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Author:   Peter Tarrant (University of Edinburgh, UK.)
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Weight:   0.420kg
ISBN:  

9781138483170

ISBN 10:   1138483176
Pages:   204
Publication Date:   21 September 2018
Audience:   College/higher education ,  Professional and scholarly ,  Tertiary & Higher Education ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Part I: The Theory, Philosophy and Approach Explained Introduction What is storyline? Learning and the curriculum Learning and pedagogy What does Storyline look like in the classroom? Part II: Four Approaches to Planning a Storyline The Street: A WWII Storyline, Plan and Process The Letter: The Owl Who Was Afraid of the Dark and a Health and Wellbeing Storyline The Challenge: Junior Dragon’s Den and The Apprentice Storylines The Visitor: A Visitor from Space, The Lighthouse Keeper's Lunch and a Rabbie Burns Storyline Part III: Assessment and Planning Approaches Choosing your Storyline Approach Storyline and Curriculum Planning Ways of Presenting and Assessing the Learning Part IV: Appendices: Practitioner Examples, Plans, Case Studies and Templates Storyline in a day Alien writing frame Practitioner example: Alien story Practitioner example: WW11 plan Practitioner example: Highland Clearances (The Street) Practitioner example: Wizard School (The Street) Practitioner example: Mary Queen of Scots Practitioner example: Forest School (The Letter) Practitioner example: Our Railway Practitioner example: Middle Ages (The Challenge) Practitioner example: Egypt: Practitioner example: Wind Farm Practitioner example: New Neighbours and Refugees (The Street) Synopsis Planning pro forma Storyline Planning pro forma Storyline Planning template WW11 complete synopsis WW11 complete plan Rainforest complete synopsis Rainforest complete plan Deforestation example Assessment blank proforma Completed assessment grid 24. Using Templates

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Author Information

Peter Tarrant has been involved in teaching for 36 years and is a Senior Teaching Fellow in Initial Teacher Education at the University of Edinburgh, UK. He has been involved in a number of research projects involving topics such as teacher confidence and behaviour management, developing reflective practice, and using a peer learning approach towards metacognitive practice. He is author of Metacognition in the Primary Classroom (Routledge 2015). Peter regularly does INSET in schools and colleges and can be contacted at ptarrant9@gmail.com.

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