{"id":155,"date":"2022-06-21T11:33:31","date_gmt":"2022-06-21T10:33:31","guid":{"rendered":"https:\/\/learningtoteach.routledge.com\/?p=155"},"modified":"2023-10-06T09:33:34","modified_gmt":"2023-10-06T09:33:34","slug":"chapter-5-helping-pupils-learn","status":"publish","type":"post","link":"https:\/\/routledgelearning.com\/learningtoteach\/chapter-5-helping-pupils-learn\/","title":{"rendered":"Chapter 5: Helping Pupils Learn"},"content":{"rendered":"\n\n<div id=\"chapter-header-block_61072c61f9ad45e1b549d1a9c2dc3b9c\" class=\"chapter-header\">\n\t<div class=\"chapter-header-content\">\n        <div class=\"container-fluid\">\n        <nav class=\"breadcrumb\"><div class=\"container-fluid\"><a href=\"https:\/\/routledgelearning.com\/learningtoteach\">Home<\/a> <span class=\"divider\">&nbsp;\/&nbsp;<\/span> <\/div><\/nav>                \n\n<div class=\"wp-block-columns is-layout-flex wp-container-core-columns-is-layout-9d6595d7 wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:70%\"><h1 class=\"wp-block-post-title\" id=\"anchor-1-chapter-5-helping-pupils-learn\">Chapter 5: Helping Pupils Learn<\/h1>\n\n\n\n<div id=\"readmore-block--block_334e0c474df8b68adfec5f7c1c1da9c3\" class=\"readmore-block\">\n\n        \n        \n\n<p>Chapter 5 is about helping pupils learn. It has nine units \u2013 the ways pupils learn, active learning, teaching styles, improving your teaching, closing the achievement gap, neuroeducation, critical thinking, a language-rich classroom and pedagogy &#8211; the science, craft and performance of teaching.<\/p>\n\n\n\n<p>There are two explainer videos in this section. One provides an overview of the chapter, while the other focuses on practitioner research to help you develop your teaching.<\/p>\n\n\n\n<p>The additional materials for 5.1 include a PDF of Factors for Effective Learning as well as the information from Table 5.1.1 Psychological and cognitive research influences on education to understand the relevant psychological and cognitive research. We\u2019ve also provided a helpful video link about Piaget, Table 5.1.3: Pyschometric, personality and individual thinking\/learning style research as well as a useful link to a ResearchEd video on Dual Coding.<\/p>\n\n\n\n<p>The additional materials for 5.2 include useful graphics on active learning concepts to support the unit.<\/p>\n\n\n\n<p>The additional materials for 5.3 include examples of activities that teachers might use in the classroom, based on Table 5.3.3, as well as flashcards based on Mosston and Ashworth\u2019s \u2018Continuum of teaching styles\u2019,<\/p>\n\n\n\n<p>The additional materials for 5.4 include the practitioner research explainer video, as well as a useful \u2018What is Action Research\u2019 video link in YouTube. The author has provided a PDF of Lesson Reflection using Brookfield\u2019s Lenses, which will support this approach to developing your own teaching from a research perspective.<\/p>\n\n\n\n<p>The additional materials for 5.5 include flashcards based on Classroom approaches: teaching\/pedagogical strategies.<\/p>\n\n\n\n<p>The additional materials for 5.6 include the video link to a website created by the author about the concepts in this chapter mapped to the ITT Core Content Framework and Early Career Framework. Use these materials to develop your understanding of Neuroeducation: The Science of Learning. The author has also provided an Evidence Basis for this Unit annex that you can download.<\/p>\n\n\n\n<p>The additional materials for 5.7 include a graphic of the Linden tree used in this unit, along with the explanation. This could be used to initiate a session on critical thinking, either individually or with others. <\/p>\n\n\n\n<p>The additional materials for 5.8 include materials based on tasks in the unit. These are Task 5.8.1 Lesson Observation and Task 5.8.3 Incorporating Comprehension Strategies into Lessons, along with DART activities. The additional materials for 5.9 include videos and powerpoints from the English Speaking Union on secondary school oracy and a guide to oracy skill sets. We have also provided the detail of Table 5.9.1 on Essential learning theories underpinning pedagogy. One of the authors has recorded a video on the cooking analogy and Table 5.9.3 Examples of terms describing pedagogic tools has been expanded into flashcards.<\/p>\n\n\n\n<\/div><\/div>\n\n\n\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:30%\">\n\n<div id=\"video-card-block_5b65258b0bd8600200e49efad580be68\" class=\"video-card\">\n    <div class=\"card-block-video\">\n    \n            <div class=\"js-player\" data-plyr-provider=\"youtube\" data-plyr-embed-id=\"HzxNDWzwTGk\"><\/div>\n        \n        <\/div>\n            <div class=\"card-body\">\n    \n\t\n        <h4>Helping pupils learn<\/h4>\n                    <p>Helping pupils learn by blending teaching approaches.