Progress plain and simple : what every teacher needs to know about improving pupil progress / Michael Harpham.

Format:

Book

Author/Creator:

Harpham, Michael, author.

Language:

English

Subjects (All):

Teacher effectiveness.

Learning, Psychology of.

School improvement programs.

Effective teaching.

Physical Description:

xiii, 197 pages : illustrations ; 25 cm

Place of Publication:

Abingdon, Oxon ; New York, NY : Routledge, Taylor & Francis Group, 2020.

Summary:

"What is progress in learning? How do we see progress being made in a lesson? This book offers a fresh perspective on teaching, learning and progress in the classroom. Written by an experienced teacher and school leader, Michael Harpham explores the different ways in which progress can be made in the classroom and how it can be more effectively delivered, identified, evidenced, measured and assessed"-- Provided by publisher.

Contents:

Section I Progress: just before you enter the classroom - a little background p. 1

1 Progress: introduction p. 3

Why this book is needed p. 3

Our experience of progress in school p. 4

Features of the book and how it can be used p. 6

2 Progress: defined p. 7

Definitions of progress p. 7

Progress as challenge and transference over time p. 8

Sufficient challenge in the classroom p. 10

3 The theory of progress p. 13

Progress in relation to teaching p. 14

Progress: the transference process between teacher and pupil p. 18

Progress in relation to lessons p. 19

Progress in relation to learning p. 22

Progress and the curriculum p. 23

Progress in relation to assessment p. 24

Summative assessment or assessment of learning p. 28

Progress 8 and accountability p. 29

4 Progress over time: step-by-step success p. 34

Progress over a year or key stage and across the school - curriculum maps p. 35

Progress over a year across a subject - programmes of study p. 37

Progress over a half a term in a subject - schemes of work p. 40

Progress in books p. 43

Section II Progress: in and beyond the classroom p. 45

5 Progress in the lesson: skills p. 47

What we mean by progress in skills p. 48

What the research says about the teaching and learning of skills p. 49

Consciously teaching skills: how skills are taught p. 49

Feedback on a skill: coach skill not luck! p. 51

Activities and strategies that promote progress in skills p. 51

Implications for leaders: demonstrating impact p. 63

6 Progress in the lesson: knowledge p. 67

What we mean by progress in knowledge p. 68

What the research says about the teaching and learning of knowledge p. 69

Consciously teaching knowledge: how knowledge is taught p. 70

Activities and strategies that promote progress in knowledge p. 71

Implications for leaders: demonstrating impact p. 87

7 Progress in the lesson: accuracy p. 91

What we mean by progress in accuracy p. 92

What the research says about the teaching and learning of accuracy p. 93

Consciously teaching accuracy: how accuracy is taught p. 94

Activities and strategies that promote progress in accuracy p. 97

Year 9 example: My inspirational speech p. 102

Implications for leaders: demonstrating impact p. 108

8 Progress in the lesson: resilience p. 112

What we mean by progress in resilience p. 113

What the research says about the teaching and learning of resilience p. 114

Consciously teaching resilience: how resilience is taught p. 115

Activities and strategies that promote progress in resilience p. 116

Implications for leaders: demonstrating impact p. 125

9 Progress in the lesson: independent learning p. 129

What we mean by progress in independent learning p. 130

What the research says about the teaching and learning of independent learning p. 131

Consciously teaching independent learning: how independent study is taught p. 132

Activities and strategies that promote progress in independent learning p. 132

Implications for leaders: demonstrating impact inside the classroom p. 139

Demonstrating impact outside the classroom p. 140

Section III Progress across the school p. 145

10 Progress: implications for assessment p. 147

Formative assessment in the classroom: assessment for learning p. 148

On the way to summative assessment: indicators of progress p. 148

Summative assessment in the classroom: assessment of learning p. 149

Grading: a word of warning p. 150

11 Progress: implications for leaders p. 153

Vision and expectations p. 153

Leadership and planning p. 155

Information, advice and guidance p. 156

Management and delivery p. 158

Monitoring and tracking p. 161

Support, CPD and interventions p. 162

Evaluation and celebrating success p. 164

12 Progress: implications for school evaluation p. 166

Internal evaluation: school leaders p. 167

Internal evaluation: governors p. 169

External evaluation: LEAs and school improvement partners p. 171

External evaluation: making school inspection as easy as possible p. 171

External evaluation: school inspection today p. 173

14 Suggested books and websites p. 177.

Notes:

Includes bibliographical references and index.

Other Format:

Online version: Harpham, Michael, Progress plain and simple

ISBN:

9780367339647

0367339641

9780367339661

0367339668

OCLC:

1126004628