000			04614nam a2200229 a 4500
001			nice12345678
003			Monogr.mrc
005			20200112144817.0
008			19-Aug-19 9:59:29 AMs2010 Newa grp 000 0 eng
020			_a9788132105275 _c525
082	0	0	_aP62 _bP541
100			_aPhillips, Ian
245			_aTeaching History _b Developing as a Reflective Secondary Teacher
260			_aNew Delhi _bSage Publications India Pvt Ltd _c2010
300			_a268p
500			_aincludes index and biblioraphy
505	2		_aYou and your Subject: A personal Perspective.........1 A subject called History: Defining a Role in the New Curriculum ..................1 Becoming a History Teacher:Developing a Professional Identity ...........4 Your Chosen Subject : The Discipline of History ......9 Developing Professional Craft Knowledge ..........18 Further Reflection ...........24 2. You and your Curriculum: A public Perspective.........26 The Community of Practice and the Impact of the National Curriculum...............27 Teaching the Key concept and key Processes .............40 Diverse and Significant interpretations ...............44 Diversity Significance ...........45 The Key Processes ...........48 3. Planning to Teach and learn ..............54 Planning as Decision - making .....56 Short-Term Planning the individual lesson ........59 From Focus Questions to enquiry questions: What is Medium-Term planning ...........65 QCA Schemes of Work and planning across a key stage .......69 There and Back again : Using learning objectives and Outcomes to drive the lesson forward ............70 4. The elements of teaching and learning history ...............77 Endings, Plenaries and Consolidating learning .....80 Understanding learning ..............88 Questioning and thinking skills ............91 Literacy the common denominator ............93 5. Managing teaching and Learning .............98 Active history ...99 Learning through doing .............99 The Murder of Thomas Beckett: Observing , reflecting and Learning ..........101 Modelling: Apply active teaching and learning ideas in your teaching ......103 Card sorting ...........103 Layers of inference and evidence sandwiches ............105 Thinking skills: Approaches ........109 Organizing and recording thinking .......109 Thinking out loud: Metacognition for young thinkers ........110 The National Strategy and Thinking skills : A disconnected Approach 115 6. Assessing for learning history .........119 Assessment of Learning V. assessment for learning .........121 How might the level descriptors be used to inform assessment ........124 national Curriculum levels: A critical evaluation ......126 Making your Assessments useful .........130 What and what to assess......137 Making your comments effective......138 7. Teaching across the ages : GCSE and A Level ..........141 Teaching across the ages: History 14-19.......141 where did GCSE come from ............142 Understanding the criteria and the syllabus ...........142 GCSE Assessment objectives ..........144 Giving your Teaching structure : Developing craft knowledge again ......146 why is the GCSE under Attack ...............151 How does a Department consciously build on Skills and Concept across the key Stages ................153 Planning and Planting a GCSE Allotment ......154 Building knowledge and applying understanding ........155 Teaching History post - 16........156 Coherence and Structure .........160 The New A/S and A2 specifications .......162 Preparing your Students for A level History .........164 8. Inclusive history Teaching .........169 What you need to understand about Slpecial Educational Needs .............172 Effective teaching and Learning with SEN students .............174 GNT, NAGTY, YGT .............179 Working with young gifted and Talented - the QCA Perspective ......187 Teaching students with EAL .............188 9. Information technologies and History teaching .........194 Just because we were using computers we must be good ..........194 Expectations and Developing confidence ........197 working progress in history : Making Progress with ICT........200 Using Discussion forums ............207 Learning how to use a VLE ..........207 Online learning as Social Constructivism ...............207 Models of e-Learning ........211 10. A diverse and Controversial Subject .............216 11. Where do you go now? ...................241
700	1		_aPhillips, Ian
902			_bTFS
942			_cBK
999			_c100606 _d100606