With more than 20 years teaching experience between them, the authors of Secondary English in Action share clear examples of a range of strategies for teachers of secondary English, summarising research and thinking on approaches within English teaching while maintaining a focus on application in the classroom to inspire enthusiasm and love for English.
Not bounded by the constraints of current examination frameworks but a vision of what experiencing English should be for a student, this book covers teaching students how to use oracy appropriately, how to interpret texts fully and how to create their own texts accurately and with purpose.
McConaghy and Chater make the case for the importance and value of English, along with a range of ways to promote engagement and uptake and so, whether you are beginning your journey into teacher training, working as a teaching assistant or are an experienced teacher looking for new inspiration and ideas, this is an essential guide for all English classroom-based staff.
Priggs Catherine
Secondary History in Action
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Drawing on over 60 years' combined experience of history teaching and history curriculum leadership, Carr, Hibbert, Priggs and Richards explore ways to make history memorable, engage students in historical thinking and secure excellent outcomes for all. Their perspective is grounded in history's disciplinary distinctiveness and a vision for its purpose in students' education.
The authors of Secondary History in Action articulate practical approaches to history curriculum design, ways to teach disciplinary history in the classroom and methods to assess students' knowledge and understanding. They draw together recent research and established traditions in history teaching discourse in a coherent summary that will be helpful to trainee and beginning teachers, non-specialist teachers of history, subject leaders and senior leaders line-managing history departments.
McCrea Emma
Secondary Maths in Action
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In Secondary Maths in Action, experienced curriculum expert and maths teacher Emma McCrea offers insights into the complex task of teaching maths.
Taking an evidence-informed stance, Emma first explores the age-old question of why we study maths and the important role it plays in our lives and in society. Next she examines several pertinent debates in maths - those of pupil grouping, mastery and gender. Finally, we are taken on a grand tour of curriculum, pedagogy and assessment as the fundamental pillars of great teaching.
Additionally, the book includes four rich case studies, revisited throughout the curriculum, pedagogy, and assessment chapters, which help to showcase how these ideas can be applied in various contexts - so you can really see what it all looks like In Action.
Butler Debs
Secondary Physical Education in Action
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As an experienced teacher and sports coach, Debs Butler explores research and thinking on approaches within secondary Physical Education teaching while maintaining a focus on application to motivate and inspire a love for sports. With a vision of what experiencing PE should be for a student, this book covers a breadth of topics including planning a PE curriculum, theory PE, feedback, dialogue and modelling.
Butler highlights the importance and value of PE, along with a range of ways to promote engagement and uptake and so, whether you are beginning your journey into teacher training, working as a teaching assistant or are an experienced teacher looking for new inspiration and ideas, this is an essential guide for all PE classroom-based staff.
Giubertoni Emily Clark
Secondary Science in Action
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There is nothing more exciting in science teaching than transforming students into effective, enthusiastic biologists, chemists and physicists. To this end, this book spells out the skills and strategies of the successful science teacher in action.
Drawing on years of teaching experience, Richard and Emily Giubertoni set out top tips for effective practice in all areas of a science teacher's role, from curriculum planning to managing practicals, from powerful hinterland stories to how to approach controversial topics.
The useful approaches set out in this book will have value for science teachers at all stages of their careers, from trainee teachers to department leaders.
Being an effective teacher is not innate: we can all learn to teach, to teach well, and to teach better. In this thoroughly comprehensive overview of science teaching in action, all science teachers will find ideas to strengthen, inspire and further develop their teaching practice, in a practical and pragmatic book that is enjoyable and engaging to read.
Youles Christopher
Sentence models for non-fiction writing
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Are your students struggling to write clear, concise, and engaging non-fiction prose? Offering a wealth of sentence models and advice, this practical book provides everything you need to help students of all ages to craft compelling sentences and learn the essential elements of effective non-fiction writing.
The comprehensive coverage includes: selecting engaging topics for non-fiction writing; planning a structure; and tailoring the style to the audience. Improve your students' clarity and coherence and enable them to master the art of writing in different non-fiction genres, including informative writing and persuasive writing.
Lad Nimish
Shimamura's MARGE Model of Learning in Action
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Shimamura’s MARGE model, described as a ‘Whole-Brain Learning Approach for Students and Teachers’, builds links between the areas of neuroscience, cognitive science and the practice of classroom teachers. Through discussing key ideas within the learning process – Motivate, Attend, Relate, Generate and Evaluate – Shimamura’s MARGE is a valuable lens through which we can discuss learning.
This book aims to bring the MARGE model to life through the use of case studies written by practising teachers, and examples taken from classrooms across a range of phases. Through taking each of the principles of MARGE in turn, this practical guide helps all teachers better understand how they can develop their practice and improve the impact they have with the students they teach.
Turner Emma
Simplicitus: The Interconnected Primary Curriculum & Effective Subject Leadership
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Primary curriculum design has been in sharp focus in recent years. After leading on curriculum design and effective subject leadership for 24 years across multiple schools, Emma has written the handbook for both the complex thinking which underpins primary curriculum design and provided the practical models to make it work.
There is much advice out there for primary schools but much is often dominated by voices not trained or experienced in primary practice.
Emma outlines the unique considerations needed for designing and implementing a rich, high-quality curriculum which serves our youngest learners – a blend of academic thinking, educational research, the wisdom of decades of primary experience and a true love of the unique nature of primary.
Primary curriculum design is a unique knowledge domain of its own and Emma explains and explores how this knowledge and the thinking around it needs to be championed and implemented through both academic and child development lenses.
Rooted in experience, underpinned by successful approaches implemented in hundreds of schools – curriculum design in primary is complex and nuanced but it can also be 'Simplicitus'.
Thom Jamie
Slow Teaching: On finding calm, clarity and impact in the classroom
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Slow Teaching is a thoughtful exploration of how slowing down in all aspects of education can lead to improved student outcomes. It evaluates how this slow pedagogy will result in improved feedback, more nuanced and skilled classroom management and relationships, meaningful classroom dialogue, retention of knowledge and school leadership with attention to detail. It explores how to slowly deepen the craft of teaching to grow expert practitioners who are committed to mastering their practice. It also reflects on strategies that will enable teachers to feel calm, confident and organised in a profession that can often appear relentless.
Howard Katherine
Stop Talking About Wellbeing
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Stop talking about wellbeing, and start taking action to own your workload. As the teacher retention crisis reaches breaking point, and mental health for teachers features regularly in the press, wellbeing has been pushed to the top of the national agenda in a bid for schools to consider how to look after their staff. However, wellbeing is becoming a tokenistic feature within the education sector, as staff participate in compulsory wellbeing-linked activities that have very little impact on their workload or ability to do what they came into the profession to achieve: inspiring young people. In a critical consideration of a range of educational research, Kat explores the key factors that form a teacher's role within school, outlining a range of ways that teachers can take ownership of their workload, and wellbeing through a sense of true job fulfilment. Interviewing expert teachers in their field and taking a Kat provides practical strategies for teachers at any point of their career to take away and implement immediately, in a bid to improve the educational landscape for teachers everywhere.
Beals Katharine
Students with Autism: How to improve language, literacy and academic success
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Beals describes the root causes of the language and learning challenges in autism, their various academic consequences, and a variety of tools and strategies for addressing them. Drawing on what the most current evidence shows about the nature of autism and which therapies are most successful, the book discusses the implications for autism-friendly instruction in academic subjects, noting the ways in which today's classrooms come up short, and suggesting various adjustments that teachers can make.
Instead of focusing on social and behavioral issues, general accommodations, and general ways to address learning difficulties, Beals zeros in on academics, on accommodations within specific academic subjects, and on techniques that target autism-specific deficits, situating the issue of educational access within the broader context of disability rights, neurodiversity, and debates about what disability rights and neurodiversity should encompass.
Complete acceptance of individuals on the autism spectrum must include complete educational access. This means rethinking assumptions about autistic students, about how we teach expressive language, about how we teach reading comprehension, and about what and how we teach in the many K-12 classrooms attended by autistic students.
Gill Sonia
Successful Difficult Conversations: Improve your team's performance, behaviour and attitude with kindness and success
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Whether you are a Head or Deputy Head, a Head of Department or Year 3 Teacher, this book is an invaluable read. It is full of practical ways to help you, when facing one of `those' conversations with a colleague or parent, you know in your heart you need to have, but would rather avoid having, because you don't really know what to say or how to say it.
Dahir Sheikh Mohammed Abdi
Supporting Muslim Students: A Quick Reference Guide for Teachers, Trainers and Lecturers
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The purpose of the Pocket Guide is to equip teachers, trainers and lecturers with the fundamental knowledge and understanding to provide enhanced affective and cognitive support for their Muslim students – as well as providing all students with an additional reference for seeking clarification on issues of our/their time. Its principal day-to-day functions are as a quick reference guide which is pocketable (produced in A5 format) with information which is accessible and user-friendly.
