Teaching: Making a Difference, 6th Edition

Introduction
5.1 Understanding diversity and difference
5.2 Professional knowledge and educational equity
5.3 Teaching all students
5.4 Planning multilevel curriculum and inquiry’
5.5 How equity works in practice
5.6 Understanding the needs of Aboriginal and Torres Strait Islander students

Introduction
6.1 Exploring notions of the curriculum
6.2 Curriculum as cultural construction
6.3 Models of curriculum
6.4 The hidden curriculum
6.5 Teachers as curriculum workers
6.6 Curriculum as praxis
Concept check
Summary
Key terms
From theory to practice

Introduction
7.1 Introduction
7.2 Curriculum, pedagogy, assessment
7.3 Some guiding principles for planning
7.4 Planning at the microlevel: individual lesson plans
7.5 Planning a unit of work: a sequence of lessons
7.6 Inquiry-based pedagogy
7.7 Planning to differentiate the learning for student diversity
Concept check
Summary
Key terms
From theory to practice

Introduction
8.1 Connectedness: knowing yourself
8.2 Pedagogies of practice
8.3 Pedagogy: learning places and spaces
8.4 Collaborative pedagogt: establishing the classroom culture
8.5 Dialogic pedagogy
8.6 Dispositional thinking pedagogy
Concept check
Summary
Key terms
From theory to practice

Introduction
9.1 Creating effective classroom learning environments
9.2 A model for organising the learning environment
9.3 Sociocultural principles
9.4 Challenge and engagement
9.5 Tools and issues
Concept check
Summary
Key terms
From theory to practice

10.1 The role of digital technologies in education
10.2 Assumptions about digital technologies in education
10.3 Digital technologies across the curriculum
10.4 Planning for teaching and learning with digital technologies
Concept check
Summary
Key terms
From theory to practice

Introduction
11.1 Establishing an effective learning environment
11.2 Planning for student engagement and management
11.3 Strategies and skills to effectively engage and manage students
11.4 Reflecting on your management
Concept check
Summary
Key terms
From theory to practice

Introduction
12.1 Assessment in learning and assessment audiences
12.2 Assessment concepts and terminology
12.3 Assessment design, strategies and techniques
12.4 Assessment feedback
12.5 Monitoring and recordkeeping
12.6 Reporting on student learning
12.7 Assessment and reporting: future challenges and dilemmas
Concept check
Summary
Key terms
From theory to practice

13.1 Reflecting on reflection: beyond the gaze
13.2 Thinking differently about thinking
13.3 Mobilising reflection
13.4 Autobiographical reflection
13.5 Critically reflective practice
13.6 Technologies of reflection
13.7 Reflexivity and teaching: beyond the self
13.8 Teachers as critically reflective practitioners
Concept check
Summary
Key terms
From theory to practice

Introduction
14.1 Tacit knowledge
14.2 A teacher’s practical theory
14.3 Components of a teacher’s practical theory
14.4 Images and metaphors
14.5 Contextual variables
14.6 Novice to expert
14.7 Process of critical reflection
14.8 Investigating your own practical theories
Concept check
Summary
Key terms
From theory to practice

Introduction
15.1 The nature of teachers’ work
15.2 Teachers’ thinking about their work
15.3 Professionalism and accreditation
15.4 Ethical frameworks and codes of conduct for teachers
15.5 Teachers and the law
15.6 Professional learning for your career
Concept check
Summary
Key terms
From theory to practice

Introduction
16.1 The purposes of schooling
16.2 Equity: a mandate of schooling
16.3 Contemporary teacher practice: realities and constraints
16.4 The broader social change context
16.5 Teachers making a difference
16.6 Supporting equity and justice: a whole school approach
Concept check
Summary
Key terms
From theory to practice