachers with a broad range of strategies to keep active learning approaches at the forefront of their teaching. >
... HISTORY TITLES Teaching History 3—11 — Mark O'Hara and Lucy O'Hara Reflective Teaching of History 11—18 — Rob Phillips 100 IDEAS FOR TEACHING HISTORY ...
Author: Julia Murphy
Publisher: A&C Black
ISBN: 9780826484932
Category: Education
Page: 132
View: 961
The Continuum One Hundreds series offers 100 invaluable and practical ideas for teachers of all levels. 100 Ideas for Teaching History takes a skills-based approach, with each section suggesting general ideas to use in everyday classroom teaching, including specific examples of how these can be used with a variety of modules from primary through to secondary.
Grosvenor, I. (2000) History for the Nation: multiculturalism and the teaching ... Phillips, R. (2002) Reflective teaching of history 11–18, London: Hodder ...
Author: Terry Haydn
Publisher: Routledge
ISBN: 9781135135188
Category: Education
Page: 345
View: 162
'An excellent companion to Learning to Teach in Secondary School ... full of good ideas and better advice ... Mentors will certainly want to use it, and so, I'm sure, will the rest of the history department ... Make sure they buy one, and keep your copy under lock and key.' – Michael Duffy, Times Educational Supplement 'A very well written and readable book. Overall, this is an excellent book and one which students and teachers outwith England would find a valuable addition to their library.' – Scottish Association of Teachers of History, Resources Review ‘This book is without question the standard text for the history PGCE market.’ – Dr Ian Davies, University of York, on the first edition. Learning to Teach History in the Secondary School provides an accessible introduction to teaching and learning history at secondary level. Underpinned by a theoretical perspective and backed up by the latest research, it encourages student teachers to develop a personal approach to teaching history. This fourth edition has been thoroughly updated for the new curriculum, with a brand new chapter on subject knowledge and a new section on action research to better support those reflecting on and developing their own practice. It provides an array of references and materials that give a sound theoretical foundation for the teaching of history, including weblinks to further resources, while a range of tasks will enable students to put their learning into practice in the classroom. Practical advice is combined with reference and access to a wide range of recent and relevant research in the field of history education, to support Masters Level research and aid reflective practice. Key issues covered include: The benefits of learning history Planning The use of language and strategies for teaching Inclusion Technology in history teaching Assessment Continuing professional development Offering comprehensive and accessible support to becoming a history teacher, this book remains an invaluable resource for all training and newly qualified history teachers.
Husbands, C. (1996) What is history teaching? Buckingham: Open University Press. ... Phillips, R. (2002) Reflective teaching of history 11–18 ...
Author: Richard Harris
Publisher: Routledge
ISBN: 9781134836314
Category: Education
Page: 180
View: 467
The SEND Code of Practice (2015) has reinforced the requirement that all teachers must meet the needs of all learners. This topical book provides practical, tried and tested strategies and resources that will support teachers in making history lessons accessible and exciting for all pupils, including those with special needs. The authors draw on a wealth of experience to share their understanding of special educational needs and disabilities and show how the history teacher can reduce or remove any barriers to learning. Offering strategies that are specific to the context of history teaching, this fully revised edition will enable teachers to: Make history education accessible and engaging to pupils of all abilities Create an inclusive classroom environment that responds to the emotional needs of the class and nurtures a culture of learning Develop inclusive practical demonstration and role play techniques to aid conceptual understanding Set assessment objectives Deploy in-class support effectively An invaluable tool for continuing professional development, this text will be essential for teachers (and their teaching assistants) seeking guidance specific to teaching history to all pupils, regardless of their individual needs. This book will also be of interest to SENDCOs, senior management teams and ITT providers. In addition to practical activities and supporting material contained in the book, there are also free online resources for readers to download and use in the preparation of successful, inclusive lessons for all pupils.
CHAPTER 10 ICT is more than just another teaching tool . Its potential for improving the quality and standards of pupils ' education is significant .
Author: Graham Butt
Publisher: A&C Black
ISBN: 0826452671
Category: Education
Page: 240
View: 384
THIS IS THE SERIES BLURB...LIST ALL BOOKS TOGETHER:Continuum Studies in Reflective Practice and Research is a new series of textbooks aimed at teaching students. As with Andrew Pollard's books, they use the idiom of reflective teaching. In other words, they avoids the two extreme views about learning to teach, namely that it is best done simply through acquiring practical "tricks of the trade" without any theory or that it is best done applying sytematized, objective theory. The distinctive feature of relective teaching is that it encourages practitioners to develop by continually inter-relating theory and research findings to their own practice, situation and style.These comprehensive textbooks provide an accessible guide to all those who are new to teaching in secondary schools. Covering all aspects of job, from planning through to teaching and assessment, the authors provide constructive, accessible and, above all, practical advice to help subject teachers become more effective in their work.
