Curriculum planning and development Books

Book SynopsisA teacher’s job is to create an environment where our students’ engagement in learning proceeds towards an intended direction. In order for this to occur, we must form a bridge between the teaching of material in the classroom and how the learning of that information is being processed and manipulated by our students. The only way we can do this effectively is through the process of assessment. Recent theoretical history on how to effectively establish and implement assessment strategies into policy has caused much confusion; it is high time to consider how assessment, marking and feedback have changed over the years so that conversations about how best to move forward can begin. In this researchED Guide to Assessment, Sarah Donarski brings together chapters by Dylan Wiliam, Tom Sherrington, Alison Peacock and many others to consider the debates, critique the strategies and find solutions that not only better the progress of pupils but also assist the wellbeing and manageability of workload for staff.

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Book SynopsisCurriculum Revolutions is a tool to assist schools in creating, building and maintaining a joined-up curriculum that is cohesive and coherent. Martin Robinson's unique curriculum wheel leads you through a continuous cycle of planning, designing, delivering, reflecting upon and reviewing your curriculum. The process will involve your managers, teachers and pupils, ensuring all understand the importance of a well-functioning curriculum as the cornerstone of the school and the quality of education it delivers. Good curriculum design is a collaborative affair, so each revolution of the wheel focuses on how to get staff working together productively. Most importantly, from a design point of view, Curriculum Revolutions explores the potential pitfalls in the curriculum shape that a school adopts, either consciously or unconsciously. Robinson argues that a sophisticated understanding of the underlying structure, or 'thought architecture', can make all the difference to the quality of the continuing, unfolding project of good curriculum design.Trade ReviewIf, from the title alone, you are expecting some kind of revolutionary anarchy ... well, you won't find it here. That would be misplaced for the serious business at hand - our Trivium-inspired Philosopher Kids won't emerge from chaos. Instead, you'll find a powerful conceptual framework - designed with the artful craftsmanship of a beautiful clock and with the insightful understanding of how teachers thrive; neither always alone or always in collaboration but forever part of a continuous bold and ambitious process than we can best achieve together. -- Tom Sherrington, author of The Learning Rainforest and Teaching WalkThrus

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Book SynopsisHuh is the Egyptian god of endlessness, creativity, fertility and regeneration. He is the deity Mary Myatt and John Tomsett have adopted as their god of the school curriculum. Their first book in the Huh series focused upon how school practitioners design the Key Stage 3 curriculum. Its popularity prompted calls from many quarters for a similar book on the primary curriculum. Supported by their primary colleagues, Rachel Higginson, Lekha Sharma & Emma Turner, Mary and John interviewed over 30 primary practitioners about how they design the primary curriculum. Considering the diverse nature of primary schools in this country, it’s not surprising that they were soon confronted with numerous context-dependent curriculum complexities. Designing the curriculum for small primary schools, for instance, means solving the conundrum of teaching the same subject at the same time to three different year groups in one class. The conversations confirmed that shaping a primary school curriculum is a tricky business! The wisdom gleaned from the genuine experts Mary and John interviewed was limitless. The material was so important it meant that they had too much for a single volume. Twenty-one of those thirty-plus conversations comprise the book Primary Huh, which focused upon the curriculum of each individual subject from EYFS to Year 6. In this companion book, Primary Huh 2, Mary and John give a platform to practitioners who lead on the broader issues of primary curriculum design, including, amongst other things: shaping the curriculum for mixed-age classes; designing and implementing a cross-MAT curriculum; building the “cradle to career” curriculum; timetabling; assessment; transition, and diversity. Primary Huh 2 is riven through with authentic voices grappling with the endless challenge of providing our children with a rich, challenging, ambitious, beautiful curriculum.

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Book SynopsisLooking for Learning: Mark Making is a full-colour, practical guide linked to current policy and the EYFS framework. Laura England, creator of Little Miss Early Years, uses theory, cases studies, real-life images and accessible ideas to inspire child-led learning using mark making.This book will help you spark children's natural curiosity in seeing what happens when they make marks with their fingers, bodies and toys, as well as materials from nature and from your art supplies. From drawing around shadows and swirling paint in water, to printing animal footprints, Laura England, creator of Little Miss Early Years, provides a wealth of creative ideas for incorporating mark making into all child-led play, both indoors and outside. Developing mark making and building language skills are crucial as young children begin to build their confidence in communicating. This dip-in-and-out book is linked to the Characteristics of Effective Learning and presents real-lif

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Book SynopsisPart of the National Curriculum Outdoors series, aimed at improving outside-the-classroom learning for children from Year 1 to Year 6Teaching outside the classroom improves pupils'' engagement with learning as well as their health and wellbeing, but how can teachers link curriculum objectives effectively with enjoyable and motivating outdoor learning in Year 3? The National Curriculum Outdoors: Year 3 presents a series of photocopiable lesson plans that address each primary curriculum subject, whilst enriching pupils with the benefits of learning in the natural environment.Outdoor learning experts Sue Waite, Michelle Roberts and Deborah Lambert provide inspiration for primary teachers to use outdoor contexts as part of their everyday teaching and showcase how headteachers can embed curriculum teaching outside throughout the school, whilst protecting teaching time and maintaining high-quality teaching and performance standards. All of the Year 3 curriculum lessons hTrade ReviewThese books are a timely and welcome addition to help primary teachers grow their confidence and competence to undertake great teaching - outdoors! -- Juliet Robertson * former headteacher and education consultant specialising in outdoor learning, @CreativeSTAR *Enough to convince even the hardened ‘indoor’ teacher that the outdoors has much to offer and these books give a step by step introduction of how it can be incorporated into their scheme of work along with their other planning. Overall I have been really impressed with this series. -- Craig Armiger * Blogger, craigarmiger.wordpress.com *The National Curriculum Outdoors books are a fantastic resource for primary schools. [...] The books enable teachers to use their whole school sites and local areas as their learning spaces, and encourage active, imaginative and engaging curriculum teaching and learning. -- Dave Scourfield * Education Visits Coordinator *I love these books so much [...] All the teachers in my school are using them because the activities work with whole class groups. -- Colette Morris * Primary school Headteacher *Teachers felt inspired by the creative way in which they could deliver these national curriculum outcomes and in particular, the subject areas you wouldn’t necessarily think about teaching outdoors such as music and RE. -- Louise Edwards * Manager, Surrey Outdoor Learning and Development *

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Book SynopsisThe 50 Fantastic Ideas series is packed full of fun, original, skills-based activities for Early Years practitioners to use with children aged 0-5. Each activity features step-by-step guidance, a list of resources, and a detailed explanation of the skills children will learn. Creative, simple, and highly effective, this series is a must-have for every Early Years setting.50 Fantastic Ideas for Getting Children Active is filled with simple and accessible ideas to make physical activity an enjoyable and meaningful part of daily life in the Early Years.Young children''s physical and mental development, health and wellbeing can be significantly improved by regular physical activity, from tummy time that informs crawling to walking, and sitting still that impacts on fluent handwriting. Dr Lala Manners uses her wealth of experience to present 50 ideas to engage with young children physically in a positive way and get them active, from Scrabble and Stand wTrade ReviewLots of concrete and fun activities. Very easy to do with minimum organization and no expensive equipment. -- Professor Jyrki Reunamo * Faculty of Education, University of Helsinki *

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Book SynopsisPart of the National Curriculum Outdoors series, aimed at improving outside-the-classroom learning for children from Year 1 to Year 6Teaching outside the classroom improves pupils'' engagement with learning as well as their health and wellbeing, but how can teachers link curriculum objectives effectively with enjoyable and motivating outdoor learning in Year 4? The National Curriculum Outdoors: Year 4 presents a series of photocopiable lesson plans that address each primary curriculum subject, whilst enriching pupils with the benefits of learning in the natural environment.Outdoor learning experts Sue Waite, Michelle Roberts and Deborah Lambert provide inspiration for primary teachers to use outdoor contexts as part of their everyday teaching and showcase how headteachers can embed curriculum teaching outside throughout the school, whilst protecting teaching time and maintaining high-quality teaching and performance standards. All of the Year 4 curriculum lessons hTrade ReviewThese books are a timely and welcome addition to help primary teachers grow their confidence and competence to undertake great teaching - outdoors! -- Juliet Robertson * former headteacher and education consultant specialising in outdoor learning, @CreativeSTAR *Enough to convince even the hardened ‘indoor’ teacher that the outdoors has much to offer and these books give a step by step introduction of how it can be incorporated into their scheme of work along with their other planning. Overall I have been really impressed with this series. -- Craig Armiger * Blogger, craigarmiger.wordpress.com *The National Curriculum Outdoors books are a fantastic resource for primary schools. [...] The books enable teachers to use their whole school sites and local areas as their learning spaces, and encourage active, imaginative and engaging curriculum teaching and learning. -- Dave Scourfield * Education Visits Coordinator *I love these books so much [...] All the teachers in my school are using them because the activities work with whole class groups. -- Colette Morris * Primary school Headteacher *Teachers felt inspired by the creative way in which they could deliver these national curriculum outcomes and in particular, the subject areas you wouldn’t necessarily think about teaching outdoors such as music and RE. -- Louise Edwards * Manager, Surrey Outdoor Learning and Development *

