{"title":"Primary and middle schools Books","description":"","products":[{"product_id":"the-flying-pizza-and-other-primary-school-assemblies-9780281072385","title":"The Flying Pizza and Other Primary School","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eA collection of ready-to-use assemblies from popular Assemblies.org.uk contributor Alan Barker","brand":"SPCK Publishing","offers":[{"title":"Default Title","offer_id":48733494247767,"sku":"9780281072385","price":13.29,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780281072385.jpg?v=1720000287"},{"product_id":"school-start-storybooks-nik-the-ninja-9780367409715","title":"School Start Storybooks Nik the Ninja","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eIn this colourful illustrated storybook, part of the \u003ci\u003eSchool Start\u003c\/i\u003e series, children with language needs can explore the story of Nik the Ninja, and his disastrous night at Merryville Museum.\u003c\/p\u003e\u003ci\u003e\u003c\/i\u003e\u003cp\u003eSchool Start Storybooks support language development in reception and Key Stage 1 aged children both in school and at home. Through beautifully illustrated stories, children are invited to explore language, ask questions and recall events in order to aid language development, listening and memory skills. Each book contains a colourful and engaging story designed to appeal to young children, and with language specifically chosen for children with language needs.\u003c\/p\u003e\u003cp\u003eKey skills that these books support include:\u003c\/p\u003e\u003cul\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cli\u003eComprehension\u003c\/li\u003e\n\u003cli\u003eExpression\u003c\/li\u003e\n\u003cli\u003eVocabulary\u003c\/li\u003e\n\u003cli\u003eMemory\u003c\/li\u003e\n\u003cli\u003eSequencing\u003c\/li\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003c\/ul\u003e\u003cp\u003eAvailable either as a set or as individual books, the \u003ci\u003eSchool Start Storybooks \u003c\/i\u003eare a vital resource for professionals looking to support language\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003c\/p\u003e\u003cp\u003e\u003cstrong\u003eInstructions\u003c\/strong\u003e Animated voice and expressions Miming and pointing Vocabulary Questions Memory: List and information recall Memory: Sequencing Sharing the story at home Why this book may help your child \u003cstrong\u003eNik the Ninja\u003c\/strong\u003e\u003c\/p\u003e","brand":"Taylor \u0026 Francis Ltd","offers":[{"title":"Default Title","offer_id":48733710451031,"sku":"9780367409715","price":9.74,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780367409715.jpg?v=1720001342"},{"product_id":"school-start-storybooks-rusty-the-robber-9780367409722","title":"School Start Storybooks Rusty the Robber","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eIn this colourful illustrated storybook, part of the \u003ci\u003eSchool Start\u003c\/i\u003e series, children with language needs can explore the story of Rusty the Robber, and the night he got caught.\u003c\/p\u003e\u003ci\u003e\u003c\/i\u003e\u003cp\u003eSchool Start Storybooks support language development in reception and Key Stage 1 aged children both in school and at home. Through beautifully illustrated stories, children are invited to explore language, ask questions and recall events in order to aid language development, listening and memory skills. Each book contains a colourful and engaging story designed to appeal to young children, and with language specifically chosen for children with language needs.\u003c\/p\u003e\u003cp\u003eKey skills that these books support include:\u003c\/p\u003e\u003cul\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cli\u003eComprehension\u003c\/li\u003e\n\u003cli\u003eExpression\u003c\/li\u003e\n\u003cli\u003eVocabulary\u003c\/li\u003e\n\u003cli\u003eMemory\u003c\/li\u003e\n\u003cli\u003eSequencing\u003c\/li\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003c\/ul\u003e\u003cp\u003eAvailable either as a set or as individual books, the \u003ci\u003eSchool Start Storybooks \u003c\/i\u003eare a vital resource for professionals looking to support language development ei\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003c\/p\u003e\u003cp\u003e\u003cstrong\u003eInstructions \u003c\/strong\u003eAnimated voice and expressions Miming and pointing Vocabulary Questions Memory: List and information recall Memory: Sequencing Sharing the story at home Why this book may help your child \u003cstrong\u003eRusty the Robber\u003c\/strong\u003e\u003c\/p\u003e","brand":"Taylor \u0026 Francis Ltd","offers":[{"title":"Default Title","offer_id":48733710680407,"sku":"9780367409722","price":8.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780367409722.jpg?v=1720001343"},{"product_id":"finding-kite-a-social-skills-adventure-story-9780367510350","title":"Finding Kite A Social Skills Adventure Story","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eThis choose your own adventure story is a unique, illustrated resource and a compelling mystery, focused on developing the social skills of children on the autistic spectrum. Trapped in Tudor England in 1535, in a world very different from their own, the reader must take on the role of the main character and work out why horses are mysteriously dying. Confronted by challenging social situations and decisions that will either help or hinder the narrative, they need to solve the mystery in order to get home.\u003c\/p\u003e\u003cp\u003eThe story provides a springboard for children to test out different actions and to experience a range of possible consequences and pathways. Decisions the reader must make tackle challenges such as working together and overcoming conflict, processing information and managing emotions and anxiety.\u003c\/p\u003e\u003cp\u003eThis book:\u003c\/p\u003e\u003cul\u003e \u003cli\u003eis an engaging interactive story to enable discussion and create moments for deeper thinking and self-reflection\u003c\/li\u003e \u003cli\u003ecan be used either in small groups or 1:1 intervention\u003c\/li\u003e \u003cli\u003elinks directly to worksheets from the accompanying teacher resource, providing a personalised development tool that can be flexible according to the childâs needs\u003c\/li\u003e \u003c\/ul\u003e\u003cp\u003eAlthough created with girls in mind, positioning the reader as the main character allows all children to become fully immersed in the narrative. This is an invaluable resource to develop social skills and build confi dence among children aged 8â12.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eFinding Kite: A Social Skills Adventure Story\u003c\/p\u003e","brand":"Taylor \u0026 Francis Ltd","offers":[{"title":"Default Title","offer_id":48733711237463,"sku":"9780367510350","price":16.72,"currency_code":"GBP","in_stock":true}]},{"product_id":"the-spelling-teachers-lessonaday-9780470429808","title":"The Spelling Teachers LessonaDay","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cb\u003eThe effective and fun-filled way to teach spelling to elementary students\u003c\/b\u003e  \u003cp\u003e\u003ci\u003eThe Spelling Teacher''s Lesson-a-Day\u003c\/i\u003e gives teachers 180 engaging and ready-to-use lessons-one for each day of the school year-that boost spelling skills in students grades 3-6. These lessons may be used as sponge or hook activities (five-minute lessons to start off each school day) or teachers may simply pick and choose activities from within the book for the occasional spelling lesson. Fry teaches spelling patterns by contrasting homophones (like-sounding words) to help students recognize these spelling patterns in more complex words. He also boosts students'' spelling skills by demystifying contractions, abbreviations, capitalization, silent letters, suffixes and prefixes, and more.\u003c\/p\u003e \u003cul\u003e \u003cli\u003eOffers an easy-to-use method for teaching spelling that has been proven to be effective\u003c\/li\u003e \u003cli\u003eIncludes 180 ready-to-use, reproducible lessons-one for each day of the school year\u003c\/li\u003e \u003cli\u003eA new volum\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eIntroduction xv\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart I Homophones and Phonics Lessons 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLesson 1: be vs. bee 3\u003c\/p\u003e \u003cp\u003eLesson 2: by vs. bye vs. buy 4\u003c\/p\u003e \u003cp\u003eLesson 3: fair vs. fare 5\u003c\/p\u003e \u003cp\u003eLesson 4: no vs. know 6\u003c\/p\u003e \u003cp\u003eLesson 5: to vs. too vs. two 7\u003c\/p\u003e \u003cp\u003eLesson 6: loan vs. lone 8\u003c\/p\u003e \u003cp\u003eLesson 7: tail vs. tale 9\u003c\/p\u003e \u003cp\u003eLesson 8: sea vs. see 10\u003c\/p\u003e \u003cp\u003eLesson 9: lie vs. lye 11\u003c\/p\u003e \u003cp\u003eLesson 10: meat vs. meet 12\u003c\/p\u003e \u003cp\u003eLesson 11: maid vs. made 13\u003c\/p\u003e \u003cp\u003eLesson 12: son vs. sun 14\u003c\/p\u003e \u003cp\u003eLesson 13: dear vs. deer 15\u003c\/p\u003e \u003cp\u003eLesson 14: do vs. due vs. dew 16\u003c\/p\u003e \u003cp\u003eLesson 15: wood vs. would 17\u003c\/p\u003e \u003cp\u003eLesson 16: write vs. right 18\u003c\/p\u003e \u003cp\u003eLesson 17: pole vs. poll 19\u003c\/p\u003e \u003cp\u003eLesson 18: bear vs. bare 20\u003c\/p\u003e \u003cp\u003eLesson 19: tax vs. tacks 21\u003c\/p\u003e \u003cp\u003eLesson 20: bite vs. byte 22\u003c\/p\u003e \u003cp\u003eLesson 21: brake vs. break 23\u003c\/p\u003e \u003cp\u003eLesson 22: mail vs. male 24\u003c\/p\u003e \u003cp\u003eLesson 23: flea vs. flee 25\u003c\/p\u003e \u003cp\u003eLesson 24: shoe vs. shoo 26\u003c\/p\u003e \u003cp\u003eLesson 25: cheap vs. cheep 27\u003c\/p\u003e \u003cp\u003eLesson 26: hall vs. haul 28\u003c\/p\u003e \u003cp\u003eLesson 27: leak vs. leek 29\u003c\/p\u003e \u003cp\u003eLesson 28: roll vs. role 30\u003c\/p\u003e \u003cp\u003eLesson 29: die vs. dye 31\u003c\/p\u003e \u003cp\u003eLesson 30: led vs. lead 32\u003c\/p\u003e \u003cp\u003eLesson 31: eight vs. ate 33\u003c\/p\u003e \u003cp\u003eLesson 32: I vs. eye 34\u003c\/p\u003e \u003cp\u003eLesson 33: ball vs. bawl 35\u003c\/p\u003e \u003cp\u003eLesson 34: base vs. bass 36\u003c\/p\u003e \u003cp\u003eLesson 35: week vs. weak 37\u003c\/p\u003e \u003cp\u003eLesson 36: not vs. knot 38\u003c\/p\u003e \u003cp\u003eLesson 37: rain vs. reign 39\u003c\/p\u003e \u003cp\u003eLesson 38: plain vs. plane 40\u003c\/p\u003e \u003cp\u003eLesson 39: past vs. passed 41\u003c\/p\u003e \u003cp\u003eLesson 40: or vs. oar 42\u003c\/p\u003e \u003cp\u003eLesson 41: beach vs. beech 43\u003c\/p\u003e \u003cp\u003eLesson 42: row vs. roe 44\u003c\/p\u003e \u003cp\u003eLesson 43: pause vs. paws 45\u003c\/p\u003e \u003cp\u003eLesson 44: oh vs. owe 46\u003c\/p\u003e \u003cp\u003eLesson 45: beat vs. beet 47\u003c\/p\u003e \u003cp\u003eLesson 46: pier vs. peer 48\u003c\/p\u003e \u003cp\u003eLesson 47: hole vs. whole 49\u003c\/p\u003e \u003cp\u003eLesson 48: which vs. witch 50\u003c\/p\u003e \u003cp\u003eLesson 49: hail vs. hale 51\u003c\/p\u003e \u003cp\u003eLesson 50: guest vs. guessed 52\u003c\/p\u003e \u003cp\u003eLesson 51: sell vs. cell 53\u003c\/p\u003e \u003cp\u003eLesson 52: cents vs. sense 54\u003c\/p\u003e \u003cp\u003eLesson 53: bread vs. bred 55\u003c\/p\u003e \u003cp\u003eLesson 54: band vs. banned 56\u003c\/p\u003e \u003cp\u003eLesson 55: root vs. route 57\u003c\/p\u003e \u003cp\u003eLesson 56: peak vs. peek 58\u003c\/p\u003e \u003cp\u003eLesson 57: one vs. won 59\u003c\/p\u003e \u003cp\u003eLesson 58: night vs. knight 60\u003c\/p\u003e \u003cp\u003eLesson 59: rose vs. rows 61\u003c\/p\u003e \u003cp\u003eLesson 60: pail vs. pale 62\u003c\/p\u003e \u003cp\u003eLesson 61: in vs. inn 63\u003c\/p\u003e \u003cp\u003eLesson 62: road vs. rode 64\u003c\/p\u003e \u003cp\u003eLesson 63: pair vs. pear 65\u003c\/p\u003e \u003cp\u003eLesson 64: him vs. hymn 66\u003c\/p\u003e \u003cp\u003eLesson 65: fur vs. fir 67\u003c\/p\u003e \u003cp\u003eLesson 66: hair vs. hare 68\u003c\/p\u003e \u003cp\u003eLesson 67: new vs. knew 69\u003c\/p\u003e \u003cp\u003eLesson 68: higher vs. hire 70\u003c\/p\u003e \u003cp\u003eLesson 69: flu vs. flew 71\u003c\/p\u003e \u003cp\u003eLesson 70: great vs. grate 72\u003c\/p\u003e \u003cp\u003eLesson 71: hi vs. high 73\u003c\/p\u003e \u003cp\u003eLesson 72: find vs. fined 74\u003c\/p\u003e \u003cp\u003eLesson 73: so vs. sew 75\u003c\/p\u003e \u003cp\u003eLesson 74: raise vs. rays 76\u003c\/p\u003e \u003cp\u003eLesson 75: way vs. weigh 77\u003c\/p\u003e \u003cp\u003eLesson 76: ant vs. aunt 78\u003c\/p\u003e \u003cp\u003eLesson 77: berry vs. bury 79\u003c\/p\u003e \u003cp\u003eLesson 78: blue vs. blew 80\u003c\/p\u003e \u003cp\u003eLesson 79: our vs. hour 81\u003c\/p\u003e \u003cp\u003eLesson 80: plum vs. plumb 82\u003c\/p\u003e \u003cp\u003eLesson 81: read vs. reed 83\u003c\/p\u003e \u003cp\u003eLesson 82: ring vs. wring 84\u003c\/p\u003e \u003cp\u003eLesson 83: toe vs. tow 85\u003c\/p\u003e \u003cp\u003eLesson 84: rap vs. wrap 86\u003c\/p\u003e \u003cp\u003eLesson 85: warn vs. worn 87\u003c\/p\u003e \u003cp\u003eLesson 86: least vs. leased 88\u003c\/p\u003e \u003cp\u003eLesson 87: red vs. read 89\u003c\/p\u003e \u003cp\u003eLesson 88: bale vs. bail 90\u003c\/p\u003e \u003cp\u003eLesson 89: been vs. bin 91\u003c\/p\u003e \u003cp\u003eLesson 90: flower vs. flour 92\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart II Contractions, Capitalization, Common Misspellings, and More 93\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eContractions 95\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLesson 91: Contractions: Not 97\u003c\/p\u003e \u003cp\u003eLesson 92: Contractions: Will or Shall 98\u003c\/p\u003e \u003cp\u003eLesson 93: Contractions: Have 99\u003c\/p\u003e \u003cp\u003eLesson 94: Contractions: Would or Had 100\u003c\/p\u003e \u003cp\u003eLesson 95: Contractions: Is or Has 101\u003c\/p\u003e \u003cp\u003eLesson 96: Contractions: Various 102\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCapitalization 103\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLesson 97: Capitalization: First Word 105\u003c\/p\u003e \u003cp\u003eLesson 98: Capitalization: Names 106\u003c\/p\u003e \u003cp\u003eLesson 99: Capitalization: Places 107\u003c\/p\u003e \u003cp\u003eLesson 100: Capitalization: Pets 108\u003c\/p\u003e \u003cp\u003eLesson 101: Capitalization: Holidays 109\u003c\/p\u003e \u003cp\u003eLesson 102: Capitalization: Books, Plays, and Movies 110\u003c\/p\u003e \u003cp\u003eLesson 103: Capitalization: Periodicals 111\u003c\/p\u003e \u003cp\u003eLesson 104: Capitalization: People’s Titles 112\u003c\/p\u003e \u003cp\u003eLesson 105: Capitalization: Companies 113\u003c\/p\u003e \u003cp\u003eLesson 106: Capitalization: Quotations 114\u003c\/p\u003e \u003cp\u003eLesson 107: Capitalization: Review 115\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCommon Misspellings 117\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLesson 108: Common Misspellings 119\u003c\/p\u003e \u003cp\u003eLesson 109: Common Misspellings 120\u003c\/p\u003e \u003cp\u003eLesson 110: Common Misspellings 121\u003c\/p\u003e \u003cp\u003eLesson 111: Common Misspellings 122\u003c\/p\u003e \u003cp\u003eLesson 112: Common Misspellings 123\u003c\/p\u003e \u003cp\u003eLesson 113: Common Misspellings 124\u003c\/p\u003e \u003cp\u003eLesson 114: Common Misspellings 125\u003c\/p\u003e \u003cp\u003eLesson 115: Common Misspellings 126\u003c\/p\u003e \u003cp\u003eLesson 116: Common Misspellings 127\u003c\/p\u003e \u003cp\u003eLesson 117: Common Misspellings 128\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePlurals 129\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLesson 118: Plurals: For Most Words 131\u003c\/p\u003e \u003cp\u003eLesson 119: Plurals: For Words Ending in ‘‘S’’ or ‘‘SS’’ 132\u003c\/p\u003e \u003cp\u003eLesson 120: Plurals: For Words Ending in ‘‘CH’’ 133\u003c\/p\u003e \u003cp\u003eLesson 121: Plurals: For Words Ending in ‘‘SH’’ 134\u003c\/p\u003e \u003cp\u003eLesson 122: Plurals: For Words Ending in ‘‘X’’ 135\u003c\/p\u003e \u003cp\u003eLesson 123: Plurals: For Words Ending in ‘‘Y’’ 136\u003c\/p\u003e \u003cp\u003eLesson 124: Plurals: For Words Ending in ‘‘O’’ 137\u003c\/p\u003e \u003cp\u003eLesson 125: Plurals: Irregular Plurals 138\u003c\/p\u003e \u003cp\u003eLesson 126: Plurals: Invariable Nouns 139\u003c\/p\u003e \u003cp\u003e\u003cb\u003eAbbreviations 141\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLesson 127: Abbreviations: First Two Letters 143\u003c\/p\u003e \u003cp\u003eLesson 128: Abbreviations: First and Last Letters 144\u003c\/p\u003e \u003cp\u003eLesson 129: Abbreviations: First and Middle Letters 145\u003c\/p\u003e \u003cp\u003eLesson 130: Abbreviations: Two-Word State Names 146\u003c\/p\u003e \u003cp\u003eLesson 131: Abbreviations: Initializations 147\u003c\/p\u003e \u003cp\u003eLesson 132: Abbreviations: Days of the Week 148\u003c\/p\u003e \u003cp\u003eLesson 133: Abbreviations: Months of the Year 149\u003c\/p\u003e \u003cp\u003eLesson 134: Abbreviations: Streets 150\u003c\/p\u003e \u003cp\u003eLesson 135: Abbreviations: Titles 151\u003c\/p\u003e \u003cp\u003eLesson 136: Abbreviations: Time 152\u003c\/p\u003e \u003cp\u003eLesson 137: Abbreviations: Various Fields 153\u003c\/p\u003e \u003cp\u003e\u003cb\u003eHomophone Contractions 155\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLesson 138: Homophone Contractions: ‘‘They’re’’ 157\u003c\/p\u003e \u003cp\u003eLesson 139: Homophone Contractions: ‘‘You’re’’ 158\u003c\/p\u003e \u003cp\u003eLesson 140: Homophone Contractions: ‘‘It’s’’ 159\u003c\/p\u003e \u003cp\u003eLesson 141: Homophone Contractions: ‘‘Who’s’’ 160\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSilent Letters 161\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLesson 142: Silent Letters: WR 165\u003c\/p\u003e \u003cp\u003eLesson 143: Silent Letters: GN 166\u003c\/p\u003e \u003cp\u003eLesson 144: Silent Letters: KN 167\u003c\/p\u003e \u003cp\u003eLesson 145: Silent Letters: Silent Blend GH 168\u003c\/p\u003e \u003cp\u003eLesson 146: Silent Letters: Silent B and d 169\u003c\/p\u003e \u003cp\u003eLesson 147: Silent Letters: Silent H and P 170\u003c\/p\u003e \u003cp\u003eLesson 148: Silent Letters: Silent PH and QU 171\u003c\/p\u003e \u003cp\u003eLesson 149: Silent Letters: Silent T and U 172\u003c\/p\u003e \u003cp\u003e\u003cb\u003eDouble Letters 173\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLesson 150: Double Letters: FF 175\u003c\/p\u003e \u003cp\u003eLesson 151: Double Letters: LL 176\u003c\/p\u003e \u003cp\u003eLesson 152: Double Letters: SS 177\u003c\/p\u003e \u003cp\u003eLesson 153: Double Letters: ZZ 178\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSuffixes 179\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLesson 154: Suffixes: Doubling Final Consonant 181\u003c\/p\u003e \u003cp\u003eLesson 155: Suffixes: Doubling Two-Vowel Words 182\u003c\/p\u003e \u003cp\u003eLesson 156: Suffixes: Doubling Two Consonants at End 183\u003c\/p\u003e \u003cp\u003eLesson 157: Suffixes: Words Ending in E 184\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCompound Words 185\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLesson 158: Compound Words 187\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePrefixes 189\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLesson 159: Prefixes: Letter Doubling A- 191\u003c\/p\u003e \u003cp\u003eLesson 160: Prefixes: Letter Doubling