Curriculum Theory and Methods: Perspectives on Learning and Teaching
September 2006, ©2007
Personal Stories provide engaging stories that demonstrate how theories can be implemented in the classroom.
Reflective Practice activities focus on professional development and highlight the practical implementation of theoretical concepts.
Chapter Activities encourage the reader to reflect on the textual material and to make further connections as to how theory informs practice.
Running Glossary highlights and defines Key Terms as they appear in the text, enabling quick access, full understanding of terms, and ease of reading.
Chapter 1: LEARNING & TEACHING: Charting the
The Shift from Behaviourism to Cognitivism to Constructivism
Off to School
The Importance of Experience in Cognitive Development
Key Aspects of Cognitive Development
Piaget's Stages of Cognitive Development
Social Cognition And Social Constructivism
The Theory Of Multiple Intelligences
Physical Development in Younger Children
Physical Development in the Primary Grades
Physical Development in the Junior and Intermediate Grades
Chapter 2: CONSTRUCTIVISM: Making Connections, Risk-Taking, and
Other Sundry Bits
What is Constructivism?
Bruner Thinks About Thinking
How Children Construct Knowledge
Educating the Whole Child
Examining the 3 Cs: A Rationale for Teaching the Whole Child
Incorporating Students' Interests into Learning
The Reggio Emilia Approach
Setting the Stage for Using Prediction: Adaptation Revisited
Adaptation in Action: The Prediction Learning Cycle
Summary of How the Prediction Learning Process Works
The Importance of Risk-taking
The Serious Business Of Play
Key Characteristics of Play
Play: Is It a Valuable and Viable Part of Learning?
How Children Use Play
Play and Older Students
Piaget's Stages Revisited
Organizing the Constructivist Classroom and the Role of the Teacher in Constructivism
Chapter 3: AUTONOMY: A Self-Starter is Born
Moral Autonomy ("Free will")
Intellectual Autonomy ("Free choice")
Practical Applications of Autonomous Teaching
Autonomy and Play
Self-Concept & Self-Esteem
Creating An Atmosphere For Learning
THE BRAIN IN A PLAIN BROWN WRAPPER:
Everything You Ever Wanted to Know About the Brain and Might Be Afraid to Ask
The Human Brain
Key Brain Structures
How a Message is Transmitted
Brain Development in Young Children
The Role of Activity in Brain Growth and Development
If You Don't Use It, You'll Lose It
Novelty, Laughter, & Learning
"Food" for Thought
How the Hemispheres of the Brain Work
Adaptability and Flexibility
Important Considerations for Learning
Cognitive Theory and the Human Brain
Learning Is an Active Process
Learning Is Non-linear
Learning Is Multi-dimensional
Learning Is Set Within a Social Context
Learning Is Influenced by the Affective Domain
Learning Is Concerned with Cognition and Metacognition
Attention and the Brain
Summary: Developing the Brain-Compatible Classroom
Part II CREATING THE ROAD MAP FOR TEACHING & LEARNING
Chapter 5: PLANNING: The Itinerary
Getting Started: The "How People Learn" Framework
Planning to Account for Knowledge, Student, Community, and Evidence
Planning for Centres: Is It Necessary?
Chapter 6: STARTING WITH WHAT YOU HAVE: Organizing Time, Space,
Starting with the School: Design Principles
So What? Classroom Design
Primary and Upper Elementary Classroom Organization: The Same or Different
Matching Classroom Design and Teaching Philosophy
Classroom Decoration? Yours, Mine, and Ours
Storage: Things to Think About
What Will You Do All Day? Thinking Through the Timetable
Subject and Division Issues
Centres in the Classroom
Chapter 7: STRATEGIES FOR TEACHING: The Teacher's Tool
Personal Attitude and Management Skills
The Integrated Day Approach
Rationale for Using the Integrated Day
Plan Sheets: A Method of Planning, Implementing, Adjusting, and Tracking in the Integrated Day
Benefits of the Integrated Day Approach
Chapter 8: THE CURRICULUM: Organizing Pieces of the
Views of Curriculum
Curriculum: A Contested Arena
Curriculum Control in Canada
Curriculum Development and Implementation
Curriculum Mapping for the Classroom Teacher
Subject Matter: Does It Matter? (Or should there be content-free curriculum)
A Current Curriculum Issue: Does One Size Fit All?
