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A GUIDE TO TEACHING PRACTICE Revised fifth edition AGuide to Teaching Practiceis the most comprehensive text available for students on initial teacher training courses across all phases in the UK. The book’s focus on the quality of teaching and learning and consideration of the latest regulations and guidelines ensures that it fits comfortably within current statutory frameworks. Revised and updated, this authoritative yet accessible textbook covers all the important basic skills and issues that students need to consider during their practice, such as planning, classroom organisation, behaviour management and assessment, as well as chapters on: (cid:2) the Early Years Foundation Stage (EYFS) (cid:2) legal issues (cid:2) learning and teaching and using ICTin the classroom (cid:2) teaching and learning numeracy (cid:2) teaching and learning literacy (cid:2) children’s rights, and (cid:2) gifted and talented children. This respected and widely used textbook will be an essential resource for any student teacher. Additional learning resources for students are provided on a companion website, which contains further research, important links and downloadable materials. The website also contain information to make this book more relevant to international audiences. Louis Cohen is Emeritus Professor of Education at Loughborough University, UK. Lawrence Manion was formerly Principal Lecturer in Music at Manchester Metropolitan University, UK. Keith Morrison is Professor and Registrar at the Macau University of Science and Technology, China. Dominic Wyseis Senior Lecturer in Early Years and Primary Education at the University of Cambridge, UK. A Guide to Teaching Practice – Companion Website This fully updated fifth edition of AGuide to Teaching Practiceis accompanied by a companion website which features downloadable* supplementary material for students and lecturers, and also a wealth of signposts and weblinks to useful material. Organised thematically, reflecting the chapter structure of this textbook, the website will be a valuable tool for any teacher or student teacher wanting to improve their practice. Featured material includes: (cid:3) a variety of adaptable lesson plan templates (cid:3) additional original material on subjects including the use of ICTin the classroom, assessment and legal issues and copyright (cid:3) signposts to further reading (cid:3) a wealth of weblinks to sites containing material relevant to students, and also practical sites offering classroom resources for teachers and pupils (cid:3) presentation outlines for course lecturers. It is intended that the companion website will provide real added value to this already comprehensive textbook – we hope you find it of use. Visit the website at www.routledge.com/textbooks/9780415485586. Also, please feel free to browse the Routledge site at www.routledge.com for information about a wide range of books and resources for teachers and student teachers. * Please note that material downloaded is copyright, for personal use only and is not to be distributed or resold. A GUIDE TO TEACHING PRACTICE Revised fifth edition Louis Cohen, Lawrence Manion, Keith Morrison and Dominic Wyse First published 1977 by Routledge Second edition published 1983 Third edition published 1989 Fourth edition published 1996 and reprinted 1998, 1999, 2000, 2001, 2002 (twice) and 2003 by RoutledgeFalmer Fifth edition published 2004 Revised fifth edition published 2010 by Routledge 2 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN Simultaneously published in the USA and Canada by Routledge 270 Madison Avenue, New York, NY 10016 Routledge is an imprint of the Taylor & Francis Group, an informa business This edition published in the Taylor & Francis e-Library, 2010. To purchase your own copy of this or any of Taylor & Francis or Routledge’s collection of thousands of eBooks please go to www.eBookstore.tandf.co.uk. © 2010 Louis Cohen, Lawrence Manion, Keith Morrison and Dominic Wyse All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. The publishers have made every effort to contact authors/copyright holders of works reprinted inA Guide to Teaching Practice (rev. 5th edn). This has not been possible in every case, however, and we would welcome correspondence from those individuals/companies whom we have been unable to trace. British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Library of Congress Cataloging-in-Publication Data A guide to teaching practice : revised edition / Louis Cohen ... [et al.]