<\/p>\n        \t<\/div>\n    <\/div><\/div>\n<\/div>\n\n\n        <\/div>\n\t<\/div>\n<\/div>\n\n\n<h2 class=\"wp-block-heading\" id=\"anchor-2-5-1-ways-pupils-learn\">5.1 Ways Pupils Learn<\/h2>\n\n\n\n\n<div id=\"content-card-block_24c72575bb061d11dcc3e2eba28c1362\" class=\"card content-card\">\n    <span>Table<\/span>\n    <div class=\"card-body\">\n        \n\n<h3 class=\"wp-block-heading\" id=\"anchor-3-table-5-1-1-psychological-and-cognitive-research-influences-on-education\">Table 5.1.1 Psychological and cognitive research influences on education<\/h3>\n\n\n\n<h4 class=\"wp-block-heading\">5.1 Factors for effective learning<\/h4>\n\n\n\n<p>Use Table 5.1.1 Psychological and cognitive research influences on education to understand the relevant psychological and cognitive research. <\/p>\n\n\n\n<p>The Piaget video in unit 4.3 will also be helpful here<\/p>\n\n\n\n<figure class=\"wp-block-table table-responsive\"><table><thead><tr><th><strong>Theories<\/strong><\/th><th><strong>Key Propositions\/Ideas<\/strong><\/th><th><strong>Implications for Learning<\/strong><\/th><th><strong>Main<\/strong> <strong>Theorists<\/strong><\/th><th><strong>Units<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Behaviourist Learning Theory<\/td><td>Started with experiments on animals; emphasises external stimuli for learning; concepts of operant and classical conditioning<\/td><td>Instructional learning, guided discovery, behaviour reinforcement\/management<\/td><td>Pavlov (1897) Watson (1913) Skinner (1957)<\/td><td>3.3 5.7<\/td><\/tr><tr><td>Social Learning (later Social Cognitive) Theory<\/td><td>Emphasises impact of observational learning on cognition &#8211; abstract rules extracted from observing behaviour without such rules being explicitly stated; bridges behaviourist and cognitive-developmental theories<\/td><td>Peer learning, eg. \u2018laddish\u2019 ethos; modelling socially acceptable behaviour and norms<\/td><td>Bandura (1977)<\/td><td>1.1 5.7<\/td><\/tr><tr><td>Gestalt Theory<\/td><td>Perception driven by the brain\u2019s search for \u2018wholeness\u2019; people reorganise information to impose order on it using principles of proximity, similarity, figure-ground, continuity, closure and connection<\/td><td>Provide big picture in advance of detailed information; ensure context is clear<\/td><td>Wertheimer (1923) Koffka (1935) Kohler (1940)<\/td><td>&nbsp;<\/td><\/tr><tr><td>Cognitive \u2013Develop Mental Theory<\/td><td>Developmental maturation through stages needed for learning; experience of world leads to <em>assimilation <\/em>and<em> accommodation<\/em> of new concepts Extrapolation of stage theory beyond cognition to social, emotional and ethical development<\/td><td>Pupils only learn certain concepts when ready; provide pupil-centred discovery learning; concrete examples assist abstract thinking. Discuss moral issues; be alert to adolescent sensitivities<\/td><td>Piaget (1932) &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; Kohlberg (1976) Selman (1980)<\/td><td>4.3 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 4.5<\/td><\/tr><tr><td>Meta cognition and Self-Regulation Theories<\/td><td>Learning to learn: understanding and controlling own learning strategies<\/td><td>Encourage techniques for remembering, ways of presenting information when thinking and approaches to problem-solving<\/td><td>Flavell (1979) Adey (1992, 2008) Shayer and Adey (2002)<\/td><td>4.3 5.5 6.1<\/td><\/tr><tr><td>Social Constructivist Theory<\/td><td>Knowledge is socially constituted and actively restructured through experience with the environment; language is central to development of thinking<\/td><td>Use group work, pupil talk and teacher scaffolding\/structured intervention to promote higher level thinking<\/td><td>Vygotsky (1962, 1978) Bruner (1966) Wood 1988<\/td><td>5.7<\/td><\/tr><tr><td>Constructivist Theory<\/td><td>People make their own sense of things in a unique way by examining it in relation to prior conceptions and experiences and see to what extent it fits; existing conceptions are paramount<\/td><td>Avoid direct instruction &#8211; create situations which facilitate pupils constructing their own knowledge starting with their own mis\/conceptions<\/td><td>Driver and Bell (1986)<\/td><td>&nbsp;<\/td><\/tr><tr><td>Information \u2013 processing theory<\/td><td>Concept development involves reconstructing rather than recalling \u2018schema\u2019; key memory and retrieval processes are attention, analysis and retention.<\/td><td>Link new knowledge to what is already known; move from general to specific using sequential procedures; use key words and ideas to cue the learner; meaningful not rote learning.<\/td><td>Bartlett (1932) Baddeley and Hitch (1974) Rumelhart and McClelland (1986)<\/td><td>5.3<\/td><\/tr><tr><td>Cognitive Load Theory<\/td><td>CLT builds from IP theory; extraneous stimuli impedes pupils\u2019 ability to process new information and to create long-term memories<\/td><td>Information overload and distractions must be avoided or limited<\/td><td>Sweller (1988)<\/td><td>&nbsp;<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n\n<div id=\"video-card-block_707d50a3d4c53212521d4a5f42cdf3c3\" class=\"video-card\">\n    <div class=\"card-block-video\">\n    \n            <div class=\"js-player\" data-plyr-provider=\"youtube\" data-plyr-embed-id=\"IhcgYgx7aAA\"><\/div>\n        \n        <\/div>\n            <div class=\"card-body\">\n    \n\t\n        <h4>Piaget&#8217;s Theory of Cognitive Development<\/h4>\n        \t<\/div>\n    <\/div>\n\n    <\/div>\n<\/div>\n\n\n\n<div id=\"content-card-block_4c50c01f7b078fcd05b003ba49e8f23e\" class=\"card content-card\">\n    <span>Video<\/span>\n    <div class=\"card-body\">\n        \n\n<h3 class=\"wp-block-heading\" id=\"anchor-4-cognitive-load-theory\">Cognitive Load Theory<\/h3>\n\n\n\n<p>View the series of simple videos on Cognitive load theory on YouTube<\/p>\n\n\n\n\n<div id=\"video-card-block_f43ac72c4c9f9285ba109aac3c7bf922\" class=\"video-card\">\n    <div class=\"card-block-video\">\n    \n            <div class=\"js-player\" data-plyr-provider=\"youtube\" data-plyr-embed-id=\"KbzmM30NXNQ\"><\/div>\n        \n        <\/div>\n            <div class=\"card-body\">\n    \n\t\n        <h4>Cognitive Load Theory 1 &#8211; An introduction<\/h4>\n        \t<\/div>\n    <\/div>\n\n    <\/div>\n<\/div>\n\n\n\n<div id=\"content-card-block_24c72575bb061d11dcc3e2eba28c1362\" class=\"card content-card\">\n    <span>Table<\/span>\n    <div class=\"card-body\">\n        \n\n<h3 