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OverviewLinked to the Early Career Framework, this book provides an understanding of cognitive load theory and its application to teaching for all those training or new to the job. Cognitive science is fast becoming the cornerstone for understanding how students learn and is revolutionising the way we teach pupils at both primary and secondary levels. The techniques informed by cognitive science are evidence-based and proven to work, providing clear benefits for both the early career teacher and your pupils. This book outlines the principles of cognitive load theory and metacognition so that you can feel in control of your own learning and understand how to harness the learning of your students. It provides concise explanations and practical strategies that you can use in the classroom, enabling you to confidently plan and teach lessons with a reflective, metacognitive approach underpinned by key cognitive science principles. Full Product DetailsAuthor: Kelly Richens , Emma HollisPublisher: Critical Publishing Ltd Imprint: Critical Publishing Ltd Dimensions: Width: 15.60cm , Height: 0.70cm , Length: 23.40cm Weight: 0.206kg ISBN: 9781914171055ISBN 10: 1914171055 Pages: 120 Publication Date: 03 November 2021 Audience: College/higher education , Professional and scholarly , Tertiary & Higher Education , Professional & Vocational Format: Paperback 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 ContentsIntroduction: what is cognitive science and what does it mean to you as a teacher? Let’s step back a bit first: the power of being a human first teacher Great expectations: a punchy combo with the human first teaching approach OK, so it’s time to plan: how does cognitive science empower you? Next steps: consciously incompetent to unconsciously competent, how does that happen? Time to get out there and change lives Acronym buster IndexReviewsHow teachers are trained is critical - for all our futures. Which is why I am confident that the work of Kelly Richens makes a difference. Her artful blend of cognitive science and nurturing humanity is the perfect blend for those embarking on the most challenging and satisfying of professions -- Oliver Caviglioli Every new teacher worries about managing workload! This timely and essential guide really helps. It's much more than a guide, it's like having a daily mentoring dialogue sharing the insight and considered reflections of an experienced practitioner. This book is chock full of ideas, examples and practical tasks - wrapped in memorable metaphors (Goldmining; Packing Saddles; Buckaroos) to engage early career teachers. It will strengthen the confidence and professional self-identity of the teacher as well as the pragmatic balancing between work and life required to succeed. -- Margaret Mulholland, Association of School and College Leaders This is an extremely timely and helpful book which will be of real interest to new teachers and those who support them. Especially given the challenging times we live in. -- James Noble-Rogers, UCET Workload remains a huge issue for many teachers, and whilst much needs to be done to tackle this at a system level, for a new teacher it is also crucial to develop and understand strategies for managing workload. This book provides an excellent primer - and manages to be both informative and, perhaps unexpectedly, also an entertaining read! With a focus on how we can ensure teachers have a 'professionally acceptable workload', the book covers a range of topics and things to consider, from how we perceive our role as teachers to managing work creep. Reflective and practical tasks throughout help ensure ideas are embedded and adopted in practice. Perhaps most importantly, the key themes that come up throughout are agency and balance - both critically important for all teachers, not just those starting out their career. -- Cat Scutt, Chartered College of Teaching Author InformationKelly Richens was a science teacher and Lead Practitioner for Teaching and Learning in schools for more than 10 years. She has recently started a role in initial teacher training, inspired and motivated by the opportunity to create a positive ripple effect by training teachers. Emma Hollis' passion is teacher education. After gaining a first class degree in psychology and training as a primary teacher, she became head of initial teacher education for a SCITT provider. She sees teacher education as a continuum and, whilst her heart will always be very close to the initial stages of a teacher’s development, she is also dedicated to ensuring teachers are given access to high quality professional development throughout their careers. Emma has been Executive Director of NASBTT since 2017. Tab Content 6Author Website:Countries AvailableAll regions |
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