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.
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.
Groshell Zach
Just Tell Them: The Power of Explanations and Explicit Teaching
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This book reaffirms the enduring importance of effective explanations at a time when "teacher talk" is often undervalued. Drawing on the science of learning, Zach Groshell explores essential techniques for showing, telling, demonstrating, modeling, and presenting so that even the most complex concepts become accessible to all learners.
Engage with the art and science of "breaking it down" to discover how a direct and explicit approach to teaching can significantly impact classroom success.
Vargas Bolgen
Let Our Children Soar! The Complexity and Possibilities of Educating the English Language Student
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This is a story about English language learners - one in particular - and a reflection on what we, as educators, can do to promote their success.
As educators, we're faced every day with the question of how to teach the thousands - many thousands - of children who arrive in our schools as immigrants and refugees, coming with no English, from cultural backgrounds so different from America's, often from impoverished households and often from households where education of the kind we know was completely absent.
Our work as educators is to help these children start to climb the wall that stands between their past, wherever and however that was lived, and a future in America, where their education will prepare them to take advantage of the same opportunities everyone else here enjoys.
This is not an easy job. But it's one we can't afford to get wrong. And this is not a small corner in our education system today. The number of English language learners in U.S. school systems is large and growing. And the educators involved in teaching this exceptional population include basically everyone, not just those teachers with direct classroom contact. When they're in the building, the entire school is the English language learner's world.
Taylor Tricia
Connect the Dots: The Collective Power of Relationships, Memory and Mindset
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We are spoiled for choice. Educational research abounds and countless teaching tips and trends are available at our fingertips. Where do you start? Connect the Dots presents three key interconnected areas of focus that will have the most impact on teaching and learning.
1. Building Strong Relationships: creating a sense of belonging, establishing norms and high expectations; and understanding barriers, like unconscious bias and misconceptions, in order to break them down
2. Maximising Memory: managing cognitive load, using effective learning strategies, planning for long term retention and application of knowledge
3. Cultivating Learning Mindsets: building self-efficacy; developing metacognitive skills; and using feedback, goal setting and talk effectively.
Each of these three chapters lays out the research worth knowing and applies that research to ready-to-use teaching tools for real classrooms. The chapters conclude with detailed guides to support leadership in creating personalised professional learning sessions to turnkey these concepts to school staff. Connect the Dots is a book for educators by educators. Conceived by lead author Tricia Taylor, who started as a teacher in the US but has been teaching in UK schools for nearly two decades as well as running her consultancy, Tailored Practice, and co-authored by Nina Dibner a veteran US educator and founder of PowerTools, an American educational consulting firm, Connect the Dots offers a transcontinental lens. Illustrated by Oliver Caviglioli, the graphics and layout make the book incredibly accessible and a joy to read.
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.
Calos Jon
Capstone: Inquiry & Action at School
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Capstone: Inquiry & Action at School addresses the what, why, and how of capstone education.
Capstone programs are modern rituals that give meaning back to "schooling” and create transformative relationships between students and teachers. Capstone programs energize schools and can point the way for institutional change.
Written by teachers for teachers, Capstone contains ready-to-implement materials derived from decades of experience in the classroom. The authors share authentic narratives of failure and success to encourage teachers who are engaged in the risks and rewards of deep learning.
Capstone is implementable. Capstone offers concrete tips and templates for teachers. Capstone collects in one place all the resources a teacher needs to build a program from the ground up.
Capstone is compelling. Written by teachers, Capstone communicates through a shared experience of the classroom. Capstone offers support for teachers who are committed to authentic student learning.
Capstone is connected. Capstone shares emerging practices being developed by current capstone educators and informed by the collected wisdom of the National Capstone Consortium.
Engelmann Kurt
Direct Instruction: A practitioner's handbook
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Direct Instruction (DI) is a powerful instructional approach designed to ensure that students master critical skills and content required for more advanced learning. Although DI has existed since the late 1960s, there are many common misconceptions about the approach, its potential to enhance student learning and the way its proper implementation facilitates students' academic success. This book provides a systematic explanation of the Direct Instruction methodology and DI program design as it outlines a roadmap for teachers and school leaders on how to implement DI successfully.
Divided into three main sections, the first section describes DI as a coherent and complete teaching-and-learning system that contrasts DI with lower case "di" or explicit instruction, which focuses on effective instructional delivery techniques.
The second section provides a step-by-step guide to implementing DI.
The third section is devoted to cautions about implementing DI. This section reinforces the notion that the physical possession of the DI curricula does not by itself lead to student success.
Those who adopt DI need to ensure that it is implemented with fidelity for the benefit of their students who are reliant on them to provide them with the means to achieve their academic potential so they may lead healthy, productive lives.
Henteleff Tia
As We Begin: Dispositions of Mind, Learning, and the Brain in Early Childhood
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Beginnings hold power and promise for what is to come.
As We Begin offers a scholarly yet energizing perspective on the beautiful complexity of teaching and learning during a child's foundational years. Henteleff brings together insights from big thinkers in education alongside research from Mind, Brain, and Education, and her own experiences in the classroom to explore the important role of early childhood educators and education in a way that is at once, serious, conversational, and inspiring. Explaining and applying important concepts from the science of teaching and learning in practical classroom terms, she examines the role of play, literacy, numeracy, creativity, and imagination as integrated and essential components of developing a child's intellectual curiosity.
As We Begin offers ideas, rather than prescriptions, for a balanced early childhood educational program.
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.
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.
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.
Bennett Tom
Running the Room: The Teacher’s Guide to Behaviour
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Good behaviour is the beginning of great learning. All children deserve classrooms that are calm, safe spaces where everyone is treated with dignity. Creating that space is one of the most important things a teacher needs to be able to do. But all too often teachers begin their careers with the bare minimum of training – or worse, none. How students behave, socially and academically, dictates whether or not they will succeed or struggle in school. Every child comes to the classroom with different skills, habits, values and expectations of what to do. There’s no point just telling a child to behave; behaviour must be taught. Behaviour is a curriculum. This simple truth is the beginning of creating a classroom culture where everyone flourishes, pupils and staff.