O- and CO- 192\u003c\/p\u003e \u003cp\u003e\u003cb\u003eEnding Sounds 193\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLesson 161: Ending Sounds: LE = EL 195\u003c\/p\u003e \u003cp\u003eLesson 162: Ending Sounds: ER = AR = OR 196\u003c\/p\u003e \u003cp\u003eLesson 163: Ending Sounds: ER = AR = OR 197\u003c\/p\u003e \u003cp\u003eLesson 164: Ending Sounds: K and CK 198\u003c\/p\u003e \u003cp\u003eLesson 165: Ending Sounds: KE and NK 199\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSpelling Problems 201\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLesson 166: Spelling Problems: Letter c 203\u003c\/p\u003e \u003cp\u003eLesson 167: Spelling Problems: IE or EI? 204\u003c\/p\u003e \u003cp\u003eLesson 168: Spelling Problems: -TION vs. -SION 205\u003c\/p\u003e \u003cp\u003eLesson 169: Spelling Problems: -AIR vs. -ARE 206\u003c\/p\u003e \u003cp\u003e\u003cb\u003eHomophone Look-Up Drills 207\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLesson 170: Homophone Look-Up Drill 209\u003c\/p\u003e \u003cp\u003eLesson 171: Homophone Look-Up Drill 210\u003c\/p\u003e \u003cp\u003eLesson 172: Homophone Look-Up Drill 211\u003c\/p\u003e \u003cp\u003eLesson 173: Homophone Look-Up Drill 212\u003c\/p\u003e \u003cp\u003eLesson 174: Homophone Look-Up Drill 213\u003c\/p\u003e \u003cp\u003eLesson 175: Homophone Look-Up Drill 214\u003c\/p\u003e \u003cp\u003eLesson 176: Homophone Look-Up Drill 215\u003c\/p\u003e \u003cp\u003eLesson 177: Homophone Look-Up Drill 216\u003c\/p\u003e \u003cp\u003eLesson 178: Homophone Look-Up Drill 217\u003c\/p\u003e \u003cp\u003eLesson 179: Homophone Look-Up Drill 218\u003c\/p\u003e \u003cp\u003eLesson 180: Homophone Look-Up Drill 219\u003c\/p\u003e \u003cp\u003eAppendix: Homophone Master List 221\u003c\/p\u003e\n\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"John Wiley \u0026 Sons Inc","offers":[{"title":"Default Title","offer_id":48733786734935,"sku":"9780470429808","price":16.2,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780470429808.jpg?v=1720001685"},{"product_id":"ks2-comprehension-teachers-guide-years-36-ages-711-9780721711584","title":"KS2 Comprehension Teachers Guide Years 36 Ages","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThe Teacher's guide 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At its heart is the belief in children's capacities to be enquiring historians and geographers, enabling them to develop a sound base of historical and geographical knowledge and understanding'\u003cp\u003e\u003cb\u003e- Lynne Dixon, Senior Lecturer in Primary Humanities, University of Greenwich\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e\u003cp\u003e'This book successfully combines theory and practice: it helps the reader to make sense of different perspectives of theories of learning related to these subject areas. It is therefore useful to both classroom practitioners and students alike. Readers will certainly be able to identify elements useful to their needs'\u003c\/p\u003e\u003cp\u003e\u003cb\u003e- Emily Rotchell, Senior Lecturer in Primary Geography, University of Roehampton\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e\u003cp\u003eProviding a broad and balanced overview of the teaching of history and geography, \u003cb\u003ePrimary Humanities: Learning through Enquiry\u003c\/b\u003e is indispensable reading for all primary teacher ed\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e′This book brings together the traditions of historical enquiry and geographical enquiry.  It helps to clarify the role and application of these essential skills within each subject and helps to demonstrate the strengths of the enquiry approach in both teaching and learning.  It goes on to explore most helpfully and clearly the place of enquiry in primary pedagogy in relation to thinking skills, creativity, philosophy for children, learning outside the classroom and cross curricular links.  Case studies are used throughout to illustrate and exemplify, and websites for resources are indicated.  It is both reflective and practical and will support the more experienced classroom teacher as well as student and the newly qualified teacher in planning, teaching and assessing these significant humanities subjects through an approach which has a central place within both subjects. At its heart is the belief in children′s capacities to be enquiring historians and geographers, enabling them to develop a sound base of historical and geographical knowledge and understanding′\u003cbr\u003e\u003cb\u003e\u003cb\u003e\u003ci\u003e-Lynne Dixon, Senior Lecturer in Primary Humanities\u003c\/i\u003e\u003c\/b\u003e\u003c\/b\u003e\u003ci\u003e\u003cbr\u003e \u003c\/i\u003e\u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003e′This book successfully outlines the fundamental process of enquiry led learning in History and geography.  In recognising the distinctive elements of primary geography and history, it also highlights elements where these subjects can be brought together. As well as exploring possible enquiries that can take place both inside and outside the classroom, very useful advice is given on resourcing enquiry based learning. This book successfully combines theory and practice; it helps the reader to make sense of different perspectives on theories of learning related to these subject areas.  It is therefore useful to both classroom practitioners and students alike, whether it is useful reading for a masters assignment or for refining enquiry based learning in class, readers will certainly be able to identify elements useful to their needs′\u003cbr\u003e\u003cb\u003e-Emily Rotchell, Senior Lecturer in Primary Geography, University of Roehampton\u003c\/b\u003e\u003cbr\u003e\u003c\/i\u003e\u003c\/p\u003e\u003cbr\u003eThe book successfully combines theory and practice: it helps the reader to make sense of different perspectives of theories of learning related to these subject areas.  It is therefore useful to both classroom practitioners and education studies students alike.  Whether you are a trainee or a practitioner, this book will develop your knowledge of how young children′s understanding of place, time and community can be fostered through an enquiry-based curriculum. It will also benefit, perhaps, teachers of older children looking to encourage more independent learning in their schools. -- Andy Reynolds\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eWhy Do Enquiry-Led Learning?  What Is Enquiry-Led Learning in Primary History and Geography?  Enquiry outside the Classroom Resources for Enquiry Enquiry in Practice in History and Geography Planning for Progression Assessing Enquiry Creative and Cross-Curricular Approaches in Teaching Enquiry-Based Humanities Ideas and Examples","brand":"Sage Publications Ltd","offers":[{"title":"Default Title","offer_id":48737622982999,"sku":"9780857023407","price":35.76,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780857023407.jpg?v=1723811315"},{"product_id":"developing-reading-comprehension-skills-year-2-fiction-and-poetry-9780857479952","title":"Developing Reading Comprehension Skills Year 2","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e","brand":"Brilliant Publications","offers":[{"title":"Default Title","offer_id":48737696285015,"sku":"9780857479952","price":17.59,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780857479952.jpg?v=1723811388"},{"product_id":"developing-reading-comprehension-skills-year-2-nonfiction-9780857479969","title":"Developing Reading Comprehension Skills Year 2","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e","brand":"Brilliant Publications","offers":[{"title":"Default Title","offer_id":48737697464663,"sku":"9780857479969","price":17.59,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780857479969.jpg?v=1723811386"},{"product_id":"a-practical-resource-for-understanding-behaviour-and-emotions-9781032059419","title":"A Practical Resource for Understanding Behaviour","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003eFor effective use, this book should be purchased alongside the storybook. Both books can be purchased together as a set, \u003c\/strong\u003e\u003cstrong\u003e\u003cem\u003eFeel, Think and Do with Ruby, Rafa and Riz: A Storybook and Guide for Understanding Behaviour and Emotions, \u003c\/em\u003e\u003c\/strong\u003e\u003cstrong\u003e978-1-032-05939-6.\u003c\/strong\u003e\u003c\/p\u003e\u003cp\u003eWritten as the adult accompaniment to the \u003cem\u003eFeel, Think and Do with Ruby, Rafa and Riz \u003c\/em\u003estorybook, this resource explores behaviour with strategies for supporting children who struggle to manage their responses and behaviours; and the role of the adult in recognising signs, de-escalation, connection and reflection. \u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e\u003cp\u003eDesigned to assist adults in introducing children to their inner world and connecting that world to the world around us in an emotionally safe space, this guidebook contains six sessions that can be delivered to children in a large group, as a class, in smaller groups or individually. These sessions provide the context and landscape of the\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003c\/p\u003e\u003cp\u003e\"The 'Ruby, Rafa and Riz' story book and the 'Understanding behaviour and emotions' guide for teachers together provide a valuable resource for promoting children's healthy social and emotional development. In a warm and engaging way, teachers are encouraged to think about and explore with children the subtle links between their emotions, thoughts and behaviour. The relationship-based activities enable children to reflect on the challenges of their everyday family and school lives and develop strategies to manage them more positively. 