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Book SynopsisPart of the National Curriculum Outdoors series, aimed at improving outside-the-classroom learning for children from Year 1 to Year 6Teaching outside the classroom improves pupils'' engagement with learning as well as their health and wellbeing, but how can teachers link curriculum objectives effectively with enjoyable and motivating outdoor learning in Year 5? The National Curriculum Outdoors: Year 5 presents a series of photocopiable lesson plans that address each primary curriculum subject, whilst enriching pupils with the benefits of learning in the natural environment.Outdoor learning experts Sue Waite, Michelle Roberts and Deborah Lambert provide inspiration for primary teachers to use outdoor contexts as part of their everyday teaching and showcase how headteachers can embed curriculum teaching outside throughout the school, whilst protecting teaching time and maintaining high-quality teaching and performance standards. All of the Year 5 curriculum lessons hTrade ReviewThese books are a timely and welcome addition to help primary teachers grow their confidence and competence to undertake great teaching - outdoors! -- Juliet Robertson * former headteacher and education consultant specialising in outdoor learning, @CreativeSTAR *Enough to convince even the hardened ‘indoor’ teacher that the outdoors has much to offer and these books give a step by step introduction of how it can be incorporated into their scheme of work along with their other planning. Overall I have been really impressed with this series. -- Craig Armiger * Blogger, craigarmiger.wordpress.com *The National Curriculum Outdoors books are a fantastic resource for primary schools. [...] The books enable teachers to use their whole school sites and local areas as their learning spaces, and encourage active, imaginative and engaging curriculum teaching and learning. -- Dave Scourfield * Education Visits Coordinator *I love these books so much [...] All the teachers in my school are using them because the activities work with whole class groups. -- Colette Morris * Primary school Headteacher *Teachers felt inspired by the creative way in which they could deliver these national curriculum outcomes and in particular, the subject areas you wouldn’t necessarily think about teaching outdoors such as music and RE. -- Louise Edwards * Manager, Surrey Outdoor Learning and Development *

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Book SynopsisDeveloping children’s voices raises awareness and empowerment, particularly in marginalised communities. It is important that children see themselves, their heritage, their cultures and their religions reflected and taught in schools – not as a tokenistic celebration day or week but weaved throughout the curriculum. Time to Shake Up the Primary Curriculum is a step-by-step guide on how to transform the curriculum content being taught in primary schools to better incorporate diversity into children’s learning. Headteacher Sarah Wordlaw equips teachers and school leaders with the appropriate subject knowledge to deliver a curriculum that is comprehensive, inclusive and empowering, whilst also providing an opportunity for current and aspiring school leaders to develop their leadership skills. Covering history, geography, English, maths, science and the arts, this book will: - aid teachers in becoming more inclusive and aware practitioners - assist leaders in developing and implementing a whole-school strategic approach to delivering an inclusive curriculum, where everyone feels seen - drive OFSTED ranking to outstanding. It enables and empowers teachers and school leaders to remap the National Curriculum to include diverse, global topics to broaden children’s understanding of their own community and wider society.Trade ReviewThis book is a detailed and thorough exploration of how to diversify the primary curriculum. It is practical and allows for teachers to meaningfully make changes. A useful book and timely, too. -- Bennie Kara * Deputy Headteacher and Co-Founder, Diverse Educators *Sarah Wordlaw has pretty much written a perfect curriculum blueprint for every primary school. Any senior or curriculum leader can pick this up and treat it like a thorough and supportive checklist. It’s structured brilliantly - Sarah answers all the questions we have about creating an inclusive and diverse curriculum; from staff training to what you need in classrooms, this book will leave you feeling confident and able to create an inclusive, sustainable curriculum for all primary school students and staff. -- Zahara Chowdhury * Head of Whole School DEI, Wellbeing and PSHE; education blogger and podcaster *Sarah Wordlaw brings a passionate and systematic eye to the task of creating an inclusive primary curriculum. Packed with ideas, it provides a toolbox for school leaders eager to promote positive change. -- John Svatins * Primary school senior leader *Sarah states that 'diversity, inclusion and visibility in the classroom is a constant journey'. I wholeheartedly agree with this and believe that, wherever you are on that journey, you need this book! -- Rosie O'Brien * Year 6 teacher *Passionately written, well thought out and easy to read, the book offers lots of practical support... The author has been generous in sharing their own experience of inclusive curriculum development including insights, resources, book lists, example letter templates and even suggested curriculum maps. -- Anna Speke, Nasen education officer * Nasen Connect Magazine *This is a thought-provoking, practical how-to guide to school and curriculum development. It takes a holistic view of education, focusing on teaching children that there should be 'no outsiders' in our society. Passionately written, well thought out and easy to read, the book offers lots of practical support and is a valuable read for all practitioners. * NASEN Connect magazine *

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Book SynopsisThis expert guide focuses on 'why' and particularly 'how' schools might achieve mastery in mathematics, with concrete examples from the classroom. Teaching for mastery is an effective approach to education that can help all students develop a deep and lasting understanding of key concepts. It has been proven to improve pupil achievement, especially for children who have traditionally struggled with mathematics. Teaching Maths for Mastery covers the five big ideas of teaching for mastery: coherence, representation and structure, mathematical thinking, fluency, and variation. It explains how these ideas can be implemented in the classroom and provides advice on assessing student learning. Written by experienced mastery specialist, John Bee, and offering case studies from a range of different classroom scenarios, this book is written to support teachers in creating a classroom where all children can succeed. This book provides the knowledge and skills you need to teach for mastery in mathematics and ensure your pupils reach their full potential.

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Book SynopsisIn this thoroughly updated edition of L. Dee Fink s bestselling classic, he discusses new research on how people learn, active learning, and the effectiveness of his popular model; adds more examples from online teaching; and further focuses on the impact of student engagement on student learning.Table of ContentsNote to Updated Edition vii Preface xi Acknowledgments xv The Author xvii 1 Creating Significant Learning Experiences: The Key to Quality in Educational Programs 1 2 A Taxonomy of Significant Learning 31 3 Designing Significant Learning Experiences I: Getting Started 67 4 Designing Significant Learning Experiences II: Shaping the Learning Experience 113 5 Changing the Way We Teach 173 6 Better Organizational Support for Faculty 221 7 The Human Significance of Good Teaching and Learning 273 Appendix A Planning Your Course: A Decision Guide 293 Appendix B Suggested Readings 303 References 309 Index 317

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Book Synopsis''An essential resource for all Key Stage One teachers'' Martin Burrett @ICTmagic, Editor of UKEd MagazineThis new edition of the bestselling Effective Transition into Year One is essential reading for all Reception and Year One teachers, presenting a clear and practical map for effective transition to support children''s emotional, social and academic development.Using the latest research and up-to-date EYFS framework, bestselling author Dr Alistair Bryce-Clegg presents a clear map to support children as they move from the Early Years into Key Stage 1.Having been involved in a number of transition projects that specifically focus on children''s development throughout this period, Alistair draws upon years of experience in a wide range of settings. Packed full of practical ideas to help practitioners to plan for and create an effective learning environment that promotes high levels of attainment in Year One based on the effective principles of EYFS practice, this new and updated edition should be in every Reception and Year One teacher''s library.

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Book SynopsisLooking for Learning: Loose Parts won Highly Commended in the Creative Play Awards 2019 for Teaching Resources.Looks for Learning: Loose Parts is a full-colour, practical guide to inspire child-led learning that''s linked to to current policy and the EYFS framework. As each child progresses through their learning journey, Early Years practitioners are expected to identify and understand what learning is taking place in every activity that a child is involved in. Laura England, creator of Little Miss Early Years, uses her wealth of experience as an Early Years teacher to explore the learning that takes place when a child is tinkering with loose parts, including tinker trays filled with nuts and bolts, pompoms and play dough to combine, construct and investigate with.Loose parts are natural or synthetic materials and resources that have no pre-planned use; they can be moved, combined with other resources, lined up, deconstructed and constructed again. They can

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Book SynopsisThis first creative form drawing book for adults features fourfold patterns of increasing challenge. It references Celtic, Moorish, Native American, and Buddhist patterns, and encourages the development of new forms. The forms have symmetry, a balance between left and right, above and below, connecting the center with the periphery, providing stability and harmony.

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Book SynopsisResponding to profound social, political and technological changes, recent global trends in education have included the emergence of new forms of curriculum policy. Addressing a gap in the literature, this book investigates the ways in which curriculum policy is influenced, formulated, and enacted in a number of countries-cases in Europe. This important collection uses the concept of 'curriculum making' as an analytical tool to explore the processes and phases of curriculum policy reform experienced across countries. Drawing first on international perspectives and then presenting a series of country case studies, written by internationally recognised curriculum specialists, the chapters explore curriculum making as an activity that occurs across multiple layers of educational systems, through a continual interplay of the global and local. Concluding with a comparative analysis of the contextual factors that shape curricular practices in different contexts, this book is a must-have resource for educational policy makers, researchers, teachers and teacher educators across the globe.Trade Review'Europe is a rich site for comparative analysis of curriculum making, and this book provides a new perspective and a wealth of studies on different actors and influences. It is a prime resource for students of curriculum.' -- Lyn Yates, Redmond Barry Distinguished Professor Emerita of Curriculum, Melbourne Graduate School of Education'This is one of the most interesting and important books on curriculum for a very long time. The editors have drawn together an international group of highly regarded teachers and academics to produce well-written and insightful case studies of curricular reform in nine European countries. This book provides a rationale, an incentive, and evidence (negative and positive) for doing things better. It should be read by actors at all levels in education systems.' -- Mary James, University of Cambridge'With its implications for policy and practice that go beyond traditional rigid educational policy texts, this book is essential reading for higher education students pursuing educational doctorates. The chapters offer a powerful corrective that empowers teacher and schools alike with making curriculum relevant to the experiences of students, and point our attention to translational and transactive processes that are otherwise ignored not only in educational policy literature, but in educator discourse. This book does a great service in (re)inscribing curriculum as a truly dynamic process in accessible language. As a curricularist who engages with education policy, I believe this work provides valuable theoretical and research material detail. For those who are interested in thinking the curriculum anew, I suggest that Curriculum Making in Europe be placed be at the top of the reading list.' -- Todd Alan Price, National Louis University, USATable of ContentsCurriculum Making: A Conceptual Framing; Mark Priestley, Stavroula Philippou, Daniel Alvunger, Tiina Soini Chapter 1. National Curriculum Making as More or Less Expressions of and Responses to Globalization; Bob Lingard Chapter 2. 'Sites' of Curriculum Making in Cyprus: Tracing the Emergence and Transformation of EXPERT Teacher-Subjects; Stavroula Kontovourki, Eleni Theodorou, Stavroula Philippou Chapter 3. The Ongoing Curriculum Reform in Portugal: Highlighting Trends, Challenges and Possibilities; Ana Mouraz, Ariana Cosme Chapter 4. Post-Socialist Curricular Reform in Czechia: Multiple Actors and Their Blame Games; Dominik Dvorak Chapter 5. Integral Curriculum Review in the Netherlands: In Need of Dovetail Joints; Nienke Nieveen, Wilmad Kuiper Chapter 6. The Case of Curriculum Development in England: Oases in a Curriculum Desert?; Gemma Parker, David Leat Chapter 7. Curriculum Reform in Scottish Education: Discourse, Narrative and Enactment; Walter Humes, Mark Priestley Chapter 8. The Craft of Curriculum Making in Lower Secondary Education in Ireland; Majella Dempsey, Audrey Doyle, Anne Looney Chapter 9. Understanding Transnational Curriculum Policies and Curriculum Making in Local Municipal Arenas - The Case of Sweden; Daniel Alvunger, Ninni Wahlstrom Chapter 10. Shared Sense-making as Key for Large Scale Curriculum Reform in Finland; Tiina Soini, Kirsi Pyhalto, Janne Pietarinen Conclusions: Patterns and Trends in Curriculum Making in Europe; Daniel Alvunger, Tiina Soini, Stavroula Philippou, Mark Priestley