Running the Room is the teacher’s guide to behaviour. Practical, evidence informed, and based on the expertise of great teachers from around the world, it addresses the things teachers really need to know to build the classrooms children need. Bursting with strategies, tips and solid advice, it brings together the best of what we know and saves teachers, new or old, from reinventing the wheels of the classroom. It’s the book teachers have been waiting for.
Paul Kirschner
Instructional Illusions
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So much of what happens in the process of learning and instruction is obscured from view. Much like the effects of a convincing illusion, what we think we see when we observe instruction is often far from the reality. Join three leading experts in the science of learning as they explore ten instructional illusions through the lens of educational psychology, cognitive science, and instructional design. Together, they will consider how such illusions operate, unmask their true nature in light of the evidence, and present powerful alternatives for authentic teaching and learning. Look beyond the illusion and reveal the true nature of instruction.
Tavernetti Gene
Maximizing the Impact of Coaching Cycles
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Coaching cycles are the most impactful contact a coach can have with teachers, but they are also the activity that requires the highest level of skill. Collaboratively planning and observing lessons, and giving supportive feedback on those lessons, is the best way to improve the effectiveness of teaching and therefore student outcomes. Yet this core activity is often undermined by the myriad other demands on a coach's time.
This book addresses the issues, roadblocks, and fears faced by coaches and administrators in effectively launching and facilitating a program of coaching and takes you through the coaching cycle itself in practical, applied, and no-nonsense steps that will help you maximize its impact.
If you are a coach, a coach of coaches, or an administrator, following the suggestions in this book will help you achieve a much larger return on your coaching investment. There will be more teachers coached, increased instructional effectiveness, and ultimately increased student achievement.
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.
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.
Jones Kate
Retrieval Practice: Resources and research for every classroom
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Retrieval practice is a strategy in which bringing information to mind enhances and boosts learning. In this punchy and accessible book, Kate Jones gives educators strategies and tips for using this powerful technique in their classrooms.
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.
Jones Jethro
How to be a Transformative Principal
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Being a principal requires you to serve many different people. The job can feel overwhelming.
But it does not need to feel that way.
Because many principals have already figured out what works and how to be great.
This book is the culmination of over 400 interviews the author conducted on his Transformative Principal Podcast and these interviews hold the key to finding success as a principal – a principal that is not just trying to lead a school but making lasting change that will make their school better for their students.
With insight from some of the greatest minds in education and some of the best principals that nobody has ever heard of, Jones distils the secrets to success into small action steps you can take to make your school amazing. Jones relates stories of great success, horrific failures, and everything in between.
The book is structured to help you focus on one area in each month for a school year. Truly, you can start anywhere and work on that piece in that month.
Further, each chapter has activities to help you make improvements in each area. Whether you are a brand-new principal or working in your 32nd year in a school, this book will help you improve your leadership.
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
Out on Good Behavior: Teaching math while looking over your shoulder
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“Tell the administration what they want to hear, then do what is best for your students.”
That’s advice Barry Garelick tries to follow in the process of becoming a fully credentialed teacher which entails being monitored by two mentors.
As the Mark Twain of education writing, Garelick presents this collection of essays which chronicle his experiences at two schools, teaching math.
With essays such as, “Not Making Sense, and a Conversation I Never Had; “Math Talk”, Stalin’s Hemorrhoids and Murder of Crows”, Garelick gives the reader a verité-style glimpse into the daily routines of math teaching and exposes a lot of the nonsense that teachers are advised to follow, and which they feel guilty about when they don’t.
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.
Jones Jethro
SchoolX: How principals can design a transformative school experience for students, teachers, parents – and themselves
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How can we transform the school experience for all stakeholders? Jethro Jones has the answer: design thinking. SchoolX shows principals how to become designers, not just managers or leaders. It introduces readers to the design-thinking process, an iterative and innovative way to approach the challenges the school leader faces. Drawing on the wisdom of the dozens of leaders he has interviewed for his Transformative Principal podcast, Jones shows principals how to put themselves in the shoes of the people in their school communities, using that empathy to drive radical change. But, crucially, Jones argues that it is only once leaders improve their own experience that they can transform the experiences of others.
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.
Miller Jasmine
A Teacher's Guide to Coaching: Practical strategies for using coaching practices in schools
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This book is for teachers and learning about using coaching skills and practices with children and young people, colleagues, parents, and the wider school community. Research into the area of 'coaching in schools' is still relatively new however, the practice of coaching in schools has been evolving over several decades. This book gives insights into what coaching can look like in schools and is supported by the sharing of experiences by teachers from around the world. It is a book for teachers by teachers, who share how they have used coaching in their classrooms and what they have noticed because of doing so. It is a collation of ideas around the use of coaching approaches and practices in schools for professional and personal development.
Through reading this book and trying some of the ideas you will be able to:
· Further your understanding of self, both personally and professionally.
· Develop coaching practices that support the development of relationships with learners, colleagues, and families.
· Expand your toolbox of strategies to engage children and young people in their learning through using different coaching skills.
· Develop knowledge of ways to introduce coaching practices and coaching cultures into your classroom, school, and your life.
Meadows Lauren
Pupil Book Study: Writing
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Pupil Book Study: Writing is an evidence-led framework for supporting schools in evaluating the impact of their Writing curriculum. Building on the global success of the original Pupil Book Study frameworks, this publication will explore the complex nuances of how to get children writing effectively.
Writing is widely acknowledged as one of the most cognitively demanding aspects of the curriculum and leaders have sought for many years to balance the competing demands the subject. Pupil Book Study: Writing guides teachers and leaders to examine each facet of the writing process through a research-informed lens to help them understand how well their provision is serving their children.
This approach allows us valuable insights into the lived experience of our curricula models, shining a light on how well learning endures. If you are looking for a more meaningful approach to monitoring and evaluation that puts children at the centre of the process, Pupil Book Study: Writing is for you.
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.
Robertson Bruce
Power Up Your Questioning
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Questioning is arguably one of the most important aspects of pedagogy a teacher can focus on developing due to the impact it can have on students' learning. However, questioning is also one of the most challenging aspects of a teacher's job to master. It's one thing to ask questions; it's another to do this really well.
Following the success of Power Up Your Pedagogy comes the second instalment in Bruce Robertson's series: Power Up Your Questioning. In this book, teachers are guided through every aspect of questioning in the classroom: why it matters, what it entails and how to use it to improve your students' learning. As a formative assessment tool, questioning is king. This book will make any teacher a questioning expert.