class=\"wp-block-heading\" id=\"anchor-5-table-5-1-3-psychometric-personality-and-individual-thinking-learning-style-research\">Table 5.1.3 Psychometric, personality and individual thinking\/learning style research<\/h3>\n\n\n\n<figure class=\"wp-block-table\"><table><thead><tr><th><strong>Theories<\/strong><\/th><th><strong>Key Propositions\/Ideas<\/strong><\/th><th><strong>Implications for Learning<\/strong><\/th><th><strong>Main<\/strong> <strong>Theorists<\/strong><\/th><th><strong>Units<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Self \u2013 perception\/Self-actualisation Theory<\/td><td>Socially interactive nature of self-perception &#8211; \u2018looking-glass self\u2019; critical role of significant others in developing self-concept; need to reach potential &#8211; \u2018self-actualise\u2019<\/td><td>Manage impact of peer and teacher approval on self-construct; reinforce positive self-esteem, eg. Circle Time<\/td><td>Cooley (1902) Carl Rogers\u2019 (1983)<\/td><td>1.3 3.4 4.2<\/td><\/tr><tr><td>Psycho- Metric and Personality Trait Theories<\/td><td>Innate traits, tendencies and abilities; self-testing of traits on polar opposite continuums, eg. extravert \u2013 introvert<\/td><td>Respond to individual differences; encourage pupil understanding of individuality in PSE<\/td><td>Cattell (1946) Eysenck (1947)<\/td><td>&nbsp;<\/td><\/tr><tr><td>Motivation Theories: Needs Theory <em>&nbsp;<\/em> <em>&nbsp;<\/em> :Locus of ControlTheory<em>\/<\/em> Attribution Theory<\/td><td>5 levels of need have to be met in order from basic physical needs to high-level cognitive \u2018self-actualisation\u2019. &nbsp; People with strong internal control believe success is due to their own efforts and talents; those with strong external control believe their success or progress is down to luck or other external factors such as task difficulty.<\/td><td>Meet lower levels of learner need, eg. breakfast club, to enable higher-order functioning. &nbsp; Develop interaction between intrinsic and extrinsic influences on learning to generate greater internal locus of control; eg. by rewarding effort <em>and<\/em> outcomes.<\/td><td>Maslow (1954) &nbsp; &nbsp; &nbsp; &nbsp; Rotter (1966) Weiner (1972)<\/td><td>3.2<\/td><\/tr><tr><td>Thinking Style Theories: Dual Coding Theory &nbsp; Cognitive Processing\/Learning Style &nbsp; &nbsp; &nbsp; Learning Strategy &nbsp; &nbsp; &nbsp; Approach\/Orientation<\/td><td>Image and verbal memory codes evolved as independent systems of mind; their interaction aids recall. &nbsp; Innate approach to thinking and processing information; often tested on polar opposite continuums, eg. field-dependent\/independent or verbaliser\/imager. &nbsp; Processing and perceiving dimensions intersect creating 4 learning quadrants; learners have a dominant quadrant. &nbsp; Dominant orientations: deep versus surface; achieving versus meaning<\/td><td>Combine images and verbal representations within tasks to extend cognitive development. &nbsp; Match learning tasks to \u2018preferred\u2019 processing style. Danger of pigeonholing pupils and limiting learning opportunities. &nbsp; Experiential learning develops non-dominant&nbsp;&nbsp; strategies. &nbsp; &nbsp; Create context and task expectations that encourage deep and meaning approaches.<\/td><td>Paivio (1971; 2007) &nbsp; &nbsp; &nbsp; Witkin et al (1977) Riding and Dyer (1980) &nbsp; &nbsp; &nbsp; Kolb (1976) &nbsp; &nbsp; &nbsp; &nbsp; Biggs (1978) &nbsp; Entwistle (1981)<\/td><td>5.6<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n    <\/div>\n<\/div>\n\n\n\n<div id=\"content-card-block_4c50c01f7b078fcd05b003ba49e8f23e\" class=\"card content-card\">\n    <span>Video<\/span>\n    <div class=\"card-body\">\n        \n\n<h3 class=\"wp-block-heading\" id=\"anchor-6-dual-coding\">Dual coding<\/h3>\n\n\n\n<p>Watch this video to explore how dual coding can help us organize ideas.<\/p>\n\n\n\n\n<div id=\"video-card-block_e789862bcfc67aa5fe41bcbe167885a9\" class=\"video-card\">\n    <div class=\"card-block-video\">\n    \n            <div class=\"js-player\" data-plyr-provider=\"youtube\" data-plyr-embed-id=\"vsKBWsW2Unw\"><\/div>\n        \n        <\/div>\n            <div class=\"card-body\">\n    \n\t\n        <h4>researchED Home 2020 Oliver Caviglioli: Dual Coding to Organise Ideas<\/h4>\n        \t<\/div>\n    <\/div>\n\n    <\/div>\n<\/div>\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"anchor-7-5-2-active-learning\">5.2 Active Learning<\/h2>\n\n\n\n\n<div id=\"content-card-block_5276e485b43748141b63e13d91e74b27\" class=\"card content-card\">\n    <span>Images<\/span>\n    <div class=\"card-body\">\n        \n\n<h3 class=\"wp-block-heading\" id=\"anchor-8-unit-5-2-learning-concepts-infographics\">Unit 5.2 Learning concepts infographics<\/h3>\n\n\n\n<a class=\"btn btn-download\" target=\"_blank\" href=\"https:\/\/s3-eu-west-1.amazonaws.com\/s3-euw1-ap-pe-ws4-cws-documents.ri-prod\/learningtoteach\/figures\/Unit-5.2-Learning-Concepts-infographics.zip\">Download Unit 5.2 Learning Concepts infographics<\/a>\n\n\n\n<div class=\"wp-block-columns is-layout-flex wp-container-core-columns-is-layout-9d6595d7 wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\">\n<a id=\"image-card-block_225919837d329f8036682a5109e7eb19\" class=\"image-card\" href=\"https:\/\/s3-eu-west-1.amazonaws.com\/s3-euw1-ap-pe-ws4-cws-documents.ri-prod\/learningtoteach\/figures\/ICT-and-Flipped-Learning-M.jpg\" alt=\"ICT and Flipped Learning\" data-caption=\"ICT and Flipped LearningImage Caption\">\n    <div class=\"card-block-image\">\n        <img decoding=\"async\" class=\"lazyload\" src=\"https:\/\/s3-eu-west-1.amazonaws.com\/s3-euw1-ap-pe-ws4-cws-documents.ri-prod\/learningtoteach\/figures\/ICT-and-Flipped-Learning-M.jpg\" alt=\"ICT