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Book SynopsisEmergent Teaching inspires teachers to teach with more spontaneity and creativity within an educational environment that is highly constrained. It demonstrates, through descriptive stories, creative strategies and provides an intellectual foundation for emergent teaching. The authors show how teachers can relate subject matter to students' lives and experience. They illustrate rituals and processes that help establish a caring learning community. Finally, the book applies the theories of complexity and chaos while reaffirming the natural wisdom that teachers possess within themselves. The authors have chosen a narrative format that models rather than tells, and encourages readers to connect to their own stories and experiences. The book is consistent with the theoretical understandings and research in the complexity sciences but takes a narrative approach, giving examples and illustrations of ideas through stories, myths, and parables that act as metaphors and illustrations. Key topiTrade ReviewThis book is a conversation, a curriculum conversation among Sam, an educator with an interest in the new sciences, holistic education, and spirituality, and David, a trained artist and ordained Zen monk, and the students they have worked with and learned from over the years. From these conversations emerge creative insights into teaching, learning, living. Reading this book will transform one’s own insights into all three. -- Wm. Doll, Univ. of British Columbia, Co-Founder of AERA, Chaos and Complexity SIGIn a universe increasingly shown to be radically interconnected and dynamic, education has largely remained disconnected and plodding. Drawing from the 'new sciences' and extensive teaching encounters, Emergent Teaching provides a philosophically astute and eminently practical hope for teaching as holistic, structured improvisation. This nuanced, wise, and intimate work, punctuated with compelling first-hand accounts of transformative teaching, serves as a potent invitation into what vibrant teaching can be. -- Tobin Hart, Professor of Psychology, Author of: The Secret Spiritual World of Children and From Information to Transformation: Education for the Evolution of ConsciousnessThe concepts of emergent curriculum and emergent teaching have been around for years but have remained elusive. Crowell and Reid-Marr's book at last brings clarity to emergent teaching in manner that teachers will find helpful. The book is filled with stories and vignettes that bring emergent teaching to life. The ideas presented are linked to the new sciences so that underlying the practices that are described is a strong theoretical base. This book is a very welcome addition to the literature on holistic education. -- Dr. Jack Miller, professor of curriculum, teaching, and learning, University of Toronto; author of The Holistic CurriculumMany educators have referred to teaching as an art, very few have actually penetrated that question, let alone show what such teaching looks like in practice. Emergent Teaching: A Path of Creativity, Significance, and Transformation treats this topic with a clarity born of a deep understanding of systems thinking and process, one that continuously allows the original insights of their students to emerge. This book succeeds both in articulating the theory and showing how to radically enrich education. -- Renate and Geoffrey Caine, authors of: Natural Learning for a Connected World: Education, Technology, and the Human Brain (2011, Teacher College Press), Strengthening and Enriching your Professional Learning Community: The Art of Learning Together (ASCD, 2010)As states adopt common core standards and school districts ponder scripted curriculum that allegedly ensures that such standards are met, some classroom teachers have sought alternate routes. Emergent Teaching results from teachers' understanding that they can influence but cannot control what occurs in the classroom. Instead, Crowell and Reid-Marr (both, California State Univ.) assert that although teachers may anticipate certain patterns, classroom practice largely involves assisting learners to discover personal significance and creating a sense of belonging. Organized into ten chapters, the book defines emergent teaching and then examines some central tenets of the approach, including the experience of non-separation, event-centric teaching, non-linear instruction, the emergence of understanding, and the roles of play and joy in the classroom. Within these contexts, Crowell and Reid-Marr explore how teachers may encourage creativity, build relevance, and link emergence to the curriculum and other holistic concerns. Clearly written and full of useful examples of emergent teaching in action, the book is a great complement to A. S. Neill and Albert Lamb's Summerhill School (1994) or Maxine Greene's Releasing the Imagination (CH, Apr'96, 33-4642). Summing Up: Highly recommended. All readership levels. * CHOICE *Crowell and Reid- Marr present accessible conversations, reflections and stories that guide the reader through a transdisciplinary approach to teaching. Teachers are offered strategies for emergent teaching that can transform their learning worlds. . . .This work affirms and advances our understanding of transformative education. By interweaving the new sciences, the importance of non-linearity, process, and creativity, Crowell and Reid-Marr offer a significant responsive holistic approach to education that addresses the whole person. . . .The clear style and easily understood ideas make the book suitable for a wide audience, from undergraduates to academics and extends our perspectives to implement transformative learning theory into educational practice. Crowell and Reid- Marr embody and model what it means to be spiritual, mindful, inclusive, creative, critical, and collaborative. * Journal of Transformative Learning *Table of ContentsPreface Acknowledgments Introduction 1 What Is Emergent Teaching? 2 Indra’s Net: Non-Separation as the Foundation for Emergent Teaching 3 Process From An Emergent Perspective: Event-Centric Teaching 4 The Shape of a Snake: Non-linearity and Emergence 5 Fostering a Learning State of Mind: Play, Joy, and Irreverence 6 Creativity: The Ceaseless Imperative 7 Aunt Kath Serves Tea: Ritual and Emergence 8 In the World – Teaching What Really Matters 9 When the Curriculum Disappears – A Holistic Perspective 10 The Path to Emergent Teaching in Classrooms and Schools Epilogue References

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Book SynopsisAssessment literacy leads to improved outcomes for all Do you know how to ensure teachers have the knowledge and skill to use assessment data to improve student learning? Do you know the influence that student involvement in assessments has on motivation and learning? This book guides you and your leadership team through 10 assessment literacy goals with practical content, how-to's, success indicators, and activities to extend and process learning. You will come away understanding the attributes of comprehensive and balanced assessment systems, the necessity for clear academic achievement targets, and why assessment quality is essential. In addition to providing rubrics, processes, and practical tools that work across all grade levels and subject areas, this book shows you how to: Work with staff to integrate formative assessment and sound grading practices Communicate with all members of the school community about student learning Protect students and teachers by avoiding unethical and inappropriate assessment use Use student assessment information to improve and inform instruction Develop assessment policies that support quality assessment practice Advance your understanding of assessment so your teachers can accurately measure learning, practice effective formative assessment strategies, and ensure and maintain a comprehensive and balanced assessment system in your school or district.Table of ContentsOverview Chapter 1: Comprehensive and Balanced Assessment Systems Chapter 2: Clear Standards Chapter 3: Standards of Assessment Quality Chapter 4: Formative Assessment Practices Chapter 5: Grading Practices Chapter 6: Communicates Effectively Chapter 7: Ethical and Appropriate Assessment Use Chapter 8: Evaluate assessment competencies and appropriate professional development Chapter 9: Analysis of Student Assessment Information Chapter 10: School and District Assessment Policies References

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Book SynopsisCollins Key Stage 3 History is an exciting, accessible new series focussed on ensuring that all pupils make clear, measurable progression at Key Stage 3 whether it is a 2 or a 3 year course.Collins KS3 History is a brand new series, ideal for building key historical and functional skills. Featuring differentiated pupil books with ready-made APP opportunities this flexible package will get your students excited about history.Grab pupils'' attention with engaging content that builds key historical skills and helps students to understand the links between events, time periods and locationsSave time with resources to support your teaching of a 2 or 3 year course, fully matched to the 2008 Key Stage 3 Programme of StudyCover each assessment Focus in a meaningful and accessible way using this flexible package as a series of one off lessons ot as a longer programmeReady made APP opportunities are included to help you gather and review evidence of pupils'' progress in each Assessment FocusTr

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Book SynopsisThe Shanghai Maths Project Teacher''s Guide part A, along with part B, provides teachers with all the support they need to deliver the programme of study as part of a mastery approach. It takes teachers through each topic, explains mathematical contexts and provides teaching ideas and activities for whole-class, intervention and enrichment.The Shanghai Maths Project Teacher''s Guide 1A, together with The Shanghai Maths Project Teacher''s Guide 1B, provides teachers with all the support they need to deliver the Year 1 maths programme of study as part of a mastery approach to teaching. Contents include:Comprehensive introduction, including guidance on mastery, variation theory, the concrete pictorial abstract (CPA) approachRecommended teaching sequence and planning supportUnits of teaching, with suggested activities for whole-class instruction, methods and suggested activities to provide same-day intervention and same-day enrichment (mastery with greater depth)

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Book SynopsisThe Shanghai Maths Project Teacher''s Guide part B, along with part A, provides teachers with all the support they need to deliver the programme of study as part of a mastery approach. It takes teachers through each topic, explains mathematical contexts and provides teaching ideas and activities for whole-class, intervention and enrichment.The Shanghai Maths Project Teacher''s Guide 1B, together with The Shanghai Maths Project Teacher''s Guide 1A, provides teachers with all the support they need to deliver the Year 1 maths programme of study as part of a mastery approach to teaching. Contents include: Comprehensive introduction, including guidance on mastery, variation theory, the concrete pictorial abstract (CPA) approach Recommended teaching sequence and planning support Units of teaching, with suggested activities for whole-class instruction, methods and suggested activities to provide same-day intervention and same-day enrichment (mastery with greater depth).

