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OverviewPurposeful Planning for Learning puts the passion and depth back into how teachers plan for learning in the primary classroom. Offering a unique perspective on what constitutes purposeful planning for learning, this book encourages a mindset where planning is integral to, supportive of and informed by learning, including learning that is social, emotional, physical and cognitive. Written by a variety of teacher educators and primary teachers, this book reconceptualises planning by focusing on different themes such as outdoor learning, assessment, questioning and inclusion, that all influence and inform planning. In each chapter, you can find: Voices of teachers and teacher educators The unpicking of practice and key terminology Vignettes that shed light on classroom life (examples from practice) and Opportunities for reflection (points to ponder) This cross-curricular resource provides aspirational, professional and practical insights into current issues that surround planning. It includes student and experienced qualified teacher insights which will serve as inspiration to support the reader in making real changes in their classroom. Full Product DetailsAuthor: Natasha Serret (Nottingham Trent University, UK) , Catherine Gripton (Nottingham Trent University, UK)Publisher: Taylor & Francis Ltd Imprint: Routledge Weight: 0.371kg ISBN: 9781138593770ISBN 10: 113859377 Pages: 110 Publication Date: 04 September 2020 Audience: College/higher education , Professional and scholarly , Tertiary & Higher Education , Professional & Vocational Format: Hardback Publisher's Status: Active Availability: In Print  This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us. Table of ContentsChapter 1 What is planning? Natasha Serret and Catherine Gripton Chapter 2 Roles and responsibilities in learning Paul Waring-Thomas and Catherine Gripton Chapter 3 Inclusive planning for learning Fiona Hunter and Natasha Serret Chapter 4 Principles of lesson design Simon Brown, Laura Malpas and Nick Mills Chapter 5 Assessment and planning for progress Natasha Serret, Liz Ruston and Rob Perkins Chapter 6 Questioning Alison Murphy, Vicky McEwan and Catherine Gripton Chapter 7 Planning for learners of English as an additional language Nicky-Jane Kerr-Gilbert Chapter 8 Planning for children’s needs Steven Sharp, Clare Orridge and Richard Muge Chapter 9 Outdoor learning Sarah Hindmarsh and Susan Hunt Chapter 10 Planning for sustainability Elaine Haywood Chapter 11 Lesson as narrative Nicky-Jane Kerr-Gilbert and Eleanor Power Chapter 12 Planning for children’s creativity Suzanne Gomersall and Catherine Gripton Chapter 13 Promoting a positive climate for learning Helen Fielding, Eleanor Power and Nick PageReviewsAuthor InformationNatasha Serret was a primary teacher and is now a senior lecturer working with the Primary Education team at Nottingham Trent University, where she is the course leader for BA Primary Education. She has collaborated on several research projects, with universities in the UK and across Europe, that have focused on outdoor learning in science, Cognitive Acceleration in Science Education (CASE) and assessment in science education. Catherine Gripton is a lecturer, author and researcher with many years of experience in primary teacher education. She is an assistant professor in the School of Education at the University of Nottingham and has a special interest in 3–7 education and early childhood mathematics. Catherine was formerly a teacher in Nottingham and Nottinghamshire primary schools. Tab Content 6Author Website:Countries AvailableAll regions |
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