and Flipped Learning\">\n    <\/div>\n    <div class=\"card-block\">\n        <h4>ICT and Flipped Learning<\/h4>\n            <\/div>\n<\/a><\/div>\n\n\n\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\">\n<a id=\"image-card-block_4172cc6d6e00c6ab5bdb8c2d7f2897e0\" class=\"image-card\" href=\"https:\/\/s3-eu-west-1.amazonaws.com\/s3-euw1-ap-pe-ws4-cws-documents.ri-prod\/learningtoteach\/figures\/Rote-learning-M.jpg\" alt=\"Rote learning\" data-caption=\"Rote learningImage Caption\">\n    <div class=\"card-block-image\">\n        <img decoding=\"async\" class=\"lazyload\" src=\"https:\/\/s3-eu-west-1.amazonaws.com\/s3-euw1-ap-pe-ws4-cws-documents.ri-prod\/learningtoteach\/figures\/Rote-learning-M.jpg\" alt=\"Rote learning\">\n    <\/div>\n    <div class=\"card-block\">\n        <h4>Rote learning<\/h4>\n            <\/div>\n<\/a><\/div>\n\n\n\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\">\n<a id=\"image-card-block_ca09ab257bfd7aeab0f2ee8ed61b2174\" class=\"image-card\" href=\"https:\/\/s3-eu-west-1.amazonaws.com\/s3-euw1-ap-pe-ws4-cws-documents.ri-prod\/learningtoteach\/figures\/Poster-Learning-how-to-learn-M-2.jpg\" alt=\"Lifelong learning and learning how to learn\" data-caption=\"Lifelong learning and learning how to learnImage Caption\">\n    <div class=\"card-block-image\">\n        <img decoding=\"async\" class=\"lazyload\" src=\"https:\/\/s3-eu-west-1.amazonaws.com\/s3-euw1-ap-pe-ws4-cws-documents.ri-prod\/learningtoteach\/figures\/Poster-Learning-how-to-learn-M-2.jpg\" alt=\"Lifelong learning and learning how to learn\">\n    <\/div>\n    <div class=\"card-block\">\n        <h4>Lifelong learning and learning how to learn<\/h4>\n            <\/div>\n<\/a><\/div>\n\n\n\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\">\n<a id=\"image-card-block_1ed9fcdb6de853c824e70a0d0f6785d0\" class=\"image-card\" href=\"https:\/\/s3-eu-west-1.amazonaws.com\/s3-euw1-ap-pe-ws4-cws-documents.ri-prod\/learningtoteach\/figures\/Poster-BR-M.jpg\" alt=\"Principles of Instruction\" data-caption=\"Principles of InstructionImage Caption\">\n    <div class=\"card-block-image\">\n        <img decoding=\"async\" class=\"lazyload\" src=\"https:\/\/s3-eu-west-1.amazonaws.com\/s3-euw1-ap-pe-ws4-cws-documents.ri-prod\/learningtoteach\/figures\/Poster-BR-M.jpg\" alt=\"Principles of Instruction\">\n    <\/div>\n    <div class=\"card-block\">\n        <h4>Principles of Instruction<\/h4>\n            <\/div>\n<\/a><\/div>\n<\/div>\n\n\n\n<div class=\"wp-block-columns is-layout-flex wp-container-core-columns-is-layout-9d6595d7 wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\">\n<a id=\"image-card-block_6c3747578a05914b4dc43e86c5773041\" class=\"image-card\" href=\"https:\/\/s3-eu-west-1.amazonaws.com\/s3-euw1-ap-pe-ws4-cws-documents.ri-prod\/learningtoteach\/figures\/Poster-Darts-M2.jpg\" alt=\"DARTs\" data-caption=\"DARTsImage Caption\">\n    <div class=\"card-block-image\">\n        <img decoding=\"async\" class=\"lazyload\" src=\"https:\/\/s3-eu-west-1.amazonaws.com\/s3-euw1-ap-pe-ws4-cws-documents.ri-prod\/learningtoteach\/figures\/Poster-Darts-M2.jpg\" alt=\"DARTs\">\n    <\/div>\n    <div class=\"card-block\">\n        <h4>DARTs<\/h4>\n            <\/div>\n<\/a><\/div>\n\n\n\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\">\n<a id=\"image-card-block_91b6784371659ae097b59f3bea0b24b8\" class=\"image-card\" href=\"https:\/\/s3-eu-west-1.amazonaws.com\/s3-euw1-ap-pe-ws4-cws-documents.ri-prod\/learningtoteach\/figures\/Poster-Growth-Mindset-M2.jpg\" alt=\"Growth Mindset\" data-caption=\"Growth MindsetImage Caption\">\n    <div class=\"card-block-image\">\n        <img decoding=\"async\" class=\"lazyload\" src=\"https:\/\/s3-eu-west-1.amazonaws.com\/s3-euw1-ap-pe-ws4-cws-documents.ri-prod\/learningtoteach\/figures\/Poster-Growth-Mindset-M2.jpg\" alt=\"Growth Mindset\">\n    <\/div>\n    <div class=\"card-block\">\n        <h4>Growth Mindset<\/h4>\n            <\/div>\n<\/a><\/div>\n\n\n\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\">\n<a id=\"image-card-block_f88fa5a43f0dafc7e1a62173dfabb51a\" class=\"image-card\" href=\"https:\/\/s3-eu-west-1.amazonaws.com\/s3-euw1-ap-pe-ws4-cws-documents.ri-prod\/learningtoteach\/figures\/Poster-HB-M2.jpg\" alt=\"Bloom&#039;s Taxonomy\" data-caption=\"Bloom's TaxonomyImage Caption\">\n    <div class=\"card-block-image\">\n        <img decoding=\"async\" class=\"lazyload\" src=\"https:\/\/s3-eu-west-1.amazonaws.com\/s3-euw1-ap-pe-ws4-cws-documents.ri-prod\/learningtoteach\/figures\/Poster-HB-M2.jpg\" alt=\"Bloom&#039;s Taxonomy\">\n    <\/div>\n    <div class=\"card-block\">\n        <h4>Bloom&#039;s Taxonomy<\/h4>\n            <\/div>\n<\/a><\/div>\n\n\n\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\">\n<a id=\"image-card-block_18a4bf013a8d2bda483ca312ceed3015\" class=\"image-card\" href=\"https:\/\/s3-eu-west-1.amazonaws.com\/s3-euw1-ap-pe-ws4-cws-documents.ri-prod\/learningtoteach\/figures\/Poster-IL.-M-2-F.jpg\" alt=\"Interdisciplinary Learning\" data-caption=\"Interdisciplinary LearningImage Caption\">\n    <div class=\"card-block-image\">\n        <img decoding=\"async\" class=\"lazyload\" src=\"https:\/\/s3-eu-west-1.amazonaws.com\/s3-euw1-ap-pe-ws4-cws-documents.ri-prod\/learningtoteach\/figures\/Poster-IL.