The Chartered College of Teaching
From principle to practice: Evidence-informed leadership
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Do you struggle to find time to prioritise your professional development?
The From Principle to Practice series from the Chartered College of Teaching will support career-long development for all teachers, leaders and mentors. These short, useful and research-packed guides draw on the professional principles that underpin all pathways to Chartered Status, a professional accreditation that recognises the knowledge, skills and behaviours of highly accomplished educators.
In these short but elemental companions to professional learning, principles and practice are given equal weight to encourage teachers to find balance and to reflect on their practice throughout their busy school lives.
The first book, Evidence-informed Leadership, is the essential companion for busy school leaders wishing to continually develop their leadership practices in line with the dynamic needs of their schools and staff.
This first book aims to support senior leaders, headteachers and those working in leadership roles across multiple schools. The book is divided into two parts: Professional knowledge, including chapters on pedagogy, curriculum and assessment; and Professional practice, including chapters on inclusive culture, supporting systems and school development.
The contributing authors are experienced leaders with wide-ranging expertise spanning multiple contexts, including schools, trusts, research organisations and academic institutions.
A constant companion to career-long professional learning and development, this pocket-sized guide will bring you back to the professional principles at the heart of your leadership practice as you navigate the day-to-day demands of school life.
Mannion James
Making Change Stick: A Practical Guide to Implementing School Improvement
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Implementing change is a complex undertaking, and most school improvement initiatives fail to meet their stated aims. But it doesn't have to be this way.
Drawing on a decade of research and development in schools around the world, Dr James Mannion introduces the Making Change Stick programme, a groundbreaking approach to implementing sustainable school improvement.
This practical guide draws together insights from implementation and improvement science, equipping educators with practical tools and a systematic framework to lead effective change that positively impacts pupil outcomes. Inside, you'll find:
- A step-by-step framework, including guidance on data collection, habit formation, and team collaboration
- Detailed examples of effective change implementation, tailored to different school contexts
- A range of tried-and-tested strategies to turn intentions into lasting improvement
Whether you're a teacher, school leader, or policymaker, Making Change Stick offers essential tools to create a culture of continuous improvement and make a lasting difference.
Kara Bennie
Nuthall's Hidden Lives of Learners in Action
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For over 40 years in New Zealand, prominent educational researcher Professor Emeritus Graham Nuthall studied the dynamics of learning in the classroom. His work culminated in the highly influential book, The Hidden Lives of Learners, which has guided teachers over the decades through the learning process for young people. Through his meticulous research, we are made aware of the 'worlds' of our students, their contexts and their social interactions, and we are able to determine how these impact on long-term learning.
In this book, Bennie Kara explores the theoretical and practical elements of Nuthall's extensive research, including the importance of feedback, how to focus effectively on individual student needs, how to maximise learning activities and how to create a classroom culture of enquiry. Drawing on Nuthall's findings, she also delves into the complexities of direct instruction and misconceptions about individualised instruction practices.
Chater Sam
Secondary English in Action
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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.
Cruddas Leora
New Domains of Educational Leadership
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Over the past two decades, school trusts have assumed an increasingly significant role as education providers. This book is about leadership, written from the perspective of the founding chief executive of the Confederation of School Trusts, which advocates for, connects and supports trusts in the English education sector.
In his foreword to this book, Sir Hamid Patel writes: 'The skills required of trust leadership are complex and multi-faceted. In this comprehensive study, three domains are given close consideration: organizational leadership, civic leadership and system leadership. If we are to maximize our opportunities and powers as trust leaders, we must attend closely to all three elements, securing our foundations and extending our influence'.
Bennett Tom
Running the School: A guide for leaders on school culture and behaviour
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Teachers run rooms, and leaders run schools. But schools are much more than just rooms in a row, and running them is a complex business. And if the behaviour isn't right, then nothing else is. Which makes it vital that leaders are trained to manage behaviour at the institutional level, but too many have to reinvent the wheel for themselves. No more. Using his experience of visiting over 1200 schools in 16 countries, Tom has distilled the wisdom of hundreds of experts into this concise guide to creating the culture of a school so that all students - and staff - flourish: Running the School.
Stone Matt
Coaching WalkThrus
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Following the break-out success of Teaching WalkThrus Volumes 1-3, Tom Sherrington and Oliver Caviglioli present 50 coaching techniques, concisely explained and beautifully illustrated in five short steps, to make sense of complex ideas and support development.
Turner Helen
Ready to Teach: The Great Gatsby
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The Ready to Teach series returns with Ready to Teach: The Great Gatsby.
This book brings together the deep subject knowledge, resources and classroom strategies needed to teach F. Scott Fitzgerald's classic for GCSE, as well as the pedagogical theory behind why these ideas work, helping teachers to deliver a knowledge-rich curriculum with impact.
Each chapter contains lesson-by-lesson essays and commentaries that enhance subject knowledge on key areas of the text alongside fully resourced lessons reflecting current and dynamic best practice.
The book also offers an introduction to the key pedagogical concepts which underpin the lessons and why they are proven to help students develop powerful knowledge and key skills.
Where you are new to teaching or looking for different ways into the text, Ready to Teach: The Great Gatsby is the perfect companion to the study of this timeless novel.
Johnson Rachel
Box Clever: Quadrants to change the way we live and lead
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Box Clever is a practical resource that will help you work out where you are now, where you want to be and crucially, how to get there. Rachel Johnson uses thought-provoking quadrants to bring clarity to some of the things that can hold you back, whatever your role or experience level. Whether it's communication, your sense of urgency, your self-image or the way you prioritise, there is a quadrant that can help you see the issue and, crucially, do something about it.
This powerful book is for anyone who wants change in their life and leadership and is willing to do the important work to get there.
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.
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.
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.
Hussain Miriam
Ready to Teach: An Inspector Calls
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This book brings together the deep subject knowledge, resources and classroom strategies needed to teach J. B. Priestley's famous play for GCSE, as well as the pedagogical theory behind why these ideas work, helping teachers to deliver a knowledge-rich curriculum with impact. With fresh approaches building on the success of the Ready to Teach series, each chapter contains lesson-by-lesson essays and commentaries that enhance subject knowledge on key areas of the text alongside fully resourced lessons reflecting current and dynamic best practice. The book also offers an introduction to the key pedagogical concepts which underpin the lessons and why they are proven to help students develop powerful knowledge and key skills. Whether you are new to teaching or looking for different ways into the text, Ready to Teach: An Inspector Calls is the ideal companion to the study of this 20th century classic.