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Book SynopsisExam Board: SQALevel: HigherSubject: Physical EducationFirst Teaching: 2018, First Exam: 2019The Higher Physical Education Course Notes help teachers and students map their route through the CfE programme, providing comprehensive and authoritative guidance for the course.Full coverage of the new Higher course specifications with list of learning intentionsAttractive layout with clear text featuresKey questions highlight crucial concepts and techniques that need to be grasped by students in order to progress to the next learning intentionWhat the examiner/assessor is looking for to help teachers & students feel secureEnd of unit material unit assessment, exam-style questions with worked answers and examiners commentary, self-assessmentCourse Notes give a practical, supportive approach to help deliver the new curriculum and offer a blend of sound teaching and learning with assessment guidance.

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Book SynopsisCollins International Maths Foundation and Foundation Plus provide inspirational, fun and age-appropriate learning for children in early years and kindergarten classes.The materials have been developed in consultation with expert practitioners to be easy to use in the classroom and to support children following a range of early years curricula and who are preparing for their first year of primary education in an international school, including schools following the Cambridge Assessment International Education primary framework.The course introduces young children to maths concepts in an age-appropriate way through topic-based discovery and activity-based learning, with plenty of opportunities to explore maths through games and hands-on exploration. Careful progression ensures children develop the skills they need to be ready for maths in their first year of primary and beyond.Each level comprises Activity Books A, B and C one for each term supported by a Reading Anthology and Teacher

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Book SynopsisCollins International Primary Maths supports best practice in primary maths teaching, whilst encouraging teacher professionalism and autonomy.Each Progress Book page offers photocopiable assessment questions which allow learners to apply what they have learned and demonstrate mastery and understanding of mathematical concepts. Questions throughout the course develop learners' Thinking and Working Mathematically skills and each unit offers an opportunity for personal reflection on progress.

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Book SynopsisCollins International Primary Maths supports best practice in primary maths teaching, whilst encouraging teacher professionalism and autonomy.Each Progress Book page offers photocopiable assessment questions which allow learners to apply what they have learned and demonstrate mastery and understanding of mathematical concepts. Questions throughout the course develop learners' Thinking and Working Mathematically skills and each unit offers an opportunity for personal reflection on progress.

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Book SynopsisThe importance of play and fun to people's lives cannot be stressed enough in today's cultural climate of high stress, high stakes, and competition. One activity that gains recognition and credibility as both fun and transformative is theatrical improvisation or improv. In this book, Ruth Yamamoto reviews her research on the influences of improvisation on community college students. Educators, theatre artists, improvisers, or anyone interested building community, developing self-awareness, and affecting positive social change will want to read this book. Dr. Yamamoto examines the principles of improvisation and the concepts of play and flow to add credibility to a craft and practice that is often viewed a frivolous and silly. Ruth Yamamoto extends her research through interviews with applied improvisation professionals, examples and suggestions of games and exercises, and provides solid evidence of the serious, positive benefits of improvisation.Table of ContentsContents List of Tables Preface Acknowledgements Part I The Origins 1 Introduction: Why Have Fun? 2 What Is Improv? 3 Play and Why It Matters 4 What Is Flow? 5 The Paradox of Fun Part II The Study: The Shared Experiences of College Improvisers 6 Literature Review of Related Qualitative Studies 7 Examining the Shared Improv Experiences 8 The Themes Part III How Improv Can Change the World 9 Everything I Needed to Learn in Life I Learned Through Improv 10 Finding Improv in Everyday 11 Applied Improvisation 12 Improv Games and Exercises 13 Serious Fun for Life Appendices Appendix A: Interview and Focus Group Protocols Appendix B: Theatre Games and Exercises Appendix C: Substantive Quotes Resources References

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Book SynopsisBringing together an inspirational group of educators, this book provides insights into what it means to implement social justice ideals with young children. Each chapter highlights a teacher's experience with an aspect of social justice and ethnic studies, including related research, projects, lesson plans, and implications for teacher education.Table of Contents Contents Foreword Patrick Camangian vii Preface xi Acknowledgments xv 1. Introduction 1 Ruchi Agarwal-Rangnath 2. Teaching to Heal, Healing to Teach: Ethnic Studies as a Healing Endeavor in and out of the Classroom 17 Farima Pour-Khorshid 3. Creating Something Beautiful 27 Amalia Medina-Glover 4. Little Children Have Big Hearts: Teaching for Equity and Justice in K–2 Classrooms 36 Cami Touloukian 5. Mindfulness and Yoga 44 Ruby Vyas 6. What It Means to Teach for Social Justice as a White Educator 51 Emily Starr Bean 7. Ethnic Studies in a Transitional Kindergarten Classroom: Learning About Race and Identity 68 Vilma Serrano 8. Exploring Gender 76 Dale Weiss 9. Teaching Your Community 83 Roxanne Cano 10. Changing the Narrative: Asian American Ethnic Studies in My 1st-Grade Classroom 90 Judy Yu 11. Creating a Democratic Classroom 96 Rosamund Looney About the Authors 105 Index 108

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Book SynopsisCo-Creating Digital Curricula in Higher Education is a step-by-step guide to the collaborative design of online and blended curricula in higher education using systematic yet flexible frameworks. While instructors charged with developing and delivering curricula in the remote era may lack formal credentials in learning design, technology management, and institutional leadership, they nonetheless have numerous opportunities to partner with stakeholders who do. This practical, actionable workbook empowers and upskills teaching faculty to partner with their fellow professionalsinstructional designers, lead administrators, librarians, and other student support personnelin co-creative design endeavors that foster outstanding curricula and engaged, successful learners. This holistic, team-oriented approach, intended to ensure curricular cohesion within and between courses, certificates, and programs, is supported by workflows, checklists, workshop agendas, and other field

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Book SynopsisTeaching Middle Years has established itself as the leading text to focus on the adolescent years of schooling.Recognition of the educational importance of this age group continues to grow as research reveals the benefits of programs designed especially for young people''s needs. With a renewed approach, this fourth edition includes new chapters on Indigenous Knowledges, STEAM education and sustainable practices. A trusted resource, the book continues to provide a systematic overview of the philosophy, principles, and key issues in middle schooling, together with an enhanced focus on the emotional and developmental challenges unique to this age group. There is an emphasis on creating positive learning environments, engaging relational pedagogies, achieving effective transition, the importance of physical activity and health in adolescence, and developing cooperative and collaborative learning. Further, there is an enhanced focus on practical applications right throughout the

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Book SynopsisCoaching Teachers and Leaders to Greatness Research shows that coaching is the best way to bring about robust change in both instructional and leadership practices. Coaching becomes evocative when it is a person-centered, strengths-based model grounded in adult learning theory, focused on growth. Designed as a companion to both Evocative Coaching: Transforming Schools One Conversation at a Time, 2nd Edition and Evoking Greatness: Coaching to Bring Out the Best in Educational Leaders, this guide will allow coaches to reflect on their learning and put evocative coaching strategies into practice. Readers will learn how to: Follow the LEAD (listen, emphasize, appreciate, design) process to become a partner in professional learning Engage in coaching conversations as they develop evocative coaching skills through various activities that invite reflection Develop instructional coaching and leadership skills that foster innovation This interactive guide is meant to be used by participants of an evocative coaching workshop, members of a book study group or PLC, a self-study reader, or anyone who wants to coach teachers and leaders to greatness. Table of ContentsForeword by Megan Tschannen-Moran Chapter One: Practice for Chapter One Activity 1.1 Interview Activity 1.2 Adult Learning Reflection Activity 1.3 Adult Learning Characteristics Activity 1.4 Coaching Demonstration Activity 1.5 Coaching Demonstration for LEAD Activity 1.6 Coaching Platform Chapter Two: Practice for Coaching Presence Activity 2.1 Coach as Whisperer Activity 2.2 Exploring Trust Activity 2.3 Brainstorming Activity 2.4 Creative Energy Check In Activity 2.5 Reflection without Judgment Activity 2.6 Importance of Trust Activity 2.7 Coaching Energies Activity 2.8 Coaching Practice Activity 2.9 Coaching Presence Chapter Three: Practice for Listen for Stories Activity 3.1 Mindful Listening Activity 3.2 Story Listening Activity 3.3 Quiet Listening Activity 3.4 Reflective Listening Activity 3.5 Imaginative Listening Chapter Four: Practice for Empathize for Connection Activity 4.1 Observations without Evaluation Activity 4.2 Distinguishing Feelings from Thoughts Activity 4.3 Distinguishing between Needs and Strategies Activity 4.4 Feelings and Needs Activity 4.5 Empathy Statements Activity 4.6 Restating Causal Attributions Activity 4.7 Compassionate Listening Interview Interlude: The Learning Brief Activity - Learning Brief Template Chapter Five: Practice for Appreciate Strengths Activity 5.1 Appreciative Inquiry Activity 5.2 Appreciative Inquiry Principles Activity 5.3 SOAR Chapter Six: Practice for Design for Action Activity 6.1 Hypothesis Activity 6.2 Relevance Activity 6.3 Strategies Activity 6:4 Data Collection Activity 6.5 Confidence Level Activity 6.6 A Complete Coaching Conversation Chapter Seven: Practice for the Dynamic Flow of Change Activity 7.1 Flow Activity 7.2 Environmental Factors Activity 7.3 Immunity to Change Activity 7.4 Coaching Traps Chapter Eight: Practice for the Reflective Coach Activity 8.1 Reflecting on Action Activity 8.2 Feedback Activity 8.3 VIA Strengths Survey Activity 8.4 Cultivating Strengths Activity 8.5 Your New Coaching Platform Resources References