Student Engagement and Alternative Curriculum Approaches
Problem- or Project-based Learning
Integration Across the Curriculum
Chapter 9: ASSESSMENT AND EVALUATION: The Glass is Half
Assessment: The Context of Public Accountability
Principles of Authentic Accountability
Testing, Testing, and More Testing: Children, Tests, and Teacher Expectations
Evaluation and Assessment: The Same or Different?
Authentic Assessment: What Is It?
Strategies for Assessment
Data, Data, and More Data: Answering the "So What?" Question
Teacher Performance Appraisals
Part III ENHANCING CHILDREN'S THINKING
Chapter 10: ADJUSTING THE PROGRAM: One Size Does Not Fit
What is Diversity?
Cultural and Linguistic Diversity
Maintaining and Fostering Socio-cultural Awareness
Multiliteracy Pedagogy: An Overview
Valuing Cultural and Linguistic Diversity
Another Form of Diversity: The Special Needs Student
Diversity, Engagement, and Student Achievement
Chapter 11: ENRICHMENT: Letting the Genie Out of the
The Process of Thinking
Creativity and the Arts
How Teachers Can Foster Creativity
Encouraging Thinking & Promoting Metacognition
How Teachers Can Facilitate Metacognition
The Importance of Thinking Skills
Thinking Skills Revisits Questioning
Part IV LOOKING AT THE BIG PICTURE
Chapter 12: ESTABLISHING BALANCE: Putting It Together
Begin at the Beginning: What Makes a Good Teacher
Becoming a Co-Learner: Assuming a Critically Reflective Stance
A Learning Community: What Is It?
Action Research as a Means to Understand Teaching
Parents, Teachers, and Schools: Partners?
Getting to Know Parents: What to Do?
Preparing to Meet Parents: First Impressions Matter
Understanding Performance Appraisal: Teacher Evaluation
The Creation of the Context for Sharing: No More Boundaries
Summary: Finding Balance-Taking Care of the Self
Chapter 13: CLOSING THOUGHTS: "This Way to the
Alphabet Soup… The 3 Rs
What is Effective Teaching?
Professional Learning Communities
Learning with Colleagues
Benefits of Participation in a Professional Learning Community
The Only Constant is Change
Educational Reform and Leadership
Initiatives in Teacher Education
The ABC's of Beginning Teaching
Final Inspirational Thoughts: A Credo for Children
Each chapter begins with Study Objectives and an Introduction to help set the context of the chapter and to help reader comprehension.
In order to highlight important terms, a Running Glossary has been incorporated into the margins of each chapter. Key terms appear in colour in the text and are defined in the margin. This allows the reader quick access to definitions as they are encountered in the text.
To assist the reader in searching for more information on important topics covered in the text, More Information boxes have been placed in the margins of each chapter. In addition to providing immediate assistance for the interested reader, these boxes also highlight key concepts.
To emphasize the importance of connecting theory to practice, Personal Stories boxes have been integrated throughout the text. These engaging first-person accounts and cases are designed to show how theory is implemented in the classroom to aid in the student’s understanding.
These boxes highlight insights, realizations, and the importance of critical reflection in order to provide a context for professional growth. Reflective Practice activities encourage professional development and show how theoretical concepts can continually be applied throughout a teacher’s career and help put into practice the ideas and concepts contained within the text.
Summary and chapter activities
Chapter Summaries at the end of each chapter go over the chapter content, reemphasize key concepts, and help make connections to the subject areas covered. Each chapter then ends with an activities specially designed to encourage critical reflection and practical strategies to implement theoretical concepts.
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