Steward Julia
Sustaining Resilience in Leadership: Stories from Education
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As a facilitator of a national leadership programme for experienced headteachers, Julia Steward noticed how frequently competent and apparently confident headteachers admitted to their fear of being 'found out'. Along with the fear of being found out, it seemed, was a twin fear of anyone finding out that they worried about being found out. The fear was compounded by a sense of isolation: each one imagined everyone else was feeling supremely confident. Julia's excellent book reassures leaders at all levels in schools that they are not alone, and offers practical advice and support to help readers sustain the physical and mental resilience needed to allow themselves and others to thrive. The book is based on Julia's experience of working with hundreds of leaders, most of who have been working in schools, along with insights from her academic research, reading, and own experiences of life and leadership. Exercises, designed to support the reader to reflect on ways in which they can develop more helpful habits to sustain their own resilience, are given throughout.
Lovell Oliver
Sweller's Cognitive Load Theory in Action
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What is it that enables students to learn from some classroom activities, yet leaves them totally confused by others? Although we can't see directly into students' minds, we do have Cognitive Load Theory, and this is the next best thing. Built on the foundation of all learning, the human memory system, Cognitive Load Theory details the exact actions that teachers can take to maximise student outcomes.Written under the guidance, and thoroughly reviewed by the originator of CLT, John Sweller, this practical guide summarises over 30 years of research in this field into clear and easily understandable terms. This book features both a thorough discussion of the core principles of CLT and a wide array of classroom-ready strategies to apply it to art, music, history, chemistry, PE, mathematics, computer science, economics, biology, and more.
Hill Claire
Symbiosis: The Curriculum and the Classroom
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Has our system of accountability and quick fixes meant we've lost perspective of what can really improve the quality of education? With a multitude of issues at the heart of some of our more toxic schools, including micro-management, over-complicated policy and the intricate measurement of the wrong foci, it appears that teachers are experiencing a disconnect from the very reason they joined teaching in the first place. With little autonomy over what's important, fewer teachers enter the profession than the monumental amount of teachers that are leaving, and those that do, do so with reluctance and regret. With an astute examination of practice in schools, Claire Hill and Kat Howard take a thoughtful and strategic view of how to ensure a sense of connection and cohesion within schools, to ensure that all feel part of the collective curricular journey towards a gold standard. With a consideration of research-informed practice, this book will provide a series of strategies for curriculum designers at every level, keeping the high quality teachers that we very much need in schools, and providing a better palette to students in the process. At a time where teaching is somewhat politicised, monetised and overcomplicated, Symbiosis: Curriculum and the Classroom sets about the task of refining the way in which we run our schools to improve the quality of our everyday lives in schools.
Thom Jamie
Talking to Teenagers: A guide to skilful classroom communication
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The success or failure of a teacher rests on one thing: the quality of their communication. Under the microscope of the modern secondary classroom, everything we say and everything we do is analysed by our teenage audience. Talking to Teenagers is a practical handbook that explores five essential communication strategies. It provides busy teachers with the scripts they need to improve learning and form effective relationships with teenagers.
This book looks at understanding teenagers and their brain development, mastering the art of non-verbal communication, teaching positive behaviour and scripting your responses, using the LEAP acronym in the classroom, and how to drive motivation and build habits in your students. If you feel your communication in the classroom is often on autopilot, this book will fuel you with the strategies, phrases and understanding that will help you to be the best version of yourself in the classroom.
Tavernetti Gene
Teach Fast: Focused Adaptable Structured Teaching
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In the real world of the classroom, there is general agreement that students should have an opportunity to create and further their own learning. For such a student-centered experience to exist, students need the foundational knowledge and skills most effectively and efficiently provided by a skilled teacher.
Teach FAST describes how teachers can plan and deliver the most effective and efficient lessons possible using a single lesson framework. It is based on a synthesis of cognitive science and nearly 20 years of experience training and coaching teachers in classrooms on how best to provide instruction in foundational knowledge and skills that allow students to reach their creative potential.
Mansworth Megan
Teach to the Top: Aiming High for Every Learner
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Teach to the Top is a research-informed guide to aspirational teaching, focusing on how embedding higher-level knowledge in the classroom empowers students to succeed and to enjoy learning. Questioning existing orthodoxies around ability, Teach to the Top sets out a vision for an education system in which pupils of all attainment levels are enabled to make fantastic progress by being exposed to sophisticated concepts, and afforded opportunities to think deeply and grapple with stimulating ideas. Making a convincing case for the centrality of subject knowledge, the book also shows how affording teachers the professional autonomy to participate in continual development of their own knowledge benefits both teachers and students. As well as engaging critically with a wealth of educational research, Teach to the Top outlines a plethora of research-informed strategies for teaching to the top. Topics include embedding advanced knowledge in curriculum planning, approaches to challenging classroom talk, the fundamental importance of increasing learners’ confidence, the dangers of differentiation and grade-focused feedback, and the value of an adaptable approach to planning. Both thoughtful and practical, Teach to the Top develops a persuasive justification for the entitlement of every child to higher-level knowledge, alongside providing teachers with a range of practical suggestions and questions for reflection to enable the application of this philosophy to their own classrooms.
Thom Jamie
Teacher Resilience: Managing stress and anxiety to thrive in the classroom
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Teaching is a wonderful profession, but it is one that requires huge amounts of physical, mental and psychological reserves. Inner resilience is a vital part of this, and the dialogue about how to develop it has been missing in conversations about teacher wellbeing. Resilience is ultimately the difference between being overwhelmed by stress and anxiety, to finding calm, purpose and joy in the work we do with young people. Teacher Resilience explores how we can build a more resilient mindset, and what practical actions we can take to be the best version of ourselves in the classroom. From self-talk to collaboration, conflict management to lesson planning and differentiation, no trigger of potential teacher stress and anxiety is left unexplored. With practical tools to implement immediately, this is the book that all teachers need to thrive in a demanding profession.
Hammond Andrew
Teaching for Character: Super-charged learning through 'The Invisible Curriculum'
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The Invisible Curriculum series helps teachers discover the secret ingredients that really unlock a child's learning potential. Teaching for Character offers practical advice to help encourage grit and determination in children - important foundations in any future success in or out of school. Is it possible to teach for character and raise academic standards? This book argues the case for character education.
Hammond Andrew
Teaching for Creativity: Super-charged learning through 'The Invisible Curriculum'
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The Invisible Curriculum Series gives teachers the secret ingredients to unlock the full potential of children's learning abilities. Too often in formal schooling, creativity and curiosity are taught out of children. Teaching for Creativity offers practical advice on how to ensure that this does not happen. This book will help teachers to preserve children's innate creative capacities at the same time as maintaining academic standards in the classroom.
McCourt Mark
Teaching for Mastery
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There are many models of schooling; some work, some don't. Mastery is an entire model of schooling with over 100 years of provenance, its impact has been researched for decades, with many of the world's greatest education minds testing and refining the approach. It's one of the models of schooling that actually works. In this book, Mark McCourt examines the history of a teaching for mastery approach, from its early beginnings to the modern day when cognitive scientists have been able to bring further evidence to the debate, demonstrating why a model that was first proposed in the 1910s has the incredible impact on both pupil attainment and attitudes to learning that it has had all around the world over many decades. Drawing on examples from cross disciplines, the story of mastery is one that all educators can engage with. Mark also draws on his own subject, mathematics, to further exemplify the approach and to give practical examples of pedagogies and didactics that teachers can deploy immediately in their own classroom.
Hammond Andrew
Teaching for Motivation: Super-charged learning through 'The Invisible Curriculum'
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The Invisible Curriculum series gives teachers the secret ingredients that can fully unlock a child's learning potential. In Teaching for Motivation, Andrew Hammond proves that identifying a child's motivational needs and wants is key to powerful learning.
Pershan Michael
Teaching Math With Examples
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Some teachers think that there’s little to say about teaching with examples – after all, everyone uses them. But here are just some of the questions you might have about teaching with worked examples:
How do we introduce an example?
What do we ask students to do when studying a solution?
Should a solution be presented all at once or revealed step-by-step?
After we study an example, what comes next?
Does it matter if the solution is presented as if from a fictional student, a real student in class, or from the teacher?
How do we help students move from understanding someone else’s ideas towards using it on their own to solve problems?
How do we write a solution in a clear way, that students can learn from?
When is a good time to offer a worked example? When is it better to let students try a problem?
Are worked examples more useful for some mathematical content than others?