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Book SynopsisAim high to improve leading, teaching, and learning Skillful leadership is critical as schools return to a new normalcy. Improving students' learning and addressing the challenges many learners experienced due to recent learning interruptions are top priorities for all school leaders. Aiming Highoffers leaders a framework for creating an environment where both effective instruction and a focus on social and emotional needs benefits all students and teachers. Evan Robb maps a route to building a positive, trusting culture of collaboration, creativity, and empowerment. Features include: An outline of the leadership elements required to build a learner-focused culture Tools for fostering productive collaboration, creating shared teacher leadership, and building trusting relationships Insightful tips for addressing complexities that come with new learning formats Provocative questions that guide readers toward redefining instructional leadership Your mission as leader is clear: aim high, work intentionally and collaboratively with teachers, and create a refreshed school culture centered on learning and growth for all.Trade ReviewAs educators look ahead to a post pandemic world, I hope that they will do so with Aiming High lighting the way. In his opening words, Evan Robb invites us to ‘start a journey’ and then continues on to illuminate a path where collective commitment paves the way. As a literacy consultant, I was mesmerized by literacy chapter 6 that highlights choice, ownership, and authenticity with often missing middle school features such as independent reading, conferring and read-aloud celebrated. The intentional intricate interweaving of literacy and professional learning across the pages gave me renewed hope. Evan’s deep belief in students and teachers shines through a spirit of unwavering commitment to collaboration and conversation in honor of learning extending from both sides. Aiming High envisions a broader purpose for what is possible when shared leadership forms a foundation for a visionary schoolwide stance. -- Mary Howard * Author, RTI from All Sides: What Every Teacher Needs to Know, Moving Forward with RTI: Reading and Writing Activities for Every Instructional Setting, Good to Great Teaching: Focusing on the Literacy Work that Matters *In Aiming High: Leadership Actions to Increase Learning Gains, K-12, Evan not only aims high, he hits the mark on leading in schools. Evan shares easy-to-use strategies and actions for all educators to use to better serve students and the school community while building a collaborative school culture. I love the leadership take-a-ways, reflection questions, actions to consider, powerful quotes, resource recommendations, and more. I am a better leader because of Aiming High and Evan Robb. I highly recommend this book! Keep reading and keep rolling! -- Andrew Marotta * Principal, Leader, Author, Speaker, Leader of the #survivethrive movement, @andrewmarotta21, Milford, PA *Evan Robb provides school leaders with a practical and inspiring guide to navigating the "new normal", offering a pathway to improve student-centered learning by empowering all teachers to provide highly effective instruction and all students to embrace a culture of learning. He emphasizes the power of collaboration and the need to build trusting relationships. Affirming, challenging and timely! -- Chris Quinn * Retired District Leader and Classroom Teacher, London, Ontario, Canada *Teaching and learning in a Post-COVID world It’s time for meaningful change in education--from the top down! Leading to Aim High will equip educational leaders to empower staff through collaborative conversations and professional learning. If you are concerned about the detrimental effects of COVID-19 and want to use this moment to Shake Up Learning, this is the book for you! -- Kasey Bell * Author, Podcaster, Blogger, and Teacher, Shake Up Learning, Celina, TX *I think we are all educationally "pandemic-ed out," but Robb’s book does something much different than any other book out there. He demonstrates what stands the test of time and what will prepare all leaders during and after our NEXT crisis or calm. This book should be added to your shelf as it prepares you for nothing other than thoughtful, intentional leadership. -- William D Sroufe * Division Superintendent, Colonial Heights Public Schools, Colonial Heights, VA *Leading to Aim High provides a structure to collaboratively create a learner-focused culture. Leadership focused on literacy, math, and social emotional needs are guided by ideas about a commitment to all students, optimism, and trusting relationships. Evan′s experiences as a middle school principal provide implementation considerations guided by lessons learned, quotations, tips, and questions. -- Erik Youngman * Director of Curriculum, Instruction, and Assessment, Libertyville District 70, Libertyville, IL *As someone that’s been in the business in different roles over the years, I can say that this book from Evan has so many valuable tips in it. Both educators new to the profession as well those that are veterans will find that this book is the blueprint for creating future change and impact. Some books are focused on pedagogy and approaches to instruction and learning. Yet still there are books that are focused on creating a school culture that promotes an environment of true collaboration and success. Aiming High seeks to combine these elements and more together in one book. This is the book that everyone can read, should read, and can benefit from now and in the future. It’s time to lift our eyes and our minds and set our sights on Aiming High as we inspire students and our communities and cultivate a passion for learning. -- Vernon Wright * Speaker, Consultant, Leader, Author, Zero Apology Zone, Dallas-Ft. Worth, TX *I think we are all educationally "pandemic-ed out," but Robb’s book does something much different than any other book out there. He demonstrates what stands the test of time and what will prepare all leaders during and after our NEXT crisis or calm. This book should be added to your shelf as it prepares you for nothing other than thoughtful, intentional leadership. -- Rick Jetter * Co-Founder, Pushing Boundaries, Consulting Author, Creator of the #100StopSeries *In Aiming High: Leadership Actions to Increase Learning Gains, Evan Robb highlights the important and necessary leadership skills focused on flexibility, teamwork, and creating conditions to maintain a culture focused on learning during challenging times. This book provides education leaders with both practical and helpful ideas and strategies to assist leaders in maximizing their skills to ensure learning gains for each and every student stays at the center of our work. Throughout the book, the reader is asked to answer reflective questions which will enhance their skills and help their school and school district continue to increase their learning gains grades K-12. -- Randy L. Russell * Superintendent, Freeman School District Freeman, WA *Evan Robb delivers educators a reimagined vision, with easy to follow dynamic practices for post-pandemic leadership through a synergistic commitment to academic instruction, social-emotional learning, and school-wide wellness. Aiming High is an educational gem bursting with inspired reflection and recovery through a cohesive culture of empowered leadership. It deeply resonates to those wishing to re-infuse meaningful teaching and learning back into K-12 education and has my highest recommendation for low burden, high impact professional learning! -- Hans Appel * Educator, Speaker, Author of Award Winning Culture: Building Whole-Child Intentionality and Action Through Character, Excellence, and Community *Are you a principal or school administrator looking to make a real difference in your school’s culture and academic performance? Look no further than Aiming High: Leadership Actions to Increase Learning Gains by Evan Robb. This book is packed with actionable strategies and ideas for making school a better place for teachers to teach and students to learn. As a literacy scholar myself I was particularly impressed with the Leading for Literacy chapter. What Evan presents is not only based on research, but also on his own work as an innovative school administrator. This is truly a powerful book and one that I am sure principals and school leaders will keep front and center on their desks. Bravo! -- Timothy Rasinski * Professor of Literacy Education, Rebecca Tolle and Burton W. Gorman Chair in Educational Leadership, Kent State University *In Leading to Aim High, Evan Robb details how the global pandemic has presented educational leaders a tremendous opportunity to update how they facilitate literacy to meet the needs of 21st century learners. Solid reading and writing results from four types of reading instruction, and Robb shows educators how to excel whether students are in-person, hybrid or virtual. This book is a practical and invaluable guide for school leaders, teachers and staff who want students to succeed and develop a commitment to lifelong learning. -- Danny Brassell * Internationally-Acclaimed Speaker, Bestselling Author, Co-creator of theREADINGhabit.com *Table of ContentsAcknowledgments About the Author Introduction Chapter 1. Redefining Instructional Leadership Chapter 2. Collaborative Leadership: Activate, Influence, and Elevate Chapter 3. Building Trusting Relationships Chapter 4. Supporting Students and Staff Through Professional Learning Chapter 5. Creating a Culture of Access, Equity, and High Expectations Chapter 6. Leading for Literacy Chapter 7. Leading for Numeracy Chapter 8. Next Steps: Leading a Culture of Learning Appendix References

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Book SynopsisDiscussions of physical activity in schools often focus on health-related outcomes, but there is also evidence for its integral role in academic achievement, cognition, and psychological adjustment. Written by a scientist-practitioner, Physical Activity and Student Learning explores the effects of physical activity within the broader context of educational psychology research and theory and brings the topic to a wider audience. With chapters on positive school behavior, executive function, and interventions, this concise volume is designed for any educational psychology or general education course that includes physical activity in the curriculum. This book establishes physical activity as an important part of all learningânot just physical education and recessâand will be indispensable for student researchers and both pre- and in-service teachers alike.Table of ContentsIntroduction 1. Physical Activity Through the School Years 2. Executive Function and Academic Achievement 3. Mental Health and Positive Learning Behavior 4. Actively Moving Ahead with Interventions. Conclusions. Glossary. Index.

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Book SynopsisThe third edition of Early Childhood Curriculum provides a comprehensive and accessible introduction to curriculum theories and approaches in early childhood and early primary settings. Drawing on a cultural-historical framework for education, the text explores a variety of approaches to learning and teaching and equips readers with the tools to effectively plan, design and implement curriculum strategies. Thoroughly revised and updated, this edition features up-to-date coverage of national curriculum documents, including the Early Years Learning Framework and Te Whariki, and expanded content on play-based curriculum, assessment and documentation. Key domain areas of the curriculum are explored in depth and have been revised to include updated discussions of environmental factors, digital knowledge and multiliteracies. Each chapter is enriched with learning intentions, definitions of key terms, reflection points, links to current curriculum documents and illustrative case studies to heTable of Contents1. Introduction; 2. Theory, research and the early childhood curriculum; 3. Play, learning and development: how views of development shape how curriculum is framed; 4. Curriculum as cultural broker; 5. Interpreting early childhood curriculum; 6. Cultural-historical curriculum in action; 7. Curriculum as a conceptual tool: observation, content and programming; 8. Assessing children and evaluating curriculum: shifting lenses; 9. Content knowledge: science, technology, engineering and mathematics (STEM); 10. Content knowledge: language and literacies; 11. Content knowledge: the arts and health, wellbeing and physical activity; 12. Conclusions.