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.
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.
Heal Jim
Mental Models: How understanding the mind can transform the way you work and learn
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What if you could unlock the science of effective thinking and harness your mental processes for greater success at work and in life? Join two experts in the field of applied cognitive science as they reveal the hidden mechanisms behind our thoughts and actions.
Beginning with the fundamental question of what makes some individuals excel in areas where others falter, this book explores how our mental frameworks - shaped by experience, knowledge, and the intricate workings of the mind - directly impact our effectiveness in everyday situations. From delivering a compelling presentation to leading a team through a challenging project, our cognitive models dictate our outcomes more than we realize.
Drawing on the latest research in cognition and learning, Dr. Jim Heal and Dr. Rebekah Berlin provide a roadmap for refining the mental models that shape our daily decisions. Along the way, we'll explore essential concepts of the mind like effective learning processes, the structure of memory, and how to manage cognitive load. With each chapter, you'll gain practical strategies to enhance your thinking, improve your communication and better understand the complexities of human interaction.
Whether you're an educator, a manager, or a leader, Mental Models will equip you with the tools to elevate your effectiveness and unlock new opportunities for growth. Step beyond conventional wisdom and discover how a deeper understanding of your mind can transform your life.
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.
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.
Pickard Rebecca
Approaches to Teaching and Learning in the IB
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Sherrington Tom
Learning WalkThrus: Students & Parents - better learning, step by step
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LEARNING WALKTHRUs is a visual guide to key aspects of learning and studying at home and at school. It features 70+ five-step techniques devised by Tom Sherrington and illustrated by Oliver Caviglioli, with guest authors including Sarah Cottingham, Peps Mccrea, Sara Milne Rowe, Christopher Such, Emma Turner and Jennifer Webb.
Students: this book is for you. It's a guide to how we learn and how to study effectively, to help you make the most of your time at school.
Parents: this book is also for you. We hope it will support you in the vital role you play in your children's education.
Sections include: How we learn; In the classroom; Feedback & improvement; Study habits & techniques; Reading & writing; Independent learning; Learning in subjects.
Tom and Oliver are the creators of the internationally successful Teaching WalkThrus series, comprising three volumes of five-step instructional coaching techniques and a range of online resources. For more information visit www.walkthrus.co.uk
Bateson Rita
Curriculum Design for Mathematics in the MYP
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Everything you will ever need to create an innovative, supportive MYP Mathematics Curriculum. Rita Bateson is the former Senior Curriculum and Assessment Manager for the IB and oversaw the last curriculum review. In this book you will find a one-stop shop for everything Middle Years Programme, from planning through delivery and assessment.
Regensburger Derek
Breaking the Cycle of Dependency in K-12 Education: Using Cognitive Science to Guide Instruction
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This book seeks to help teachers convert dependent learners into independent learners who can take control of their own learning.
Part One instructs teachers on the conditions that create dependent learners, as well as the principles of human intelligence and learning. It discusses some of the myths and controversies concerning these topics. It also analyzes the cognitive science research on how students learn and what educational practices best promote new learning.
The second half of the book addresses how teachers can create and implement classroom practices that promote the principles of learning and convert dependent learners into independent ones.
The book offers a holistic approach to teaching, focusing on classroom management and relationship building, writing and oral communication, lesson design, and assessment and feedback. It also examines how direct instruction methods can be used in conjunction with active learning strategies like project-based learning to improve student retention of knowledge and increase motivation and engagement.
Whitfield Morgan
Gifted?: The shift to enrichment, challenge and equity
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Gifted and talented' is a zombie. It is dead, but still walking around. There are new labels to stratify students - 'more able', 'significantly able', 'high-aptitude learners'. New labels do not equal new thinking. The concept of 'gifted' is still stubbornly embedded in our educational structures, with its legacy of social immobility, racism and sexism. Students can be 'more able' when they have more financial resources, more access, more visibility, or more cultural acceptance. There are pervasive narratives that educators should prioritise extension for some students and not others. We can dispel the myth that pitching lessons judiciously to 'middle ability', and then differentiating up and down, is effective.
This book explores how we can provide every student with rigorous challenge. Challenge for all is an inclusive approach to teaching, whereby every student is invited, and given the tools, to reach a place of mastery. This can be through project-based learning, Harkness round-tables, oracy, adaptive teaching, inclusive enrichment programs, dynamic classroom strategies and a schoolwide mission for equity. Educators can embed powerful knowledge into the curriculum, reimagine teaching to the top, and stretch learners through personalised and responsive instruction. The shift to enrichment, challenge and equity creates magnificent possibilities. The message to all students is: you belong here.
Ohlin Zack
Maximum Coaching: Getting the most out of yourself and your athletes
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Until now, most coaching books have focused on what or how to coach, rather than how to get better at coaching. If coaching is a skill, Zack Ohlin argues, then it can be developed. In this book, he draws on the latest findings in behavioural, cognitive, and motor science to dispel common coaching misconceptions and presents an easy-to-follow guide for coaches to systematically develop their abilities. The result? Players who improve faster and perform better.
You'll learn:
- why coaches should view themselves as performance athletes
- the role of coach perception and decision-making
- the values and beliefs of master coaches
- how coaches can improve faster
...and much more.
Maximum Coaching will change the way you view your profession, career, and development - simplifying a complex endeavor and allowing anyone to reach the highest levels of their sport.
Whitman Glenn
Research-Informed Teaching: What It Looks Like in the Classroom
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How many educators have read a book, attended a conference, or pursued college or graduate work in how the brain learns? When the editors of Research-Informed Teaching asked their colleagues, they found that only 20% had.
That discovery led to a strategic decision by their school-they would train 100% of their current and future teachers and administrators in the science of teaching learning, using the promising principles, research, and strategies in mind, brain, and education (MBE).
The editors started collecting cases of MBE in action, resulting in this compilation of research-informed stories that will engage the reader in the transformative work of using research to inform their practice in a way befitting what it means to be an evidence-informed educator.