-M-2-F.jpg\" alt=\"Interdisciplinary Learning\">\n    <\/div>\n    <div class=\"card-block\">\n        <h4>Interdisciplinary Learning<\/h4>\n            <\/div>\n<\/a><\/div>\n<\/div>\n\n\n\n<div class=\"wp-block-columns is-layout-flex wp-container-core-columns-is-layout-9d6595d7 wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\">\n<a id=\"image-card-block_1a6898df77f8d58488043fa82bdf54ca\" class=\"image-card\" href=\"https:\/\/s3-eu-west-1.amazonaws.com\/s3-euw1-ap-pe-ws4-cws-documents.ri-prod\/learningtoteach\/figures\/Poster-JB-M2.jpg\" alt=\"Discovery Learning\" data-caption=\"Discovery LearningImage Caption\">\n    <div class=\"card-block-image\">\n        <img decoding=\"async\" class=\"lazyload\" src=\"https:\/\/s3-eu-west-1.amazonaws.com\/s3-euw1-ap-pe-ws4-cws-documents.ri-prod\/learningtoteach\/figures\/Poster-JB-M2.jpg\" alt=\"Discovery Learning\">\n    <\/div>\n    <div class=\"card-block\">\n        <h4>Discovery Learning<\/h4>\n            <\/div>\n<\/a><\/div>\n\n\n\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\">\n<a id=\"image-card-block_93fb2144c08657128a04691f1126921a\" class=\"image-card\" href=\"https:\/\/s3-eu-west-1.amazonaws.com\/s3-euw1-ap-pe-ws4-cws-documents.ri-prod\/learningtoteach\/figures\/Poster-NM-M2.jpg\" alt=\"Thinking Together\" data-caption=\"Thinking TogetherImage Caption\">\n    <div class=\"card-block-image\">\n        <img decoding=\"async\" class=\"lazyload\" src=\"https:\/\/s3-eu-west-1.amazonaws.com\/s3-euw1-ap-pe-ws4-cws-documents.ri-prod\/learningtoteach\/figures\/Poster-NM-M2.jpg\" alt=\"Thinking Together\">\n    <\/div>\n    <div class=\"card-block\">\n        <h4>Thinking Together<\/h4>\n            <\/div>\n<\/a><\/div>\n\n\n\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\"><\/div>\n\n\n\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\"><\/div>\n<\/div>\n\n\n    <\/div>\n<\/div>\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"anchor-9-5-3-teaching-styles\">5.3 Teaching Styles<\/h2>\n\n\n\n\n<div id=\"content-card-block_c896b92a671d5372c9559d608c24cca0\" class=\"card content-card\">\n    <span>Webpage<\/span>\n    <div class=\"card-body\">\n        \n\n<h3 class=\"wp-block-heading\" id=\"anchor-10-table-5-3-3-examples-of-activities-that-teachers-might-use-in-the-classroom\">Table 5.3.3 Examples of activities that teachers might use in the classroom<\/h3>\n\n\n\n<div class=\"wp-block-columns is-layout-flex wp-container-core-columns-is-layout-9d6595d7 wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\">\n<ul class=\"wp-block-list\">\n<li>Mind maps<\/li>\n\n\n\n<li>Case studies<\/li>\n\n\n\n<li>Computer assisted learning<\/li>\n\n\n\n<li>Creative writing<\/li>\n\n\n\n<li>Directed Activities Related to use of texts (DARTS)<\/li>\n\n\n\n<li>Debating<\/li>\n\n\n\n<li>Designing<\/li>\n\n\n\n<li>Developing multimedia presentations<\/li>\n\n\n\n<li>Podcasts<\/li>\n\n\n\n<li>Animations<\/li>\n\n\n\n<li>Videos<\/li>\n\n\n\n<li>Diaries<\/li>\n\n\n\n<li>Drama\/role play<\/li>\n<\/ul>\n<\/div>\n\n\n\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\">\n<ul class=\"wp-block-list\">\n<li>Formal presentations<\/li>\n\n\n\n<li>Games<\/li>\n\n\n\n<li>Interviewing<\/li>\n\n\n\n<li>Problem solving<\/li>\n\n\n\n<li>Reports<\/li>\n\n\n\n<li>Reciprocal teaching<\/li>\n\n\n\n<li>Role play<\/li>\n\n\n\n<li>Simulations<\/li>\n\n\n\n<li>Small group discussion.<\/li>\n\n\n\n<li>Surveys<\/li>\n\n\n\n<li>Teacher demonstration<\/li>\n\n\n\n<li>Visitors<\/li>\n<\/ul>\n<\/div>\n<\/div>\n\n\n    <\/div>\n<\/div>\n\n\n\n<div id=\"content-card-block_ac72afb292eae17b33f2c2c7a04066c5\" class=\"card content-card\">\n    <span>Flashcards<\/span>\n    <div class=\"card-body\">\n        \n\n<h3 class=\"wp-block-heading\" id=\"anchor-11-table-5-3-5-mosston-and-ashworths-continuum-of-teaching-styles\">Table 5.3.5 Mosston and Ashworth\u2019s \u2018Continuum of teaching styles\u2019<\/h3>\n\n\n\n<p>These flashcards are based on Table 5.3.5. Use them to quickly test your understanding of the various teaching styles.<\/p>\n\n\n<div class=\"h5p-iframe-wrapper\"><iframe id=\"h5p-iframe-4\" class=\"h5p-iframe\" data-content-id=\"4\" style=\"height:1px\" src=\"about:blank\" frameBorder=\"0\" scrolling=\"no\" title=\"Table 5.3.5 Mosston and Ashworth\u2019s \u2018Continuum of teaching styles\u2019\"><\/iframe><\/div>\n\n\n    <\/div>\n<\/div>\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"anchor-12-5-4-improving-your-teaching\">5.4 Improving your teaching<\/h2>\n\n\n\n\n<div id=\"content-card-block_4c50c01f7b078fcd05b003ba49e8f23e\" class=\"card content-card\">\n    <span>Video<\/span>\n    <div class=\"card-body\">\n        \n\n<h3 class=\"wp-block-heading\" id=\"anchor-13-what-is-action-research\">What is Action Research?<\/h3>\n\n\n\n<p>Watch this video to learn more about action research.<\/p>\n\n\n\n<div class=\"wp-block-columns is-layout-flex wp-container-core-columns-is-layout-9d6595d7 wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\">\n\n<div id=\"video-card-block_e6491566537d81f8a1edc8c7ba8507a7\" class=\"video-card\">\n    <div class=\"card-block-video\">\n    \n            <div class=\"js-player\" data-plyr-provider=\"youtube\" data-plyr-embed-id=\"Ov3F3pdhNkk\"><\/div>\n        \n        <\/div>\n    <\/div><\/div>\n\n\n\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\">\n\n<div id=\"video-card-block_b13391c3ab1ebf0bd5b895a92aff64c1\" class=\"video-card\">\n    <div class=\"card-block-video\">\n    \n            <div class=\"js-player\" data-plyr-provider=\"youtube\" data-plyr-embed-id=\"vr4neDf1GQA\"><\/div>\n        \n        <\/div>\n            <div class=\"card-body\">\n    \n\t\n        <h4>Explainer Video: What is Practitioner Research?<\/h4>\n                    <p>The importance of reflection and research-based practice.