Teaching: Early Childhood, Primary and Secondary,
1st Edition

1. Teaching in early childhood, primary and secondary settings

Module one: Professional knowledge
Part one – Know students and how they learn
2. Knowing the learners
3. Gathering information on learners
4. Record keeping

Part two – Know the content and plan to teach
5. Curriculum and planning
6. Influences on teaching

Module two: Professional practice
Part three – Plan for and implement effective teaching
7. Planning for effective teaching and learning
8. Learning strategies and activities

Part four – Create and maintain supportive and safe learning environment
9. Motivating learners
10. Types of learning environments
11. Developing a safe learning environment

Part five - Assess and provide feedback and report on learning
12. Assessing learning
13. Linking assessment to learning
14. Reporting on learning

Module three: Professional engagement
Part six – Engage professionally with colleagues
15. Being an educator
16. Professional learning

Part seven – Engage in professional learning
17. Professional development
18. Maintaining knowledge and skills

Part eight – Engage professionally with parents, carers and community members
19. The partnership with parents, carers and families in the learning environment
20. Engaged learning

• Diana Whitton

  DIANA WHITTON originally trained as a primary school teacher and worked in New South Wales and England. Following graduate study in Australia and the USA, she worked in the tertiary sector at University of Western Sydney, specialising in gifted education, curriculum development, professional practice and Engaged Learning. Diana’s leadership roles at the university included head of the primary teacher education program, coordinating the professional experience, and coordinating the Engaged Learning of graduate students with more than 45 community groups. She was a member of the Starting School Research Project, investigating transitions in school. Her research has informed the publication of teaching and learning books with Cengage and Cambridge University Press. Diana’s work in linking the curriculum to community needs through Engaged Learning also resulted in the publication of another book on service learning.

• Dona Martin

  DONA MARTIN is a primary school–focused academic whose work centres on holistic approaches to mathematics education, assessment and reporting, as well as curriculum and pedagogical design. Dona’s work history includes regional leadership roles, working with specialist academics, professionals and administration staff across the multiple campuses and schools within the Arts, Social Sciences and Commerce College of La Trobe University. Dona’s research includes a broad area of interests, a strong understanding of coursework and a clear knowledge of pedagogy. Her work to build respect for regional programs and resilience in regional staff is highly valued. In July 2019, Dona Martin retired from La Trobe University.

• Denise Wood

  DENISE WOOD is the Sub-Dean Academic Development in the Division of Learning & Teaching at Charles Sturt University. Her teaching career spans more than three decades, beginning in the early childhood sector, moving into the school sector and finally in teacher education before working in learning design. During an extended period of time in the School of Teacher Education, Denise led teacher education programs across the primary and early childhood sectors, teaching in the areas of practice, English, gifted education, professional development. As course director she collaboratively designed programs to meet accreditation requirements. Previously, she taught for many years in rural and regional early childhood and primary classrooms, including a specialist classroom for gifted students. Denise’s research interests include gifted education and curriculum development and design.

• Nina Maadad

  NINA MAADAD is a senior lecturer at the University of Adelaide. She coordinated the Bachelor of Teaching program and taught a range of courses in the School of Education including Primary and Secondary Schools Interaction, Issues in Contemporary Education, Introduction to Teaching and Learning and Multicultural Societies and Educational Policies. She has published a number of books, including the following titles: The Education of Arabic Speaking Refugee Children and Young Adults: Education, Employment and Social Inclusion (2021); Syrian Refugee Children in Australia and Sweden: Education and Survival among the Displaced, Dispossessed and Disrupted (2020); Schooling and Education in Lebanon for Syrian and Palestinian Refugees Inside and Outside the Camps (2017); Academic Mobility: International Perspectives on Higher Education Research (2014); and The Adaptation of Arab Immigrants to Australia: Psychological, Social, Cultural and Educational Aspects (2007). Her research interests include identity and marginalisation of new arrivals, refugees, particularly from NASB, across the curricula, culture, education and languages.

• Sheelagh Daniels-Mayes

  SHEELAGH DANIELS-MAYES is a Kamilaroi woman who lectures and researches at the Sydney School of Education and Social Work at the University of Sydney. Sheelagh’s primary focus is Aboriginal education, Indigenous studies and methodologies using the theoretical frameworks of cultural responsiveness and Critical Race Theory. Sheelagh is passionate about developing equitable pathways to, and through, education at all levels.

• Readers identify the Australian Professional Standard for Teachers (APST) and Early Years Learning Framework (EYLF) goals addressed in the chapter with the APST and EYLF diagrams. They can then reflect on and indicate which connector statements they have learnt about in each chapter, from the 'APST and EYLF connector statement lists' at the beginning of each chapter. The outcome is a connection between the learning that readers have engaged with during their exploration of that chapter, and the knowledge they are developing and are required to have when entering the teaching profession. Key questions at the start of each chapter help learners to identify the key concepts they will engage with 'In practice' boxes introduce the reader to real students and teachers, giving insights into their development as teachers and day-to-day teaching Students explore and reflect on their own teaching and learning by considering questions in the 'Application' boxes 'In theory' boxes highlight important and current research in teaching and learning in specific studies Readers gain an insight into how educational theories relate to real-world teaching and learning through the scenarios throughout the chapters Important key terms are marked in bold in the text and defined in the margin when they are used for the first time Premium online teaching and learning tools are available on the MindTap platform - the personalised eLearning solution. MindTap is a flexible and easy-to-use platform that helps build student confidence and gives you a clear picture of their progress. We partner with you to ease the transition to digital – we're with you every step of the way. MindTap for Whitton’s Teaching 1st edition is full of innovative resources to support critical thinking, and help your students move from memorisation to mastery! Includes: · Whitton’s Teaching 1st edition eBook · Concept check questions · Video activities · Professional learning scenario activities and more MindTap is a premium purchasable eLearning tool. Contact your Cengage learning consultant to find out how MindTap can transform your course. Instructor Website is your #1 resource for your course. This tailored collection of teaching tools includes downloadable PowerPoint lecture slides, Educator Handbook, Student template downloads and Test Bank with customisable questions for quizzes and assessments.

• The Educator Handbook is packed with content that helps you set up and administer your class: key questions, chapter outline and key topics, additional video activities, suggested answers and more. Log in or request an account to access instructor resources at au.cengage.com/instructor/account for Australia or nz.cengage.com/instructor/account for New Zealand. A bank of questions has been developed in conjunction with the text for creating quizzes, tests and exams for your students. Create multiple test versions in an instant and deliver tests from your LMS, your classroom, or wherever you want using Cognero. Cognero test generator is a flexible online system that allows you to import, edit, and manipulate content from the text's test bank or elsewhere, including your own favourite test questions.

Cengage provides a range of supplements that are updated in coordination with the main title selection. For more information about these supplements, contact your Learning Consultant.

Cengage Learning Testing, powered by Cognero® for Whitton/Daniels-Mayes/Wood/Madaad's Teaching 1e
9780170459785

Cengage Learning Testing, powered by Cognero® for Whitton/Daniels-Mayes/Wood/Madaad's Teaching 1e Instant Access
9780170459778

Instructor Website for Whitton's Teaching: Early childhood, Primary and Secondary
9780170459723

Teaching: Early childhood, Primary and Secondary Instructor Go Further Materials
9780170459761

Teaching: Early childhood, Primary and Secondary Instructor's Manual
9780170459730

Teaching: Early childhood, Primary and Secondary PowerPoint
9780170459754

Teaching: Early childhood, Primary and Secondary Test Bank
9780170459747