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That’s Not Me\u003c\/p\u003e","brand":"Taylor \u0026 Francis Ltd","offers":[{"title":"Default Title","offer_id":48738037530967,"sku":"9781032059419","price":21.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781032059419.jpg?v=1723811699"},{"product_id":"mastering-math-manipulatives-grades-k3-9781071816042","title":"Mastering Math Manipulatives Grades K3","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cstrong\u003e\u003cem\u003ePut math manipulatives to work in your classroom and make teaching and learning math both meaningful and productive.\u003cbr\u003e  \u003c\/em\u003e\u003c\/strong\u003e\u003cbr\u003e  Would you like to bring math learning to life and make it more concrete, relevant, and accessible to your students? Do you wish you could do more with the manipulatives buried in your supply closet? Do you want to more effectively use virtual manipulatives in your distance learning? Whether physical or virtual, commercial or home-made, manipulatives are a powerful learning tool to help students discover and represent mathematical concepts.\u003cbr\u003e  \u003cbr\u003e  \u003cem\u003eMastering Math Manipulatives\u003c\/em\u003e includes everything you need to integrate math manipulativesboth concrete and virtualinto math learning. Each chapter of this richly illustrated, easy-to-use guide focuses on a different powerful tool, such as two-color counters, linking cubes, base ten blocks, fraction manipulatives, pattern blocks, tangrams, geometric solids, and others, and includes a set of activities that demonstrate the many ways teachers can leverage manipulatives to model and reinforce math concepts for all learners. It features:  \u003cp\u003e  \u003c\/p\u003e  \u003cul\u003e      \u003cli\u003eClassroom strategies for introducing math manipulatives, including commercial, virtual, and hand-made manipulatives, into formal math instruction.\u003c\/li\u003e      \u003cli\u003eStep-by-step instructions for 75 activities that work with any curriculum, including four-color photos, printable work mats, and demonstration videos.\u003c\/li\u003e      \u003cli\u003eHandy charts that sort activities by manipulative type, math topic, domains aligned with standards, and grade-level appropriateness.\u003c\/li\u003e  \u003c\/ul\u003e  \u003cp\u003e  It's time to dive in and join in the journey toward making manipulatives meaningful so math learning is concrete, profound, and effective for your students!\u003c\/p\u003e  \u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cem\u003e\"These exceptional books are overflowing with worthwhile activities. Going well beyond sharing ideas, they illuminate how manipulative(s) can be used to support mathematical thinking. A particularly important feature of this book is the ongoing discussion of making connections among representations. With such intentionality and engagement in multiple representations, we can ensure that every child become confident and competent in mathematics.\"\u003c\/em\u003e -- Jennifer Bay-Williams\u003cbr\u003e\u003cem\u003e\"I expected to like this book, but I flat out\u003c\/em\u003e love \u003cem\u003eit! Whether you are a veteran teacher, a new teacher just starting your journey, or a parent trying to help your child at home, this book is a wonderful and practical resource. While manipulatives are clearly the star here, solid instructional strategies supported by just the right amount of research provide a strong supporting cast. Each chapter features a manipulative and includes ideas for organization, classroom management, distance learning, homemade alternatives, and multiple lessons highlighting the use of the manipulative. This is a book you will use all year long!\"\u003c\/em\u003e -- Donna Boucher\u003cbr\u003e\u003cem\u003e\"Every math teacher knows that using manipulatives is a good idea. Now, with \u003c\/em\u003eMastering Math Manipulatives\u003cem\u003e, every math teacher can now how to use them best. It unpacks how different manipulatives work, provides rich tasks for using them, and teaches how to maximize their effectiveness. It includes virtual manipulatives! This is a must-have for every math teacher!\"\u003c\/em\u003e -- John SanGiovanni\u003cbr\u003e\u003cem\u003e\"I highly recommend \u003c\/em\u003eMastering Math Manipulatives\u003cem\u003e. Manipulatives play a vital role in developing a solid conceptual understanding of the math. Not only do the authors share wonderful ideas of how to use a variety of manipulatives; they also share reasons why that manipulative is effective for the given topic as well as ways to further develop that concept. This resource is great for those who are new to using manipulatives as well as those who are experienced in using them.\"\u003c\/em\u003e -- Kevin Dykema\u003cbr\u003e\u003cem\u003e\"Sara Delano Moore and Kimberly Rimbey have written a robust and immensely helpful guide to using manipulatives for profound student learning. In short, they have done all the deep, hard work laying out for us the intellectual and pedagogical queries we need to examine when considering using particular manipulatives—or even in deciding to use manipulatives at all! And they have done so with insight on matters of attitude and mindset, the availability of student support, fair accessibility, the role of the virtual, and more. Practical. Readable. Concrete. This is a winner of a guide.\"\u003c\/em\u003e -- James Tanton\u003cbr\u003e\u003cem\u003e\"Sara Delano Moore and Kimberly Rimbey masterfully show us why something we know works actually works—that manipulatives are powerful and essential tools to help children learn mathematics. This book serves as a guide to help teachers in their classrooms and in their PLCs effectively make judicious use of manipulatives. Moore and Rimbey empower teachers to use sound learning theories to select the most appropriate manipulative for a particular topic and task. Mathematics educators can use this book to sharpen their mathematical knowledge for teaching and mathematics leaders can use this book as a reference for building curriculum framework documents and engaging in deep collegial coaching conversations. The best part? Students will benefit from a much deeper understanding of why the mathematics works as it does. Every mathematics teacher needs a highly dog-eared version of this book in their professional library!\"\u003c\/em\u003e -- Paul Gray\u003cbr\u003e\u003cem\u003e\"I thought I was aware of most everything I needed to know about the use of manipulatives in teaching mathematics at the elementary level—but Sara Delano Moore and Kimberly Rimbey proved me wrong.\u003c\/em\u003e Mastering Math Manipulatives: Hands-On and Virtual Activities for Building and Connecting Mathematical Ideas\u003cem\u003e makes a significant contribution in several ways: First, it consistently links the various representations in a useful visual that reminds the reader what mental connections students should be making from this experience. The use of multiple representations is critical to support all students particularly those with special needs in mathematics as per the new IES Practice Guide. The book also is practical and full of \"I can use this tomorrow\" examples across multiple content areas. An important read.\"\u003c\/em\u003e -- Karen S. Karp\u003cbr\u003e\u003cem\u003e\"It’s always so gratifying to find a book filled with the answers to the questions we have asked over and over again. There is widespread belief in the power of concrete materials but the questions I hear are \"Which manipulatives are best?\", \"Where and when do I fit them in?\", \"How do I best use them?\", and \"Why are there essential tools for learning?\" This wonderful book answers each of these questions with clarity and classroom tested examples. Whether you teach, coach, or administrate in Grades 4 to 8, there is no doubt that the ideas and activities found in this book will strengthen the teaching and significantly enhance the learning of mathematics of your students.\"\u003c\/em\u003e -- Steve Leinwand\u003cbr\u003e\u003cem\u003e\"As a mathematics coach and consultant I have visited dozens of math closets, those dusty corners of every school where you can find the tools you need to unlock hands-on, student-centered learning in your classroom. \u003c\/em\u003eMastering Math Manipulatives\u003cem\u003e takes you to those places, yes, but it also takes you to the future with connections to virtual manipulatives, exploring the strengths and limitations of each. In this book you will find seasoned, practical advice and the kind of targeted lessons and directions you need to feel confident enough to dust off those tools and put them to good use. As I like to say, \"Put your pencils down and get thinking!\"\"\u003c\/em\u003e -- Kimberly Morrow-Leong\u003cbr\u003e\u003cem\u003e\"We educators spend a great deal of time researching, exploring, and consolidating all the elements that combine to support students as they develop and connect mathematical understandings. It is very exciting to have this uniquely comprehensive resource that unites what is critical and necessary for rich and engaging mathematics instruction, explicitly connecting the research base and mathematics concepts and processes with essential math manipulatives. Distinct and detailed visuals and clearly articulated activities are presented in a consistent format that is accessible to new and experienced teachers.