<\/p>\n        \t<\/div>\n    <\/div><\/div>\n<\/div>\n\n\n    <\/div>\n<\/div>\n\n\n\n<div id=\"content-card-block_e669c1ba779dae2a83b2353b7fe6d7e8\" class=\"card content-card\">\n    <span>Download<\/span>\n    <div class=\"card-body\">\n        \n\n<h3 class=\"wp-block-heading\" id=\"anchor-14-lesson-reflection-using-brookfields-lenses\">Lesson reflection using Brookfield\u2019s Lenses<\/h3>\n\n\n\n<a class=\"btn btn-download\" target=\"_blank\" href=\"https:\/\/s3-eu-west-1.amazonaws.com\/s3-euw1-ap-pe-ws4-cws-documents.ri-prod\/learningtoteach\/downloads\/5.4-Lesson-Reflection-using-Brookfield%27s-Lenses.pdf\">5.4 Lesson Reflection using Brookfield\u2019s Lenses<\/a>\n\n\n    <\/div>\n<\/div>\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"anchor-15-5-5-closing-the-achievement-gap-self-regulation-and-personalising-learning\">5.5 Closing the Achievement Gap: Self-Regulation and Personalising Learning<\/h2>\n\n\n\n\n<div id=\"content-card-block_c896b92a671d5372c9559d608c24cca0\" class=\"card content-card\">\n    <span>Webpage<\/span>\n    <div class=\"card-body\">\n        \n\n<h3 class=\"wp-block-heading\" id=\"anchor-16-classroom-approaches-teaching-pedagogical-strategies\">Classroom approaches: teaching\/pedagogical strategies<\/h3>\n\n\n\n<p>Factors in teaching and learning impact on the personalisation of learning; in this unit, self-regulation is considered in detail. Other concerns are noted here; each covered in this volume:<\/p>\n\n\n\n<p><strong><em>Grouping pupils and group work<\/em><\/strong> (see also Unit 2.3 and 4.1)<\/p>\n\n\n\n<p><a><\/a>Collaborative group work is central to personalising learning &#8211; and differs from individual learning &#8211; so consideration of grouping options is helpful. Flexibility is key in ensuring a positive range of pupil experiences, and sometimes just for a refreshing change.<\/p>\n\n\n\n<p><strong><em>Assessment for Learning<\/em><\/strong> (see also Units 6.1 and 6.2)<\/p>\n\n\n\n<p><a><\/a>Assessment <em>for<\/em> Learning (AfL) and assessment <em>of <\/em>learning are both relevant improving learning and teachers are exhorted to understand how the design of educational activities can enhance pupil learning through considering \u2018assessment as part of pedagogy\u2019 (<a><\/a>Black and Wiliam, 2018, p.551).<\/p>\n\n\n\n<p><strong><em>The importance of questioning techniques<\/em><\/strong> (see also Unit 3.1)<\/p>\n\n\n\n<p><a><\/a>The quality of questions both to pupils and from pupils is important, and the 1956 work of Bloom is a still much-used (often adapted) way of thinking about higher-order questioning. Numerous different versions of Bloom\u2019s Taxonomy exist (Iowa State University, 2021), but a useful rule of thumb is to ensure that the higher-level aspects or types of thinking \u2013 analysis, evaluation and synthesis \u2013 are incorporated into all lessons (See Unit 5.2).<\/p>\n\n\n\n<p><strong><em>Task setting, problem-solving and investigations<\/em><\/strong> (see also Unit 5.2, 5.3, 5.9)<\/p>\n\n\n\n<p><a><\/a>Real-life problems and in-depth investigations are preferable to disconnected tasks or isolated activities. \u2018Thinking Actively in a Social Context\u2019 (TASC) (<a><\/a>Wallace, 2000), is a useful project planning and execution model for both long-term projects, and short-term activities. It is a flexible tool for thinking and discussing ideas and tasks, with no prescribed order for the various elements (below). The model can be presented in a circle with no specified start or end point.<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Gather\/organise \u2013 What do I know about this?<\/li>\n\n\n\n<li>Identify \u2013 What is the task?<\/li>\n\n\n\n<li>Generate \u2013 How many ideas can I think of?<\/li>\n\n\n\n<li>Decide \u2013 Which is the best idea?<\/li>\n\n\n\n<li>Implement \u2013 Let\u2019s do it!<\/li>\n\n\n\n<li>Evaluate \u2013 How well did I do?<\/li>\n\n\n\n<li>Communicate \u2013 Let\u2019s tell someone!<\/li>\n\n\n\n<li>Learn from experience \u2013 What have I learned?<\/li>\n<\/ul>\n\n\n\n<p><a><\/a>The model works well for all ages; there is guidance on its use on the National Association for Able Children in Education website (<a><\/a><a href=\"http:\/\/www.nace.co.uk\/\">www.nace.co.uk\/<\/a>), along with many other helpful resources.<\/p>\n\n\n\n<p><strong><em>Cognitive issues: accelerated learning, learning styles and metacognition<\/em><\/strong> (see also Units 4.3, 5.1)<\/p>\n\n\n\n<p><a><\/a>Some popular ideas about harnessing children\u2019s cognitive processes have been controversial, such as the initially attractive notion of relying on \u2018learning styles\u2019, which has been shown as sometimes detrimental (Bjork et al., 2013). Metacognition, however, is more about focusing on how we learn and how we can improve our learning. Useful metacognitive techniques incorporate self-regulation, which helps pupils analyse their own strengths and weakness and develop their self-understanding in relation to their work (see Units 4.3 and 5.1 for more on multiple intelligences and metacognition).<\/p>\n\n\n    <\/div>\n<\/div>\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"anchor-17-5-6-neuroeducation-classroom-practice-and-the-brain\">5.6 Neuroeducation: Classroom practice and the brain<\/h2>\n\n\n\n\n<div id=\"content-card-block_1503bd2ccb6a0dc1e8b0f80f4267949d\" class=\"card content-card\">\n    <span>Weblink<\/span>\n    <div class=\"card-body\">\n        \n\n<h3 class=\"wp-block-heading\" id=\"anchor-18-science-of-learning\">Science of Learning<\/h3>\n\n\n\n<h4 class=\"wp-block-heading\">Neuromyths: true or false?