Every child, every day, everywhere deserves teachers and school leaders who know how the brain learns. This collection provides models of how to make that possible in your classroom, school, district, or program with your students.
Goodrich Josh
Responsive Coaching: Evidence-informed instructional coaching that works for every teacher in your school
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Great teachers can make a huge difference to students' lives, but helping them to improve throughout their careers is vital. How can we best do this?
Multiple studies suggest that instructional coaching - a school-centred approach to developing teachers - is one of the best options we have. However, to make the most of instructional coaching, we must be clear about what it means.
In Responsive Coaching, Josh Goodrich examines contrasting models, combining research and practical experience to build an approach that adapts to meet the needs of individual teachers. This enables coaches to flex their style depending on where a teacher is on their journey towards expertise.
Josh distils his approach into five areas, unpacking essential research and providing concrete examples of great coaching in action to provide a toolkit of practical responsive coaching strategies that support teachers to make continuous improvements.
Combining robust research evidence from a wide range of fields with the practical wisdom of experienced teachers, leaders and coaches, the book is a toolkit for building an instructional coaching approach that works, for every teacher.
Moore Isaac
Bjork & Bjork’s Desirable Difficulties in Action
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The concept of desirable difficulties is central to many of the evidence-informed strategies - such as spaced practice, retrieval practice and interleaving - that have become so prevalent in recent years, and so are one of the most crucial building blocks of cognitive science. Based on the finding that instruction and tasks most effective for long-term learning often hamper short-term performance, they are also one of the most counter-intuitive.
In their seminal work, Elizabeth and Robert Bjork identified four desirable difficulties - so called because they improve long-term retention and transfer while making learning seem more challenging - including varying the conditions of practice, spacing, interleaving and practice testing.
Isaac Moore and Jade Pearce build on this, explaining each strategy in detail including a summary of the research evidence that supports each difficulty, how it might look in the classroom and how it might be implemented with the greatest impact. They also discuss why students often fail to use these strategies in their independent study (despite their effectiveness) and how teachers and school leaders may encourage students to use them more. Succinct summaries and case studies from a range of practitioners will enable all readers to utilise desirable difficulties in their own classrooms and beyond.
Bedford Alex
Pupil Book Study: An evidence-informed guide to help quality assure the curriculum
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Pupil Book Study is a window into the ‘lived experience’ of pupils, as opposed to just the observed experience. It is also a mirror in which to reflect professional practice and identify what helps learning, and what hinders it by outlining clear and coherent structures in which to talk with pupils and look at their books.
Pupil Book Study gives headteachers, senior and middle leaders a systematic toolkit to evaluate the impact of the curriculum through studying teaching and learning. Infused with cognitive science research and evidence-informed practice, it offers schools the architecture for excellence; helping remove the risk of making assumptions.
Pupil Book Study is a guide for schools that offers 7 specific and fully exemplified areas to focus quality assurance systems. The keystone between teaching, learning and the curriculum, Pupil Book Study offers schools the tools to explain why things are as they are and presents solutions to the areas that limit or hinder progress.
Schools report that Pupil Book Study has been some of the most powerful and impactful work they have ever undertaken, resulting in positive change. In November 2020, Pupil Book Study was shared with the Deputy Director, Senior HMI and Policy makers at Ofsted.
Bedford Alex
EYFS: Language of Learning – a handbook to provoke, provide and evaluate language development
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Early language deficits affect too many pupils on entry to nursery, reception and school settings, negatively impacting not only children's engagement with curriculum content, but also their self-regulation and mental health. Drawing on Joan Tough's research and inspiration, Alex Bedford has reignited and reimagined her systematic language development framework, so that every child in an early years setting has the opportunity to build a love of language that radiates understanding, excellence, ambition and clarity.
Co-authored by Julie Sherrington, EYFS: Language of Learning explains the vital influence that physical development has on vocabulary development. The book offers practical guidance on what language development is, what to look for and how to provide support. Important cognitive and neuroscience research is clearly explained to help school settings embed the best of what we know about how children learn.
EYFS: Language of Learning gives teachers and practitioners a holistic, accessible and powerful toolkit. Alex and Julie's brilliant worked examples showcase how the language development framework can offer precision and progression within the learning conversation. The book directly complements the ShREC approach and provides clear guidance on how to develop conversations using evidence-informed frameworks.
Crabill Airick Journey
Great On Their Behalf: Why School Boards Fail, How Yours Can Become Effective
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School systems nationwide are struggling to excel as they lurch from crisis to crisis-teacher shortages, school shootings, high turnover rates, weak discipline systems, and more. These things can pull the focus of school boards away from why school systems exist: to educate students.
Airick Journey Crabillhas a track record of helping school systems improve student literacy, numeracy, and career and college readiness rates while simultaneously strengthening the school's financial and operational standing. Great on Their Behalf is your practical guide to igniting the transformation of your school board and enabling it to create the conditions for improving what students know and can do.
Step by step, the exercises in this book inspire board members to adopt a student-outcomes-focused mindset as they reevaluate their impact on those they serve. It challenges them to explore effective ways to focus on what students need.
Then it provides the necessary knowledge and skills for school boards to empower their students for success.
Pagnotta Katie
Empowered by the Human Design: Utilizing the BBARS of Excellence Framework to Foster Student and Educator Success
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Youth mental health challenges are on the rise. The educator attrition rate is leaving schools scrambling to fill positions. And everyone is on information overload. As a school counselor, Katie Pagnotta saw these statistics in action and was compelled to create a resource that would synthesize best practices in a way that not only eased the role of the educators but ignited joy within the job. And in doing so, educators would be more aptly positioned to support the needs of all students!
Empowered by the Human Design is the culmination of Katie's passion, experience, and research. It takes historically fragmented best-practice initiatives such as social emotional learning, trauma-responsive care, mental health literacy, and equity and integrates them into one framework, Brain- and Body- Aligned Responsive Systems (BBARS) of Excellence. The BBARS of Excellence framework is grounded in evidence-based approaches and strategies within the fields of education, psychology, and neuroscience. Gathering 18 professionals from these respective fields, the author expertly weaves their interviews throughout the book to showcase a tapestry of collective wisdom. Empowered by the Human Design masterfully highlights the research and science behind the framework and then turns the concepts into simple and practical application strategies that educators can implement immediately. This book is an educator survival guide to emerge from challenges as a more resilient, joyful teacher who fosters connection, belonging, and engagement for students.