(2007b) “Reality-experiential history documentaries: The Trench (BBC, 2002) and Britain's ... Phillips, Robert (2002) Reflective Teaching of History, 11-18.
Author: Enric Castelló
Publisher: Cambridge Scholars Publishing
ISBN: 9781527557260
Category: Performing Arts
Page: 350
View: 211
“But we can still rise now”, runs a line of Scotland’s unofficial national anthem Flower of Scotland, “and be the nation again” who defeated the English King Edward II in 1314 at the Battle of Bannockburn. These short lines tell us much about the concept of the nation. Firstly, the pronoun of the nation is “we”. Secondly, nationhood remains aspirational for some, while it is entirely taken-for-granted for others. Thirdly, nations often trace their origins back to an implausibly dim and distant past. Finally, it points to the fundamentally discursive nature of the nation: the nation appears not as something which simply is, but as something which can be, called into existence through talk, official documents, official and unofficial national anthems, ceremonies and parades, monuments and statuary, press coverage and, increasingly, television. This book, which arose out of a conference held in Tarragona in 2007, focuses on the complex discourses of the nation to be found in the television systems of twelve different countries, examining how these circulate in fiction, in news and documentary (including re-enactment formats), and in entertainment programmes, adverts and the coverage of large-scale sporting events. The nation which emerges is everywhere and nowhere, talked about endlessly but never finally grasped, repeatedly staged and re-enacted but lacking a foundational script. In short, it is a site of struggle. The stakes are high, since the nation when mobilised is a force to be reckoned with, and the on-going attempts to define it are many, varied and often highly creative. This book details many such events, from the high drama of war reporting to the self-mocking irony of ten-second commercial spots.
Phillips, R. (2002) Reflective Teaching of History 11–18, London: Continuum. QCA (2007) English Programme of Study for Key Stage 3 and Attainment Targets, ...
Author: Lee Jerome
Publisher: SAGE
ISBN: 9781473916920
Category: Education
Page: 216
View: 208
Effective medium-term planning is the ‘holy grail’ of planning. Once teachers are able to conceptualise learning over a longer period of time, they are empowered to achieve outstanding learning as part of their everyday teaching. This book explains why medium term plans are important and how to go about constructing them. Key coverage includes: Practical guidance to support teachers to build their own effective medium-term plans Examples of planning in action, exploring key principles that can be applied to your own practice Theoretical and practical justifications for the importance of medium-term planning Exploration of the links between raising attainment and effective medium-term planning This is essential reading for initial teacher education students on university-based and school-based courses preparing to teach in primary and secondary education, and early career teachers seeking to continue their professional learning.
Phillips, R. (2002), Reflective Teaching of History ... 11–18. Plum, G. (1988) 'Textual and contextual conditioning in spoken English: a genrebased ...
Author: Caroline Coffin
Publisher: Bloomsbury Publishing
ISBN: 9781441123794
Category: Language Arts & Disciplines
Page: 224
View: 595
Historical Discourse analyses the importance of the language of time, cause and evaluation in both texts which students at secondary school are required to read, and their own writing for assessment. In contrast to studies which have denied that history has a specialised language, Caroline Coffin demonstrates through a detailed study of historical texts, that writing about the past requires different genres, lexical and grammatical structures. In this analysis, language emerges as a powerful tool for making meaning in historical writing. Presupposing no prior knowledge of systemic functional linguistics, this insightful book will be of interest to researchers in applied linguistics and discourse analysis, as well as history educators.
In his book Reflective Teaching of History, 11–18 (2002), Robert Phillips discusses the notion of using initial stimulus material in history lessons.
Author: Steve Barnes
Publisher: Routledge
ISBN: 9781135396299
Category: Education
Page: 160
View: 528
Meeting the Needs of Your Most Able Pupils: History provides specific guidance on: recognising high ability and potential planning, differentiation, extension and enrichment in Histpry teacher questioning skills support for more able pupils with special educational needs (dyslexia, ADHD, sensory impairment) homework recording and assessment beyond the classroom: visits, competitions, summer schools, masterclasses, links with universities, businesses and other organisations. The book includes comprehensive appendices with linked resources available online that feature: lesson plans and examples of activities high ability checklist information on coaching guidance on auditing provision for more able pupils. This book is an essential resource for secondary teachers, subject heads of departments, leading teachers for G&T Education (gifted and talented co-ordinators), SENCos and LA advisers.
Phillips, R. (2002) Reflective Teaching ofHistory 11—18: Meeting Standards and Applying Research. London: Continuum. Price, M. (1968) History in danger, ...
Author: Husbands, Chris
Publisher: McGraw-Hill Education (UK)
ISBN: 9780335212712
Category: Education
Page: 173
View: 500
"Drawing on fieldwork in secondary schools and on research studies worldwide, the authors pose fundamental questions about the way teachers teach and learners learn" -- book cover.
