Understanding learning at the primary level

2018

The context for primary education in the twenty-first century - Mike Carroll and Margaret McCulloch Childhood and diversity - Julie McAdam and Evelyn Arizpe Early years education - Mary Wingrave Models of teaching and learning - Mike Carroll Planning for learning and teaching in the primary classroom - Maureen Farrell and A. Graeme Pate Social and emotional contexts for learning - Margaret McCulloch Identity, relationships and behaviour - George Head Developing a capacity for learning - Vivienne Baumfield Collaborative learning - Mike Carroll Interdisciplinary learning - Mike Carroll and Fiona McGregor Creating challenge in the classroom - Margaret Sutherland and Niamh Stack Assessment for learning - Louise Hayward and Ernest Spencer Education for global citizenship and sustainable development - Alan Britton Spiritual development - Leonardo Franchi and Leon Robinson Teaching for creativity and creative teaching - Moyra Boland, Margaret Jago and Jan MacDonald Digital learning - Steph...

System, 2018

2014

Chapter objectives To understand what literacy is. To develop appropriate instructional approaches to literacy learning. To develop a repertoire of strategies to foster literacy engagement. Key questions 1. How does the social context affect literacy learning? 2. How do literacy learners use literacy to construct meaning? 3. How do literacy users regulate their own learning?

Language Teaching, 2011

2011) What do primary teachers need to understand, and how? Developing an applied linguistics curriculum for pre-service primary school teacher. Language Teaching. ISSN 0261-4448 Strathprints is designed to allow users to access the research output of the University of Strathclyde. Reference Ellis, S., McCartney, E. and Bourne, J. (2009) What do primary teachers need to understand, and how? Developing an applied linguistics curriculum for pre-service primary school teachers: Research in Progress Language Teaching -Surveys and Studies 42 (2) p. 261-265 Cambridge: Cambridge University Press What do primary teachers need to understand, and how? Developing an applied linguistics curriculum for pre-service primary school teacher

1996

This paper outlines 22 principles of practice that serve as criteria by which to judge the developmental appropriateness of an early childhood curriculum. The principles lead to the assertion that young children as learners are greatly supported when a "project approach" is used--e.g., when their early childhood education experience includes opportunities for investigations of phenomena in their environments. Criteria of appropriateness of curricula and pedagogy are discussed, along with explanations of the developmental approach to curricula and teaching practices. The 22 principles of a project or developmental approach include: (1) taking into account those aspects of learning that change with the age and experience of the learner; (2) taking into account two equally important dimensions of development--normative and dynamic; and (3) children's dispositions to be interested, engaged, absorbed, and involved in intellectual effort are strengthened when they have ample opportunity to work on a topic or investigations over a period of time. (BGC)

2012