Martín Héctor Ruiz
Learning to Learn by Knowing Your Brain: A Guide for Students
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Did you know that science has revealed what actions and circumstances make your brain learn more effectively?
In this book, a scientist explains in a simple and very entertaining way how your brain learns and what you can do to take advantage of its full potential.
Among other things, you will find out that:
- Both people who are good at learning and those who are not can improve their performance if they use the right learning strategies: those that align with the way the brain learns best!
- Most students do not know these strategies and those who spontaneously develop them gain a huge advantage without even realizing it.
- Your brain is much more powerful than you realize in terms of its ability to learn. Every time you learn something, your brain changes its structure!
When you learn about how the brain learns, you learn to learn!
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.
Cottinghatt Sarah
Ausubel's Meaningful Learning in Action
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American psychologist and psychiatrist David Ausubel is well known for his famous quote:
"The most important single factor influencing learning is what the learner already knows. Ascertain this and teach him accordingly" (Ausubel, 1968, vi).
But few know about the richness and importance of his assimilation theory of meaningful learning and retention, which holds many more instruction-altering insights. One of the main reasons why this theory is so important is because it focuses on the end goal teachers are after: teachers don't want students to memorise distinct ideas; teachers want students to develop vast bodies of knowledge in the subjects they are taught. Ausubel explains that the only way to achieve this is through supporting students to learn meaningfully.
This book explores the key elements of the theory and what it means to learn meaningfully. It then links the theory to highly practical implications teachers can use day-to-day in all aspects of their teaching.
Barton Craig
How I Wish I Had Taught Maths: Reflections on research, conversations with experts, and 12 years of mistakes
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"I genuinely believe I have never taught mathematics better, and my students have never learned more. I just wish I had known all of this twelve years ago."Craig Barton is one of the UK's most respected teachers of mathematics. In his remarkable new book, he explains how he has delved into the world of academic research and emerged with a range of simple, practical, effective strategies that anyone can employ to save time and energy and have a positive impact on the long-term learning and enjoyment of students. Craig presents the findings of over 100 books and research articles from the fields of Cognitive Science, Memory, Psychology and Behavioural Economics, together with the conversations he has had with world renowned educational experts on his Mr Barton Maths Podcast, and subsequent experiments with my students and colleagues.
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.
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.
Sharma Lekha
Building Culture: A handbook to harnessing human nature to create strong school teams
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Building Culture navigates the complex educational landscape and provides a look at school culture, highlighting key aspects of cultivating culture that leads to great pupil outcomes.
Rooted in her own experience as a senior leader, Lekha Sharma knows that leaders need not only the what of curriculum, assessment and pedagogy but also the how. How can school leaders bring together the theoretical knowledge they possess and mobilise it on the ground so that they can have a positive and tangible impact on pupil outcomes? Teachers are increasingly equipped with the awareness and knowledge of cognitive psychology but what other areas of psychology could support those that lead those very teachers? And what elements of human nature can we harness to build the kind of school cultures that are conducive to improving outcomes for pupils? Building Culture provides a great start to answering all those questions.
Walsh Sue
Get Children Writing: Creative writing exercises for teaching students aged 8–11
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This is a guide to teaching creative writing to primary school children aged 8-11.
The 22 classroom-tested exercises encourage students to explore their emotions, their senses, and the world around them. Activities are designed to get children thinking about and describing what they see, hear, smell, taste and the thoughts which pass through their minds, re-enforcing their basic grammar and widening their vocabulary.
The aim is to get children writing for enjoyment.
The assignments are a springboard from which ideas are formed and then developed. They are structured to encourage spontaneous thought and to allow the writer to follow ideas; freeing the conscious mind from restraint to simply write. Above all, they are for children to have fun, to help them tap into emotions and imagination - which may well surprise both them and you.
Get Children Writing brings together clear objectives, teachers' notes, and examples of techniques, styles, and formats drawn from classic children's literature into one classroom-ready sourcebook. Many of the assignments can be adapted to suit children younger or older than 8-11.
We all love a story.
Robertson Bruce
Power Up Your Pedagogy: The Illustrated Handbook of Teaching
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If you are a teacher or school leader looking for a one-stop professional development resource focused on teaching practice, Power Up Your Pedagogy: The Illustrated Handbook of Teaching is the perfect book for you.
Covering a broad range of themes, from professional learning and coaching to cognitive science and educational research, this book is comprehensive in its scope. Through a detailed exploration of pedagogy, which includes presenting, questioning, feedback, differentiation and behaviour management, there is something in here for everyone.
Key messages from within each chapter are summarised by superb sets of Sketchnotes, produced by Finola Wilson from Impact Wales. Throughout the book, Reflective Tasks are included to support critical thinking and discussion.
Whether you are just starting as a teacher or have been teaching for thirty years, Power Up Your Pedagogy: The Illustrated Handbook of Teaching should prove invaluable as a handbook to support you make your teaching even better than it is already. If you are a middle or senior leader, it should prove just as valuable in helping you to support others.
Get ready to Power Up Your Pedagogy!
Publisher's note: Power Up Your Pedagogy: The Illustrated Handbook of Teaching is effectively an expanded, visual version of The Teaching Delusion 3: Power Up Your Pedagogy.
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.
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.
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...
Ostaff Courtney
How to homeschool the kids you have: Advice from the kitchen table
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In How to Homeschool the Kids You Have, three veteran home educators lead you through the process of creating a custom educational plan that works for your family's unique situation and your children's needs. You'll identify your own educational priorities and learn how to translate them into a strong academic program. You'll also learn about what science tells us about how humans- especially young humans-learn, and why that information is crucial for the success of your homeschooling plans. Along the way, the authors share their own experiences and those of other homeschoolers to help you avoid pitfalls so you can provide your children with the excellent education that is their birthright.
