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Teaching Approaches/Planning for interactive pedagogy: Difference between revisions
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, 13 years agoSimonKnight moved page Teaching Approaches/Planning for Interactive Pedagogy to Teaching Approaches/Planning for interactive pedagogy
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{{teaching approach header}} | |||
=Lessons for Learning= | =Lessons for Learning= | ||
Teaching is a complex process. Complexity increases as we factor in assessment and pupil achievement; raising standards; the variety of experience that every classroom presents; and changes to curriculum models and subject specifications. Reviewing and refining the teaching process is necessary for teachers to be able to meet the demands of the changing classroom. | Teaching is a complex process. Complexity increases as we factor in assessment and pupil achievement; raising standards; the variety of experience that every classroom presents; and changes to curriculum models and subject specifications. Reviewing and refining the teaching process is necessary for teachers to be able to meet the demands of the changing classroom. | ||
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* the pupil who likes to be in trouble has yet to be born; | * the pupil who likes to be in trouble has yet to be born; | ||
* good behaviour needs to be taught.}} | * good behaviour needs to be taught.}} | ||
If you would like more information on classroom management, you may find the resources on the behaviour 2 learn website (mostly OGL licence) useful http://www.behaviour2learn.co.uk/site/index.php | |||
==Task ''Effective teaching – effective learning 30 minutes== | ==Task ''Effective teaching – effective learning 30 minutes== | ||
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The nature of the learning objective – for example, skill acquisition or developing understanding – will determine the approaches and strategies you use.}} | The nature of the learning objective – for example, skill acquisition or developing understanding – will determine the approaches and strategies you use.}} | ||
{{teaching approach footer}} | |||