<\/h4>\n\n\n\n<p>The author has created a website about the concepts in this chapter mapped to the ITT Core Content Framework and Early Career Framework. Use these materials to develop your understanding of Neuroeducation: The Science of Learning: <a href=\"https:\/\/www.scienceoflearning-ebc.org\/\">https:\/\/www.scienceoflearning-ebc.org\/<\/a><\/p>\n\n\n    <\/div>\n<\/div>\n\n\n\n<div id=\"content-card-block_e669c1ba779dae2a83b2353b7fe6d7e8\" class=\"card content-card\">\n    <span>Download<\/span>\n    <div class=\"card-body\">\n        \n\n<h3 class=\"wp-block-heading\" id=\"anchor-19-annex-to-unit-5-6-evidence-basis-for-this-unit\">Annex to Unit 5.6: Evidence basis for this unit<\/h3>\n\n\n\n<a class=\"btn btn-download\" target=\"_blank\" href=\"https:\/\/s3-eu-west-1.amazonaws.com\/s3-euw1-ap-pe-ws4-cws-documents.ri-prod\/learningtoteach\/downloads\/5.6-Annex-to-Unit-5.6.docx\">Annex to Unit 5.6<\/a>\n\n\n    <\/div>\n<\/div>\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"anchor-20-5-8-creating-a-language-rich-classroom\">5.8 Creating a Language-Rich Classroom<\/h2>\n\n\n\n\n<div id=\"content-card-block_b549371c097ffaa1acaf824dcb9501e0\" class=\"card content-card\">\n    <span>Task<\/span>\n    <div class=\"card-body\">\n        \n\n<h3 class=\"wp-block-heading\" id=\"anchor-21-task-5-8-1-lesson-observation-secondary\">Task 5.8.1 Lesson observation \u2013 secondary<\/h3>\n\n\n\n<p>Do a search on YouTube for \u201clesson observation secondary\u201d and choose a lesson snippet. Use this for Task 5.8.1 OBSERVING AND ANALYSING WHOLE-CLASS DISCUSSION<\/p>\n\n\n\n<p>Observe a 5\u201310 minute episode of whole-class discussion.<\/p>\n\n\n\n<p>Make a note of:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>How many conversational \u2018turns\u2019 the teacher takes.<\/li>\n\n\n\n<li>How many turns pupils take.<\/li>\n<\/ul>\n\n\n\n<p>Reflect and evaluate:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>How far does the pattern of interaction fit the \u2018IRF\u2019 pattern described above?<\/li>\n\n\n\n<li>What does the teacher do to try to encourage pupil participation in the discussion?<\/li>\n\n\n\n<li>How successful are they in doing this? <\/li>\n<\/ul>\n\n\n\n<p>Discuss your reflections with a peer. Now pair up with a colleague and undertake the same exercise in one of the lessons you are teaching. Were the results what you had planned for? If not why not? Record the outcomes of your reflections and discussions in your professional portfolio.<\/p>\n\n\n    <\/div>\n<\/div>\n\n\n\n<div id=\"content-card-block_b549371c097ffaa1acaf824dcb9501e0\" class=\"card content-card\">\n    <span>Task<\/span>\n    <div class=\"card-body\">\n        \n\n<h3 class=\"wp-block-heading\" id=\"anchor-22-task-5-8-3-incorporating-comprehension-strategies-into-lessons\">Task 5.8.3 Incorporating comprehension strategies into lessons<\/h3>\n\n\n\n<p>Take a text for your subject that you might use in a lesson and create a lesson activity that explicitly teaches one of the comprehension strategies outlined above, perhaps using a DART activity. <\/p>\n\n\n\n<p>Write a short paragraph explaining the rationale for the task you have developed.<\/p>\n\n\n    <\/div>\n<\/div>\n\n\n\n<div id=\"content-card-block_ac72afb292eae17b33f2c2c7a04066c5\" class=\"card content-card\">\n    <span>Flashcards<\/span>\n    <div class=\"card-body\">\n        \n\n<h3 class=\"wp-block-heading\" id=\"anchor-23-dart-activities\">DART activities<\/h3>\n\n\n\n<p>Use these flashcards to test your knowledge of different types of DART activities.<\/p>\n\n\n<div class=\"h5p-iframe-wrapper\"><iframe id=\"h5p-iframe-5\" class=\"h5p-iframe\" data-content-id=\"5\" style=\"height:1px\" src=\"about:blank\" frameBorder=\"0\" scrolling=\"no\" title=\"DART Activities\"><\/iframe><\/div>\n\n\n    <\/div>\n<\/div>\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"anchor-24-5-9-pedagogy-the-science-craft-and-performance-of-teaching\">5.9 Pedagogy \u2013 The Science, Craft and Performance of Teaching<\/h2>\n\n\n\n\n<div id=\"content-card-block_4c50c01f7b078fcd05b003ba49e8f23e\" class=\"card content-card\">\n    <span>Video<\/span>\n    <div class=\"card-body\">\n        \n\n<h3 class=\"wp-block-heading\" id=\"anchor-25-5-9-building-your-secondary-school-oracy-culture-with-the-esu\">5.9 Building your secondary school oracy culture with the ESU<\/h3>\n\n\n\n\n<div id=\"video-card-block_6835377466866a6f36444247ee041050\" class=\"video-card\">\n    <div class=\"card-block-video\">\n    \n            <div class=\"js-player\" data-plyr-provider=\"youtube\" data-plyr-embed-id=\"WU7YPGiBxzw\"><\/div>\n        \n        <\/div>\n    <\/div>\n\n\n<a class=\"btn btn-download\" target=\"_blank\" href=\"https:\/\/s3-eu-west-1.amazonaws.com\/s3-euw1-ap-pe-ws4-cws-documents.ri-prod\/learningtoteach\/downloads\/5.9-Building-your-secondary-school-oracy-culture-with-the-ESU-.pptx\">Building your secondary school oracy culture with the ESU PowerPoint download<\/a>\n\n\n    <\/div>\n<\/div>\n\n\n\n<div id=\"content-card-block_4c50c01f7b078fcd05b003ba49e8f23e\" class=\"card content-card\">\n    <span>Video<\/span>\n    <div class=\"card-body\">\n        \n\n<h3 class=\"wp-block-heading\" id=\"anchor-26-5-9-boosting-your-students-oracy-skills-with-the-esu-secondary-school-competition\">5.9 Boosting your students\u2019 oracy skills with the ESU secondary school competition<\/h3>\n\n\n\n\n<div id=\"video-card-block_31a51c14f24aa27cdce8e6d97c466dce\" class=\"video-card\">\n    <div class=\"card-block-video\">\n    \n            <div class=\"js-player\" data-plyr-provider=\"youtube\" data-plyr-embed-id=\"5vSiXqhlzH4\"><\/div>\n        \n        <\/div>\n    <\/div>\n\n\n<a class=\"btn btn-download\" target=\"_blank\" href=\"https:\/\/s3-eu-west-1.amazonaws.com\/s3-euw1-ap-pe-ws4-cws-documents.ri-prod\/learningtoteach\/downloads\/5.9-Boosting-your-students%E2%80%99-oracy-skills-with-the-ESU-secondary-school-competition.pptx\">Boosting your student\u2019s oracy skills with the ESU secondary school competition PowerPoint download<\/a>\n\n\n    <\/div>\n<\/div>\n\n\n\n<div id=\"content-card-block_e669c1ba779dae2a83b2353b7fe6d7e8\" class=\"card content-card\">\n    <span>Download<\/span>\n    <div class=\"card-body\">\n        \n\n<h3 class=\"wp-block-heading\" id=\"anchor-27-5-9-oracy-skill-sets-a-guide\">5.9 Oracy skill sets: a guide<\/h3>\n\n\n\n<a class=\"btn btn-download\" target=\"_blank\" href=\"https:\/\/s3-eu-west-1.amazonaws.com\/s3-euw1-ap-pe-ws4-cws-documents.ri-prod\/learningtoteach\/downloads\/5.9-Oracy-Skill-Sets-Guide.pdf\">5.9 Oracy Skill Sets: A Guide<\/a>\n\n\n    <\/div>\n<\/div>\n\n\n\n<div id=\"content-card-block_c896b92a671d5372c9559d608c24cca0\" class=\"card content-card\">\n    <span>Webpage<\/span>\n    <div class=\"card-body\">\n        \n\n<h3 class=\"wp-block-heading\" id=\"anchor-28-table-5-9-1-essential-learning-theories-underpinning-pedagogy\">Table 5.9.1 Essential learning theories underpinning pedagogy<\/h3>\n\n\n\n<div class=\"wp-block-columns is-layout-flex wp-container-core-columns-is-layout-9d6595d7 wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\">\n<p><strong>Behaviourism<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Observable performance: what learners must do<\/li>\n\n\n\n<li>Stimulus and response<\/li>\n\n\n\n<li>Environment, routines, cues, prompts habits, mastery, practice<\/li>\n\n\n\n<li>Generalisation leads to application of learning<\/li>\n\n\n\n<li>Rewards and sanctions based on response reinforce learning<\/li>\n\n\n\n<li>Reactive learners<\/li>\n<\/ul>\n<\/div>\n\n\n\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\">\n<p><strong>Cognitivism<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Cognitive: thinking, problem-solving, processing<\/li>\n\n\n\n<li>Drawn from cognitive science; neuroscience<\/li>\n\n\n\n<li>Development of knowledge: reception, memory, organisation, retrieval<\/li>\n\n\n\n<li>Environment, explanations, think-aloud, modelling, feedback<\/li>\n\n\n\n<li>Active learners<\/li>\n<\/ul>\n<\/div>\n\n\n\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\">\n<p><strong>Constructivism<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Learner makes meaning from experience<\/li>\n\n\n\n<li>Links practice, knowledge and context in authentic and meaningful learning experiences<\/li>\n\n\n\n<li>Problem-based applications<\/li>\n\n\n\n<li>Focus on process as well as outcome<\/li>\n\n\n\n<li>Metacognition, self-regulation<\/li>\n\n\n\n<li>Social and collaborative learners<\/li>\n<\/ul>\n<\/div>\n<\/div>\n\n\n    <\/div>\n<\/div>\n\n\n\n<div id=\"content-card-block_4c50c01f7b078fcd05b003ba49e8f23e\" class=\"card content-card\">\n    <span>Video<\/span>\n    <div class=\"card-body\">\n        \n\n<h3 class=\"wp-block-heading\" id=\"anchor-29-cooking-analogy\">Cooking analogy<\/h3>\n\n\n\n<p>The Cooking Analogy is a useful way to understand the relationship between teaching and technology.<\/p>\n\n\n\n\n<div id=\"video-card-block_6b39b0c7fb47e17144b2d6aa30a9921f\" class=\"video-card\">\n    <div class=\"card-block-video\">\n    \n            <div class=\"js-player\" data-plyr-provider=\"youtube\" data-plyr-embed-id=\"Q4UIIuQof1s\"><\/div>\n        \n        <\/div>\n    <\/div>\n\n    <\/div>\n<\/div>\n\n\n\n<div id=\"content-card-block_ac72afb292eae17b33f2c2c7a04066c5\" class=\"card content-card\">\n    <span>Flashcards<\/span>\n    <div class=\"card-body\">\n        \n\n<h3 class=\"wp-block-heading\" id=\"anchor-30-table-5-9-3-examples-of-terms-describing-pedagogic-tools\">Table 5.9.3 Examples of terms describing pedagogic tools<\/h3>\n\n\n\n<p>These flashcards have been created from Table 5.9.3, and should be used to test your understanding of terms used to describe key pedagogical tools.<\/p>\n\n\n<div class=\"h5p-iframe-wrapper\"><iframe id=\"h5p-iframe-6\" class=\"h5p-iframe\" data-content-id=\"6\" style=\"height:1px\" src=\"about:blank\" frameBorder=\"0\" scrolling=\"no\" title=\"Table 5.9.3 Examples of terms describing pedagogic tools\"><\/iframe><\/div>\n\n\n    <\/div>\n<\/div>","protected":false},"excerpt":{"rendered":"<p>5.1 Ways Pupils Learn 5.2 Active Learning 5.3 Teaching Styles 5.4 Improving your teaching 5.5 Closing the Achievement Gap: Self-Regulation and Personalising Learning 5.6 Neuroeducation: Classroom practice and the brain 5.8 Creating a Language-Rich Classroom 5.9 Pedagogy \u2013 The Science, Craft and Performance of Teaching<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"single-chapter.php","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[6],"tags":[],"class_list":["post-155","post","type-post","status-publish","format-standard","hentry","category-uncategorised"],"acf":[],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/routledgelearning.com\/learningtoteach\/wp-json\/wp\/v2\/posts\/155","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/routledgelearning.com\/learningtoteach\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/routledgelearning.com\/learningtoteach\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/routledgelearning.com\/learningtoteach\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/routledgelearning.com\/learningtoteach\/wp-json\/wp\/v2\/comments?post=155"}],"version-history":[{"count":1,"href":"https:\/\/routledgelearning.com\/learningtoteach\/wp-json\/wp\/v2\/posts\/155\/revisions"}],"predecessor-version":[{"id":1334,"href":"https:\/\/routledgelearning.com\/learningtoteach\/wp-json\/wp\/v2\/posts\/155\/revisions\/1334"}],"wp:attachment":[{"href":"https:\/\/routledgelearning.com\/learningtoteach\/wp-json\/wp\/v2\/media?parent=155"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/routledgelearning.com\/learningtoteach\/wp-json\/wp\/v2\/categories?post=155"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/routledgelearning.com\/learningtoteach\/wp-json\/wp\/v2\/tags?post=155"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}