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Using lesson observation to improve learning : practical strategies for FE and post-16 tutors /
Practical strategies for post-16 tutors to improve teaching and learning in the key areas identified in lesson observations.
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
St Albans :
Critical Publishing,
2019.
|
| Edición: | 1st |
| Colección: | Further education.
|
| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 100 | 1 | |a Sharrock, Terry, |e author. | |
| 245 | 1 | 0 | |a Using lesson observation to improve learning : |b practical strategies for FE and post-16 tutors / |c Terry Sharrock. |
| 250 | |a 1st | ||
| 264 | 1 | |a St Albans : |b Critical Publishing, |c 2019. | |
| 300 | |a 1 online resource | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 490 | 1 | |a Further education | |
| 500 | |a <P>Introduction: Improving learning through lesson observations</p><p>Chapter 1 Lesson Observations</p><p>Chapter 2 Beginning and ending lessons</p><p>Chapter 3 Differentiation</p><p>Chapter 4 Assessment for Learning</p><p>Chapter 5 Giving Feedback</p><p>Chapter 6 Effective Questioning</p><p>Chapter 7 Embedding English and Maths</p><p>Chapter 8 Promoting Equality and Diversity in lessons</p><p>Chapter 9 Promoting British Values in lessons</p><p>Appendix Suggested Further Reading</p> | ||
| 588 | 0 | |a CIP data; resource not viewed. | |
| 505 | 0 | |a Cover; Half-title; Series information; Title page; Copyright information; Table of contents; Meet the author; Introduction; How to use this book; The structure of each chapter; A bit of theory; From the files; Think about it; Try this; Summary (What should I do next?); Further reading; Chapter summaries; Chapter 1 Lesson observations; Chapter 2 Beginning and ending lessons; Chapter 3 Differentiation; Chapter 4 Assessment for learning; Chapter 5 Giving feedback; Chapter 6 Effective questioning; Chapter 7 Embedding English and maths; Chapter 8 Promoting equality and diversity | |
| 505 | 8 | |a Chapter 9 Promoting British valuesAnd finally ... ; Chapter 1 Lesson observations; What makes a good observation of the teaching and learning process?; The purpose of lesson observations; To monitor the quality of teaching and learning; To improve the quality of teaching and learning; To help with the development of staff; Graded or ungraded observations?; Writing observation reports; Post-observation discussions; How to prepare for lesson observations; Further reading; References; Chapter 2 Beginning and ending lessons; Introduction; Starting your lesson; 1. Explaining the learning intentions | |
| 505 | 8 | |a 2. Keep it manageable3. Recap previous learning; 4. Use a starter activity; Add 'because' to the end of learning intentions; Defining words; Highlight key words; Create a puzzle; Visual representation; Missing words; 'Find the words' starter activity; Ideas for endings; Taking notes; Learner-set questions; Using questions to review learning; Hot seating; Guess the word; 'Yes or no' questions; Further reading; References; Chapter 3 Differentiation; Introduction; What is differentiation?; What is so good about differentiation and why should you do it?; Types of differentiation | |
| 505 | 8 | |a Differentiation using feedbackDifferentiation by questioning; Differentiation by support; Differentiation by learning outcome; Mastery versus differentiation; Differentiation in teaching and learning methods; Further reading; References; Chapter 4 Assessment for learning; Introduction; Summative assessment; Formative assessment; Learner-set questions; Target setting; In-class targets; What does good look like?; Talk share; Question box; One-sentence summary; Instant feedback; RAG rating; Assessment criteria; Best work; Reflection logs; Further reading; References; Chapter 5 Giving feedback | |
| 505 | 8 | |a IntroductionResponding to incorrect answers; Further reading; References; Chapter 6 Effective questioning; Introduction; Why do we ask questions?; The Jabberwocky exercise; Whole-class questioning; Pose, pause, pounce, bounce; Further reading; References; Chapter 7 Embedding English and maths; Introduction; Why don't learners attend English and maths lessons?; Further reading; References; Chapter 8 Promoting equality and diversity; Introduction; Equality Act of 2010; How do you promote equality?; Group profiles; Why should you promote equality and diversity? | |
| 520 | |a Practical strategies for post-16 tutors to improve teaching and learning in the key areas identified in lesson observations. | ||
| 504 | |a Includes bibliographical references and index. | ||
| 590 | |a eBooks on EBSCOhost |b EBSCO eBook Subscription Academic Collection - Worldwide | ||
| 650 | 0 | |a Adult education |x Evaluation. | |
| 650 | 0 | |a Teachers |x Training of. | |
| 650 | 0 | |a Student teachers |x Training of. | |
| 650 | 6 | |a Éducation des adultes |x Évaluation. | |
| 650 | 6 | |a Enseignants |x Formation. | |
| 650 | 6 | |a Élèves-maîtres |x Formation. | |
| 650 | 7 | |a EDUCATION |x Essays. |2 bisacsh | |
| 650 | 7 | |a EDUCATION |x Organizations & Institutions. |2 bisacsh | |
| 650 | 7 | |a EDUCATION |x Reference. |2 bisacsh | |
| 650 | 7 | |a Adult education |x Evaluation. |2 fast |0 (OCoLC)fst00797294 | |
| 650 | 7 | |a Student teachers |x Training of. |2 fast |0 (OCoLC)fst01136009 | |
| 650 | 7 | |a Teachers |x Training of. |2 fast |0 (OCoLC)fst01144404 | |
| 776 | 0 | 8 | |i Print version : |z 9781912096398 |
| 830 | 0 | |a Further education. | |
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