This textbook supports your initial teacher education by providing guidance and insight into the professional knowledge and understanding, skills and abilities, and values and commitments necessary in order to succeed in the primary classroom. Coverage includes: View from practice boxes in every chapter exploring real-life examples of intelligent and engaging teaching in schools Thinking points and reflective questions challenging you to engage critically with what you have read and apply it to your own teaching Links to further reading connecting you to specialised literature on every chapter topic Clear discussion of education policy differences across the UK. Mike Carroll is the PGDE (Primary and Secondary) Programme Leader and Director of the MEd Professional Learning and Enquiry programme in the School of Education, University of Glasgow. Margaret McCulloch is a University Teacher within the School of Education, University of Glasgow.

This textbook provides you with all the up-to-date information you need to pass first time, since it focuses systematically on each of the assessment criteria in the unit. As a lecturer / trainer / tutor / assessor / curriculum manager, how do you ensure: 1. that all individual learners’ needs are identified and met effectively? 2. that full account is taken of disability and learning difficulties when preparing and delivering teaching, learning and assessment strategies? 3. that strategies applied to reduce the barriers to learning experienced by disabled learners and those with learning difficulties are legitimate and reasonable and do not provide them with an unfair advantage? 4. that the most appropriate teaching, learning and assessment methods are used?, and 5. that sessions are planned and delivered effectively (and evidenced accordingly as part of a MICRO-TEACH)? This textbook addresses each of these questions, with supporting research as needed, while remaining tightly focused on the unit’s assessment criteria. Out of the three units of the Award in Education and Training, Understanding and Using Inclusive Teaching and Learning Approaches in Education and Training is probably the most demanding to understand and apply. What sets this book apart is the author’s application of his considerable experience to this subject area in order to simplify it for those new to teaching and/or new to the subject. Whether you are delivering training or lectures to 16-18 year-olds, mature learners, professionals, managers or international students, with a range of learning needs and barriers to learning, this book will prove useful in preparing you not only for your unit assessment, but also for work in the sector. Most importantly, the book adopts a practical approach, which is supported by evidence and, where relevant, cross-referenced to Ofsted and QAA expectations. It is therefore suitable for those intending to enter teaching and training as well as those already involved in delivering or managing a programme. Understanding and Using Inclusive Teaching and Learning Approaches in Education and Training is the second book in the Award in Education and Training series and covers each aspect of the Award in Education and Training (AET) unit of the same name. Like the first book on Understanding Roles, Responsibilities and Relationships in Education and Training, this book is mapped directly to each of the learning outcomes and assessment criteria for the unit across all awarding organisations. It provides detailed practical explanation and links to various other resources so that whether you are new to teaching or already in a teaching or related role, there will be a detailed examination of inclusive teaching and learning approaches in education and training. People purchasing this book may find it useful to have a copy of the first book in the series (Understanding Roles, Responsibilities and Relationships in Education and Training) as background. Books available in the Award in Education and Training series: 1. Understanding Roles, Responsibilities and Relationships in Education and Training (Book 1) 2. Understanding and Using Inclusive Teaching and Learning Approaches in Education and Training (Book 2) 3. Understanding Assessment in Education and Training (Book 3) (coming soon) More in-depth reading relevant to this publication: 1. Equality and Diversity: Embedding Equality and Diversity into the Curriculum - a literature review 2. Micro-teach Masterclass: Preparing and delivering your micro-teach for the Award in Education and Training and for interviews in teaching

Research into how teaching affects the quality of student learning at university is a rapidly changing field. University teachers are increasingly required to develop their own strategies for effective teaching, often with limited guidance from their institutions. Teaching for Understanding at University not only outlines a wide range of recent developments in the area, but shows how approaches can be brought together to help university teachers think more imaginatively about ways of encouraging students' learning. Written in a way designed to be interesting and accessible to university teachers across disciplines, the volume concentrates on how students reach a personal understanding of the subject they are studying. Covering academic understanding, approaches to teaching, assessment methods and evaluation of teaching, the book provides a comprehensive introduction to the latest ideas on teaching and learning. Avoiding unnecessary jargon and 'business speak', this is the ideal book for the newly qualified lecturer, as well as the more experienced academic who is keen to consider their teaching methods from a fresh perspective. Noel Entwistle is Professor Emeritus of Education at the University of Edinburgh. He was previously the editor of the British Journal of Educational Psychology and Higher Education, and has an international reputation for his work in the field of student learning in higher education.

This well-researched resource draws on the collaborative work between researchers and school practitioners to offer teaching strategies that promote deep understanding and higher-order thinking in students.