Enser Mark
Fiorella & Mayer's Generative Learning in Action
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Generative Learning in Action helps to answer the question: which activities can students carry out to create meaningful learning? It does this by considering how we, as teachers, can implement the eight strategies for generative learning set out in the work of Fiorella and Mayer in their seminal 2015 work Learning as a Generative Activity: Eight Learning Strategies that Promote Learning. At a time when a great deal of attention has been paid to the teaching and learning from the perspective of effective instruction, Generative Learning looks at the flip side of coin and considers what is happening in the minds of the learner. This book takes a teachers-eye view of a range of theories of learning and keeps their application to the classroom firmly in mind through the use of case studies and reference to day to day practice. Generative Learning in Action also discusses the key considerations and potential limitations of each of the strategies, as well as how you could implement these in your own practice and more widely across a school. The authors bring a wealth of experience to this topic. Zoe Enser was a classroom English teacher for over 20 years as well as head of department and school leader in charge of improving teaching and learning. She is now lead specialist advisor for Kent with The Education People. Mark Enser has been a geography teacher for the best part of two decades as well as a head of department and research lead. He is the author of Making Every Geography Lesson Count and Teach Like Nobody's Watching as well as a TES columnist.
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.
Thompson Sonia
Berger's An Ethic of Excellence in Action
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How do you embed excellence into schools' everyday practices, not as an incidental or an accident, but as an actual ethic?
Like the original book, this book is not a manual but what it offers is a thorough analysis of the Ethic of Excellence toolkit strategies, which can be applied across all ages and phases. The examination is placed within a framework of relevant research and is aimed at corroborating Berger’s strategies and ethics, as they apply to classroom practice.
The book is written with the full support, and the ethical guidance of the author of 'An Ethic of Excellence: Building a Culture of Craftsmanship with Students', Ron Berger. Each chapter exemplifies the active ingredients for each of the key principles and underpins them with evidence-informed practice and practical examples, from across the curriculum. The book offers case studies and insights from senior leaders and teachers on what excellence looks like, within their contexts.
Whilst school improvement is never finished, the book offers a manual for identifying Berger’s principles of excellence. Through focused and evidence-informed offering, it considers how to make excellence as an ethic permanent across any school and any curriculum.
Pryke Stuart
Ready to Teach: Macbeth:A compendium of subject knowledge, resources and pedagogy
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What is the best approach for helping students to understand higher level concepts? How can specific subject knowledge be implemented in lessons?
Ready to Teach: Macbeth brings together the deep subject knowledge, resources and classroom strategies needed to teach Shakespeare's tragic play for GCSE, as well as the pedagogical theory behind why these ideas work, helping teachers to deliver a knowledge-rich curriculum with impact.
Each chapter contains lesson-by-lesson essays and commentaries that enhance subject knowledge on key areas of the text alongside fully resourced lessons reflecting current and dynamic best practice. The book also offers an introduction to the key pedagogical concepts which underpin the lessons and why they are proven to help students develop powerful knowledge and key skills.
Whether you are new to teaching or looking for different ways into the text, Ready to Teach: Macbeth is the perfect companion to the study of 'the Scottish play'.
Thom Jamie
A Quiet Education: Challenging the extrovert ideal in our schools
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A Quiet Education' serves as an unashamed cheerleader for all that is quiet, challenging the myth that collaboration and noise should be at the heart of what happens in schools. It examines how we can ensure more introverted students and teachers can thrive and achieve their potential. It also explores why it is essential that all teachers begin to embrace quieter values: in their classrooms and management of behaviour; in sustaining their own wellbeing; in their desire to reflect meaningfully and improve as a teacher. The final section is an exploration of quieter skills: how we can strengthen our students' metacognitive ability; their ability to listen, pay attention and focus; the quality of independent work we do in the classroom alongside how we can motivate all our students.
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.
Tomsett John
Putting Staff First: A blueprint for a revitalised profession
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If we do not ensure, first and foremost, that our teachers are feeling physically and mentally well, they cannot be their best for their students. Consequently, a school which does not prioritise staff wellbeing is disadvantaging its own students. 'Students first' is a misplaced sentiment: the best thing for students is a happy, healthy, motivated, well-trained, expert staff. By putting staff first you are providing for students the one thing which will help them make good progress in their learning: truly great teaching. Whilst it is easy to say that schools would not exist if it were not for the students, the glib converse is that without truly great school staff, the students would not be taught. What we need - as recruiting subject specialist teachers, school leaders and specialist support staff becomes increasingly difficult - is a revolution in how we treat our school staff. We have to put our staff before our students because it is the only hope we have of securing what our students need most: a world class education. The longer our schools are populated with hypoxic adults, we imperial all our futures. What follows is a blueprint for the school system which puts our school staff before students.
Birbalsingh Katharine
Michaela: The Power of Culture
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Michaela Community School in Brent, London is one of the most talked-about schools in the UK. In this follow-up to the best-selling book Battle Hymn Of The Tiger Teachers, their teachers further explain how their relentlessly high expectations are helping young people to get great results and be successful.Since opening in 2014, Michaela Community School has blazed a trail and defied many of the received notions about what works best in schools. In Michaela: The Battle For Western Education, staff explore some of the things they have learned since the publication of the original book and further develop the ideology that lies beyond the headlines and social media arguments.Chapters include: Don't be squeamish about scripture - why we teach religion at Michaela; Relationships & systems; National Citizenship and Identity; Teaching National History; Digital Detox; Authority; Original Sin & Christian beliefs at Michaela; Telling kids the truth/teaching personal responsibility; Assessment at Michaela; Loving the difficult kids; The baby in the progressive bath water; The culture of feedback at Michaela; Why is teaching gratitude important?; Parenting the Michaela way
Hausmann Robert
Cognitive Science for Educators: Practical suggestions for an evidence-based classroom
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The purpose of this book is to catalyze a conversation between Cognitive Scientists and Educators. Toward that end, we need a shared vocabulary. This book will introduce you to 48 commonly used terms from Cognitive Science.
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.
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.
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.
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.
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.
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.