. — 5th ed. p. cm. Prev. edition cataloged under Cohen, Louis Includes bibliographical references and index. 1. Student teaching—Great Britain. 2. Teachers—Training of—Great Britain. I. Cohen, Louis, II. Cohen, Louis, Guide to teaching practice. LB2157.G7G85 2010 370.71’141—dc22 2009052934 ISBN 0-203-84862-4 Master e-book ISBN ISBN 10: 0-415-48558-4 (pbk) ISBN 10: 0-203-84862-4 (ebk) ISBN 13: 978-0-415-48558-6 (pbk) ISBN 13: 978-0-203-84862-3 (ebk) Contents List of Boxes ix Foreword to the Revised Fifth Edition xiii Acknowledgements xv PART I SOME PERSPECTIVES ON TEACHING AND LEARNING 1 1 A Background to Current Developments in Education 3 (cid:2)introduction (cid:2)a plethora of innovations: standards and targets (cid:2)democracy and control in question (cid:2)stress in teaching (cid:2)indiscipline and bullying (cid:2)school diversity (cid:2)changing the nature of teaching 2 Teacher Training Requirements 18 (cid:2)introduction (cid:2)standards for the award of qualified teacher status (cid:2)skills tests in numeracy, literacy and ICT(cid:2)mentoring (cid:2)conclusion 3 The Curriculum 33 (cid:2)introduction (cid:2)the Early Years Foundation Stage (cid:2)the National Curriculum (cid:2)statutory tests (cid:2)the National Strategies (cid:2)conclusion 4 Information and Communications Technology 52 (cid:2)introduction (cid:2)what is ICT? (cid:2)claimed advantages of ICT(cid:2)concerns about ICT (cid:2)constructivism and ICT(cid:2)higher-order thinking and ICT(cid:2)differentiation (cid:2)administration (cid:2)social learning (cid:2)pedagogy (cid:2)assessment (cid:2)evaluating websites (cid:2)finding out about the school’s ICTfor teaching practice (cid:2)evaluating your own use of ICTon teaching practice (cid:2) v (cid:2) CONTENTS 5 Legal Issues 76 (cid:2)introduction (cid:2)duty of care, supervision and the avoidance of negligence (cid:2)discipline (cid:2)safety (cid:2)data protection (cid:2)the Education and Inspections Act 2006 (cid:2)teachers’ professional responsibilities (cid:2)implications for student teachers PART II PREPARATION AND PLANNING 97 6 The Preliminary Visit 99 (cid:2)introduction (cid:2)before the visit (cid:2)what to look for and what information to collect (cid:2)understanding rules, protocols, procedures and routines (cid:2)rules and routines at different points during the lesson (cid:2)particular information to record 7 Aims, Objectives and Intended Learning Outcomes 111 (cid:2)introduction (cid:2)two kinds of objectives and intended learning outcomes: (1) behavioural and (2) non-behavioural (cid:2)some characteristics of behavioural objectives (cid:2)the student teacher and behavioural objectives (cid:2)non-behavioural objectives (cid:2)the debate surrounding the use of behavioural objectives (cid:2)objectives and intended learning outcomes in individualised learning (cid:2)conclusion: some suggestions 8 Beginning Curriculum Planning 128 (cid:2)introduction (cid:2)the context and levels of planning (cid:2)the elements of planning (cid:2)characteristics of the curriculum (cid:2)subject-based and topic-based approaches to the primary curriculum (cid:2)staging curriculum planning (cid:2)examples of planning: Foundation Stage (cid:2)primary school Key Stage 2 (cid:2)secondary school Key Stage 3 (cid:2)evaluation and review (cid:2)evaluation of achievement of overall aims for the teaching practice (cid:2)evaluation of achievements of the scheme of work (cid:2)weekly and daily evaluations (cid:2)evaluations of speciﬁc lessons PART III PRACTISING TEACHING 179 9 Learning and Teaching 181 (cid:2)introduction (cid:2)constructivist theory (cid:2)higher-order thinking (cid:2)the brain and learning (cid:2)neuroscience and working memory (cid:2)metacognition (cid:2)learning styles (cid:2)motivation (cid:2)co-operative learning (cid:2)key characteristics of effective teaching (cid:2)key questions for teaching skills (cid:2)non-verbal teacher communciation (cid:2)modelling (cid:2)student teachers’ attitudes and expectations and the inﬂuence they exert on classroom behaviour (cid:2)the organisation of learning (cid:2) vi (cid:2) CONTENTS 10 Early Years and Primary Teaching 209 (cid:2)introduction (cid:2)early years teaching (cid:2)play (cid:2)socialisation (cid:2)understanding the classroom (cid:2)organising the day (cid:2)implications for student teachers (cid:2)primary teaching (cid:2)children’s learning in school (cid:2)classroom organisation (cid:2)some organisational concepts in primary education (cid:2)teaching and learning styles in primary classrooms 11 Secondary Teaching 250 (cid:2)introduction (cid:2)some requisites of a secondary school student teacher (cid:2)first meeting(s) with one’s classes (cid:2)lesson phases and presentation skills (cid:2)homework (cid:2)setting, grouping and mixed-ability teaching 12 Language in Classrooms 267 (cid:2)introduction (cid:2)speaking and listening in educational policy and practice (cid:2)speaking and listening in the early years (cid:2)characteristics of talk in classrooms (cid:2)direct instruction and whole-class interactive teaching (cid:2)exposition (cid:2)explanation (cid:2)questions and questioning (cid:2)discussion (cid:2)responding (cid:2)summarising (cid:2)dialogic teaching and collaborative learning (cid:2)conclusion 13 Inclusion, Equal Opportunities and Diversity 292 (cid:2)introduction (cid:2)gender (cid:2)ethnicity (cid:2)special educational needs (cid:2)gifted and talented students 14 Managing Behaviour in the Classroom 331 (cid:2)introduction (cid:2)schools of thought on classroom management (cid:2)students’expectations of teachers (cid:2)some factors affecting behaviour in classrooms (cid:2)what makes students misbehave? (cid:2)rules and routines in the classroom (cid:2)suggestions for handling minor misbehaviour problems (cid:2)dealing with repeated minor misbehaviour (cid:2)dealing with persistent disruptive behaviour (cid:2)the ripple effect (cid:2)issuing reprimands (cid:2)rewards and punishments (cid:2)behaviour modification and assertive discipline (cid:2)anticipating management and control problems in the classroom (cid:2)behavioural problems with some ethnic minority students (cid:2)class management on teaching practice (cid:2)bullying PART IV ASSESSMENT, RECORD KEEPING AND REPORT WRITING 385 15 Assessment 387 (cid:2)introduction (cid:2)the context of assessment (cid:2)assessment in the early years (cid:2)assessing pupils’progress (cid:2)assessment for learning (cid:2)the purposes of assessment (cid:2)the types of assessment (cid:2)reliability and validity in assessments (cid:2)methods of gathering assessment data (cid:2)written sources of data collection (cid:2)non-written sources of data collection (cid:2)providing opportunities for assessment (cid:2)designing an assessment task (cid:2)marking work (cid:2)a worked example of an assessment activity (cid:2) vii (cid:2) CONTENTS 16 Record Keeping and Report Writing 441 (cid:2)introduction (cid:2)the purposes of record keeping (cid:2)the use of the record for reporting purposes (cid:2)the formality of the record (cid:2)the contents of the record (cid:2)the audiences of the record (cid:2)the style and format of the record (cid:2)the timing of the record entry (cid:2)writing reports Notes and References 460 Bibliography 501 Index 534 (cid:2) viii Boxes 1 Interventions for school improvement 6 2 Asequence of elements to meet the standards for the award of QTS 24 3 The stages of education 42 4 Statutory requirements for Key Stage 3 42 5 The main elements and the cross-curricular elements of statutory curricula from birth to age 16 43 6 Diploma options and first teaching dates 44 7 Elements of the whole curriculum 46 8 Different uses of ICTin education 54 9 Teachers’knowledge of word processing 55 10 Teachers’knowledge of spreadsheets 55 11 Teachers’knowledge of databases 56 12 Teachers’knowledge of graphing programs 56 13 Teachers’knowledge of graphic, clip art and sound packages 57 14 Teachers’knowledge of desktopping 58 15 Teachers’knowledge of multimedia 58 16 Teachers’knowledge of the internet 59 17 Four features of learning from Vygotsky 63 18 Seven ‘don’ts’with ICT 68 19 Advantages of assessment with ICT 69 20 Evaluating software and websites 72 21 Professional courtesy on teaching practice 102 22 Classroom routines 103 23 Motivation questions for use in an observation lesson 106 24 An example of a non-behavioural and a behavioural lesson objective in poetry 116 25 ‘The Darkling Thrush’ 116 26 An example of a non-behavioural and behavioural lesson objective in the visual arts 120 27 An example of a non-behavioural and a behavioural lesson objective in music 120 28 An example of a non-behavioural and a behavioural lesson objective in the visual appreciation of architecture 121 29 Strengths and weaknesses of behavioural objectives 125 30 Ofsted’s aspects of the curriculum 129 31 Aplanning sequence 139 32 Atopic plan for a Year 6 group 144 (cid:2) ix