Teaching at Post-16: Effective Teaching in the A-Level, AS and GNVQ Curriculum (Teaching & Learning in Higher Education Series)

Book Cover......Page 1
Title......Page 2
Copyright......Page 4
Contents......Page 5
Contributors......Page 7
Series Editor’s foreword......Page 8
Introduction......Page 10
Part 1 Exploring the theory and context of the post-16 framework......Page 12
1 How did the post-16 qualifications framework develop?......Page 14
What is the qualifications framework?......Page 16
Vertical flexibility......Page 17
Key skills......Page 18
An alternative......Page 19
References......Page 21
General qualifications in Curriculum 2000......Page 24
Similarities and differences between VCE, GCE and other Advanced qualifications (AS and A levels)......Page 26
Resits and cashing-in process......Page 27
Assessment......Page 28
Award meetings......Page 30
Comparability of qualifications......Page 31
Summary......Page 33
References......Page 35
What are key skills?......Page 38
Where did key skills originate?......Page 39
Key skills in the classroom......Page 40
What is the qualification?......Page 42
What were the problems in implementation?......Page 44
References......Page 45
Choosing the right course......Page 48
Induction......Page 50
Additional support......Page 51
Financial support and learning careers......Page 52
Teaching and learning......Page 53
Assessing performance and measuring progress......Page 54
References......Page 56
Introduction......Page 58
The development of learning styles......Page 59
Student learning styles......Page 60
Age and identity......Page 63
Learning styles and new methodologies......Page 65
Lessons......Page 67
References......Page 69
The context of transition......Page 72
Higher education’s growing concerns about issues of student retention......Page 73
Understanding the transition......Page 74
Student ability......Page 75
Student aspiration......Page 77
Sense of self......Page 80
Conclusions—managing the transition......Page 82
References......Page 83
Part 2 Teaching for learning......Page 86
Managing challenging behaviour......Page 88
Prevention......Page 91
Correction......Page 92
Consequences......Page 95
Support......Page 96
References......Page 98
The AQA specification......Page 100
Planning the lesson......Page 103
Learning objectives......Page 105
Differentiation......Page 107
So how could you approach differentiation in the classroom?......Page 108
Differentiation for boys......Page 109
References......Page 111
Directed questions......Page 112
Open and closed questions......Page 113
A range of questions......Page 114
Group work......Page 116
Working in teams......Page 118
Setting up groups......Page 119
Ideas for group work......Page 120
Feedback......Page 122
References......Page 123
Planning......Page 124
Final assessment......Page 125
Assessment......Page 129
Law diary......Page 130
How to assess?......Page 132
Types of assessment......Page 133
Assessing the learning process......Page 134
Feedback......Page 136
Timing......Page 137
Recording......Page 140
References......Page 141
11 Dealing with individual needs within the classroom......Page 142
How do I become ‘skills aware’?......Page 143
How do we raise student awareness that learning concerns developing skills as well as learning facts?......Page 145
How can I assess the diversity of needs within the classroom with regard to the basic skills needed for effective learning?......Page 146
Preferred learning styles......Page 150
Preferred teaching styles......Page 151
Students with professionally diagnosed individual needs......Page 152
How do I find out about these students’ needs within the classroom?......Page 153
Good practice guidelines for students with professionally identified individual needs......Page 154
References......Page 158
How can the development of ILT help teachers and learners?......Page 160
ILT and its implications for the teaching role......Page 162
The creation of effective self-study materials......Page 163
What ILT resources are you likely to find in your college?......Page 164
Planning to use an interactive whiteboard......Page 165
Videoconferencing......Page 166
PowerPoint presentations......Page 168
The ‘intelligent’ use of the Web......Page 171
The use of computers......Page 173
Spreadsheets......Page 174
The golden ratio in art in Intermediate GNVQ......Page 175
Interactive online testing in AS/A2 sociology (by Chris Gardner at Cadbury Sixth Form College)......Page 176
The changing role of ILT in AS/A2 geography (by Stuart Hitch)......Page 177
The creation of a managed learning environment (MLE) in history (by Rob Johnson)......Page 178
Further information......Page 180
Enrolment, induction......Page 182
Monitoring attendance and course changes......Page 184
Setting targets......Page 185
Tutorial programme......Page 187
Citizenship......Page 190
Writing references......Page 194
Providing personal, emotional and social support......Page 198
Resources......Page 200
Working with parents......Page 202
References......Page 204
Quality improvement processes......Page 206
Governors......Page 210
Self-assessment and target setting......Page 211
Target setting......Page 212
What happens in an inspection?......Page 218
Lesson observation......Page 221
Preparing for a classroom observation......Page 222
Feedback......Page 223
References......Page 227
Index......Page 228