Phillips, R. (2002) Reflective Teaching ofHistory 11–18. London: Continuum. Scott,J. (ed.) (1990) Teaching History Research Group, Understanding Cause and ...
Author: Richard Harris
Publisher: Routledge
ISBN: 9781136472848
Category: Education
Page: 308
View: 217
The Guided Reader to Teaching and Learning History draws on extracts from the published work of some of the most influential history education writers, representing a range of perspectives from leading classroom practitioners to academic researchers, and highlighting key debates surrounding a central range of issues affecting secondary History teachers. This book brings together key extracts from classic and contemporary writing and contextualises these in both theoretical and practical terms. Each extract is accompanied by an introduction, a summary of the key points and issues raised, questions to promote discussion and suggestions for further reading to extend thinking. Taking a thematic approach and including a short introduction to each theme, the chapters include: The purpose of history education; Pupil perspectives on history education; Assessment and progression in history; Inclusion in history; Diversity in history; Teaching difficult issues; Technology and history education; Change and continuity; Historical Interpretations; Professional development for history teachers. Aimed at trainee and newly qualified teachers including those working towards Masters level qualifications, as well as existing teachers, this accessible, but critically provocative text is an essential resource for those that wish to deepen their understanding of History Education.
Changes may take place in many aspects of the historical past – political, cultural, social, technological – and the relationship between them is often ...
Author: Chris Husbands
Publisher: McGraw-Hill Education (UK)
ISBN: 9780335238224
Category: Education
Page: 208
View: 134
Teaching History 11-18 is a comprehensive introduction to teaching. learning and assessing history in secondary schools. Drawing on cutting edge research and practice, it draws together recent thinking in teaching and learning in history, teaching and learning in secondary education more generally and classroom-based research to provide a radical re-thinking of the practices of teaching and learning about the past at the beginning of the twenty-first century. At the core of the book is a focus on diversity and its implications: the diversity of classrooms in English schools, cultural diversity and pluralism in accounts of the past, and the diversity of pedagogic and communicative strategies at the disposal of teachers. The book is realistic about the challenges: a precarious place in the curriculum, pupil disaffection, bitter ideological debates about the purpose, place and status of history, but offers a forward-looking rationale for the centrality of the past in debates about identity, social cohesion and persona and social education.
History, Geography, Economics and Citizenship in the Australian ... Reflective Teaching of History 11–18: Continuum studies in reflective practice and ...
Author: Rob Gilbert
Publisher: Cengage AU
ISBN: 9780170369350
Category: Curriculum planning
Page: 512
View: 700
"‘Teaching the Humanities and Social Sciences 6E’ prepares teachers to develop and implement programs in the humanities and social sciences learning area from F-10. It successfully blends theory with practical approaches to provide a basis for teaching that is engaging, inquiry-based and relevant to students’ lives."--Publisher's website.
Reflection, Research and Writing for Professional Development Clare Brooks ... Further reading 1 Butt, G. (2002) Reflective Teaching of Geography 11–18 ...
Author: Clare Brooks
Publisher: Routledge
ISBN: 9781135253844
Category: Education
Page: 192
View: 928
Studying PGCE Geography at M Level is for all students undertaking their PGCE, those working to gain Masters credits, and experienced teachers who wish to broaden their understanding of geography education. Bridging the gap between theory and practice, it is designed to support and challenge teachers as they explore geography education research, consider how theory and research enhance practice, and develop critical reflection on practice. Divided into three key sections, it: investigates professional practice - what we understand about professionalism and quality in geography education, and how teachers can improve their practice introduces perspectives and debates on key themes and ideas in geography education, including subject expertise, sustainable development, learning outside the classroom, and assessment provides practical guidance on the skills involved in undertaking M level work – extended reading, engaging with theory, undertaking research, and writing your dissertation. Chapters include key readings and questions to encourage further research and reflection, and every chapter is illustrated with summaries of real students’ dissertations, demonstrating the kind of research undertaken at M Level. Written by experts in geography education, Studying PGCE Geography at M Level offers invaluable support and inspiration for all those engaged in teaching, research and writing in geography education.
Author: Thomas S. C. FarrellPublish On: 2003-11-20
76: conceptions of teaching, 93 77: life history, 94-95 78: your personal ... 16, 18, 24, 30 Smyth, J., 11, 17 Speier, M., 49, 56 Taggart, G., 27 Teachers ...
Author: Thomas S. C. Farrell
Publisher: Corwin Press
ISBN: 9781483360331
Category: Education
Page: 128
View: 535
Use 80 reflection breaks as individual discussion starters or as part of a comprehensive professional growth plan that is perfect for teachers at all levels.