\"\u003c\/em\u003e -- Kathleen M. Morris\u003cbr\u003e\u003cem\u003e\"What a tremendous resource for teachers of mathematics! Sara Delano Moore and Kimberly Rimbey provide helpful tips and practical strategies for incorporating hands-on and virtual manipulatives into daily lessons. This book identifies a wealth of versatile manipulatives that can be used across grade levels and math domains, offers tips for planning and management, and shares sample lessons. And it includes critical discussions about making connections between varied representations to deepen students’ understanding of the math skill or concept. The organization of the book is easy to follow and allows teachers to jump in and out as needed to find just what works for their students. If you are looking for useful tips and effective strategies for incorporating hands-on and virtual manipulatives into your math teaching, this is the book for you!\"\u003c\/em\u003e -- Sue O’Connell\u003cbr\u003e\u003cem\u003e\"\u003c\/em\u003eMastering Math Manipulatives\u003cem\u003e is the perfect support to help teachers move beyond using manipulatives for play during recess. This book provides additional ideas and strategies for supporting students who are struggling by helping them learn and grow mathematically. The practical examples included in the book are helpful for preservice teachers as well.\"\u003c\/em\u003e -- Cindy Beaman\u003cbr\u003e\u003cem\u003e\"Hands-on strategies are essential for student learning, and often natural for teachers in other contents. However, when it comes to math, the connection of hands-on tools to content and activity often seems fuzzy at best. There is finally the resource to connect the tool, the task, and the conceptual understanding together! These manipulatives-based activities provide the foundation for understanding that is essential for mathematics to make sense instead of being memorized. This book is a must for every teacher of mathematics!\"\u003c\/em\u003e -- Nanci Smith\u003cbr\u003e\u003cem\u003e\"This book is a great resource for assisting educators in teaching mathematics for understanding. It offers preservice teachers a foundation for their future teaching by giving them opportunities to learn math concepts more deeply and conceptually by using physical (or virtual) manipulatives. In-service teachers will find this book a valuable resource to enhance their mathematics curriculum. I applaud the authors for addressing issues of access to manipulatives (physical and virtual) as well as providing helping parents and caregivers understand the importance of manipulatives and how they can assist their children at home.\"\u003c\/em\u003e -- Shelly M. Jones\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eChapter 1: Two-Color Counters (and other kinds of counters) Chapter 2: Linking Cubes Chapter 3: Cuisenaire® Rods Chapter 4: Unit Squares Chapter 5: Base-Ten Blocks Chapter 6: Pattern Blocks Chapter 7: Fraction Manipulatives (Towers, Circles, Tiles\/Bars, and Squares) Chapter 8: Tangrams \u0026amp; Geoboards Chapter 9: Geometric Solids Chapter 10: Continuing the Journey","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48738200617303,"sku":"9781071816042","price":999.99,"currency_code":"GBP","in_stock":false}]},{"product_id":"simply-small-groups-9781071847060","title":"Simply Small Groups","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003e\u003cem\u003eSmall groups accelerate student reading growth\u003c\/em\u003e\u003c\/strong\u003e\u003c\/p\u003e  \u003cp\u003eElementary students need personal attention from a teacher and a connection with their peers to progress as readers. Small groups offer both! When you work with just a few kids at a time on skills specific to their assets and goals, you provide a safe, trusting environment that encourages students to challenge themselves. \u003c\/p\u003e  \u003cp\u003eOrganized by developmental reading stagesemergent readers, early readers, transitional readers, and fluent readersthis timely handbook shows how to engage students where they are, regardless of grade level, and help them progress to the next stage. You'll learn how to assess student skills and needs, flexibly organize groups, plan and teach lessons, select appropriate texts, and differentiate instruction to give every reader a pathway to success. Features include:\u003c\/p\u003e  \u003cp\u003ePhonics and phonological awareness, reading fluency, vocabulary, and reading comprehension strategies and \u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eLetter from Debbie Section 1. Small Group Basics Section 2. Teaching Emergent Readers Section 3. Teaching Early Readers Section 4. Teaching Transitional Readers Section 5. Teaching Fluet Readers Section 6. Reflection and Printable Tools\u003c\/p\u003e","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48738210742615,"sku":"9781071847060","price":999.99,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781071847060.jpg?v=1723811821"},{"product_id":"how-tutoring-works-9781071855959","title":"How Tutoring Works","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eIntroduction Chapter 1: Relationships Chapter 2: Confidence and Cognitive Challenges Chapter 3: Goals Chapter 4: Learning to Learn Chapter 5: Learning Content Chapter 6: Practice References","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48738213822807,"sku":"9781071855959","price":26.59,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781071855959.jpg?v=1723811825"},{"product_id":"relearning-to-teach-9781138213869","title":"Relearning to Teach","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cem\u003eRelearning to Teach\u003c\/em\u003e challenges the seemingly complex teaching profession and the various initiatives, strategies and ideas that are regularly suggested. It explores how teaching methods are used without a clear understanding of why, which leads to ineffective teaching that is \u003cem\u003ebelieved\u003c\/em\u003e to work  but ultimately doesn't. Cutting through the clutter of conventional teacher guidance, David Fawcett tackles myths head on, sharing the latest research and explaining how this will look translated to a classroom environment.\u003c\/p\u003e\u003cp\u003eThe book breaks down the complexities of teaching into manageable chunks and offers practical advice on how to take charge of your own CPD to become a more reflective and successful practitioner. Focusing on what's most relevant and helpful to build effective teaching practice and self-improvement it raises key questions such as:\u003c\/p\u003e\u003cp\u003e Is lesson planning just a box ticking exercise?\u003c\/p\u003e\u003cp\u003e Why do students remember in lessons, but forget in tests?\u003c\/p\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\"\u003cem\u003eRelearning to Teach\u003c\/em\u003e is not so much a call to arms as an invitation to pull up a chair, get comfortable and have a good old natter about all things teaching and learning... If you’re looking to choose one book from the plethora of those currently being plugged in EduTwitter circles then, for its pure integrity, honesty, authenticity, wisdom and accessible style, you won’t go far wrong with this one.\" \u003cstrong\u003eRachel Rossiter, \u003cem\u003eSchools Week\u003c\/em\u003e\u003c\/strong\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eForeword \u003cbr\u003ePreface\u003cbr\u003eAcknowledmgents \u003cbr\u003eIntroduction\u003c\/p\u003e\u003cp\u003eChapter 1: Isn’t lesson planning just a box ticking exercise?\u003c\/p\u003e\u003cp\u003eChapter 2: Why do they seem to remember in lessons, but then forget it in the test?\u003c\/p\u003e\u003cp\u003eChapter 3: Asking more questions is better. 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As part of our Must Know series, this book makes sure what you really need to know is clear up-front. Rather than starting with goals to be met, chapters begin by telling you the most important concepts about the topic at handâand then show you exactly how these concepts help you accomplish your goals.\u003c\/p\u003e\u003cp\u003eWritten by a veteran educator with decades of experience, \u003ci\u003eMust Know Middle School ELA\u003c\/i\u003e provides useful examples to help explain and clarify each topic, then follows up with more challenging aspects and exceptions to any rules. Every chapter closes with reinforcing exercises to help you get the practice you need to gain confidence. 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Today's education landscape is fraught with learning divides unlike anything we've faced in recent years. We need new ways of teaching students who have remarkably varying levels of understanding and vastly different needs.\u003c\/p\u003e  \u003cp\u003e\u003cstrong\u003e\u003cem\u003eMeaningful Small Groups in Math, Grades K-5\u003c\/em\u003e\u003c\/strong\u003e offers practical guidance on how to meet the diverse needs of today's students. Written for K-5 classroom teachers, math interventionists and instructional coaches, this user-friendly, accessible book provides guidance on the necessary components of small group instruction in math, trajectories for small-group instruction on specific concepts, and practical steps for getting started. Readers will find\u003c\/p\u003e  \u003cul\u003e      \u003cli\u003eChecklists and templates for implementing small group, sample lessons in the major content domains\u003c\/li\u003e      \u003cli\u003eEmphasis on flexible groups\u003c\/li\u003e      \u003cli\u003eIntervention and extension ideas for differentiating learning\u003c\/li\u003e      \u003cli\u003eA chapter devoted to developing small-group programs across a school or organization\u003c\/li\u003e  \u003c\/ul\u003e  \u003cp\u003eSmall group instruction in mathematics has not been as well-developed as its counterpart in the reading world. In K-5 math classrooms, small-group instruction has typically been reduced to learning centers and rotation stations, with little emphasis on differentiated, small-group, teacher-facilitated learning. To meet the needs of today's students, a more focused approach is needed.