‘If you read this book early in your career, you won’t need to go on the ten year mission I did to find this all out for myself and work out how to apply it. You have a clear road map here – take it!’ – Amazon review
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How can you take ideas from cognitive science and explicit instruction and use them to enhance teaching and learning in your secondary English lessons?
Based on contemporary research findings and supported by a range of classroom examples, this accessibly written book demonstrates how cognitive load theory, Rosenshine’s Principles of Instruction, explicit instruction and broader cognitive science ideas can be applied to the teaching of English in secondary schools.
Key topics include:
- Explicit teaching of grammar and writing
- Deliberate practice to improve student writing
- Broadening students’ vocabularies
- A guide to instructional sequencing
Tom Needham has been teaching for over fifteen years and currently teaches English in South London.
Table of Content
Chapter 1: What is learning?
Chapter 2: How can we help students understand and remember things?
Chapter 3: Remembering and Understanding in Practice
Chapter 4: Novices and Experts
Chapter 5: Teaching Vocabulary
Chapter 6: Explicit Instruction
Chapter 7: What can Rosenshine teach us?
Chapter 8: Insights from Direct Instruction
Chapter 9: Teaching Writing: The Case for Deliberate Practice
Chapter 10: Creating Instructional Sequences
Chapter 11: Analytical Components
About the author
Tom has been teaching for over fifteen years. He currently teaches English in South London. He has previously taught English in International Schools in Malaysia and Nigeria; EFL in Bangkok and Harrogate, as well as Sociology, Media Studies and all the Humanities in Croydon.
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