This book will answer all of these questions. In some cases, research offers answers. Other questions represent gaps in the research literature and the book offers solutions arrived at through experience and trial-and-error and the author’s own process of classroom problem solving.
Welcome to the world of teaching with examples!
Clark Jamie
Teaching One-Pagers 2: Evidence-informed summaries for busy educational professionals
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It is no secret that educators are overloaded. Constantly juggling the daily demands of the profession often leaves little time for meaningful professional development. One-pagers are super-concise A4 summaries that distil key educational research, helping busy teachers reflect on their practice, build knowledge, and engage in wider reading. Building on the success of Teaching One-Pagers, Jamie Clark returns with his second visual compendium, featuring three fresh and insightful Collections. Inspired by Tom Sherrington's seminal book The Learning Rainforest, this volume delves into cultivating a thriving school culture while expertly blending Mode A and Mode B teaching practices.
Clark Jamie
Teaching One-Pagers: Evidence-informed summaries for busy educational professionals
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Ask any teacher and they would say workload is one of the biggest blockers to their professional development. Simply put, most teachers are time-poor and too busy to engage with educational research to improve their classroom instruction. One-pagers are ultra-concise, A4-sized summaries that share important ideas about good teaching. In this practical volume, Jamie Clark presents more than 55 evidence-informed one-pagers that help educators reflect on their practice, build pedagogical knowledge, and prompt professional conversations with colleagues.
Boxer Adam
Teaching Secondary Science: A Complete Guide
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Teaching science is no simple task. Science teachers must wrestle with highly abstract and demanding concepts, ideas which have taken humanity's greatest minds thousands of years to formulate and refine. Communicating these great and awesome theories involves careful forethought and planning. We need to deliver crystal clear explanations, guide students as they develop their embryonic knowledge and then release them to develop their thinking independently, all the while curating and tending to their long-term understanding as it develops over time.
In Teaching Secondary Science: A Complete Guide, Adam breaks down the complex art of teaching science into its component parts, providing a concrete and comprehensive set of evidence-informed steps to nurturing brilliant science students. Adam hopes that you find this book interesting, but his main aim is for you to find it useful. Useful when it comes to sketching out your curriculum, useful when preparing your explanations, useful for mapping out how you will check student understanding and useful for all other aspects of science teaching. This is a truly complete guide, and science teachers of any experience will find it packed with ideas that are new, challenging, interesting and, most importantly, useful.
Sherrington Tom
Teaching WalkThrus 2: Five-step guides to instructional coaching
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In the groundbreaking and best-selling Teaching WalkThrus Volume 1, Tom Sherrington and Oliver Caviglioli produced a brilliantly concise and accessible repository to 50 essential teaching techniques.
In this follow-up second volume, Tom and Oliver team up with 10 experienced educators to present 50 brand new WalkThrus, covering all the key areas of teaching: behaviour and relationships; curriculum planning; explaining and modelling; questioning and feedback; practice and retrieval; and Mode B teaching.
Alex Quigley, Martin Robinson, Claire Stoneman, Bennie Kara, Zoe Enser, Mark Enser, John Tomsett, Simon Breakspear, Bronwyn Ryie Jones and Oliver Lovell bring a huge wealth of expertise as they help to further expand and elaborate this essential teaching manual.
As always, each technique is concisely explained and beautifully illustrated in five short steps, to make sense of complex ideas and support student learning.
Sherrington Tom
Teaching WalkThrus 3: Five-step guides to instructional coaching
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Following the break-out success of Teaching WalkThrus Volume 1 (2020) and Volume 2 (2021), Tom Sherrington and Oliver Caviglioli present the third instalment of their five-step instructional coaching techniques.
Volume 3 features 50 more essential teaching methods in the authors’ concise and accessible format, covering all the key areas of teaching: behaviour and relationships; curriculum planning; explaining and modelling; questioning and feedback; practice and retrieval; and Mode B teaching.
Tom and Oliver have teamed up with a stellar supporting cast of educators to present the new WalkThrus, with contributions from: Adam Boxer, Alison Wilcox, Andy Buck, Andy Tharby, Ayellet McDonnell, Bennie Kara, Blake Harvard, Christopher Such, David Goodwin, Efrat Furst, Emma Slade, Emma Turner, Eva Hartell, Harry Fletcher-Wood, Josh Goodrich, Kat Howard, Leila MacTavish, Mary Myatt, Peps Mccrea, Richard Kennett, Shaun Allison, Sonia Thompson, and Tom Needham.
Each technique is concisely explained and beautifully illustrated in five steps, to make sense of complex ideas and support student learning.
The WalkThrus books are supported by an online PD toolkit, which is now used by 2,000 organisations in 35 countries. For more info, visit www.walkthrus.co.uk
Sherrington Tom
Teaching WalkThrus: Five-step guides to instructional coaching
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Tom Sherrington and Oliver Caviglioli team up to present 50 essential teaching techniques, each with five clear and concise illustrations and explanations. It forms a truly unique repository of key teaching methods, valuable to any classroom practitioner in any setting. The book covers important practical techniques in behaviour and relationships; curriculum planning; explaining and modelling; questioning and feedback; practice and retrieval; and Mode B teaching. Each technique is simply explained and beautifully illustrated in five short steps, to make sense of complex ideas and support student learning.
Tahmaseb Ryan Bani
The 21st Century School Library: A Model for Innovative Teaching & Learning
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School libraries stand at the forefront of innovation in education. Yet many teachers and administrators do not know what to make of them, much less how to best utilize their varied and valuable resources.
What if school librarians, whose field of practice has transformed in the past few decades, could show us excellent models for innovative teaching? What if the vital adaptations that school librarians have made could help other educators evolve? What if the lessons learned in the library could be scaled up to benefit all fields of practice and all students?
The 21st Century School Library takes an in-depth look at the paradigm-shifting work that school libraries are doing to advance student learning, professional development, and school-wide engagement. It explains how library-led, forward-thinking initiatives can guide all educators – teachers and administrators alike – toward transformative educational practices. It is an inspiring survey of 21st century school libraries whose guiding principles also serve as a blueprint for innovation in K-12 education.
School libraries – and all the educators associated with them – offer a compelling vision for the future of K-12 education. This book is a roadmap for how to make this vision a reality.
Brown Chris
The Amazing Power of Networks: A (research-informed) choose your own destiny book
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This book is about our connections to other people and the influence these networks exert over our lives. On the plus side, networks provide us with access to a multitude of resources: from aid and assistance to knowledge and norms. But at the same time, the relationships that link people (or not) are also responsible for a range of social ills. For example, who you are connected to will determine your likely success at school, whether you will go to university, your future career, the neighbourhood in which you will live, who you will marry and whether or not you will die young.
Given their influence, the aim of the book is to show how we can take charge of our networks, in order to improve our chances of doing well in life, whatever our background. In particular, the book provides cutting-edge insights that readers can deploy to help make things better for themselves, their families and their wider communities. But this book also comes with a twist… better than just reading about networks is giving readers the opportunity to see for themselves how networks operate. The best way to do this is through active exploration. Interleaved throughout this book, therefore, is the option for readers to embark on a research-informed journey, where readers get to decide which paths to take, which decisions to make and how best to tackle the obstacles that lay in their path. All good preparation for how to think about networks back in the real world…
Strickland Samuel
The Behaviour Manual: An Educator's Guidebook
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The Behaviour Manual – An Educator's Guidebook offers over 100 strategies, approaches and teaching methods that will help any school, leader, middle leader, teacher, ECT or ITT to pro-actively lead on behaviour. It has been designed to help the entire profession and anyone at any level and all ranges of experience.
The book is divided into three broad sections. Section one examines the role of the Mothership (the school) and the role that leaders at any level can play.
Section two looks at the role of the Satellites (the key areas that make up the school) and the integral role that middle leaders play. The final section looks at the micro level, focusing on the role that teachers play and offers a plethora of approaches teachers can employ.
Each of the 100+ strategies is unpacked over a one or two-page spread. Within each spread is an outline of what the approach is, it is then unpacked to detail how it works or can be applied and each spread finishes with a cautionary warning and an advice tip. This book is deliberately written to help, to offer support, to offer advice and there is, bluntly, no waffle, no padding and no fluff.
If you want a book that you can pick up, easily read and digest a key approach or strategy in less than 5-10 minutes then this is for you. It is grounded in expertise, experience, research and deliberately written in a clear, straightforward and open style that leaves you in no doubt regarding how any of the given approaches works and could be employed in your school setting.
Lemov Doug
The Coach’s Guide to Teaching
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The mark of a great coach is a constant desire to learn and grow. A hunger to use whatever can make them better.
The best-selling author of Teach Like a Champion and Reading Reconsidered brings his considerable knowledge about the science of classroom teaching to the sports coaching world to create championship caliber coaches on the court and field.
