Preface v
1 Conceptualising learning and teaching 1
Constructivism 3
Active learning 4
Deconstructing constructivism 5
Direct teaching 9
Direct Instruction (DI) 11
Interactive whole-class teaching 13
2 D irect teaching methods: Suitability for purpose 16
Varieties of direct teaching 17
Lectures 18
Classroom mini lectures 22
Teacher-directed lessons 23
The important role of direct teaching 24
3 S tudent-centred methods: Suitability for purpose 26
Student-centred approaches 26
Inquiry-based methods 27
Discovery learning 28
Problem-based learning 31
Project-based learning 33
Resource-based learning 35
Computer-assisted learning 36
4 T eaching methods: Suitability for students 39
Young learners 40
Gifted students 41
Students with learning difficulties 44
Students with disabilities 47
5 E ffective teaching 56
Process–product research 57
Beyond process–product studies 58
Key evidence from research on teacher effectiveness 58
Criticisms of the effective teaching data 60
Pedagogical skills of effective teachers 60
Cooperative learning and the use of groups 68
Peer tutoring and peer assistance 69
6 Assessment of learning 71
Purposes of assessment 72
Formative assessment 73
Testing 76
Curriculum-based assessment 78
Outcomes-based education 80
Assessment should lead to improved teaching 80
7 T he gap between research and practice 82
Research appears not to impress teachers 83
Perpetuating the use of unproven methods 84
Two effective models that are rarely used 85
Perhaps the pendulum is beginning to swing 86
Research-based methods 87
References 89
Index 101
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