Reading for Reflective Teaching Pollard second edditon

authenticity 363 labelling and 340, 341, 342 metaphors 340–1 motivation 363–4 oral 363 self-esteem 340 standards 350 truth and 341 thinking 54–5, 68, 69, 71, 72, 253 routinised 68–9 see also individual terms tiered curricula 390, 391 autonomy 390–1 time 8, 13, 55, 90, 96, 99–100, 118–19, 165, 166, 176, 189–90, 198, 200, 269–71, 402, 404, 426, 427, 429 rules and routines 147, 151–2 see also individual terms time-on-task 198–9 traffic lights 58, 330 transfer of schools 261 transition smoothness 179 jerkiness and 179–80 slowdowns and 180 transition time 199 trust 82, 97, 122 control and 134 truth 55 tests and 341 unpredictability 17, 82, 165 patience and 170 surprise 71 transition smoothness and 179–80 values 56, 76–7, 82, 169 moral issues and 55 video 178, 179 virtuality and reality 202 visibility 416–18, 417f visual images displays 196–7 speaking and 303–4 see also ICT vocabulary 228 vocational learning 231, 232 craftsmanship 232 economic factors 231–2 651

waiting time 199 Warnock Report 385, 386 web pages 203 Welsh language 254 wisdom 82, 171, 411–13 withitness 178–9 overlapping and 179 working areas 194 worry 159 writing 278–9, 310 ICT 204–5, 206 knowledge 309, 310–12, 312f oral narratives 305–8, 313–14, 315–16 out-of-school learning 65 reading and 305, 307, 308 skills 309 speaking and 279–81, 307 ZPD (zone of proximal development) 39–41, 275, 275f, 277 scaffolding 40, 41, 43, 276, 277 self-regulation 40, 41, 275, 276–7 652

The reflective teaching series This book is one of the Reflective Teaching Series – applying principles of reflective practice in early years, schools, further, higher and adult education. T he Reflective Teaching Series supports improvements in outcomes for learners through: • The development of high quality, principled expertise in teaching; • Partnership between those involved in the academic study and the practice of education. With adaptions for early years, schools, further, higher and adult education, the series endorses the aspirations of the Teaching Councils of Scotland, Wales, Northern Ireland and the Republic of Ireland. As they put it: We view teaching as a complex profession which requires high standards of competence, professional skills and commitment. We consider that high quality teaching is necessary to deliver high standards of learning for our students. We believe that quality teaching is achieved when teachers commit themselves to lifelong learning and ongoing reflection on their professional practice; when they have excellent knowledge of the curriculum which they are expected to teach; when they have deep and detailed understanding of how pupils learn; and when they have the confidence to apply and vary their pedagogical skills to meet the needs of learners in different and sometimes challenging contexts. We require that teachers are suitably qualified, both academically and professionally, and that they have appropriate values and a commitment to maintaining and improving their professional practice as they progress throughout their careers. (Joint Statement, April 2013) The series is supported by a website, reflectiveteaching.co.uk. For each book, this site is being developed to offer a range of resources including reflective activities, research briefings, advice on further reading and additional chapters. The site also offers generic resources such as a compendium of educational terms, links to other useful websites, and a conceptual framework for ‘Deepening Expertise’. The latter will also showcase some of the UK’s best educational research. 653

The series is coordinated through meetings of the volume and series editors: Paul Ashwin, Jennifer Colwell, Maggie Gregson, Yvonne Hillier, Amy Pollard and Andrew Pollard. Each volume has an editorial team of contributors whose collective expertise and experience enable research and practice to be reviewed and applied in relation to early years, school, further, adult, vocational and higher education. The Pollard Partnership The series is the first product of the Pollard Partnership, a collaboration between Andrew and Amy Pollard to enable the long-term development of this series and to maximise the beneficial use of research and evidence on public life, policymaking and professional practice. In the long term, we may undertake activities in a range of policy areas. This initiative focuses on education – building on Andrew’s longstanding publishing record, research and professional engagement. In this arena, we seek to support teacher professionals in deepening their expertise and in developing policy contexts in which evidence-informed judgement can flourish. In relation to education and when appropriate, Amy will act as custodian of Andrew’s literary legacy. As Andrew’s daughter, she is in a unique position to safeguard the value commitment of his work – and will engage with education professionals and associations as appropriate to ensure that future outputs, including reflectiveteaching.co.uk, are underpinned by the necessary expertise. Amy Pollard specialises in the application of social science to policy and practice and has worked on education projects at Demos (demos.co.uk), the Overseas Development Institute (odi.org.uk) and Anthropology Matters (anthropologymatters.com). She is currently Deputy Director of Involve (involve.org.uk), the public engagement charity. With a PhD in social anthropology, she has worked in charities, think tanks, government and international agencies for over ten years. She was co-founder and chair of Beyond 2015 (beyond2015.org), a major civil society campaign bringing together over 400 civil society groups from more than 80 countries. Andrew Pollard taught in schools for ten years before entering teacher education and developing a career in educational research. His research interests include learner perspectives, teaching-learning processes, the role of curriculum, pedagogy and assessment, and the development of evidence-informed classroom practice. He has been a Professor of Education at the universities of Bristol, Cambridge, London and West of England. He was Director of the ESRC Teaching and Learning Research Programme 654

(tlrp.org), the UK Strategic Forum for Research in Education (sfre.ac.uk) and of ESCalate (escalate.ac.uk), the Education Subject Centre of the UK’s Higher Education Academy. He is Chairman of William Pollard & Co. Ltd. (pollardsprint.co.uk), a print and communications company, founded in 1781. 655

Bloomsbury Academic An imprint of Bloomsbury Publishing Plc 50 Bedford Square 1385 Broadway London New York NY 10018 WC1B 3DP USA UK w w w .bl oomsbury.com Bloomsbury is a registered trade mark of Bloomsbury Publishing Plc First published 2014 © Andrew Pollard and Contributors, 2014 Andrew Pollard has asserted his right under the Copyright, Designs and Patents Act, 1988, to be identified as Volume Editor of this work. All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or any information storage or retrieval system, without prior permission in writing from the publishers. No responsibility for loss caused to any individual or organisation acting on or refraining from action as a result of the material in this publication can be accepted by Bloomsbury or the author. British Library Cataloguing-in-Publication Data A catalogue record for this book is available from the British Library. ISBN: 978-1-4725-0911-6 Library of Congress Cataloging-in-Publication Data A catalog record for this book is available from the Library of Congress. Typeset by Fakenham Prepress Solutions, Fakenham, Norfolk NR21 8NN 656