What great classroom teachers do is relevant to coaches in profound ways. After all, coaches are at their core teachers.
Lemov knows that coaches face many of the same challenges found in the classroom, so the science of learning applies equally to them. Unfortunately, coaches and organizations have a mixed level of understanding of the research and study of the science of learning. Sometimes coaches and organizations build their teaching on myths and platitudes more than science. Sometimes there isn’t any science applied at all.
While there are thousands of books and websites a coach can consult to better understand technical and tactical aspects of the game, there is nothing for a coach to consult that explicitly examines the teaching problems on the field, the court, the rink, and the diamond. Until now.
Intended to offer lessons and guidance that are applicable to coaches of any sporting endeavor including everyone from parent volunteers to professional coaches and private trainers, Lemov brings the powerful science of learning to the arena of sports coaching to create the next generation of championship caliber coaches.
Sammons Andy
The Compassionate Teacher: Why compassion should be at the heart of our schools
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Ask any teacher why they went into teaching, and they'll invariably refer to students or their subject. Yet, modern educators are faced with a dilemma: the industry judges us primarily on outcomes, offering the justification that grades improve life chances. Grades improve life chances as much as money buys happiness: it's no more than a prop or a poor substitute. Unless the profession starts to get to the heart of its reason for being, we might as well all pack up and go home. Education has a problem with its `why,' and unless it starts to encourage and insist its stakeholders start to improve their understanding of why compassion and relationships should be at the heart of everything we do, the same familiar cyclical mistakes will continue to be made, and all of those lovely things that we say we do in modern education such as improving life chances, creating citizens of the future and shaping young minds will be no more than an accidental and indirect by-product of time spent in our educational establishments.
Chiles Michael
The CRAFT Of Assessment: A whole school approach to assessment of learning
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The CRAFT approach of assessment for learning is a strategy that can be applied at a subject level and at a whole school level to assess student learning from across the Key Stages. This accessible and innovative book provides a practical guide for teachers and schools on how the CRAFT approach can be applied by looking at each of the different elements of condensing, reflecting, assessing, feed-forward and target-driven improvement.
Myatt Mary
The Curriculum: Gallimaufry to coherence
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Increasingly, across the system, people are talking about knowledge and curriculum. In this timely new book, Mary Myatt is at her brilliant best as she passionately argues that the solutions to overcoming achievement barriers lie in understanding the curriculum and in what children and meant to know. In order to reach coherence on the curriculum, it's going to require teachers in schools to engage in the conversation; it's a journey we need to share if we're going to deliver a curriculum we understand and believe in. In a series of crystal clear chapters, Mary guides teachers and school leaders through one of the most important debates in education.
Chiles Michael
The Feedback Pendulum: A manifesto for enhancing feedback in education
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In the words of Bill Gates, 'We all need people who give us feedback. That's how we improve.' The art of giving feedback is widely recognised as one of the most powerful tools in education and equally one of the most variable aspects in the way it is applied. In The Feedback Pendulum, Michael aims to explore how the use of feedback has evolved over time, drawing on a combination of research and sharing experiences, and examples of best practices across the different phases of education to establish a culture of efficient and effective feedback that supports the teaching and learning cycle. This book will unpick the research, the experience of expert practitioners, and practical strategies in the different phases of education, including: the evolution of feedback over time; pre-school feedback; primary and secondary school feedback; specialist education feedback; parental feedback; and CPD feedback Through the use of spotlights from teachers and an education psychologist's perspective interweaved throughout, Michael provides a manifesto for enhancing feedback in education.
Watson Andrew C.
The Goldilocks Map: A classroom teacher's quest to evaluate 'brain-based' teaching advice
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In the last 20 years, the cognitive sciences have revealed fresh, surprising, and useful insights into how and why our students learn. Teachers can now draw on psychology and neuroscience research to supplement, reconsider, even overturn our traditions and training.
To use this research most wisely, teachers must find our way to an elusive Goldilocks Zone.
Instead of resisting all research-based guidance, we should be ready to take it to heart – even when it challenges both our training and conventional wisdom.
Instead of accepting all research-based guidance, we should be ready to reject it emphatically – especially the hyped-up edu-fads that exaggerate and misinterpret psychology findings.
How can we get this Goldilocks balance “just right”?
This book offers a specific, practical quest map to discover just such a balance. By critically examining the source, the research, and ourselves, teachers can develop the skills necessary to be effective research skeptics.
Written by a teacher with 18 years in the classroom – and 13 years studying neuroscience and psychology – The Goldilocks Map transforms brain research from a daunting monologue into an approachable, exciting, and lively conversation.
Fabian Judith
The International Baccalaureate: 50 Years of Education for a Better World
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To celebrate its 50th anniversary, the IB proudly invites you to read about the first half-century of its ongoing story. Written by a series of significant figureheads and stakeholders, this book describes – and celebrates – the ways in which the IB has seized the opportunity not only to address the need for an internationally recognized certification of educational achievement, but also to frame a global vision for values-based learning that improves the prospects for a better and more peaceful world. Contributors: Carolyn Adams; Sir John Daniel; Judith Fabian; Howard Gardner; Laura Gardner; Jenny Gillett; Matt Glanville; Judith Guy; Robert Harrison; Gareth Hegarty; Ian Hill; Carol Inugai-Dixon; Siva Kumari; Andrew Macdonald; Andrew Maclehose; Pilar Quezzaire; Angela Riviere; Dominic Robeau; George Rupp; HRH Princess Sarvath El Hassan of Jordan; Anthony Tait; Nicholas Tate; George Walker.
McInerney Laura
The Leadership Factor: The 7 characteristics of exceptional leaders
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Some leaders just have 'it'. They walk into a room and you know they are in charge. But how? What sort of person is so inspirational that even when the chips are down they make their team feel like the strongest warriors, ready and willing to march over the hill into battle? Drew Povey is one of the UK's most influential leadership authorities. Over decades working with leaders in education, the police, the National Health service, elite-level sport and international businesses, he has developed a unique multi-sector viewpoint - and a universal model for becoming an authoritative, dynamic and brave leader. Every successful CEO, world-beating sports captain and inspirational teacher exhibits the same characteristics: the 7Cs that together create the Leadership `it' Factor - curiosity, change-ability, charisma, connection, confidence, collaboration and courage. Taking each attribute in turn, Drew explains its necessity and guides the reader with steps and exercises to master it. With countless concise case studies from the worlds of business, education and global politics - some famous; some not so famous; many notorious - Drew draws lessons, guides development and paves the path to great leadership.
Sherrington Tom
The Learning Rainforest: Great Teaching in Real Classrooms
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The Learning Rainforest is an attempt to capture various different elements of our understanding and experience of teaching. It is a celebration of great teaching - the joy of it and the intellectual and personal rewards that teaching brings. It is aimed at teachers of all kinds; busy people working in complex environments with little time to spare. The core of the book is a guide to making teaching both effective and manageable; it provides an accessible summary of key contemporary evidence-based ideas about teaching and learning and the debates that all teachers should be engaging in. It's a book packed with strategies for making great teaching attainable in the context of real schools. The Learning Rainforest metaphor is an attempt to capture various different elements of our understanding and experience of teaching. Tom's ideas about what constitutes great teaching are drawn from his experiences as a teacher and a school leader over the last 30 years, alongside everything he has read and all the debates he's engaged with during that time. An underlying theme of this book is that a career in teaching is a process of continual personal development and professional learning as is engaging in fundamental debates rage on about the kind of education we value. As you meet each new class and move from school to school, your perspectives shift; your sense of what seems to work adjusts to each new context. In writing this book, Tom is trying to capture some of the journey he's been on. He has learned that it is ok to change your mind. More than that - sometimes it is simply necessary to get your head out of the sand, to change direction; to admit your mistakes.
Wigston Ian
The Magic in the Space Between: How a unique mentoring programme is transforming women's leadership
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Responding to a challenge posed by state and independent school leaders, Ian Wigston put together a team of experienced leaders from business, the public sector and the military to enable nearly a hundred women to explore their potential for school leadership.
The Magic in the Space Between explores how mentoring, in tandem with a variety of innovative community projects undertaken by the women, provided a platform for each of them to develop a range of skills which saw more than a quarter achieve promotion within two years.
As well as telling the stories of individual success, frequently challenging their own assumptions, the book includes contributions from former Schools Minister David Laws, actor Juliet Stevenson and Commodore Mel Robinson, one of the most senior women in the Navy.
The book concludes with proposals to address the continuing problem of building a pipeline of future women’s leadership in education.
