The Art of Whole-Class Teaching

This text considers a range of theoretical and empirical issues relating to whole-class teaching and relates these to examples of classroom practice. It aims to demonstrate that whole-class teaching is more conceptually complex and empirically varied than is often realized, drawing on evidence from Britain and abroad. A series of examples of classroom practice is presented including the use of whole-class approaches in literacy and numeracy and with children of varying levels of achievement. The book should be of interest to students and primary teachers seeking to incorporate whole-class methods into their classrooms and to all those concerned with gaining a deeper understanding of issues in pedagogy.