Can We Teach Effective Teaching?

Silcock, Peter

doi:10.1080/0013191930450102

Cited by 8 publications

(8 citation statements)

References 4 publications

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“…Harrison (1992), Lowry (1992), Mairis (1992). Owen (1992), Roue (1993), Silcock (1993), Sutcldfe (1992,1993), Ward et al (1992) Aidroos (1991). Benson (1992), Fitzpahick et a/.…”

Section: Discussionmentioning

confidence: 99%

A journal club as a teaching and learning strategy in nurse teacher education

John

1994

Journal of Advanced Nursing

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A journal club as a teaching and learning strategy in nurse teacher education A n account of the operation of a journal club in a Postgraduate Certificate in Education course for teachers of nursing is reported here. The paper is based o n three issues: the background to journal clubs, the process involved in the operation of the club concerned, and the expected outcomes. The origins of journal clubs and the reading habits of nurses are considered in the background section through a review of some of the relevant literature. The negotiation involved, the frequency of meetings and the ethos in which they were conducted are discussed in the section on the processes involved. In the final section, both the tangible and personal outcomes are discussed and the conclusion reached is that a journal club is a worthwhile educational activity.lourna! of Advanced hhrsing 19, 572-578

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“…Harrison (1992), Lowry (1992), Mairis (1992). Owen (1992), Roue (1993), Silcock (1993), Sutcldfe (1992,1993), Ward et al (1992) Aidroos (1991). Benson (1992), Fitzpahick et a/.…”

Section: Discussionmentioning

confidence: 99%

A journal club as a teaching and learning strategy in nurse teacher education

John

1994

Journal of Advanced Nursing

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“…These include; how pupils acquire knowledge (McCormick, 1999); how they collaborate (Murphy & Hennessy, 2001); how teachers create and develop design activities (Doherty, Huxtable, Murray, & Gillett, 1994); how progressive and iterative designing should be conducted (Kimbell et al, 1991); how real-life contexts should support design activities (Hill, 1998) and how to promote design modelling (Garner, 1994). More generally, Harris (1998) challenges current notions of teacher effectiveness as a set of teacher behaviours and argues that effectiveness is a measure of the extent to which those behaviours are focused on and supportive of pupil learning (Bliss, Askew, & Macrea, 1996;Hay McBer, 2000;Harris, 1998;Kyriacou, 1985;Mc Nair, Dallat, & Clarke, 2000;Silcock, 1993;Wilson and Cameron, 1996). The Education and Training Inspectorate for Northern Ireland (ETI) surveyed technology and design between 1999 and 2000 and their report (DE, 2000), while generally positive and praising in its analysis of how the reforms had been implemented, made two observations about teaching and learning:…”

Section: Intellectual Skillsmentioning

confidence: 97%

Effective technology and design teaching: getting it right in the classroom

McNair

Clarke

2007

Int J Technol Des Educ

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Technology and design was added to the Northern Ireland curriculum in September 1992 and through it, teachers seek to address the need for pupils to understand the ever-changing man-made world by developing skills and understanding in its four elements of designing, communicating, manufacturing and the use of energy and control. To be effective in attaining these goals, it is important that teachers allow pupils to have a voice in their learning. They should do this by taking account of pupil responses to the tasks they issue and using those responses as a basis for making choices about instruction and support strategies. This is particularly important in technology and design as pupils need to interpret instructions in light of their design ideas. This paper outlines how three case studies of technology and design teaching were used to identify a range of teaching and learning strategies and evaluate them for their potential to create a learning dialogue with pupils. Drawing on aspects of the effective teaching debate, this learning dialogue was then applied to how teachers exploited pupil histories, managed a range of collaboration strategies and provided effective task orientation. The case studies were based on observations, interviews and content analysis of work over a complete design-and-make project in each school. The paper outlines three continua for effectiveness in each of the three areas observed. The first continuum shows that teachers need a more individualised view of building on pupil histories, the second outlines a range of strategies for the management of pupil collaboration in learning and the third suggests that pupils need to be orientated into complex tasks in ways that support a progressively increasing level of independence in their thinking.

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“…Questions of 'how much variety' and 'how much choice' face every progressive practitioner. The point is that the questions are faced, not shirked (see Silcock, 1993, for a related argument).…”

Section: Individualismmentioning

confidence: 99%

Towards a New Progressivism in Primary School Education

Silcock

1993

Educational Studies

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An ideologically neutral orthodoxy of primary school educational practice may be developing in the United Kingdom on the basis of a critique of 'progressive' methodologies found, for example, in the writings of Robin Alexander. This paper expresses caution about such a development, by defending principles underlying progressive or 'child-centred' approaches to classroom practice against misconception and misrepresentation as well as against more substantiated attacks. It argues for a development of child-centred teaching methods within the English/Welsh National Curriculum in the light of current models of mind and human development and the sorts of practical demands the National Curriculum makes on primary school teachers.

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Can We Teach Effective Teaching?

Cited by 8 publications

References 4 publications

A journal club as a teaching and learning strategy in nurse teacher education

A journal club as a teaching and learning strategy in nurse teacher education

Effective technology and design teaching: getting it right in the classroom

Towards a New Progressivism in Primary School Education

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