Webb Jennifer
The Metacognition Handbook: A Practical Guide for Teachers and School Leaders
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Metacognition is one of the most highly effective but under-used teaching strategies in all of education. Over-complicated by some, over-simplified by others and misunderstood by many, this area of theory and practice is in need of a fresh look. The Metacognition Handbook provides a clear, practical guide for teachers and school leaders to embed metacognition into classroom practice and school culture to enhance student outcomes. Looking at classroom pedagogy, teacher CPD, transition, and more, The Metacognition Handbook argues a case for evidence informed application of simple but effective ways to boost student independence, self-regulation, self-efficacy and motivation.
Nuhfer Danielle
The Path of The Mindful Teacher: How to choose calm over chaos and serenity over stress, one step at a time
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In The Path of the Mindful Teacher, Danielle A. Nuhfer introduces educators to a process that will help them positively manage stress, find work-life balance, lessen symptoms of burnout, and increase classroom job satisfaction. Teachers walking this path will be able to determine their own needs and the needs of their students, so they can successfully and sustainably do one of the most important jobs in the world: teaching the future of our planet.
Drawing on Danielle’s experience as a teacher, mindfulness practitioner, and teacher wellness coach, The Path of the Mindful Teacher will:
• Explain the basics of mindfulness and how it can inform teaching practice.
• Illustrate a simple step-by-step path that will help teachers choose calm over chaos and serenity over stress.
• Provide ways to integrate mindfulness practice into the classroom and beyond.
• Offer mindfulness activities that can be adapted to an individual teacher’s needs.
• Present tools to balance the ever-changing landscape of teaching.
Reay Andrew
The Power of Character: Lessons from the frontline
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In this personal, thought-provoking and timely book, Dr Andrew Reay offers a clarion call to parents, educators and business leaders who are seeking to unlock the true potential of our next generation - their character - and ensure they really do flourish as human beings. For too long, government initiatives have turned our schools into cost-centred and target-driven organisations. The Power of Character offers the tools by which we can buck the trends of this old, outdated system, introducing new ideas to the classroom and new structures to the schooling system that can revolutionise the way we prepare our children for their future: a mandate for Education 2.0. Distilling vast amounts of scientific information into engrossing narratives, Reay's Six Elements of Character are translated through the work of behavioural scientists in the fields of human motivation, decision making, optimism, grit and mind-set to show how a new wave of educators are using these tools of science to peel back the mysteries of our very character.At its heart, this book challenges the reader to evaluate how we raise and educate our children, how we run our schools, how we lead our businesses and how we construct our social networks for the betterment of themselves and everyone around them.
Brown Chris
The Power of Professional Learning Networks: Traversing the present; transforming the future
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Now, more than ever, it seems that the age of professional learning networks has well and truly arrived. The rise and proliferation of digital communication, coupled with the circumstances enforced during the pandemic experience, have led to a dynamic re-imagining of Professional Learning Networks (PLNs) – both in terms of what they are for and what they can achieve. Set against this context this book provides a stimulating insight into the current state of the art of professional learning networks and the transformative difference they are poised to make to our educational future. Drawing on a wealth of expertise, each chapter is written by leading thinkers and doers in the field, and covers a range of topics and emerging areas. These include: the professional learning vistas opened up through digital opportunities; how these networks have helped to enhance teachers’ identity and sense of well-being: the new sense of practitioner ownership and partnership now at the heart of PLNs; new openings for professionalization; how PLNs have become vehicles for radically different forms of professional development and learning; and what this all means for school leadership.
Brown Chris
The Research-informed Teaching Revolution - Early Years
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Research Informed teaching is big news! Indeed one might argue that there has been a bottom up revolution encouraging teachers’ use of research (e.g. ResearchED). But at the same time there is a gap between what teachers do and what research suggests might provide effective ways to support young children’s learning. It’s not that a wealth of educational research doesn’t exist (just look at the What Works Clearinghouse, the Best Evidence Encyclopaedia or Hattie’s Visible Learning), but the Early Years sector is often under-represented. This book is an attempt to address this disparity and provide Early Years leaders and practitioners with an understanding of how to embed this research within their everyday practice offering top tips of how others in the field have done this and considering topics such as outdoor learning, early writing skills and parental engagement. Drawing on the wisdom of those at the top of their game, this book intends to provide just that: a practical handbook for EYs practitioner and leaders that can help make the research use revolution a reality.
Brown Chris
The Research-Informed Teaching Revolution - North America: A Handbook for the 21st Century Teacher
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We know that educators and education systems at large face countless decisions every day. We also know that grounding educational decisions in research can improve the likelihood of desirable teaching and learning outcomes, as well as reduce the likelihood of unintended consequences. Research is just one among many types of evidence used in educational decision-making, however. So being “evidence informed” is as much about engaging with research evidence as it is engaging with practice-based evidence (e.g., professional judgment) and data-based evidence (e.g., school performance data). How can educators become evidence-informed? In our view, the best approach is to learn from examples from experts of how research can be integrated with these other types of evidence, and so regularly inform our own everyday practice. With that in mind, this practical handbook offers 16 illuminating chapters that provide a wealth of advice and perspectives on the subject written by North American educators who are striving to realize the idea of research-informed practice. Key themes – reflective practitioners, networks and collaboration, trust -emerge to help teachers formalize, prioritize and mobilize the use of research-evidence in schools.
Bennett Tom
The researchED Guide to Assessment: An evidence-informed guide for teachers
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A teacher's job is to create an environment where our students' engagement in learning proceeds towards an intended direction. In order for this to occur, we must form a bridge between the teaching of material in the classroom and how the learning of that information is being processed and manipulated by our students. The only way we can do this effectively is through the process of assessment. Recent theoretical history on how to effectively establish and implement assessment strategies into policy has caused much confusion; it is high time to consider how assessment, marking and feedback have changed over the years so that conversations about how best to move forward can begin. In this researchED Guide to Assessment, Sarah Donarski brings together chapters by Dylan Wiliam, Tom Sherrington, Alison Peacock and many others to consider the debates, critique the strategies and find solutions that not only better the progress of pupils but also assist the wellbeing and manageability of workload for staff.
Jones Kate
The researchED Guide to Cognitive Science: An evidence-informed guide for teachers
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researchED is an educator-led organisation with the goal of bridging the gap between research and practice. This accessible and punchy series, overseen by founder Tom Bennett, tackles the most important topics in education, with a range of experienced contributors exploring the latest evidence and research and how it can apply in a variety of classroom settings.
In this edition, Kate Jones considers various principles from cognitive science that can be used to enhance teaching and learning, including cognitive load theory, dual coding theory, interleaving, retrieval practice and spaced practice. Kate has sourced contributions from teachers and researchers including Jade Pearce, Sarah Cottingham, Adam Boxer, Jonathan Firth, Paul A. Kirschner, Pedro De Bruyckere and Lekha Sharma.
Kate Jones is a teacher and an experienced leader. She is the author of seven books and is senior associate for teaching and learning at Evidence Based Education.
Barton Craig
The researchED Guide to Education Myths: An evidence-informed guide for teachers
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researchED is an educator-led organisation with the goal of bridging the gap between research and practice. This accessible and punchy series, overseen by founder Tom Bennett, tackles the most important topics in education, with a range of experienced contributors exploring the latest evidence and research and how it can apply in a variety of classroom settings.In this edition, Craig Barton busts the most damaging myths in education, editing contributions from writers including: Doug Lemov; Bob and Elizabeth Bjork; Mark Enser; and Claire Sealy.
Bennett Tom
The researchED Guide to English as an Additional Language: An evidence-informed guide for teachers
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In this edition, Hamish Chalmers provides a primer on the key questions teachers and researchers have about the education of children learning English as an Additional Language (EAL). From the general implications of teaching children in a language that many are still in the process of learning, to the specifics of EAL-friendly pedagogy, this volume includes contributions from both teachers and researchers in the field: Victoria Murphy, Constant Leung, Jonathan Bifield, Feyisa Demie, Ann-Margaret Smith, Naomi Flynn, Holly Joseph, Tracey Costley, Xiao Lan Curdt-Christiansen, and Eowyn Crisfield.
Hamish Chalmers is a lecturer and EAL researcher at the University of Oxford, vice-chair of NALDIC — the UK’s EAL subject association — and erstwhile primary school teacher, both in the UK and overseas.
Bennett Tom
The researchED Guide to Explicit and Direct Instruction: An evidence-informed guide for teachers
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researchED is an educator-led organisation with the goal of bridging the gap between research and practice. This accessible and punchy series, overseen by founder Tom Bennett, tackles the most important topics in education, with a range of experienced contributors exploring the latest evidence and research and how it can apply in a variety of classroom settings. In this edition, Adam Boxer examines Direct Instruction, editing contributions from writers including: Kris Boulton; Greg Ashman; Gethyn Jones; Tom Needham; Lia Martin; Amy Coombe; Naveen Rivzi; John Blake; Sarah Barker; and Sarah Cullen.
