Understanding learning and teaching in secondary schools

357 Pages·2011·11.647 MB·English

by  Alison Hramiak, Terry Hudson

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Dr Alison Hramiak is a Senior Lecturer at Sheffield Hallam University.
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Terry Hudson is the Regional Executive Director of the Teach First Initiative in i
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Yorkshire and Humber. He was, until recently, Head of Post Compulsory and
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Secondary Education and Training at Sheffield Hallam University.
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www.pearson-books.com
Cover photograph © Christopher Thomond/reportdigital.co.uk
CVR_HRAM9444_01_SE_CVR.indd 1 18/01/2011 11:56
Understanding Learning and Teaching
in Secondary Schools
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Understanding Learning and
Teaching in Secondary Schools
Edited by

Alison Hramiak and Terry Hudson
Pearson Education Limited
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Essex CM20 2JE
England
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First edition published 2011
© Pearson Education Limited 2011
The rights of Alison Hramiak, Terry Hudson, Helen Boulton, Phil Spencer, Helen Cook,
Stephen Holden and Keith Shelton to be identified as authors of this work have been
asserted by them in accordance with the Copyright, Designs and Patents Act 1988.
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ISBN 978-1-4058-9944-4
British Library Cataloguing-in-Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloguing-in-Publication Data
A catalog record for this book is available from the Library of Congress
10 9 8 7 6 5 4 3 2 1
15 14 13 12 11
Typeset in 9.5/12.5 pt Giovanni by 75
Printed by Ashford Colour Press Ltd., Gosport
This book is dedicated to Amelie and Isaac Nottage
and Michael and Ben Hramiak

Brief contents
Preface xv
Guided tour xvi
About the authors xviii
Acknowledgements xx
1 Introduction 1
Part 1 YOU AS A LEARNER 7
2 Becoming a reflective practitioner 9
3 Academic writing and reading 24
Part 2 LEARNING AND TEACHING 39
4 Every Child Matters: a holistic view of the school 41
5 Engaging learners 56
6 Individual needs 73
7 Raising achievement 95
8 Planning and preparation 109

9 Assessment and feedback 143
10 Behaviour management in the classroom 169
Part 3 HOW SCHOOLS ARE ORGANISED 187
11 The mentoring process 189
12 School structures, leadership and management 206
13 Collaborative working 223
14 Personal, Social, Health and Economic education and Citizenship 237
15 Vocational and work-based learning in the school environment 255
16 Pastoral care and the role of the form tutor 276
17 Learning from others 290
18 Getting a job and keeping it 305
Index 329
vii
Detailed contents
Preface xv
Guided tour xvi
About the authors xviii
Acknowledgements xx
1 Introduction
1
Alison Hramiak and Terry Hudson
Overview 2
Theme 1 – You as a learner 3
Theme 2 – Learning and teaching 3
Theme 3 – How schools are organised 4
How to use this book effectively 5
Part 1 YOU AS A LEARNER
7
2 Becoming a reflective practitioner 9
Terry Hudson
Learning outcomes 9
Introduction 10
What is reflective practice? 10
Why review/reflect on your teaching? 10
Ideas about reflective practice 12
Who can help with reflective practice? 15
Some techniques to consider 16
Summary 22
References 22
3 Academic writing and reading
24
Alison Hramiak
Learning outcomes 24
Introduction 25
What academic writing is not 25
What academic writing is 25
Some key advice to support effective writing 26
How to use feedback from assignments 27
viii
Detailed contents ix
Understanding and writing assignments at Master’s level 28
Practical tips for writing assignments 31
Referencing 33
Plagiarism and how to avoid it 35
The buddying system 37
Summary 38
References 38
Web resources 38
Part 2 LEARNING AND TEACHING
39
4 Every Child Matters: a holistic view of the school
41
Alison Hramiak
Learning outcomes 41
Introduction 42
Why is the Every Child Mattersagenda important? 42
More than just a subject teacher? 43
Friend or friendly? 44
The pastoral system – being a form tutor 45
Every Child Matters 46
The team that is a school 50
Every Child Matters and inclusion 52
Summary 54
References 54
Web resources 55
5 Engaging learners
56
Terry Hudson

Learning outcomes 56
Introduction 57
Audit of your learning experiences 57
Classification of learning approaches 59
Some theory 60
How children learn – some underpinning theories 61
Piaget and stages 65
Active learning 68
Some active learning strategies 69
Summary 71
References 71
6 Individual needs
73
Helen Boulton
Learning outcomes 73
Introduction 74
The curriculum 75