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List of figures and tables |
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xi | |
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xiii | |
| Web resources |
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xiv | |
| Preface |
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xv | |
| Acknowledgements |
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xviii | |
| The new qualifications |
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xix | |
| How to use this book |
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xx | |
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xxii | |
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The context for change: new professional standards for teachers in the learning and skills sector |
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1 | (13) |
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1 | (1) |
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New professional standards |
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2 | (2) |
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The learning and skills sector |
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4 | (2) |
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The new technologies for teaching |
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6 | (3) |
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Preparing for the training period |
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9 | (4) |
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Key tips to take from this chapter |
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13 | (1) |
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Assessment grid mapped to the standards |
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13 | (1) |
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Professional values: a focus on entitlement, equality and inclusiveness |
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14 | (10) |
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Training to teach or training to teach your subject |
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14 | (2) |
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Professional values, skills and competences |
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16 | (2) |
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Standards expected of lecturers and trainers |
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18 | (1) |
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19 | (3) |
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22 | (1) |
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Key tips to take from this chapter |
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22 | (1) |
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Assessment grid mapped to the standards |
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23 | (1) |
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Professional practice: creating effective and stimulating opportunities for learning |
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24 | (21) |
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Achieving clarity for yourself and your learners |
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25 | (1) |
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25 | (1) |
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Making objectives more explicit |
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26 | (4) |
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Achieving your objectives |
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30 | (1) |
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31 | (1) |
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Differentiated learning objectives |
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32 | (1) |
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Teaching techniques and supporting resources |
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33 | (2) |
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Lesson structure and sequencing |
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35 | (5) |
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Schemes of work and course aims |
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40 | (4) |
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Key tips to take from this chapter |
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44 | (1) |
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Assessment grid mapped to the standards |
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44 | (1) |
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Professional skills: planning learning programmes to meet the needs and expectations of learners |
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45 | (16) |
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How can I ensure I am effective as a teacher? |
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45 | (1) |
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46 | (1) |
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Answering the how questions |
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47 | (2) |
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Working with a mentor/subject learning coach |
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49 | (1) |
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50 | (1) |
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Practising your observational skills |
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50 | (2) |
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52 | (2) |
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54 | (3) |
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Using ICLT in learning and teaching |
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57 | (2) |
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Key tips to take from this chapter |
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59 | (1) |
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Assessment grid mapped to the standards |
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59 | (2) |
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Theory and practice: secure knowledge and understanding of what it means to teach |
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61 | (16) |
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61 | (2) |
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63 | (1) |
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64 | (6) |
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Information processing theory |
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70 | (1) |
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71 | (2) |
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73 | (1) |
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74 | (1) |
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74 | (1) |
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Key tips to take from this chapter |
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75 | (1) |
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Assessment grid mapped to the standards |
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76 | (1) |
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The new technologies for teaching: using ILT as an enhancement to learning |
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77 | (19) |
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77 | (1) |
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Clarifying the terminology |
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78 | (1) |
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Additional skill development |
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79 | (3) |
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Supporting the achievement of key skills |
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82 | (1) |
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Resources to support teaching and learning |
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82 | (10) |
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Using electronic methods to meet learners' needs |
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92 | (1) |
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93 | (1) |
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Key tips to take from this chapter |
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94 | (1) |
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Assessment grid mapped to the standards |
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94 | (2) |
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The curriculum contextualised: secure knowledge and understanding of the subject and curriculum |
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96 | (19) |
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What do we mean by the term `curriculum'? |
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96 | (1) |
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97 | (1) |
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97 | (3) |
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100 | (3) |
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103 | (9) |
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112 | (1) |
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Key tips to take from this chapter |
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113 | (1) |
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Assessment grid mapped to the standards |
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114 | (1) |
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Skills for the twenty-first century: using the learner's experience as a foundation for their learning |
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115 | (20) |
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National strategy and its impact on the curriculum |
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115 | (1) |
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116 | (2) |
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The key skills qualification |
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118 | (2) |
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120 | (6) |
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The personalisation agenda |
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126 | (7) |
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Key tips to take from this chapter |
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133 | (1) |
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Assessment grid mapped to the standards |
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134 | (1) |
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Assessment: using feedback as a tool for learning and progression |
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135 | (21) |
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The function of assessment |
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135 | (2) |
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137 | (3) |
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Designing assessment tasks |
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140 | (3) |
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Different types of assessment |
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143 | (6) |
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Understanding assessment criteria |
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149 | (3) |
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Using feedback to help learners improve |
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152 | (1) |
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153 | (1) |
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153 | (1) |
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Key tips to take from this chapter |
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154 | (1) |
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Assessment grid mapped to the standards |
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155 | (1) |
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Helping learners to achieve their full potential: providing effective support to learners |
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156 | (26) |
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Information, advice and guidance |
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156 | (2) |
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158 | (1) |
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159 | (2) |
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161 | (1) |
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Use of individual learning plans |
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162 | (2) |
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Planning to meet individual needs |
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164 | (2) |
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Specific identified disabilities |
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166 | (9) |
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Using evaluation to inform practice |
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175 | (1) |
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175 | (1) |
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Retention and achievement strategies |
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176 | (1) |
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177 | (2) |
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Key tips to take from this chapter |
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179 | (1) |
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Assessment grid mapped to the standards |
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180 | (2) |
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Enhancing learner behaviour: establishing and maintaining an effective learning environment |
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182 | (11) |
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183 | (1) |
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183 | (2) |
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Creating a positive climate |
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185 | (1) |
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Rights and responsibilities |
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186 | (2) |
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188 | (3) |
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Key tips to take from this chapter |
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191 | (1) |
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Assessment grid mapped to the standards |
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191 | (2) |
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Continuing professional development: developing by participating in formal and informal professional activities |
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193 | (10) |
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Your skills and development pathway |
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193 | (2) |
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Recording your development activities |
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195 | (2) |
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197 | (3) |
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Developing a professional and career profile |
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200 | (2) |
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Key tips to take from this chapter |
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202 | (1) |
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Assessment grid mapped to the standards |
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202 | (1) |
| Example answers to selected tasks |
|
203 | (4) |
| Glossary |
|
207 | (6) |
| References |
|
213 | (3) |
| Index |
|
216 | |
Daugiau apie elektronines knygas