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9780335207312

Re-Organizing Primary Classroom Learning

by ;
  • ISBN13:

    9780335207312

  • ISBN10:

    0335207316

  • Edition: 1st
  • Format: Hardcover
  • Copyright: 2002-09-01
  • Publisher: Open University Press
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List Price: $151.95

Summary

"This easily accessible book is likely to influence the practice of any teacher reading it, whether or not their pupils are already experienced at shifting the furniture!" Primary Practice Classroom organization plays a greater role in children's learning than is generally recognized. Moreover, research studies of primary teaching have repeatedly shown that the way classrooms are usually organized makes learning unnecessarily difficult for most children. Re-organizing Primary Classroom Learning explains the evidence that should prompt primary schools to think again about the contexts in which children are expected to concentrate and learn. New ways of arranging classrooms are illustrated through case studies of teachers who take a flexible and strategic approach to the organization of learning. These demonstrate how children's attention and behaviour can benefit from creating a better match between working contexts and tasks. Suggestions and resources are provided to help teachers review how they and their children work, and to plan and evaluate ways of using their classrooms more effectively to support learning. A website, run by the authors, offers further examples and support (http/:education.ntu.ac.uk/research/primary_class_org). Re-organizing Primary Classroom Learning is written for primary teachers and headteachers who are curious and keen to improve the quality of children's learning and progress. It raises fundamental questions about accepted practice and offers realistic alternatives and encouragement to innovate.

Author Biography

Nigel Hastings is Professor and Dean of Education at Nottingham Trent University.

Karen Chantrey Wood is an experienced lecturer in Early Childhood Education and currently divides her time between teaching and research in the Faculty of Education at Nottingham Trent University.

Table of Contents

Acknowledgements viii
Introduction 1(6)
Part 1: Primary classroom organization: rhetoric and research 7(38)
Good practice and primary classroom organization
9(22)
Group seating and its rationale
15(13)
Group seating for small-group teaching
16(6)
Group seating for collaborative learning
22(4)
Group seating for 'ability grouping'
26(2)
Group seating for access to resources
28(1)
Matching classroom organization and learning
28(3)
Does classroom organization matter?
31(14)
Do seating arrangements actually make any difference to teaching and learning?
35(4)
If seating arrangements do make a difference, is that difference educationally important?
39(1)
If seating arrangements matter, do they matter for all pupils?
40(2)
So does classroom organization matter?
42(1)
Matching learning contexts and activities: moving on
43(2)
Part 2: Daring to be different: tales from the frontier 45(82)
Case studies
47(80)
Geoffrey Field Junior School, Reading
51(25)
The school's approach to classroom organization
53(2)
Green Area: Year 6
55(10)
Blue Area: Year 3
65(5)
Red Area: Year 5
70(5)
A whole-school approach?
75(1)
Long Lane Primary School, Reading
76(17)
Anne Stopforth: Year 3
80(4)
Catherine Foley: Year 4
84(5)
Mike Lamden, deputy-headteacher: Year 6
89(4)
The school's approach
93(1)
Carnarvon Primary School, Bingham
93(11)
Lesley Molyneux: Years 5 and 6
97(4)
Liz Wood: Years 3 and 4
101(3)
Teachers at other schools
104(23)
Matt Lawrence: Year 6
104(6)
Melanie Tatley: Reception and Year 1
110(7)
Carol Edmunds: Years 1 and 2
117(10)
Part 3: Turning the tables? 127(17)
Please take your seats!
129(15)
Reviewing your current practice
132(5)
Reflection
132(1)
Mapping
133(1)
Eliciting views
133(1)
Assessing the match between learning activities and settings
134(1)
Recording 'on-task' levels
135(2)
Planning for change
137(4)
Planning for change in your own classroom
137(2)
Planning for change across a team or whole school
139(2)
Implementation
141(1)
Evaluation
141(1)
In conclusion
142(2)
References 144(3)
Index 147

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