Fabian Judith
Perspectives on the IB Diploma Core
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The Diploma Programme was the first programme to be devised and implemented by the International Baccalaureate over fifty years ago. Since its creation, the curriculum upon which the programme is based has been continuously developed to take into account the rapidly changing needs of students, schools, higher education and employment contexts. For much of that time, the programme has included three essential components that must be undertaken by students who wish to graduate with the Diploma: Theory of Knowledge, Extended Essay and Creativity, Activity, Service (CAS). Taken together, over time these have come to be regarded as a "core" of the Diploma Programme, although they were not described as such at the outset. This edited collection is intended to provide input into the current review of the IB Diploma Programme. It comprises contributions from experienced authors - researchers and practitioners - who were invited to reflect upon the nature of the core as it exists at present, to raise issues in relation to the future development of the core, and to share experience in the learning and teaching of the core components across a wide range of schools, in both national and international systems of education. Questions concerning the concept of the core as a whole, developing students as internationally-minded thinkers, and the challenges of bringing coherence to the core in establishing a holistic approach to the curriculum, underpin the individual chapters throughout. Contributors: Edward Allanson, Tom Brodie, John Cannings, Christian Chiarenza, Mary Donnellan, Jenny Gillett, Robin Julian, Julian Kitching, Justin Laleh, Ann Lautrette, James MacDonald, Shona McIntosh, Heather Michael, Paul Regan, John Royce, John Sprague, George Walker.
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.
Harrison Alan J.
How to Learn Computer Science
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How To Learn Computer Science is for all ambitious students of computer science. Reading this book will illuminate the subject, explaining where each topic comes from, looking at its history and exploring links to wider culture. The book tackles some key stumbling blocks in each topic such as common misconceptions: mistaken ideas about the topic that slow you down and cause frustration. Plenty of 'fertile questions' prompt you to think hard about the topic, and each chapter encourages you to 'Stretch It' by trying some ambitious activities, 'Link It' to other topics and 'Build It' in the form of a practical project. You will also find links to helpful resources and further reading for greater depth, and some super study skills that will help you achieve a top grade.
Read this book for a top grade in Computer Science!
Alan Harrison is head of computing at a school in Manchester. He is a Computing at School master teacher and community leader, a National Centre for Computing Education training facilitator and a Raspberry Pi Foundation content author. @mraharrisoncs
How Amy
Rekenrek 101: Pushing Mathematical Understanding
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Designed and developed by a mathematic curriculum researcher at the Freudenthal Institute at Utrecht University, the rekenrek is an exciting and innovative classroom tool that enhances and supports the natural development of number sense in children. It encourages learning across a range of mathematical skills and concepts, from simple addition and subitization to commutativity, distributive property and fractions. However, despite the potential and versatility of this manipulative, there has been surprisingly little written about either its application or its benefits - until now.When the stacks of rekenreks first arrived at Amy How's school, she was tasked with discovering and explaining their function to the rest of the staff - despite the scarcity of current research or other information. Over the six years since, she has developed her own set of tasks and strategies, which she regularly presents to teachers around the world. These techniques – effective, straightforward and very popular – are the basis of this book. Rekenrek 101 is written in a format that makes for a useful teacher resource: not too long; clear, concise and inspiring enough for readers to try the new ideas the next day in class. It is easy to follow and easy to navigate while demonstrating a simple change in practice that stays up with current trends. This is not a book on theory, but it is based on what the latest research is telling us.
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.
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.
Sealy Clare
The researchED Guide to The Curriculum: 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, Clare Sealy explores how schools can get the most out of a rich curriculum, editing contributions from a wide range of writers.
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.
Turner Emma
Be More Toddler: A leadership education from our little learners
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The narrative around leadership needs to change. After reading scores of leadership books in an attempt to find a voice which resonated, Emma Turner (a primary teacher of 22 years with over a decade of school leadership experience including being part of one of the first all female Co-Headships from 2009, and mum of three small children) realised that the bulk of leadership advice out there did not take into account trying to balance parenting three children as well as working in a leadership post. This book takes a practical, humorous and unique perspective on the leadership narrative by looking at leadership through the eyes of what we notice about toddlers. Packed with real examples of what works as well as reassurance that leadership is extremely do-able for many of us, this book aims to demystify some of the leadership behaviours; encourage us all to believe we can be leaders; and to, 'Be More Toddler'.
Myatt Mary
Primary Huh: Curriculum conversations with subject leaders in primary schools
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There’s plenty to do when planning the curriculum in primary schools. If it feels daunting, then one of the most helpful things is to talk to other people about how they have developed the curriculum for their particular subject or key stage.
This is what John Tomsett and Mary Myatt have done. After the secondary ‘Huh: Curriculum conversations between subject and senior leaders’ was published, they were flooded with requests to produce a primary version. They enlisted the help of renowned primary specialists, Rachel Higginson, Lekha Sharma and Emma Turner to have conversations with primary teachers and key stage co-ordinators who are doing great curriculum development work.
Each chapter provides insights into the importance of individual subjects and the unique contribution each makes to pupils’ cognitive and personal development. The subject chapters discuss the steps colleagues take to ensure that there is a coherent thread across the year groups, as the discrete subjects deliver, collectively, the primary curriculum.
These conversations show how the craft of creating a rich, challenging curriculum for every subject is not a quick fix. This is a nuanced piece of work, and there are many ways of approaching it. Each chapter also contains links to subject associations and helpful resources.
Primary Huh has been written for subject leaders and key stage co-ordinators; it has also been written for senior leaders, as they prepare to have supportive conversations with their colleagues who are responsible for curriculum development. Primary Huh is offered as a prompt rather than the last word. Informed debate is, as they say, the fuel of curriculum development.
And why have John and Mary called it ‘Huh’? Well, John discovered that Huh is the Egyptian god of endlessness, creativity, fertility and regeneration, and they thought that was a pretty good metaphor for their work on the curriculum!
Fabian Judith
MYP - New Directions
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The new IB Middle Years Programme (MYP) curriculum for 11 to 16 year olds came into effect in September 2014 and will strengthen the IB's continuum of learning. This edited collection will provide support for all those involved in the current period of preparation for implementation of the new programme. The chapters are written by experienced practitioners from a range of relevant standpoints about different aspects of the MYP. MYP - New Directions examines the changes to the programme that have been introduced as well as those that are currently in progress, and highlights challenges and opportunities for the future. Contributors: Judith Fabian, Conrad Hughes, Alexandra Holland, Lance King, Marjorie Lope, Patricia Villegas, Gareth Hegarty, Hege Myhre, Michael Huber, Oyndrilla Mukherjee, Anthony Hemmens, and Gillian Ashworth.
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.