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eThis comprehensive resource provides the what, why, and how for effectively implementing small group instruction to support every student! Part A provides excellent suggestions, clearly based in experience, and Part B pairs important content with small group lesson ideas. Such a great resource for ensuring students develop confidence and competence in mathematics! -- Jennifer Bay-Williams * Louisville, KY *\u003cbr\u003eIn \u003cem\u003eMeaningful Small Groups in Math: Meeting All Learners’ Needs in Any Setting\u003c\/em\u003e, Kimberly Rimbey offers us detailed suggestions on how to get the most out of students working in small groups. These details cover everything from tasks to group size, from how to form the groups to where these groups, once formed, could work. We learn how to answer questions and prompt thinking, and we are provided with detailed lesson plans, planning templates, and resources across a wide range of K–5 mathematics topics. Kimberly Rimbey leaves no stone unturned. I highly recommend this book to any K–5 teacher who is starting to think about using group work as well as any teacher who wants to reexamine and revitalize their use of group work in the classroom. -- Peter Liljedahl * Vancouver, BC, Canada *\u003cbr\u003eMathematics is a beautiful, human enterprise and all humans should be given the opportunity to properly experience its wonder and awe, even our society′s youngest of humans. We want our students to know, and always believe, that they are genuinely invited to mathematics. Dr. Rimbey′s resource shows how. -- James Tanton * Paradise Valley, AZ *\u003cbr\u003eWe all know that active engagement—\u003cem\u003ethinking, talking, collaborating, and figuring out\u003c\/em\u003e—is the key to learning. We also know that small group, teacher-facilitated work is one way to generate this active engagement. But it’s not easy. That’s where Dr. Rimbey’s wonderfully practical and informative book\u003cem\u003e Meaningful Small Groups in Math\u003c\/em\u003e becomes a powerful resource. With a clear and punchy style—and a slew of examples and models—it’s like Kim was your friend and coach talking with you over coffee about what to do, why to do it, and how to do it when it comes to shifting math instruction for the better for all of our students. -- Steve Leinwand * Washington, DC *\u003cbr\u003eAs teachers move away from whole class instruction, they are often challenged by exactly what a small group lesson should look like and how to go about planning one. The sample lessons in this book follow math content trajectories across grade levels, with formative assessment ideas to help teachers form their groups. The Explore Before Explain (Eb4E) approach used in the lessons allows students to actively participate in concept development, with the teacher serving as a facilitator. This is a book that should be on your bookshelf! -- Donna Boucher * Houston, TX *\u003cbr\u003eSmall group instruction is such an important part of the learning cycle. Dr. Rimbey breaks down why and then shows teachers, in plain language, how to set up and successfully run teacher-facilitated small groups. She pays extra attention to how different types of groups are used for different instructional purposes and supports teachers in judiciously matching a type of group with a learning need. As if that weren’t enough, Dr. Rimbey then breaks down the essential pieces of different elementary mathematics topics and then uses those pieces to show how a particular small grouping strategy elevates that content and makes it more accessible to all students. This book is a must-read for any elementary mathematics teacher or leader. -- Paul Gray * Provincetown, MA *\u003cbr\u003eRimbey raises the use of small groups to an art form. Small groups are the mainstay of much of mathematics instruction in the form of collaborative and cooperative groups, yet understanding how to organize and facilitate small groups is not always a part of teacher preparation programs or professional learning experiences. How can we better make these opportunities an ideal way to foster student thinking and reasoning, the sharing of ideas in safe spaces, and the inquiry-oriented approach we prize? \u003cem\u003eMeaningful Small Groups in Math\u003c\/em\u003e guides you through this common configuration. With the wisdom and insight Rimbey gleaned from years of experience, you will find what you need to effectively use small groups. Dig in to find practical approaches, routines, content examples, and ways to make each and every child’s voice prominent as they engage in productive ways to showcase their strengths. -- Karen Karp * Baltimore, MD *\u003cbr\u003eWith\u003cem\u003e Meaningful Small Groups in Math\u003c\/em\u003e, Dr. Rimbey offers K–5 teachers a versatile approach to teaching small group lessons in a variety of instructional structures. Her approach is practical, clearly described, and focused on effectively building upon students’ mathematical strengths with well-planned lessons. As a valuable resource for teachers who want to \"let math take the lead,\" Rimbey includes a \u003cem\u003eMath Small Group Standards\u003c\/em\u003e Trajectory Document that clearly maps out the interrelatedness of the standards in each domain—something I wish had been available when I was teaching. While the first part of the book provides guidance on how to get started with math small group lessons, the second part of the book delves into how to create and teach rigorous, engaging lessons with sample plans. Both beginning and experienced teachers will find this book to be an invaluable guide for teaching math using small group lessons, which to me is an essential instructional strategy for supporting the needs of all students. -- Laney Sammons * Thetford Center, VT *\u003cbr\u003eThis book offers a wealth of tips, strategies, and resources for designing effective and engaging small group instruction. You will find the answer to any question you can imagine including how small group instruction benefits students, ways to design small group lessons, thoughts on session duration, discussions of group membership, and even ideas for setting up the classroom to maximize small group instruction. The planning ideas related to some critical K–5 math topics (like counting and cardinality, base-ten addition\/subtraction and multiplication\/ division, and varied fraction and decimal skills) are an added benefit. This is a valuable resource for any teacher interested in beginning, or enhancing, small group instruction in their K–5 classrooms! -- Sue O’Connell * Millersville, MD *\u003cbr\u003eFacilitating small group instruction in our math classrooms can be one of the most challenging goals we set out to accomplish each year, but where do we begin? From the size and type of group to what is happening in small groups, and when it’s happening, it can all be overwhelming. \u003cem\u003eMeaningful Small Groups in Math\u003c\/em\u003e thoughtfully unpacks the smaller nuances and questions surrounding small groups and offers the tools teachers need to meet the needs of the students they support. -- Graham Fletcher * Atlanta, GA *\u003cbr\u003e\u003cem\u003eMeaningful Small Groups in Math\u003c\/em\u003e provides teachers with two critical elements for success—practical strategies for managing small groups and thoughtful content trajectories for identifying the right learning for students in small groups. Building on the author’s rich classroom and coaching experience, the book provides support for creating and managing small groups in a variety of classroom contexts and structures. And building on the author’s deep content knowledge, the book organizes potential activities along content trajectories, helping teachers keep students moving forward in their learning. Dr. Kimberly Rimbey has written an excellent addition to our professional libraries. -- Sara Delano Moore * Kent, OH *\u003cbr\u003eKimberly Rimbey’s book \u003cem\u003eMeaningful Small Groups in Math \u003c\/em\u003eis a teacher’s delight. Rimbey’s years of teaching, coaching, and designing come through clearly in every word. Organized around questions teachers would have when considering and implementing math groups—as well as questions teachers may not think to ask but are important—Rimbey writes the book in findable and understandable terms including chapter overviews, learning targets, success criteria—everything we know we should do in a lesson for our own students! Rimbey is an expert at taking the goal of small group learning and showing it in multiple structures that can be integrated with any math program. The practicality of this book is sure to win\u003cbr\u003e teachers’ hearts. This book is a must for every elementary math teacher. I applaud Dr. Rimbey’s flexibility and multiple examples of using various structures and designs for planning so that there is sure to be a comfortable approach to beginning, extending, or revamping math groups for every teacher! -- Nanci Smith * Glendale, AZ *\u003cbr\u003eAn essential resource for K–5 mathematics teaching! What a brilliant, practical guide for teachers in using small groups effectively to engage each and every student in powerful mathematics learning! Whether you are just beginning to use small group strategies or you are experienced, there is something for everyone. Rimbey’s \u003cem\u003eMeaningful