All teachers are responsible for assessing the children they teach, and the outcomes of any assessment are important for individual learners, schools and wider education systems. Designed as a pragmatic guide for new teachers and those training to teach, this book is your one-stop-shop for understanding assessment in schools. It covers formative and summative approaches used across primary and secondary education, supporting a balanced overview with policy examples drawn from the UK, Ireland and wider international contexts. This updated second edition reflects recent trends in assessment and includes: more balanced coverage across primary and secondary age phases with a broader range of examples across curriculum subject areas a new chapter on the potential of digital assessment for both formative and summative purposes the impact of the COVID-19 pandemic on assessment in general, and examinations in particular Damian Murchan is Associate Professor in the School of Education at Trinity College Dublin. Gerry Shiel is a Research Fellow at the Educational Research Centre, Dublin, Ireland.

This book synthesizes a wealth of international research on the critical topic of ‘fostering understanding of complex systems in biology education’. Complex systems are prevalent in many scientific fields, and at all scales, from the micro scale of a single cell or molecule to complex systems at the macro scale such as ecosystems. Understanding the complexity of natural systems can be extremely challenging, though crucial for an adequate understanding of what they are and how they work. The term “systems thinking” has become synonymous with developing a coherent understanding of complex biological processes and phenomena. For researchers and educators alike, understanding how students’ systems thinking develops is an essential prerequisite to develop and maintain pedagogical scaffolding that facilitates students’ ability to fully understand the system’s complexity. To that end, this book provides researchers and teachers with key insights from the current research community on how to support learners systems thinking in secondary and higher education. Each chapter in the book elaborates on different theoretical and methodological frameworks pertaining to complexity in biology education and a variety of biological topics are included from genetics, photosynthesis, and the carbon cycle to ecology and climate change. Specific attention is paid to design elements of computer-based learning environments to understand complexity in biology education.

This book presents the core concepts of geographical education as a means of understanding global issues from a spatial perspective. It treats education, supported by high standards, approaches, methodologies, and resources, as essential in exploring the interactions of the world’s human and environmental systems at local, regional, and global scales embedded in the nature of the discipline of geography. It covers topics such as climate change, sustainable development goals, geopolitics in an uncertain world, global crisis, and population flows, which are of great interest to geography researchers and social sciences educators who want to explore the complexity of contemporary societies. Highly respected scholars in geography education answer questions on key topics and explain how global understanding is considered in K-12 education in significant countries around the globe. The book discusses factors such as the Internet, social media, virtual globes and other technological developments that provide insights into and visualization – in real time – of the intensity of relationships between different countries and regions of the earth. It also examines how this does not always lead to empathy with other political, cultural, social and religious values: terrorism threats and armed conflicts are also essential features of the global world. This book opens the dialogue for global understanding as a great opportunity for teachers, educators, scholars and policy makers to better equip students and future citizens to deal with global issues.

Teaching for Understanding with Technology shows how teachers can maximize the potential of new technologies to advance student learning and achievement. It uses the popular Teaching for Understanding framework that guides learners to think, analyze, solve problems, and make meaning of what they've learned. The book offers advice on tapping into a rich array of new technologies such as web information, online curricular information, and professional networks to research teaching topics, set learning goals, create innovative lesson plans, assess student understanding, and develop communities of learners.

The contribution that this book makes to scholarship is regarded as ground-breaking, as it is based on recent research conducted with teachers on the ground-level, as well as on research and experiences of practitioners, gained over many years. In this volume, Understanding education for the visually impaired, the focus falls on understanding visual impairment within the South African context, more specifically on what the education of these learners entails. In addition to the contribution to existing literature in the fields of inclusive education and visual impairment, the publication has practical application value for teachers and practitioners who work with and support such learners.

For the first time in a single core textbook, the Association for the Study of Medical Education presents a complete and authoritative guide to medical education. Written by leading experts in the field, Understanding Medical Education provides a comprehensive resource of the theoretical and academic bases to modern medical education practice. This accessible and timely reference is designed to meet the needs of all those working in medical education from undergraduate education through postgraduate training to continuing professional development. As well as providing practical guidance for clinicians, teachers and researchers, Understanding Medical Education will prove an invaluable resource to those studying at certificate, diploma or masters level and a first ‘port-of-call’ for anyone engaged in medical education as an academic discipline. Exploring medical education in all its diversity and containing all you need in one place, Understanding Medical Education is the ideal reference not only for medical educators, but for anyone involved in the development of healthcare professionals, in whatever discipline wherever they are in the world. An on-line edition of the complete book, together with individual chapter downloads, are available at www.wileymedicaleducation.com Understanding Medical Education has been brought together and edited by Professor Tim Swanwick, Director of Professional Development in the London Deanery, Visiting Fellow at the Institute of Education and Visiting Professor of Medical Education at the University of Bedfordshire.