This book provides guidance in teaching across all subjects of the primary curriculum. The authors, who are mainly from the primary curriculum initial teacher education team at Cheltenham and Gloucester College of Higher Education draw on extensive research into constructivist ideas in children's learning, and provide both specialist subject knowledge and coherent cross-curriculum perspectives. They also show that effective learning occurs when teachers understand and build on children's previous views and experience.
This book provides guidance in teaching across all subjects of the primary curriculum. The authors, who are mainly from the primary curriculum initial teacher education team at Cheltenham and Gloucester College of Higher Education draw on extensive research into constructivist ideas in children's learning, and provide both specialist subject knowledge and coherent cross-curriculum perspectives. They also show that effective learning occurs when teachers understand and build on children's previous views and experience.
Dr Michael Littledyke. Specialisms: science, design and technology, with an interest in drama in education. Research interests: he has published extensively in the fields of science, science education, environmental education and drama in education. He is the author of Live Issues: Drama Strategies for Personal, Social and Moral Education (Questions Publishers, 1998). Dr Laura Huxford. Specialisms: English and special education needs. Research interests: she has published widely in the area of acquisition of literacy skills by young children.
Inhaltsangabe
Chapter 1 Constructivist ideas about learning Michael Littledyke; Chapter 2 Teaching for constructive learning Michael Littledyke; Chapter 3 Children constructing their understanding of written language Laura Huxford; Chapter 4 Constructing meaning through literature Chris Eddershaw; Chapter 5 How does a constructivist perspective influence mathematics teaching? David Coles Alison Price; Chapter 6 Science: Brenda grapples with the properties of a mern Keith Ross; Chapter 7 Design and technology: constructive learning in action Richard Brice; Chapter 8 The use of information and communications technology (ICT) in education: a constructivist perspective Les Watson Keith Ross; Chapter 9 Developing a sense of place: a constructivist approach to geographical enquiry Sally Palmer Kate Thomson; Chapter 10 Constructing history: all our yesterdays Tim Copeland; Chapter 11 Constructive learning in Physical Education Barbara Brown; Chapter 12 Let's look at it another way: a constructivist view of art education Lynne Hoye; Chapter 13 Teaching composing in the music curriculum Sarah Hennessey; Chapter 14 Experiential Religious Education and the constructivist paradigm Melissa Raphael; Chapter 15 Promoting access across the curriculum Barbara Brown Susan Sborrock;
Chapter 1 Constructivist ideas about learning Michael Littledyke; Chapter 2 Teaching for constructive learning Michael Littledyke; Chapter 3 Children constructing their understanding of written language Laura Huxford; Chapter 4 Constructing meaning through literature Chris Eddershaw; Chapter 5 How does a constructivist perspective influence mathematics teaching? David Coles Alison Price; Chapter 6 Science: Brenda grapples with the properties of a mern Keith Ross; Chapter 7 Design and technology: constructive learning in action Richard Brice; Chapter 8 The use of information and communications technology (ICT) in education: a constructivist perspective Les Watson Keith Ross; Chapter 9 Developing a sense of place: a constructivist approach to geographical enquiry Sally Palmer Kate Thomson; Chapter 10 Constructing history: all our yesterdays Tim Copeland; Chapter 11 Constructive learning in Physical Education Barbara Brown; Chapter 12 Let's look at it another way: a constructivist view of art education Lynne Hoye; Chapter 13 Teaching composing in the music curriculum Sarah Hennessey; Chapter 14 Experiential Religious Education and the constructivist paradigm Melissa Raphael; Chapter 15 Promoting access across the curriculum Barbara Brown Susan Sborrock;
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