Teachers as Designers of Learning Environments - The Importance of Innovative Pedagogies

Intro
 Foreword
 Acknowledgements
 Executive Summary
 The importance of innovative pedagogies
 Clusters of innovative pedagogical approaches
 Networks of innovative schools
 Key messages
 Part I. The importance of innovative pedagogies
 Part I. The importance of innovative pedagogies
 Chapter 1. The importance of innovating pedagogy: Overview and key messages
 1.1. Why pedagogy matters
 1.2. Pedagogy and teacher professionalism
 1.3. Key elements of effective pedagogies: The five C's framework
 1.3.1. Combinations (of pedagogies) 1.3.2. Connoisseurship (of expert teachers and learning communities)1.3.3. Content (inherent in all teaching and learning)
 1.3.4. (The reach of) context
 1.3.5. Making change happen
 1.4. Identifying clusters of pedagogical approaches
 1.5. The role of networks in promoting innovative pedagogies
 1.6. Reshaping the policy discourse: Key messages
 1.6.1. The importance of innovative pedagogies for teacher professionalism
 1.6.2. Mapping the content of innovation is key to advancing a new framework for teaching 1.6.3. Innovative pedagogies should build on the natural learning inclinations of students1.6.4. Achieving student-centred focus requires deliberate planning
 1.6.5. School networks are a vital source of teacher support
 1.6.6. Innovative pedagogies must align with teacher experience and skills
 1.6.7. Domains must be further connected to allow for teaching innovation
 1.6.8. New assessment frameworks are necessary to understand and spread innovative pedagogies
 1.7. A final note
 References
 Chapter 2. The complex interaction of teaching and learning: Understanding innovative pedagogies 2.1. Background and wider literature2.2. The concept of pedagogy
 2.2.1. Pedagogy in the interactions of teaching and learning in classroom practice
 2.3. Framing the study --
the "Cs"
 2.3.1. The Cs elaborated
 Combinations
 Connoisseurship
 Context
 Content
 Change
 2.4. The methodology behind the volume
 2.4.1. The compilation of clusters of innovative pedagogies
 2.4.2. Approaching the networks
 References
 Annex 2.A. Questionnaire to networks
 Chapter 3. Building the C's framework: Insights and reflections
 3.1. The purpose of pedagogy (Amelia Peterson, Harvard University) 3.1.1. Pedagogies aim at multiple purposes3.1.2.
 3.1.3. Pedagogies organise people and time
 3.1.4. Pedagogies bundle practices
 3.2. Adaptive teaching: Students' differences and productive learning (Hanna Dumont, German Institute for International Educational Research, Berlin)
 3.2.1. Adaptive teaching as a general pedagogical approach
 3.2.2. Empirical evidence on the effectiveness of adaptive teaching
 3.2.3. Adaptive teaching and equality of opportunity
 3.3. Combinations of pedagogies, innovative and established (Amelia Peterson, Harvard University)
 3.3.1. The evidence base 3.3.2. The context of combinations --
expanded goals for education