Frank Banks – författare

This book looks at the purpose and pedagogy of STEM teaching and explores the ways in which STEM subjects can interact in the curriculum to enhance student understanding, achievement and motivation. By reaching outside their own classroom, teachers can collaborate across STEM subjects to enrich learning and help students relate school science, technology and maths to the wider world.Packed with ideas and practical details for teachers of STEM subjects, the new revised edition of this book:■ considers what the STEM subjects contribute separately to the curriculum and how they relate to each other in the wider education of secondary school students;■ describes and evaluates different curriculum models for STEM; ■ suggests ways in which a critical approach to the pedagogy of the classroom, laboratory and workshop can support and encourage all pupils to engage fully in STEM;■ addresses the practicalities of introducing, organising and sustaining STEM-related activities in the secondary school;■ looks to ways schools can manage and sustain STEM approaches in the long-term.This new revised edition is essential reading for trainee and practising teachers, those engaged in further professional development and all who wish to make the learning of science, technology, engineering and mathematics an interesting, motivating and exciting experience for their students.

This book looks at the purpose and pedagogy of STEM teaching and explores the ways in which STEM subjects can interact in the curriculum to enhance student understanding, achievement and motivation. By reaching outside their own classroom, teachers can collaborate across STEM subjects to enrich learning and help students relate school science, technology and maths to the wider world.Packed with ideas and practical details for teachers of STEM subjects, the new revised edition of this book:■ considers what the STEM subjects contribute separately to the curriculum and how they relate to each other in the wider education of secondary school students;■ describes and evaluates different curriculum models for STEM; ■ suggests ways in which a critical approach to the pedagogy of the classroom, laboratory and workshop can support and encourage all pupils to engage fully in STEM;■ addresses the practicalities of introducing, organising and sustaining STEM-related activities in the secondary school;■ looks to ways schools can manage and sustain STEM approaches in the long-term.This new revised edition is essential reading for trainee and practising teachers, those engaged in further professional development and all who wish to make the learning of science, technology, engineering and mathematics an interesting, motivating and exciting experience for their students.

Technology is a new and rapidly changing area of the curriculum. For experienced teachers in school as well as for students and novices, it has involved the need for a whole new range of knowledge and skills in teaching.This reader draws together already published articles and newly commissioned material from leading authors in the field to help teachers at all stages of their professional development to understand the principles which need to be considered whatever the detail of the National Curriculum in this subject. It looks at the development of technology as a school subject, at the ways in which pupils learn and teachers teach it, and at its place within the wider contexts of education as a whole and of the society which technological developments help to shape.

This book provides a one stop shop for those interested in teaching about disruptive technologies as part of a wide variety of school subjects. It explores the technologies that are likely to have a profound influence on our society in the coming years and offers advice and guidance on how to devise, teach and assess a relevant curriculum.Divided into two parts, the first examines the nature of disruption that technologies cause. It describes in depth what each technology does, how it works, who uses it and what for, and how this might be disruptive along with positive and negative implications. The technologies include:• Additive Manufacture• Artificial Intelligence• Augmented Reality• Big Data• Internet of Things• Quantum Computing• Programmable Matter• Neurotechnology• Robotics• Synthetic BiologyPart two suggests practical ways teachers could ‘Look Sideways’ and collaborate to teach and assess learners aged 11 -18 in these disruptive technologies so that they can successfully take up new employment opportunities and contribute fully to the debate of how those technologies affect our society.Offering comprehensive guidance on the teaching, learning and assessment of disruptive technologies, this will be valuable reading for teachers, school leaders, teacher educators and those responsible for curriculum development.

This book provides a one stop shop for those interested in teaching about disruptive technologies as part of a wide variety of school subjects. It explores the technologies that are likely to have a profound influence on our society in the coming years and offers advice and guidance on how to devise, teach and assess a relevant curriculum.Divided into two parts, the first examines the nature of disruption that technologies cause. It describes in depth what each technology does, how it works, who uses it and what for, and how this might be disruptive along with positive and negative implications. The technologies include:• Additive Manufacture• Artificial Intelligence• Augmented Reality• Big Data• Internet of Things• Quantum Computing• Programmable Matter• Neurotechnology• Robotics• Synthetic BiologyPart two suggests practical ways teachers could ‘Look Sideways’ and collaborate to teach and assess learners aged 11 -18 in these disruptive technologies so that they can successfully take up new employment opportunities and contribute fully to the debate of how those technologies affect our society.Offering comprehensive guidance on the teaching, learning and assessment of disruptive technologies, this will be valuable reading for teachers, school leaders, teacher educators and those responsible for curriculum development.

Early Professional Development has recently been recognized throughout the UK as a key area for improving the quality of teaching and learning in schools. All teachers need support to move from novice to expert. Set out here is a range of articles to help them achieve that goal. Included are practical strategies for investigating classrooms, ideas about teaching and learning, and key debates concerning professional development, all selected with the aim of moving classroom practice forward. This book offers teachers the opportunity to explore the latest debates on professional development as well as providing practical tips for use in the classroom, and is a rich resource for those teachers committed to developing their teaching for the benefit of their pupils.

Technology is a new and rapidly changing area of the curriculum. For experienced teachers in school as well as for students and novices, it has involved the need for a whole new range of knowledge and skills in teaching.This reader draws together already published articles and newly commissioned material from leading authors in the field to help teachers at all stages of their professional development to understand the principles which need to be considered whatever the detail of the National Curriculum in this subject. It looks at the development of technology as a school subject, at the ways in which pupils learn and teachers teach it, and at its place within the wider contexts of education as a whole and of the society which technological developments help to shape.