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Book SynopsisSimplicitus Altius is the companion book to Simplicitus: The Interconnected Primary Curriculum and Effective Subject Leadership. Building on the initial ideas from Simplicitus, this book now explores further challenges in effective curriculum design within primary including reading and its place in curriculum design, child development and movement, how to get started with writing your curriculum, how to produce usable, useful and workable documentation, planning for mixed age classes, and a complete evaluation section to get to the heart of your curriculum offer.Rooted in decades of experience and research, and packed full of exemplar materials and workable proformas, Altius unpicks and presents efficient solutions to some of the perennial issues faced by primary when designing a curriculum.The approaches contained within Simplicitus and Altius have been used successfully by hundreds of schools and thousands of primary collea

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Book SynopsisIn 1970s Mississippi, educators faced a crucial choice between continuing to teach a white supremacist view of history or offering students a more enlightened multiracial view of their state's past. This book explores the story of a controversial ninth-grade history textbook and the court case that allowed its adoption with state funds.Trade ReviewEagles] builds his narrative around primary sources. . . . He not only sets the stage for the story, he gives us succinct biographical information on the players." - Jackson Clarion-Ledger"Eagles helps us recognize the significance of . . . cultural action through his detailed and clearly written account of the conflicts over Mississippi: Conflict and Change." - Educational Policy"Eagles deserves our gratitude for bringing a landmark case back into the limelight." - American Historical Review"Eagles's imaginative recovery of a civil rights moment informs readers about the accomplishment of two courageous professors from Tougaloo and Millsaps Colleges. . . . Congratulations to Eagles and the University of North Carolina Press on their splendid achievement in this pathbreaking publication. Essential." - Choice

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Book SynopsisPlanning for authentic learning begins with engaging children. This book explores each subject in the primary curriculum offering clear guidance on the distinctive elements of each and effective pedagogical approaches that support informed teaching. Key aspects include: · Real-life case studies including student teacher and expert commentaries · Critical tasks for reflection and evaluation with suggested responses · How effective teaching can nurture children’s intellectual development This is essential reading for all students on primary initial teacher education courses including university-based (PGCE, BEd, BA with QTS), and schools-based (School Direct, SCITT, Teach First) routes into teaching.Trade ReviewThe chapter offers accessible practical ideas which trainee teachers can relate to. Selected critical tasks with detailed responses enables them to reflect on creating robust, inclusive teaching environments. By understanding the purpose of segmental analysis, trainee teachers have a clear focus when addressing individual needs and developing physical literacy. -- Gwenda LappinTable of ContentsChapter 1: Introduction - Colin Forster and Rachel Eperjesi Chapter 2: Art and design: Modelling to promote creativity - Rachel Eperjesi with Alice Parkin Chapter 3: Computing: Developing computational thinking - Richard Brice and Lindsay Evans Chapter 4: Design and technology: Using real world applications - Richard Brice Chapter 5: English: Developing children′s ability to form, articulate and justify opinions - Rachel Eperjesi and Tracey Wire Chapter 6: Geography: Using practical approaches to promote engagement - Joanna Rigg Chapter 7: History: Developing children′s higher order thinking through historical inquiry - Kate Thomson and Tracey Wire Chapter 8: Languages: Creating purposeful communication through meaningful context - Cathy Burch Chapter 9: Mathematics: Promoting talk to develop reasoning - Ruth Hollier, Emma Howell and Jackie McNeil Chapter 10: Music: Developing collaborative skills - Colin Forster Chapter 11: Physical education: Meeting individual and diverse needs - Barbara Brown Chapter 12: Personal, social, health and economic education: Developing empathy - Jude Penny Chapter 13: Religious education: Developing children′s understanding of lived experienceslived - Simon Hyde-White Chapter 14: Science: Questioning skilfully to promote intelligent answers - Colin Forster and Jude Penny Chapter 15: Conclusion - Rachel Eperjesi and Colin Forster

