| Description |
1 online resource |
| Contents |
Cover -- Half Title -- Title Page -- Copyright Page -- Contents -- Foreword -- Acknowledgements -- Introduction -- Who is this book for? -- How to use this book -- Developing any skill -- Safety when practicing -- Do I need to use all these methods? -- How not to use this book -- Promoting successful learning -- What this book does not cover -- Section 1: Evidence -- Chapter 1: Getting reliable evidence -- What is reliable evidence? -- Quality of evidence -- Using research reviews -- The importance of measurement -- A common measure -- Mistaking what is visible for what is effective |
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Empowering the teacher -- Further reading -- Chapter 2: Sources of evidence -- Choosing the reviews -- Classroom evidence -- Dean : Classroom Instruction that Works. Ceri Dean et al. 2012 -- EEF: Toolkit. 2019 -- Hattie : Visible Learning for Teachers, 2012 -- Comparison of the lists -- Educational Psychology evidence -- IAE : Principles of Instruction -- IES : Organizing Instruction and Study to Improve Student Learning -- Combining the evidence -- Explanation of the steps -- Orientation to learning -- Step 1: Prior Knowledge -- Step 2: Presenting new material -- Step 3: Challenge |
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Step 4: Feedback -- Step 5: Repetition -- Step 1 (repeated): Re-assessment -- The Learning Cycle -- How well do the five sources agree? -- Additional sources of evidence -- Towards a 'Theory of Learning' -- An analogy -- The need for an explanation -- Further reading -- Chapter 3: Brain-based explanation -- How much do we need to know? It all sounds complicated -- Plasticity -- Forming long-term memories -- What are memories in the brain? -- Basic brain unit -- the neuron or nerve cell -- Cells linked at synapses -- Analogy -- What's happening in the brain? -- Spaced repetition |
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Memories as links -- Linking memories -- Working Memory -- Working Memory capacity -- Auditory Loop capacity -- Visual-Spatial capacity -- Age and Working Memory -- Consequences of limited Working Memory -- Linking long-term and Working Memory -- Short-term memory -- Attention and self-regulation -- Attention deficit -- Self-regulation -- Delayed gratification -- Self-regulation in the brain -- Different brains or learning difficulties? -- Disorder or difference? -- An analogy -- Developing the 'Theory of Learning' -- It isn't about teachers working harder -- Further reading |
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Section 2: Effective Classroom Practice -- Introduction -- Chapter 4: Prior Knowledge -- Prior Knowledge quiz -- Overview -- Types of Prior Knowledge -- In-topic Prior Knowledge -- Pre-topic Prior Knowledge -- From our evidence sources -- Evidence from supporting sources -- Spotting missing Prior Knowledge in your classroom -- Examples of missing Prior Knowledge -- Brain-based explanation -- Assessing Prior Knowledge -- Developing your own initial, Prior Knowledge assessment -- Filling in missing Prior Knowledge -- Do I have time for this? -- Make use of your assessment |
| Summary |
Teachers are bombarded with advice about how to teach. The Fundamentals of Teaching cuts through the confusion by synthesising the key findings from education research and neuroscience to give an authoritative guide. It reveals how learning happens, which methods work best and how to improve any students' learning. Using a tried-and-tested, Five-Step model for applying the methods effectively in the classroom, Mike Bell shows how you can improve learning and eliminate time-consuming, low-effect practices that increase stress and workload. He includes case studies from teachers working across different subjects and age groups which model practical strategies for: Prior Knowledge Presenting new material Setting challenging tasks Feedback and improvement Repetition and consolidation. This powerful resource is highly recommended for all teachers, school leaders and trainee teachers who want to benefit from the most effective methods in their classrooms |
| Bibliography |
Includes bibliographical references |
| Notes |
Mike Bell taught science in a state secondary school and then ran theEvidence Based Teachers Network (EBTN). He has run successful training courses on evidence-based methods in dozens of UK schools and FurtherEducation(FE) colleges |
| Subject |
Teaching.
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Teacher effectiveness.
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EDUCATION -- Secondary.
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EDUCATION -- Elementary.
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EDUCATION -- Educational Psychology.
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Teacher effectiveness
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Teaching
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| Form |
Electronic book
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| ISBN |
9781000196627 |
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1000196623 |
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1000196585 |
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9781000196603 |
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1000196607 |
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9780429342318 |
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0429342314 |
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9781000196580 |
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