Small Groups in Math\u003c\/em\u003e is a resource for teachers, mathematics coaches, and instructional specialists. -- Trena L. Wilkerson * Waco, TX *\u003cbr\u003e\u003cem\u003eMeaningful Small Groups in Math\u003c\/em\u003e answers all your burning questions and provides templates and example vignettes that make visualizing this work in your own classroom achievable. Whether you have used small-group instruction extensively, or you are looking to begin, Kimberly Rimbey’s \u003cem\u003eMeaningful Small Groups in Math\u003c\/em\u003e gives you exactly what you need . . . and then some! Rimbey masterfully weaves the what, why, when, and—most importantly—the \u003cem\u003ehow \u003c\/em\u003einto an easy-to-read book chock full of resources and evidence-based routines. -- Hilary Kreisberg * Cambridge, MA *\u003cbr\u003e\u003cem\u003eMeaningful Small Groups in Math\u003c\/em\u003e lays the groundwork for how to create effective mathematics small group instruction. Through vignettes and resources, this book supports your journey to empower student voice and ensure that every child has access to relevant, rich, and meaningful mathematics. This book emphasizes students’ assets and shares how to build upon student strengths. You will walk away with practical ideas for how to plan and create teacher-facilitated math small groups to grow students’ mathematical understandings. -- Mona Toncheff * Tucson, AZ *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003ePreface Part A: Getting Started with Math Small Groups Introduction- to use this section Chapter 1: Making the Case for Math Small Groups Chapter 2: Setting Up Math Small Groups Chapter 3: Targeting the Math, Supporting the Students, Providing Access for All Chapter 4: Planning for Math Small-Group Instruction FAQs \u0026amp; Notes Part B: Targeting the Math: Planning Small Group Instruction Introduction - to use this section Chapter 5: Counting \u0026amp; Cardinality Chapter 6: Early Number Sense Chapter 7: Base-Ten Place Value Chapter 8: Base-Ten Addition \u0026amp; Subtraction Chapter 9: Base-Ten Multiplication \u0026amp; Division Chapter 10: Understanding Fractions Chapter 11: Fraction Operation Chapter 12: Fraction and Decimal Connections FAQs \u0026amp; Notes Part C: Resources \u0026amp; Reflection Introduction - How to use this section Chapter 13: Tools and Tips for Planning and Teaching Chapter 14: Tips For Coaches and Leaders FAQs \u0026amp; Notes","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48738525086039,"sku":"9781071854662","price":29.44,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781071854662.jpg?v=1720049228"},{"product_id":"assessment-for-teaching-9781316640739","title":"Assessment for Teaching","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eGrounded in contemporary, evidence-based research, the second edition of Assessment for Teaching provides a comprehensive introduction to assessment and teaching in primary and secondary school settings. 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Monjurul Alom.","brand":"Cambridge University Press","offers":[{"title":"Default Title","offer_id":48738568438103,"sku":"9781316640739","price":54.14,"currency_code":"GBP","in_stock":true}]},{"product_id":"reflective-teaching-in-early-education-9781350127593","title":"Reflective Teaching in Early Education","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cb\u003eThe book you can trust to guide you through your career in the early years, as the expert authors share tried and tested techniques in a range of early years settings. \u003c\/b\u003eFor this new edition, Jennifer Colwell and Amanda Ince have drawn together an expert author team to bring you guidance from top practitioners that is both cohesive and that continues to evolve to meet the needs of today's early years practitioners. It is designed for trainees whether in universities or early years settings and looks across the full early years spectrum, from birth to 8 years old.\u003ci\u003e\u003cb\u003eReflective Teaching in Early Education\u003c\/b\u003e \u003c\/i\u003euniquely provides two levels of support:- Practical, evidence-based guidance on key early years issues  including relationships, behaviour, inclusion, curriculum planning and learning, and teaching strategies- Evidence-informed principles' and ''concepts'' to help you to understand the theories informing practice, offering ways for you to continue to develop your skills \u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eAt a time of crisis and instability, young children need well informed, compassionate and critical advocates who recognise their responsibility to interpret ‘top-down’ policies and directives, accommodating the different needs of individual children. \u003ci\u003eReflective Teaching in Early Education\u003c\/i\u003e offers an excellent, up-to-date resource for developing this engaged professionalism. * Rod Parker-Rees, Visiting Research Fellow, University of Plymouth, UK *\u003cbr\u003eEssential literature for ECE professionals. By its unique, evidence-based orientation it recognizes reflective practice as a foundation in supporting child- centred practice in ECE settings. * Adrijana Visnjic-Jevtic, Assistant Professor, Faculty of Teacher Education, University of Zagreb, Croatia *\u003cbr\u003e\u003ci\u003e\u003c\/i\u003eA great conduit for engaging practitioners \u0026amp; teachers in reflecting critically about teaching and learning in the early years, but also does much more. Almost every page offers case studies and reflective points that make the ideas come to life. In every chapter I found ideas that spurred my thinking and practice, and so will you. * Anna Colgan, Early Childhood Lecturer, Abingdon and Witney College, Open University, UK *\u003cbr\u003e[Praise for the first edition] It is very exciting to have a book in the wonderful Reflective Teaching series that is specifically dedicated to early education. Supporting the youngest learners in our society is a huge responsibility and demands thoughtful and responsive professionalism. This interesting and inspirational book is an excellent resource for all those involved with early childhood education and care, at every stage of their careers…A comprehensive, readable text that is highly informative and invites critical thinking, at every step, through accessible reflective activities. The structure of the book is clear, beginning with professional identity and development and moving to cover key aspects of learning, teaching and wider social issues. I will definitely use this book myself and look forward to reading and discussing it with undergraduate and postgraduate students of early childhood education. * Paulette Luff, Senior Lecturer in Early Childhood Education, Anglia Ruskin University, UK *\u003cbr\u003e[Praise for the first edition] A hugely valuable and comprehensive tool to support evidence-based reflective practice in the early years. It will support those currently studying and no doubt become a core text for many courses, but I would also recommend it for all practitioners wishing to extend and deepen their practice. It is challenging in a highly accessible and practical way, full of reflective activities, questions and case studies alongside ideas for further reading. An excellent resource for the early years. * Sandra Mathers, Senior Researcher, Department of Education, University of Oxford, UK *\u003cbr\u003e[Praise for the first edition] I teach on a BA (Honours) Early Childhood Studies course and \u003ci\u003eReflective Teaching in Early Education\u003c\/i\u003e will become one of the key texts for my students. I like the way the book begins with “me” as a reflective learner and graduates to a much deeper level of reflection by the end. Overall, this is a very impressive and important text for students concerned with early education. * Lesley Hopkins, Senior Lecturer in Early Years and PGCE 3-7 Route Leader, Birmingham City University, UK *\u003cbr\u003e[Praise for the first edition] I have thoroughly enjoyed engaging with this essential text for all those involved in the early years. \u003ci\u003eReflective Teaching in Early Education\u003c\/i\u003e is comprehensive and challenging, and effectively uses case studies and reflective activities to support and extend the reader. * Eunice Lumsden, Head of Early Years, University of Northampton, UK *\u003cbr\u003e[Praise for the first edition] This text gives a comprehensive insight to early years teaching, and presents students with some thought provoking questions. * Ruth Davies, Glyndwr University, UK *\u003cbr\u003eThis book will be really useful for both undergraduate and postgraduate Early Childhood students. The emphasis on reflection throughout with the use of the reflective activities in each chapter is a real strength and the range of different topics covered is highly appropriate to the field. * Heather Macdonald, Senior Lecturer in Early Childhood Education, University of Chester, UK *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eIntroduction Using this book A summary of the book \u003cb\u003ePart I: Becoming a reflective professional\u003c\/b\u003e 1. Identity: Who are we and what do we stand for? 2. Learning: How can we understand learner development? 3. Reflection: How can we develop the quality of our practice? 4. Principles: What are the foundations of effective teaching and learning? \u003cb\u003ePart II: Creating conditions for learning\u003c\/b\u003e 5. Contexts: What is, and what might be? 6. Relationships: How are we getting on together? 7. Engagement: How are we managing behaviour? 8. Spaces: How are we creating environments for learning? \u003cb\u003ePart III: Teaching for learning\u003c\/b\u003e 9. Curriculum: What is taught in the early years? 