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Book SynopsisFeedback for Continuous Improvement in the Classroom shows how to plan, enact, and reflect on feedback practices within lessons and across units using a new accessible, comprehensive, and innovative framework.Trade Review" I love the book! It was a quick read and super useful. As an educational leader on the ground, I found the clarity of the spoken feedback chapter a "for sure we need to study" at my site. Teachers love to give verbal feedback, but meaningful feedback that acknowledges the work, gives specifics, and pushes for students to continue to grow is a hard balance. I also find the chapter on nonverbal feedback extremely useful, especially when we think of students new to the country where English may be a second or third language. When I think about newcomers, they are on constant overload. They are listening to a language they do not fully understand, reading a language that may be very odd, and trying to understand what someone is saying. The combinations of spoken, nonverbal, and written feedback suggested in this book can make a tangible difference. Regardless of what levels of language learners are in your classroom, everyone wants to be better and grow. Can’t wait to grab Feedback for Continuous Improvement in the Classroom for my staff when it comes out! " -- Amber Andrade"I enjoyed this book, and if you are an educator keen to provide feedback that is effective and equitable for your students, so will you. The book covers some territory that may initially be familiar, with formative assessment practices as its backdrop, but it does so from new vantage points and with connections to a slew of different strategies that can deepen those practices so teachers provide feedback to advance student learning or to facilitate their students in providing feedback to one another or engaging in self-driven formative feedback. The power of this book stems from the different ways the authors support the reader’s own learning—they use some of the very techniques they are promoting with our students. Using guiding questions and the SOLO taxonomy, the reader is invited to gauge their own learning about formative assessment and feedback along the way. "Scaffolds and Guided Practice" sections, discussion starters, and activities for lesson study and professional learning communities as well as "Try It Tomorrow" ideas that include useful tips for using technology to efficiently record and share feedback provide opportunities for educators to try out suggestions. A "Ticket Out the Door" section at the close of each chapter prompts both further practice and reflection. All this adds up to skillfully answering the central question of the book: How can we use feedback effectively and equitably to ensure all of our students are ready for college and the workplace because they know how to and are able to use feedback for continuous improvement?" -- Alison Bailey"This book couldn’t be more timely. As the world heals from a pandemic and school leaders and teachers are expected to accelerate student learning and address their social-emotional needs, the commitment to feedback for all can help us feel and be more connected. I appreciate the focus on equity and excellence that lies at the heart of each chapter. Duckor and Holmberg understand that formative assessment and continuous feedback are critical to engaging, eliciting, and extending student learning. This book provides concrete research-based tools with videos, reflective questions, vignettes, and self-assessments to help us engage students in their learning through formative feedback. If your staff engage in these practices, your students are sure to benefit!" -- Blanca Baltazar-Sabbah"Feedback for Continuous Improvement in the Classroom: New Perspectives, Practices, and Possibilities is an absolute must-have for educators energized to close existing opportunity gaps by putting student work back at the center of learning. By using formative feedback as a tool to create schools that "work for all students," Duckor and Holmberg weave authentic stories, practical strategies, and evidence-based practices that capitalize on their extensive partnerships with PreK–12 schools. Targeted for pre-service and in-service teachers, school administrators, and teacher educators, this book is essential for any educator searching for how to enact transformational practices. I loved it and I am confident my teacher candidates will, too!" -- Nicole Barnes"Brent Duckor and Carrie Holmberg’s Feedback for Continuous Improvement in the Classroom: New Perspectives, Practices, and Possibilities is a "must-read" for educators at every level. It is chock-full of practical examples and guiding questions and is the perfect guide for improving assessment practices in classrooms. I intend to use it in a book study with educators in my work this year." -- Carrie Bosco"The authors’ commitment to every child having the right to learn as part of democratic education shines through the book, as does their commitment to feedback as the exchange of information that serves as the link between equity and excellence. Throughout the text, research evidence is interleaved with practical examples and prompts for reflection and self-assessment. The classroom examples in particular resonated with me. Throughout, the nature of and possibilities for student participation are outlined with sensitivity and respect for student ideas and agency. I can readily imagine that Feedback for Continuous Improvement in the Classroom could anchor productive and provocative individual and collective learning aligned with the authors’ vision of education as an opportunity for students and teachers to learn, care, and experience joy." -- Bronwen Cowie"Feedback for Continuous Improvement in the Classroom is a deft, accomplished guide to an important but seldom examined feature of teaching. While reforms come and go, feedback will remain an enduring feature of teachers’ work in our schools. Both novice and mid-career teachers will benefit from this book." -- Larry Cuban"Busy practitioners want to know what to do tomorrow. Duckor and Holmberg’s Feedback for Continuous Improvement in the Classroom delivers the try it tomorrow and tech tips to get feedback happening now in your classroom. Putting aside the dysfunctional detail and stale ideas about the role of rubrics, the authors open up new possibilities with progress guides for student, peer, and teacher-led assessment that deepen learning. All teacher educators can use this book as a resource to teach the how and the why while getting new feedback processes and routines up and running with novices and more seasoned instructors at your school. Both practical and philosophically grounded, this book is a worthy addition to the playbook of any progressive, equity-minded educator." -- Ben Daley"Duckor and Holmberg’s latest book, Feedback for Continuous Improvement in the Classroom, challenges society’s obsession with grades, turning our attention toward ways in which specific, timely formative feedback invites TK–12 students to reflect upon, deepen, and stretch their thinking, shedding light on understanding and possibilities. This is the real work of teaching and learning. Going beyond the research findings, this book proposes actionable ways teachers might better embed formative feedback into their curriculum, creating a feedback-rich school culture—one classroom, one student at a time." -- Annamarie M. Francois"There are many books on feedback, but hardly any have sticking power. Brent Duckor and Carrie Holmberg’s Feedback for Continuous Improvement in the Classroom is a deep winner. It is comprehensive yet specific and powerful in all respects. The chapter formats are well-designed for garnering author insights, using guiding questions, identifying purpose-driven feedback goals, and accessing a plethora of tools, organizers, videos, and touchpoints to advance schools and systems from inside the classroom. The core of their action-oriented formative feedback framework is crystal clear and well-aligned with other reform efforts across California and beyond. The book is based on the premise of teacher-driven, teacher-led change that enables leaders in the building as well as peers to join as guides on the side in the promise of effective feedback for all children. I especially liked the chapter on peer-driven feedback with its guiding questions and other tools to promote focused collaboration in the classroom. The authors provide very clear distinctions about what peer-driven formative feedback is and isn’t and they consistently offer practical tips and to-do’s to bring everyone toward deeper learning and consensus on what matters. All in all, Duckor and Holmberg’s latest book is a treasure trove of ideas, insights, and schemas that benefit individuals as well as teams and groups of teachers. It covers the gamut of feedback exchanges from individuals to small groups to the whole class and back to oneself. This is a true accomplishment, in large part, based on their deep experiences with middle and high school assessment reform for many decades." -- Michael Fullan"Duckor and Holmberg’s Feedback for Continuous Improvement in the Classroom fills an important gap between the general knowledge that formative feedback is critical for supporting student learning and the knowledge of how to actually provide students the feedback that will support them best. The power of the book lies in the balance between a framework that provides a comprehensive view of the different contexts and types of feedback and the specific details of how those factors shape what the most effective feedback structures and approaches look like in practice. This work will be critical to policymakers looking to better connect systems of support to the daily work of equity-driven teaching and learning in California schools." -- H. Alix Gallagher"In Feedback for Continuous Improvement in the Classroom, Brent Duckor and Carrie Holmberg combine important scholarly insights from past and current reforms with deep knowledge from their work as expert educators to produce a blueprint for building equitable schools that enable all students to learn and grow continuously. The book’s focus on classroom teaching with rich tasks and real-world projects aptly re-centers the need for authentic assessment in the 21st century. By bringing forth a vision of the future that builds firmly on past reform, Brent and Carrie’s work offers policymakers and practitioners a solid foundation for progress in supporting success for all." -- Linda Darling Hammond"In their compelling book, Duckor and Holmberg make a powerful, nuanced case for the necessity of feedback for a democratic education. They spell out why and how both teacher-driven and student-driven feedback works, offer lots of practical advice (including many examples of feedback as well as advice from teachers), and provide structured opportunities for readers’ reflection and self-assessment. Anyone who wants to understand the value of feedback and how to put it into practice to benefit learning should definitely read this book." -- Margaret Heritage"Teachers in different types of schools, regions, and cultural contexts will all find this book very relevant and helpful to their work. As formative assessment has become an important ingredient in classroom instruction, the question of how to give formative feedback follows naturally. Yet, limited resources are available on feedback. This book provides a framework to understand formative feedback as well as many concrete suggestions on how to take action in various classroom settings. With guiding questions, definition boxes, and well-selected examples, the chapters are easy to read and the tips from the authors are easy to implement. In summary, Duckor and Holmberg’s Feedback for Continuous Improvement in the Classroom is a wonderful reference on formative feedback. It will be worthwhile to have different language versions of this book so that teachers in other countries and regions can benefit from it, too." -- Xiaoting Huang"Feedback has been argued to be an important and powerful tool in a teacher’s pedagogical repertoire, and yet it often remains fleeting and practiced without deep considerations of the complex suite of curricular ideas and instructional and assessment strategies that can empower learners and learning. Duckor and Holmberg’s Feedback for Continuous Improvement in the Classroom is a research-informed, authentic, and easy-to-read book that provides practitioners with a comprehensive understanding of formative feedback that can improve their practices and increase student engagement and learning. The book beautifully weaves together theory, research, evidence, examples, and practical ideas in a highly accessible manner to help teachers effectively mobilize feedback in constructive and powerful ways in their classrooms. Through their formative feedback framework, Duckor and Holmberg have produced a fantastic resource for teachers in any educational setting to reflect on their own practice; engage deeply with fundamental ideas on feedback, rich tasks, learning goals, learning contexts, configurations, modalities, and directionalities of feedback; and ultimately bring their feedback practices to the next level." -- Dennis Kwek"Huge kudos to Brent Duckor and Carrie Holmberg for offering our communities Feedback for Continuous Improvement in the Classroom: New Perspectives, Practices, and Possibilities. The depth, breadth, and practicality of this book will be a great tool for teachers and those who support teachers in improving teaching, learning, and assessment. Our own gold standards for project-based learning design and teaching elements are highly aligned with the tools and processes detailed in Duckor and Holmberg’s book. Their unique focus on long-cycle projects, utilizing different lenses on feedback with shared progress guides, is a welcome innovation. There are many synergies, including elements of reflection, critique, and revision and student voice and choice in our design elements, and assessment and scaffolding of student learning in our teaching elements at PBL Works. Our curriculum and teacher consulting teams at the Buck Institute for Education (PBL Works and PBL Now) look forward to sharing Feedback for Continuous Improvement in the Classroom: New Perspectives, Practices, and Possibilities and its strategies with the teachers and education leaders we work with across the United States and the world." -- Bob Lenz"There is a general consensus in the field that instructional feedback has great potential to improve a range of student outcomes. However, questions of how it works, for whom, and under what instructional circumstances still stand. Feedback for Continuous Improvement in the Classroom: New Perspectives, Practices, and Possibilities will help you to get answers to these—and many other—questions. If you want to understand the nature, purpose, applications, processing, and caveats of feedback, this book is for you. It is a terrific resource for teacher candidates, in-service teachers, and researchers who want a quick yet thorough introduction to the field of feedback. Thank you for this terrific volume!" -- Anastasiya Lipnevich"Duckor and Holmberg have given us a roadmap to deepen feedback with concrete tools to deepen assessment for learning in our district. The introduction of progress guides to our teachers’ classroom assessment repertoire led to a shift in a group of educators, immediately appearing in math and science classrooms of participating teachers. These guides opened up new possibilities for self and peer-led assessments; we’d been waiting to provide that purposeful feedback that moves student learning forward. The teachers, staff, and instructional coaches jumped on board. Practical and innovative, this book is different. It is equity in action for all our kids." -- Elida MacArthur"This impressive, scholarly book is destined to become a seminal text on formative feedback, primarily because it puts myriad feedback practices at the epicenter of student achievement in a systematic way. In ten clearly written chapters, the authors present feedback practices that are based on contemporary research as well as classroom constraints and realities, with an emphasis on how feedback connects with ambitious teaching and equity. It is unique in providing an in-depth, comprehensive, engaging, and research-based treatment of all aspects of providing formative feedback that enhances student learning, including spoken, nonverbal, written, peer-based, individual, and small-group feedback. Notably, each chapter contains numerous learning aides, including teacher reflections and quotes, videos, author insights, guiding questions, examples, templates, and chapter recaps that will enhance practitioner applications to unique contexts." -- James McMillan"Every part of this book points at the purpose of public investment in education in any democracy. Feedback is not a luxury or afterthought. It must be practiced in every classroom and experienced in our schools. The power of formative feedback in the classroom—by all and with all—is on display in Duckor and Holmberg’s work. This timely book focuses on the habits of feedback that true democracy—with a small d—requires of us all!" -- Deborah Meier"Providing students with effective feedback is an important aspect of teaching, as it can significantly contribute to their learning and, ultimately, their achievement. By providing frequent, constructive, and instructive feedback to students, teachers can begin to bridge the gap between a student’s current state and the desired student outcomes. Duckor and Holmberg’s Feedback for Continuous Improvement in the Classroom: New Perspectives, Practices, and Possibilities provides a well-conceived and accessible framework for teachers, instructional coaches, and professional developers for considering how to better incorporate student feedback on a more consistent basis throughout the learning cycle. The text will be a useful resource for all educators." -- Tonya R. Moon"It is no secret that improving student learning requires deep collaboration and problem solving, which requires specific purpose-driven feedback guided by the desire to improve. Feedback for Continuous Improvement in the Classroom provides educators a road map with specific processes and structures that enhance effective feedback for the purposes of improving learning goals that are supported by rich learning tasks." -- Matt Navo"Acclaimed African American educator and civil rights activist who was a national advisor to Franklin D. Roosevelt, Mary McCloud Bethune, had a motto for school: Enter to learn, depart to serve. Highly skilled, equity-minded teachers are vital to the success of all students and the future of our country. To reach every child, we need teachers who see formative feedback as one of the core missions of school. Duckor and Holmberg’s latest book, Feedback for Continuous Improvement in the Classroom, equips the reader with a dynamic repertoire of teacher moves and strategies necessary to serve students effectively so that they will not only learn but thrive. It’s something the profession has needed for a long time and it’s well worth the read." -- Jacquelyn Ollison"Duckor and Holmberg’s newest book lays out an important challenge for policymakers; one that is worth taking up as we rethink systems of support to address inequity. They start with the subtle yet obvious idea: Feedback for our students is the foundation of public education in a democracy. Then with the hard-earned wisdom of practice, they show how accessible this vision is. State accountability frameworks and support systems need to find room for the formative feedback framework presented here; this is our future. In the meantime, teachers, staff, and administrative leaders can use this book to initiate change for how students and educators experience education today." -- Glen Price"In China, we have a long history with the concept of feedback. Every master and apprentice relied on feedback to communicate. Sadly, in modern Chinese culture, "face is bigger than sky;" therefore, too often, it is not as easy to receive sincere and constructive feedback. We refrain from giving honest feedback not because we don’t want to but because we don’t know how. That’s why I was so excited when I found out that Duckor and Holmberg are putting together a book on such a crucial but neglected topic. With innovative insights and practical tips like this, I hope feedback in China may evolve to become the upgrade and substitute of "traditional" assessment, as it is more effective and more useful to the apprentice, especially in student-centered and project-based learning environments." -- Terry Qian"New teachers want resources to help them build relationships with children and young people—from day one. Advice and support from expert educators can help them grow their capacity to connect their passion for subject matter with good feedback practices to support student learning. Brent and Carrie’s latest book, Feedback for Continuous Improvement in the Classroom, is a remarkable resource for our new teachers and their mentors. Every chapter captures a dimension of formative feedback in the classroom and provides strategies to use and reflect upon. Rooted in research on what works, the book provides a blueprint for building teacher capacity to lead equitable and equity-focused classrooms and schools. It empowers all of us who support the teaching profession to envision what a focus on growth, care, and connection with our students truly means. Teachers are deeply respected in these pages and all are invited to improve continuously." -- Mary Vixie Sandy"This is a major piece of work on feedback, one that is teacher-friendly and caring. Teachers and teacher educators will have a major source of information on formative feedback in all its variations at their fingertips." -- Rich Shavelson"In their latest book, Feedback for Continuous Improvement in the Classroom, Duckor and Holmberg have done a beautiful job of attending to the relational and collaborative aspects of meaningful feedback. Once again, ambitious teaching is seamlessly interwoven with research-based formative assessment strategies. By emphasizing a focus on long-cycle projects, rich tasks, and other meaningful assignments—those that offer opportunities for deeper feedback exchanges in the classroom—they successfully demonstrate why feedback is what makes the difference in supporting and improving student learning. I appreciate that the book offers practical prompts, tools, and routines that help students internalize criteria for quality work and supports them in developing agency as they engage with teachers and peers to learn and improve. There are lots of examples that bring to life research on what makes feedback essential to deeper learning, and it is clear these authors speak from hard-won experience in assessment reform." -- Lorrie A. Shepard"Like a chocolate lava cake, this book is rich with new insights and can be consumed slowly, but in the end, you’ll be fully satisfied with a new perspective on feedback. Duckor and Holmberg have done a great job making their formative feedback framework accessible to a wide range of readers, but most importantly, it is written with teachers in mind. I enjoyed the logical array of the chapters, each one containing advance organizers, periodic calls for self-reflection, practical examples provided by real teachers, and takeaways at the end. As noted in the opening, it is "formative feedback that matters most to continuous improvement." Duckor and Holmberg’s book has delivered a recipe to help students and teachers achieve this goal in today’s classrooms." -- Valerie Shute"Feedback for Continuous Improvement in the Classroom: New Perspectives, Practices, and Possibilities is the perfect book for educators at all levels who want to be absolutely current with the research, thinking, and practice on instructional feedback. Duckor and Holmberg present readers with a thorough and accessible introduction to the field and bring them right up to the minute on current thinking in this rapidly evolving and increasingly complex field. It would be great as a text for teacher education or individual chapters could be "starters" for in-service workshops. My feedback is simple: Congratulations on an excellent job!" -- Jeffrey K. Smith"We can argue whether or not humans are the only teachers in the animal kingdom, but there is no question that our species alone provides feedback on performance. We might therefore consider feedback on learning as the pinnacle of pedagogy. Do we gain our capacity for assessing learners and offering guidance by instinct or extensive practice? This outstanding book obviates the question because it shows in careful detail and in the use of extensive examples how to learn what learners know (and have yet to learn) and offer directions for the next steps. I can think of no educator, at any level of expertise, who would not benefit from reading this book and using the ideas herein." -- Kip Téllez"What Duckor and Holmberg have accomplished is to craft a reading experience that, while grounded in solid scholarship, feels very much like a learning journey. The combination of the big ideas with the very practical "Try It Tomorrow" recommendations and authentic "Teacher Reflections" center practice in a way that feels deeply respectful and not overwhelming. I also appreciate explicit guidance to the individual adult learner as well as scaffolding for collective learning by grade-level teams or whole schools. This is a book that delivers on one of those rarest of promises—translating research knowledge into practicable knowledge. Quality feedback is key to accelerating learning; this book will accelerate your learning about feedback." -- Christopher Thorn"Our university focuses on teaching college-level students 21st century skills with a focus on entrepreneurial thinking and design. Duckor and Holmberg’s latest book, Feedback for Continuous Improvement in the Classroom: New Perspectives, Practices, and Possibilities is a total winner. By unpacking the practical skills needed to develop entrepreneurial thinking (which is project-based, collaborative, and communication driven), our undergraduates will be ready to give and take feedback to the next level. Well researched and full of hands-on examples, global-minded business schools will benefit from this comprehensive handbook." -- Diah Wihardini"Duckor and Holmberg provide a passionate yet realistic approach to providing feedback to students to fulfill their civil right to learn. It is unconscionable to teach students without providing daily and in-the-moment feedback and leveraging students’ own voices in the process of their learning. These authors lay out a framework and a series of action steps to help all teachers, novice through expert, reflect on their classroom practice and consider their own professional growth through the lens of understanding how students are thinking and developing while they are teaching them. This is a must-read for all soon-to-be-teachers who seek real engagement with the next generation of students in our public schools. Reading this user-friendly book, teachers will feel empowered to guide students and learn with them as they each grow to better understand students’ cognitive processes and as students grow in their understanding of the learning standards." -- Diana Wilmot"This book is a wonderful resource for teachers and other educational professionals who want to know more about formative feedback. The chapters capture all the most important aspects, and some you probably did not know about. Each chapter has a useful general orientation to one aspect of formative feedback, including guiding questions, definitions, and a very clarifying "What It Is and What It Isn’t" table. The chapter helps the individual reader understand what they can readily learn through a self-assessment that also defines for the reader the different levels of sophistication in that aspect of formative feedback. This is followed by brief and very readable sections on planning, the research background, personal reflections from teachers who are well-accomplished at formative feedback, and practice tips. This is all woven together with brief summaries of important concepts and instructional tactics; together, these provide the reader with a masterly overview of the topic. Altogether, this is the authoritative account of formative feedback available today—and a great resource for the practicing teacher." -- Mark R. Wilson"Duckor and Holmberg’s latest book, Feedback for Continuous Improvement in the Classroom: New Perspectives, Practices, and Possibilities, is an important resource for teachers, school leaders, teacher educators, and curriculum developers alike. This well-written book explores formative feedback in secondary school contexts through a new, innovative framework by looking at its directionalities, configurations, and modalities. This book brings together research-based evidence from across the globe, real-life examples in U.S. schools, and practical suggestions and tips for teachers across the world. With this book, readers from different contexts and countries will find much to stimulate their thinking about formative feedback and improve their feedback practices in the classrooms." -- Hwei-Ming Wong"Brent Duckor and Carrie Holmberg’s new book seamlessly weaves together research on formative feedback with issues of equity and pedagogical content knowledge, all while illustrating key ideas with student and teacher voices. There are so many practical tools embedded throughout the chapters that this book will be a go-to resource to support teacher learning communities find meaningful entry points into this critical work. It is a book that I know I will return to repeatedly." -- Caroline E. Wylie"If you are looking for a comprehensive resource for maximizing the depth and effectiveness of feedback in your setting, this is it. Duckor and Holmberg have written a well-researched and highly practical book that will become a cornerstone for improving the overall learning and growth of all students in your classroom and school. The concern for differentiated feedback and academic language support is timely and needed for the field." -- Jeff ZwiersTable of ContentsWhat Readers Can Download and Print List of Videos Preface Acknowledgments About the Authors How to Use this Book Learning Goals, Tasks, and Cycles of Feedback for Continuous Improvement Chapter 1: On the Role of Learning Goals, Tasks, and Cycles of Feedback for Continuous Improvement Directionality Chapter 2: Teacher-Driven Feedback Chapter 3: Peer-to-Peer Driven Feedback Chapter 4: Self-Driven Feedback Configuration Chapter 5: Feedback With the Whole Class Chapter 6: Feedback With Small Groups Chapter 7: Feedback With Individuals Modality Chapter 8: Written Feedback Chapter 9: Spoken Feedback Chapter 10: Nonverbal Feedback Self-Study Checklist Glossary References Index