Lock Stuart
The researchED Guide to Leadership: An evidence-informed guide for teachers
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researchED is an educator-led organisation with the goal of bridging the gap between research and practice. This accessible and punchy series, overseen by founder Tom Bennett, tackles the most important topics in education, with a range of experienced contributors exploring the latest evidence and research and how it can apply in a variety of classroom settings.
Claiming that the leadership industry has failed to have the impact on schools that is required, this book takes a fresh view that domain-specific knowledge and expertise is vital to running schools well and argues that we tend to underestimate the knowledge required to do this complex job efficiently.
In the researchED guide to leadership, Stuart Lock brings together chapters by experts including Dylan Wiliam, Jen Barker, Danielle Dennis, Jon Hutchinson and The Reading Ape to unpick the challenges of school leadership, combining a thorough trawl of the research and mixing in practical advice to exemplify a very different approach to leading schools – one that is rooted in developing the required knowledge to address the challenges that are common to our schools.
Bennett Tom
The researchED Guide to Literacy: An evidence-informed guide for teachers
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researchED is an educator-led organisation with the goal of bridging the gap between research and practice. This accessible and punchy series, overseen by founder Tom Bennett, tackles the most important topics in education, with a range of experienced contributors exploring the latest evidence and research and how it can apply in a variety of classroom settings.In this edition, James Murphy examines the latest evidence surrounding student literacy, editing contributions from a wide range of writers.
Lockyer Stephen
The researchED Guide to Primary Literacy: An evidence-informed guide for teachers
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researchED is an educator-led organisation with the goal of bridging the gap between research and practice. This accessible and punchy series, overseen by founder Tom Bennett, tackles the most important topics in education, with a range of experienced contributors exploring the latest evidence and research and how it can apply in a variety of classroom settings.
Literacy is one of the most powerful and transformative learning tools: making changes and improvements in Literacy will have a direct impact on your work, your learning and your aspirations across all subjects in the curriculum.
In this book, Stephen Lockyer brings together contributions from expert writers, including Clare Sealy, Emma Stokes, Neil Almond and Andrew Percival, to show how making tiny, incremental changes with consistency and genuine purpose can have a big effect on your students, their literacy, and their learning. Each chapter has an abundance of ideas to take into your classroom and have a direct impact on the pupils.
Facer Jo
The researchED Guide to Professional Development: An evidence-informed guide for teachers
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researchED is an educator-led organisation with the goal of bridging the gap between research and practice. This accessible and punchy series, overseen by founder Tom Bennett, tackles the most important topics in education, with a range of experienced contributors exploring the latest evidence and research and how it can apply in a variety of classroom settings.
While there are many routes to growing great schools, investing in the quality of the teachers is one of the best bets to improve both pupils' educational outcomes and their experience of school. And, crucially, teacher quality is not fixed - all teachers can always improve. Professional development is not solely about the teaching techniques we use in the classroom, but encompasses the way we learn to think about the curriculum, how we manage behaviour, and even how we behave as leaders.
In this book, Jo Facer brings together contributions from expert writers including Elisabeth Bowling, Nimish Lad, Reuben Moore and Jenny Thompson, to consider what we might learn from cutting-edge research, and how we might apply this to the messy, on-the-ground reality of schools today.
Bennett Tom
The researchED Guide to Special Educational Needs: An evidence-informed guide for teachers
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researchED is an educator-led organisation with the goal of bridging the gap between research and practice. This accessible and punchy series, overseen by founder Tom Bennett, tackles the most important topics in education, with a range of experienced contributors exploring the latest evidence and research and how it can apply in a variety of classroom settings.In this edition, Karen Wespieser examines the latest research surrounding pupils with special educational needs, editing contributions from writers including: Richard Selfridge; Sabrina Hobbs; Gary Jones; Kenny Wheeler; Oliver Caviglioli; Rob Webster; Barney Aglis; and Chris Rossiter.
Sealy Clare
The researchED Guide to The Curriculum: An evidence-informed guide for teachers
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$23.95
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researchED is an educator-led organisation with the goal of bridging the gap between research and practice. This accessible and punchy series, overseen by founder Tom Bennett, tackles the most important topics in education, with a range of experienced contributors exploring the latest evidence and research and how it can apply in a variety of classroom settings.In this edition, Clare Sealy explores how schools can get the most out of a rich curriculum, editing contributions from a wide range of writers.
Bennett Tom
The Running the Room Companion: Issues in classroom management and strategies to deal with them
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In Running the Room: The Teacher's Guide to Behaviour, Tom Bennett rewrote the book on behaviour management, and outlined the psychology and dynamics underpinning student habits. In this companion, he goes into more detail about how to apply those principles to the classroom. Addressing a wide range of circumstances, he explores popular teacher dilemmas such as:
How to deal with students who are late?
What are the best ways to work with parents?
Managing cover lessons successfully
How to tame smartphones
The best way to design a seating plan
How to start the lesson for the first time
Dealing with low-level disruption
Getting the class quiet when you – and they – need it the most
And many more. Using practical examples and evidence-informed techniques, Tom demystifies the puzzles that complex behaviour often presents, and guides teachers new and old carefully to a better understanding of how to run the room they way everyone deserves.
Chiles Michael
The Sweet Spot: Explaining and modelling with precision
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In The Sweet Spot, Michael Chiles explores the art of teacher explanation and modelling in teaching students what they need to know. Delving into the research, Michael sets out the reasons why the art of telling and showing students underpin effective teaching and learning. Armed with research-based evidence, Michael looks at a range of efficient and effective strategies teachers can use in their own classrooms to expertly explain and model their subject. In the final part of the book, Michael is joined by teachers across the broad range of subjects in the primary and secondary phases to share how they teach one difficult concept within their own subject.
Robertson Bruce
The Teaching Delusion: Why teaching in our classrooms and schools isn't good enough (and how we can make it better)
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Schools are filled with great teachers, but is great teaching taking place in every classroom, in every school? Bruce Robertson doesn't believe it is. Why not? This book argues that there are two reasons. Firstly, because there isn't a shared understanding of what makes great teaching. Secondly, because schools haven't developed the strong professional learning culture necessary to drive the development of great teaching in every classroom. Through discussion of key messages from educational research, and drawing on a track record of success, this book explores how these barriers can be addressed, leading to transformations in teaching practice across classrooms and schools.
Jones Kate
The Teaching Life: Professional Learning and Career Progression
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Being a teacher is far from easy. Being the best teacher you can be is even tougher. There are two really important things that every teacher needs to get right so that they feel fulfilled and challenged in what they do. Firstly, they need to continually develop their craft through effective professional learning. Secondly, they need to map out a career path that has progression as its defining feature. There are very few people who manage to do both things well.
Education doesn’t stand still, so being a good teacher means being in a constant state of evolution. How do we achieve this? Covering the latest developments in professional learning, Kate Jones and Robin Macpherson explore the massive changes that the global pandemic has brought, seeing it as a paradigm shift with manifest opportunities. The corollary to this is career progression, which is really about making the right professional choices. Are you a one school person for your whole time in teaching? Do you change location or role? Do you harbour leadership ambitions? And crucially, how do you finish your career on a high? Working out what you want to achieve in your teaching life is a core focus of the book, and is addressed through a range of interviews, case studies, and challenge questions. It is not about telling you what to do but prompting you to reflect on what you do.
The Teaching Life is for anyone who wants to make the most of their time in education, for their students and for themselves.
Ostaff Courtney
The Teaching Online Handbook
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Classroom teachers are increasingly expected to teach online – creating content area courses from scratch with little support or training.
But high-quality, researched-based online teaching has its own particular set of skills and expectations, and most resources are directed at college-level instructors.
This no-nonsense handbook is for that busy classroom teacher, with clear techniques for planning, instruction, and assessment, as well as sections on teaching students with diverse needs and exceptionalities.
Based on the author's real-life experiences as an online teacher, there are multiple examples including sample assignments across content areas, rubrics for grading, and sample scripts for parent contact as well as tips to reduce instructor workload and conduct successful live instruction.
Atwal Kulvarn
The Thinking School: Developing a dynamic learning community
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A modern-day reflective guide to detail how school leaders can develop a unique and expansive learning environment for teachers. The book is a practical manual that includes examples of activities that can be promoted to develop informal and formal teacher learning activities. Atwal argues that in the very workplaces where the core business is 'learning', the quality of staff learning in schools is poor and underdeveloped - there is significant room for improvement. This book is essential reading for all those interested in driving improvement in education in schools and anyone who has cared about children's learning or teacher learning.
