See One. Do One. Teach One: 12 lessons to support GCSE English

Martin Ferguson

ISBN 10: 1915261325 / ISBN 13: 9781915261328

Verlag: Hachette Learning Mär 2023, 2023

Beschreibung

Neuware - See One. Do One. Teach One provides a series of 12 engaging lessons for GCSE English pupils, with a particular focus on CCEA specification. The lessons have been created for pupils of all abilities and are based on tried and tested methods within a classroom setting. Pupils learn through direct observation of each task. Each lesson will act as a springboard for NQTs or can provide an opportunity to review and refresh teaching approaches for GCSE English Language. Using Rosenshine's Principles for Instruction, the book primarily focuses on direct instruction and scaffolding, live modelling and annotation, and further opportunities to act on feedback using extension tasks. Pupils 'see' an example in action delivered by an expert; 'do' by completing a related task under the supervision of their teacher; and finally they 'teach' one another by using carefully constructed questions for micro teaching. Teaching the skill or task helps reinforce the knowledge learned and helps the student develop even further toward mastery. The 'Teach One' section includes structured questions to develop vital GCSE recall and oracy skills. Pupils work together to complete independent reading and writing tasks.

Bestandsnummer des Verkäufers 9781915261328

Bibliografische Details

• Titel: See One. Do One. Teach One: 12 lessons to support GCSE English
• Verlag: Hachette Learning Mär 2023
• Erscheinungsjahr: 2023
• Sprache: Englisch
• ISBN-10: 1915261325
• ISBN-13: 9781915261328
• Einband: Taschenbuch
• Zustand: Neu
• Abmessungen: 209B x 149 H x 9 T Millimeter Breite: 209 mm, Höhe: 149 mm, Tiefe: 9 mm
• Gewicht: 156 Gramm

Über diesen Titel

Inhaltsangabe

See One. Do One. Teach One provides a series of 12 engaging lessons for GCSE English pupils, with a particular focus on CCEA specification. The lessons have been created for pupils of all abilities and are based on tried and tested methods within a classroom setting. Pupils learn through direct observation of each task.
Each lesson will act as a springboard for NQTs or can provide an opportunity to review and refresh teaching approaches for GCSE English Language. Using Rosenshine's Principles for Instruction, the book primarily focuses on direct instruction and scaffolding, live modelling and annotation, and further opportunities to act on feedback using extension tasks.
Pupils 'see' an example in action delivered by an expert; 'do' by completing a related task under the supervision of their teacher; and finally they 'teach' one another by using carefully constructed questions for micro teaching. Teaching the skill or task helps reinforce the knowledge learned and helps the student develop even further toward mastery. The 'Teach One' section includes structured questions to develop vital GCSE recall and oracy skills. Pupils work together to complete independent reading and writing tasks.

Über die Autorin bzw. den Autor

Martin Ferguson was born in Belfast and has been an English teacher for ten years. Whilst studying at Queen's University Belfast, Martin obtained both his English and Politics degree and his PGCE. His PGCE experience was heavily influenced by citizenship teaching and the rights of the child, and how this plays a vital role in everyday classroom practice and curriculum delivery. His focus has always been on making day-to-day classroom teaching accessible and responsive to the needs of the pupils whilst ensuring high expectations for all.

Martin has worked in several high performing schools in both the secondary and grammar sector and has had the privilege of working in a mixed ability environment for much of his career. He began his career in St Killian's College, Ballymena, a highly successful mixed ability school, where his previous roles included literacy coordinator and assistant head of English. During his time there, he led the KS3 Transition Project and the GCSE Signature Project, where he gained valuable experience in tackling underachievement and developed strategies to help raise standards at a classroom and system level.