The social world of teaching and learning
To recognise the importance of relationships during the process of teaching and learning.
Personal and social development
Developmental stages such as industry/inferiority (eg Eriksons 8-stage theory); No idea. I didn't pay much attention to the theories...
Humanist applications of acceptance and approval to learning (eg Rogers, 1977); Again, no idea. It sounds familiar...
Moral development and the implications for social rules (eg Kohlberg). I know a bit of this. We had a similar study from the same psychologist in the crime section.
Studentstudent social interactions
Importance related to empathy and moral development (eg Gilligan 1982); Sounds familiar...
Friendships/bullying and academic success (eg Hartup 1989); I know a bit on this, but not much.
Anti-bullying strategies (eg Tatum & Herbert 1992). I know little on this, but it was featured heavily in the last exam, so I won't need to know as much.
Studentteacher social interactions
Comparison of teacher/student communications between what is sent and what is received (eg Flanders interaction analysis); I know a lot on this. It's just remembering the 10 steps in order that's a problem.
Transmission of teacher expectations of students (eg Brophy & Good, 1974); I pretty much know this study inside & out.
Types and demands of questions used by teachers for primary and secondary pupils
(Galton, 1999). I know some of this, such as the results, but i'll need to look into it further.
Enabling learning: dealing with diversity
Consider how to enable all students to reach their educational potential.
Dealing with additional needs
Individual support (eg Bloom, 1984); I know a bit, but this was in the last exam as a 10 mark question, so I won't need to focus much on it.
Consideration of the implications of ability grouping (including provision for gifted students); most evidence (Sukhnandan & Lee, 1998) seems to suggest little outcome gain from grouping by ability; I know the simple facts, but not much.
The provision of remedial support such as reading recovery and various forms of differentiation. I know simple things on it. I'll need to look at more.
Enabling minority ethnic groups
Little evidence for ethnic differences in early years (eg Davies & Bremmer); strategies that could be used to overcome language effects and prejudice; I know quite a lot on this study.
Inter-group tasks (Aronson et al 1978); I know a little on this. Not much.
Role models (Klein 1996) and positive support (Mac an Ghaill 1988). I know some of this. I could also mix it with Bandura, Ross & Ross.
Enabling genders
Identify the differences in educational achievement that relate to gender (eg Arnold et al 1996); I know a few specific facts on this, mainly because it made me laugh.
Biological differences in brain structure (eg Bee 1992); I know some, but not much.
Strategies for enabling the learning of boys and girls (similar to those for ethnic groups and additional needs could include boy-friendly books and competition). I mainly know the results and conclusions. I'll need more than that.
So, doing this has made me realised that i'm gonna fail...