Atwal Kulvarn
The Thinking Teacher: How to transform your mindset and your teaching
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The Thinking Teacher offers a current and reflective resource for teachers at every level who wish to transform their thinking and their practice in the classroom. Written by teacher professional learning expert Dr. Kulvarn Atwal, the book shows teachers how they can make a positive difference to every single student they teach. He shares strategies that will empower you to navigate your way through a complex profession in a continual cycle of learning and improvement.
The greatest influence on the quality of students' learning in schools is the quality of teaching. This book is based on the best available evidence of how to maximise your effectiveness in the classroom. The book includes specific examples of how to build your teaching powers through reflective practice as well as teaching strategies that will enable your students to develop as independent learners.
Filled with practical strategies, Atwal encourages teachers to transform their mindsets and experiment with how they teach to improve their practice. It is essential reading for teachers at the beginning of their careers as well as anyone at any level of experience who is interested in improving their teaching.
Blatchford Roy
The Three Minute Leader
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The Three Minute Leader presents 101 snippets of advice, provocation and reflection to encourage school leaders as they go about their daily routines. 'Less is more' is its guiding principle. Enjoying the role is the key ingredient, together with the three essentials of leadership: humanity, clarity, courage.Education leadership is a people business. This short compendium is for people who are school leaders, wherever on the globe they find themselves.
Mackle Kieran
Thinking Deeply About Primary Mathematics
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Thinking Deeply about Primary Mathematics is a comprehensive exploration of the ideas, theories and practices of most value to beginning teachers, as well as any teacher with the desire to improve their practice.
Immediately applicable in the classroom and supported by robust analysis of research into mathematics teaching, this book is designed to provide inspiration for specialised teaching assignments with the power to enhance both the rate and quality of your professional development journey.
Through the use of expertly crafted explanations, examples and tasks, each chapter will guide you step by step through the otherwise intimidating world of primary mathematics teaching.
This book is perfect for teachers driven to become highly effective practitioners. It also serves as a blueprint for school leaders looking to develop the abilities of their teachers and ensure the highest quality mathematics education for all children.
Teacher proficiency is a vast uneven continuum but in taking time to think deeply about primary mathematics we allow ourselves with the opportunity to build a solid base from which a successful, fulfilling career can be constructed.
The insight and expertise provided by Thinking Deeply About Primary Mathematics is essential for anyone involved in the teaching of mathematics.
Murphy Dianne
Thinking Reading: What every secondary teacher needs to know about reading
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Despite the efforts of teachers and educators, every year secondary schools across the English-speaking world turn out millions of functionally illiterate leavers. The costs in human misery and in wasted productivity are catastrophic. What can schools do to prevent this situation? In this highly accessible book James and Dianne Murphy combine more than 50 years of experience to provide teachers with a thorough, easy to use introduction to the extensive research on reading and its effects on student achievement. Drawing on the work of experts from around the world, the authors explore how we learn to read, how the many myths and misconceptions around reading developed, and why they continue to persist.Building on these foundations chapters go on to examine how the general secondary school classroom can support all levels of reading more effectively, regardless of subject; how school leaders can ensure that their systems, practices and school culture deliver the very best literacy provision for all students; and what it takes to ensure that a racing intervention aimed at adolescent struggling readers is truly effective. The overall message of this books is one of great optimism: the authors demonstrate that the right of every child to learn to read is entirely achievable if schools employ the best research-driven practice.
Barton Craig
Tips for Teachers: 400+ ideas to improve your teaching
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Teaching is complex. But there are simple ideas we can enact to help our teaching be more effective. This book contains over 400 such ideas.
The ideas come from two sources. First, from the wonderful guests on my Tips for Teachers podcast - education heavyweights such as Dylan Wiliam, Daisy Christodoulou and Tom Sherrington, as well as talented teachers who are not household names but have so much wisdom to share. Then there's what I have learned from working with amazing teachers and students in hundreds of schools around the world.
Inside you will find 22 ideas to enhance mini-whiteboard use, 15 ideas to improve the start of your lesson, 14 ideas to help make Silent Teacher effective, seven ways to respond if a student says they don't know, and lots, lots more.
Each idea can be implemented the very next time you step into a classroom. So, whatever your level of experience, subject or phase, there are plenty of ideas in this book to help take your teaching to the next level.
Book contentsChapter 1: How to use this book
Tip 1. How to use this book to improve your teaching
Tip 2. How to give yourself the best chance of making a lasting change
Chapter 2: Habits and routines
Why are habits and routines important?
Tip 3. Eight ideas to help introduce a routine
Tip 4. Beware of the Valley of Latent Potential
Tip 5. Two ideas to help a routine stick
Tip 6. Develop a set of high-value activity structures
Tip 7. Six ideas to help establish positive norms in your classroom
Tip 8. Four types of words to consider removing from your teaching vocabulary
Chapter 3: The means of participation
A challenge
Tip 9. Front-load the means of participation
Tip 10. Ten ideas to improve Cold Call
Tip 11. Eight reasons to strive for mass participation more frequently
Tip 12. Twenty-two ideas to improve the use of mini-whiteboards
Tip 13. Five ideas to improve the use of voting systems
Tip 14. Nine ideas to improve Call and Response
Tip 15. Fifteen ideas to improve Partner Talk
Tip 16. Six ideas to improve group work
Tip 17. Use the means of participation holy trinity
Tip 18. Never rely on a mental note
Tip 19. The best tool for the long term might not be the best tool for now
Chapter 4: Checking for understanding
Tip 20. Think of questions as a check for misunderstanding
Tip 21. Use the temptation to ask for self-report as a cue to ask a better question
Tip 22. Lengthen wait times after asking a question
Tip 23. Lengthen wait times after an answer
Tip 24. Ten types of questions to ask when checking for understanding
Tip 25. Try these three frameworks for learner-generated examples
Tip 26. Three ways to use diagnostic questions to check for understanding
Tip 27. Provide scaffolds for verbal responses
Tip 28. Six key times to check for understanding
Tip 29. Ten ideas to improve Exit Tickets
Tip 30. Pick the student least likely to know
Tip 31. Start with whoever got 8 out of 10
Tip 32. Ten ideas to help create a culture of error
Tip 33. Three ideas to encourage students to ask questions
Chapter 5: Responsive teaching
Tip 34. Trick your students to test if they really understand
Tip 35. Never round-up
Tip 36. Six ideas if a student says 'I don't know'
Tip 37. What to do when some students understand and some don't
Tip 38. What to do when some students still don't understand
Tip 39. How students can own and record classroom discussions
Tip 40. Share students' work with the rest of the class
Chapter 6: Planning
Tip 41. Seven ideas to improve a scheme of work
Tip 42. Six ideas to help start the planning process
Tip 43. Plan to do less, but better
Tip 44. Ask yourself: 'What are my students likely to be thinking about?'
Tip 45. Write out ideal student responses
Tip 46. Four ideas to help you plan for and respond to errors
Tip 47. Two ideas to help teachers engage in Deep Work
Tip 48. Aim to close the loop when sending an email
Chapter 7: Prior knowledge
Tip 49. Plan relevant prior knowledge
Tip 50. Prioritise relevant prior knowledge
Tip 51. Assess relevant prior knowledge
Tip 52. Respond to prior knowledge assessment
Tip 53. Assess relevant prior knowledge for each idea, not for the whole sequence
Chapter 8: Explanations, modelling and worked examples
Tip 54. Five ideas to show students why what we are learning today matters
Tip 55. Use related examples and non-examples to explain technical language
Tip 56. Fourteen ideas to improve the explanation of a concept
Tip 57. Teach decision making separately
Tip 58. Five ideas to improve our choice of examples
Tip 59. Model techniques live
Tip 60. Use a teacher worked-examples book
Tip 61. Use student worked-examples books
Tip 62. Make use of the power of Example-Problem Pairs
Tip 63. Fourteen ideas to improve Silent Teacher
Tip 64. Use self-explanation prompts to help develop your students' understanding
Tip 65. Six ideas to improve 'copy down the worked example'
Tip 66. Vary the means of participation for the We Do
Tip 67. Three errors to avoid with the Your Turn questions
Tip 68. Reflect after a worked example
Tip 69. Beware of seductive details
Chapter 9: Student practice
Tip 70. Eight ideas to improve student practice time
Tip 71. How to harness the hidden power of interleaving
Tip 72. Consider using Intelligent Practice
Tip 73. Consider using 'no-number' questions
Tip 74. Nine ideas to help you observe student work with a purpose
Tip 75. Occasionally let students do work in someone else's book
Chapter 10: Memory and retrieval
Retrieval opportunities
Tip 76. Show your students the Forgetting Curve
Tip 77. Show your students the path to high storage and retrieval strength
Tip 78. Show your students the limits of working memory
Tip 79. Show your students how long-term memory helps thinking
Tip 80. Show your students that being familiar with something is not the same as knowing it
Tip 81. Ensure you provide retrieval opportunities for all content
Tip 82. When designing retrieval opportunities, aim for 80%
Tip 83. Vary the types of retrieval questions you ask
Tip 84. Consider providing prompts and cues during retrieval opportunities
Tip 85. Get your students to assign confidence scores to their answers
Tip 86. Make corrections quizzable
Tip 87. Twenty-one ideas to improve your Low-Stakes Quizzes
Tip 88. Fifteen ideas to improve the Do Now
Tip 89. Consider using Trello to help organise the disorganised
Chapter 11: Homework, marking and feedback
Tip 90. Make homework feed into lessons
Tip 91. Eight ideas to improve homework
Tip 92. Two things to check if homework or test scores are a surprise
Tip 93. Be careful how you respond to 'silly' mistakes
Tip 94. Turn feedback into detective work
Tip 95. Consider recording verbal feedback
Tip 96. Twelve ideas to improve whole-class feedback
Chapter 12: Improving as a teacher
Tip 97. Find the expertise within your team
Tip 98. Five different people to learn from
Tip 99. Revisit education books and podcast episodes
Tip 100. Four things to consider when trying something new
Tip 101. Five ideas to help tackle the negativity radio
Tip 102. Consider slowing down your career
Tip 103. Sixteen ideas to improve the delivery of CPD
Tip 104. Micro tips
Tip 105. If you want more tips...