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Book SynopsisImplement evidence-based feedback practices that move learners forward Feedback is essential to successful instruction and improved student performance, but learners often dread and dismiss feedback and its effectiveness can vary. Thus, sharing intentions, clarifying success criteria, knowing what type of feedback to provide and when, and activating students as owners of their learning are essential feedback functions. Instructional Feedback presents a comprehensive summary of the most recent research on instructional feedback and describes its successful implementation. With a focus on evidence-based approaches adapted to specific contexts, the authors use common classroom situations to demystify feedback and place it within a broad instructional context, along with definitions, characteristics, and precautions about its effect on students’ emotions and behaviors. Inside you’ll find: Coverage of all grades and concentrations, including math, language arts, music, art, and science Peer feedback, self-assessment, and subject-specific nuances Student and teacher examples of feedback and suggestions for improvement Engaging and concise, Instructional Feedback discusses why feedback is so powerful, how it is promising, and what it looks like in practice.Table of ContentsAbout the Authors Foreword Chapter 1: Introduction: What is Instructional Feedback All About? Chapter 2: Feedback from the Perspective of the Learner Chapter 3: Characteristics of Effective Feedback Messages Chapter 4: What is Feedback? Chapter 5: Feedback to Parents and Caregivers Chapter 6: Grades as Feedback Chapter 7: Efficiency and Efficacy in Feedback Chapter 8: Examples of Instructional Feedback Chapter 9: Feedback for Teachers: What Feedback Do Teachers Find Most Useful? Chapter 10: Bringing It All Together References

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