Lovell Oliver
Tools for Teachers: How to teach, lead, and learn like the world's best educators
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If the sky was the limit, what would you do to become the best educator that you can be? In 2016, Ollie Lovell asked himself this same question, and concluded that asking the world’s foremost leaders in education what they do would be a great place to start.
And so he did just that. Over the past five years, Ollie has spoken to sixty of the world’s most prominent teachers, leaders, and education researchers. With guests including John Hattie, Tom Sherrington, Anita Archer, Dylan Wiliam, Jim Knight, Judith Hochman, Jay McTighe, Tom Bennett, Daisy Christodoulou, Bill Rogers, Daniel Willingham, and many more, Ollie digs deep to work out what works in education, and what doesn’t. This book aims to share those insights with you. It summarises the most useful techniques, tactics and mental models from these sixty conversations, and presents them in a clear, practical, and actionable form for you to start improving your teaching and learning from the first page.
Tools for Teachers will help you to teach, lead, and learn like the world’s best educators.
Garelick Barry
Traditional Math: An effective strategy that teachers feel guilty using
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"Despite experiencing our teaching in different times, we are both oriented to traditional math teaching. It wasn't because we were both taught that way, as some may believe, but because that method worked for us and we have seen it work for our students. It is efficient, effective, non-confusing and helped our students develop mathematical reasoning, understanding, and confidence. Most importantly it helped them to be successful."
So begins the book on traditional math, which provides a glimpse of what explicit instruction looks like in the classroom for grades K through 8. Barry Garelick and J.R. Wilson are retired math teachers who describe the methods of traditionally taught math that they used in their teaching. Their descriptions serve two purposes: 1) It provides assurance to teachers who may already practice these methods that they are not alone, and 2) For others, it may provide some new ideas.
Sherrington Tom
WalkThru 5-step guides to build great teaching (USA Edition)
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The Teaching WalkThrus series of books have sold more than 250,000 copies worldwide. Now, WalkThru creators Tom Sherrington and Oliver Caviglioli have curated a selection of essential five-step teaching techniques aimed at US schools and educators.
The five-step instructional coaching guides are explained by Sherrington's concise direction and Caviglioli's signature iconography and cover all the key areas of teaching: behaviour and relationships; curriculum planning; explaining and modelling; questioning and feedback; practice and retrieval; and Mode B teaching.
The featured WalkThrus have been selected from the original trilogy of books and adapted especially for the US.
The WalkThrus books are supported by an online PD toolkit, which is now used by 3,000 organisations in 40 countries.
Hendrick Carl
What Does This Look Like in the Classroom?: Bridging the gap between research and practice
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Educators in the UK and around the world are uniting behind the need for the profession to have access to more high-quality research and evidence to do their job more effectively. But every year thousands of research papers are published, some of which contradict each other. How can busy teachers know which research is worth investing time in reading and understanding? And how easily is that academic research translated into excellent practice in the classroom In this thorough, enlightening and comprehensive book, Carl Hendrick and Robin Macpherson ask 18 of today's leading educational thinkers to distill the most up-to-date research into effective classroom practice in 10 of the most important areas of teaching.The result is a fascinating manual that will benefit every single teacher in every single school, in all four corners of the globe.
Buck Daniel
What Is Wrong With Our Schools? The ideology impoverishing education in America and how we can do better for our students
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"What is wrong with our schools?" is the question everyone seems to be asking, or more like screaming nowadays. Standard answers point to everything from school funding to unions to bureaucracies and more. In this book, Daniel Buck provides a different answer: flawed ideas - ideas about instruction, curriculum, even human nature itself - are the root cause of American schooling's dysfunction.
Touching on philosophy, contemporary educational studies, cognitive science, and his own experience in the classroom, Buck argues that so long as we build our system on incorrect first principles, all other reforms are for naught. In place of the progressive education that pervades our schools, Buck argues for a traditionalist approach - classic literature, direct instruction, sequenced curricula, clear rules and consequences - as the education we need for the future.
Kalenze Eric
What The Academy Taught Us: Improving Schools from the Bottom Up in a Top-Down Transformation Era
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Early in the 2000s, a high-school principal in Minnesota, Dr. Bob Perdaems, faced a complex challenge. The demographics of his school were shifting, political tensions in the surrounding communities were rising, and, thanks to the No Child Left Behind Act's new testing and accountability requirements, his school's performance was soon to be scrutinized more intensely and more publicly than ever before. While he had several visions of how his school could continuously improve through these realities, however, he had no additional budget to bring his ideas to life.Undaunted, Dr. Bob set to creating school improvements the best way he knew how--and that, of course, he could afford: he prioritized his school's areas for growth, found teachers who would lend minds and hands, and gathered them to look at the blueprints. What the Academy Taught Us is a book about the collaborative school-improvement culture Dr. Bob created in his Minnesota high school: the principles that initiated it, the collective effort that kept it running, and the lasting effects it had on its teachers and students. The book also brilliantly explores how bottom-up approaches like Dr. Bob's fare in the current era, which seeks to transform schools through more top-down and 'disruptive' means. Ultimately, What the Academy Taught Us offers today's educators a way forward. While largely viewing the difficult work of school improvement through the prism of a single school, it presents abundant recommendations about how schools everywhere can build effective and continuous improvement from the bottom up.
Jones Kate
Wiliam & Leahy's Five Formative Assessment Strategies in Action
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Written under the guidance and with the support of Dylan Wiliam, Kate Jones writes about five formative assessment strategies in action in the classroom, with a foreword from Professor John Hattie. Building on the highly successful work of Wiliam and Siobhan Leahy, ideas are shared and misconceptions with formative assessment are addressed with lots of practical advice. Formative assessment in action focuses on five evidence-informed strategies that the teacher can use to support their learners to make progress. Formative assessment can help both the teacher and student understand what needs to be learned and how this can be achieved. During the learning process, formative assessment can identify students' progress as well as highlighting gaps in their knowledge and understanding, therefore giving the teacher useful insight as to what feedback and instruction can be provided to continue to move learners forward. Formative assessment takes place during the learning process. It continually informs the teacher and student as to how learning can move forward as it is happening. This is different to summative assessment, which focuses on the evaluation of student learning at the end of the process. There's a range of case studies from different subjects and key stages to show how formative assessment can be embedded across a curriculum successfully.
Iwu Lewis
Words That Win: How to win the debates that matter
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An insider's guide for students and teachers on how to debate, ranging from how to deliver speeches confidently in a large room to how to respond to arguments effectively. The final section of the book will argue why this activity is important for every child to take part - for social mobility, democratic and economic reasons. Throughout the book, Lewis (a former world university debating champion and a world championship winning coach with England) will draw from examples from his 10 years of experience coaching debates in over 11 countries
Chiles Michael
Year One: Lighting the path on your first year in teaching
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Michael Chiles and David Goodwin team up to present a comprehensive guide for all new teachers as they begin their journey, summarising a range of essential techniques. This book will be a key resource for all practitioners training to teach across subjects and phases. Michael and David provide clear guidance on key practical pedagogy techniques including establishing routines, building relationships and difficult conversations, as well as supporting teachers in preparing for their first interview. Each technique, supported by research-based evidence, will be explained and illustrated expertly to become a guide that will support practitioners entering the profession to unlock the complexity of the classroom.