10. Planning: How are we implementing the curriculum? 11. Pedagogy: How can we develop effective strategies? 12. Communication: How does language support learning? 13. Assessment: How can assessment enhance learning? \u003cb\u003ePart IV: Reflecting on consequences\u003c\/b\u003e 14. Outcomes: How do we capture learning achievements? 15. Inclusion: How are we enabling learning opportunities? \u003cb\u003ePart V: Deepening understanding\u003c\/b\u003e 16. Expertise: Conceptual tools for career-long fascination? 17. Professionalism: How does reflective teaching contribute to society? Acknowledgements Bibliography Index","brand":"Bloomsbury Publishing PLC","offers":[{"title":"Default Title","offer_id":48738592358743,"sku":"9781350127593","price":999.99,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781350127593.jpg?v=1720049583"},{"product_id":"the-place-of-ethics-in-science-education-9781350255142","title":"The Place of Ethics in Science Education","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eScience education, particularly school science education, has long had an uneasy relationship with ethics, being unsure whether to embrace ethics or leave it to others. In this book, the authors argue that while the methods of science and of ethics are very different, ethics plays a key role in how science is undertaken and used. And so, ethics has a central place in science education, whether we are talking of school science education, for students of all ages, or the informal science education that takes place in through internet, books, magazines, TV and radio, or in places such as hospitals and zoos.   Written for science educators based in schools and elsewhere, the authors make no assumptions that the reader has any knowledge of ethics beyond the background understandings of morality that virtually all of us have. Empowered with the knowledge shared in this book, readers will feel confident about the place that ethics has in science education. The authors provide a rich array of \u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eA well-researched and well-argued brief for the importance of including ethics in science education, accompanied by thoughtful and informed suggestions for doing so. Theirs is a ground-breaking contribution. * Glenn Branch, Deputy Director, National Center for Science Education, USA *\u003cbr\u003eAn essential read for all science educators and researchers in order to develop an authentic understanding on the subject of ethics in science. This book by Amanda McCrory and Michael J. Reiss is a masterpiece that addresses the inclusion of ethics in science in both formal and informal settings which in itself speaks for its far-reaching impact. * Astha Saxena, Assistant Professor, Azim Premji University, India *\u003cbr\u003eThis book should be required reading for anyone who is preparing to teach science. Although science is said to seek objective knowledge, the practice of science is, and always has been, value-informed. A science education that excludes ethical considerations ignores how science is a human activity. * Keith Taber, Emeritus Professor of Science Education, University of Cambridge, UK *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eForeword Preface Introduction 1. What is Science? 2. What is Ethics? 3. What is Science Education? 4. What is Ethics Education? 5. Should Ethics Be Considered Where Science is Taught? 6. Ethics in School Science – Its Role in Socio-Scientific Issues 7. Ethics in School Science – The Role of Argumentation 8. Ethics and Informal Science Education Conclusion: The Only Place is Ethics   Index","brand":"Bloomsbury Publishing PLC","offers":[{"title":"Default Title","offer_id":48738610839895,"sku":"9781350255142","price":23.74,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781350255142.jpg?v=1720049647"},{"product_id":"sustainability-education-9781350262072","title":"Sustainability Education","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cb\u003eOverall Winner, SAGT (Scottish Association of Geography Teachers) Awards 2022\u003c\/b\u003e\u003cb\u003eWinner, Global Dimension Teachers' Choice Award 2023\u003c\/b\u003e\u003cb\u003eShortlisted,\u003c\/b\u003e\u003cb\u003e BERA Educational Research Book of the Year \u003c\/b\u003e\u003cb\u003e2023\u003c\/b\u003e\u003cb\u003eHighly Commended, GA (Geographical Association) Publisher's Awards 2023\u003c\/b\u003e\u003ci\u003eSustainability Education: A Classroom Guide \u003c\/i\u003eprovides an accessible, in-depth guide and critique of sustainability education for school and university students, teachers, curriculum makers and school governors working around the world with children aged 3- to 14-years old. Informed by research findings and learning theory, it provides a progressive framework for sustainability education spanning all subject areas and applicable in a wide range of settings. There are over 180 age-related teaching ideas on topics such as conservation, health, food, wildlife, climate change, social justice and sustainable living, as well as provocative questions designed to stimulate educational debate.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eA highly relevant and important resource for our times. The book provides great examples of how sustainability can be woven into any primary curriculum. It is full of thoughtful and informative ideas, case studies and clarification around the misconceptions linked with sustainability education. * GA Publisher's Awards judging panel 2023 *\u003cbr\u003eIt’s easy to see why teachers favour this guide over other resources as it's just so comprehensive. Written by two highly experienced educators Stephen Scoffham and Steve Rawlinson, this book contains advice for teaching sustainability issues across every subject between the ages of 3-14. With 180 age-specific activities, this is a treasure trove of inspiration and advice that every educator should possess. * Global Dimension Awards 2023 *\u003cbr\u003eThis wonderful book presents sustainability education for all education readers, from researchers and pedagogy lecturers to teachers and teacher education students. The ideas and presentation are original and engaging and will have a great impact on practice … A key textbook for undergraduate and postgraduate students looking at sustainability education. * BERA Educational Research Book of the Year 2023 judges' panel *\u003cbr\u003eAnyone concerned with educating young people today should have a copy of this book. I would say that it is the most essential book for all teachers now and in future at KS1, KS2 and KS3. * Prep School Magazine *\u003cbr\u003eStephen Scoffham and Steve Rawlinson, along with their ten expert contributors, have produced a work that should be a 'must read' for all those associated with education... In effect, the book is both a manifesto and a manual for embedding sustainability in schools. * Journal of the National Association for Environmental Education *\u003cbr\u003eThis book is a hopeful, thought-provoking and timely resource grounded in the classroom, drawing upon research about sustainability and sustainability education... This book contains a wealth of creative teaching strategies which are quick and manageable to implement in the classroom. * Geographical Association in Teaching Geography Spring 2023 *\u003cbr\u003eA wonderful resource to get any school started on its now essential journey towards sustainability education. * Church Times *\u003cbr\u003eThe guide is an essential reading for those who engage in teaching and learning about the earth. The book is a capsule on sustainability on understanding the topic, its place in curriculum and teaching pedagogies. It discusses the current needs in transforming education to address the demands of the planet. * Radhika Iyengar, Director of Education, Center for Sustainable Development, The Earth Institute, Columbia University, USA *\u003cbr\u003eThe educational system we have today was designed to suit the needs of the 19th and 20th century. Now that system is fast becoming out of date! Sustainability Education is a timely book outlining an education fit for the 21st century. The authors and contributors have presented a practical way forward to transform teaching in schools from job centred education to life centred and nature centred education. Every teacher concerned with the wellbeing of people and our precious planet Earth should use this publication as a handbook for regenerative learning. * Satish Kumar, Founder, Schumacher College and Editor Emeritus, Resurgence \u0026amp; Ecologist, UK *\u003cbr\u003eThis timely guide is posed to reorient thinking on sustainability education. Most importantly, young children are invited to take an active part in this journey. Authors throughout the guide display great care in their pedagogical approaches. The message of harmony, coexistence, peace, love, balance and justice is clear. * Charles Chikunda, National Program Officer – Education for Sustainable Development, UNESCO office in Harare, Zimbabwe *\u003cbr\u003e\u003ci\u003eSustainability Education \u003c\/i\u003eis a timely and vital manual containing a wide variety of ideas to encourage, support and guide practitioners of all age groups on weaving sustainability into their teaching. * Lucy Neuberger, Classroom Teacher, International Preparatory School, Portugal *\u003cbr\u003eThe key to tackling any challenge is first to understand it, and perhaps the greatest challenge we face is climate change. So how we approach sustainability education for a younger generation is absolutely vital. This book goes beyond the important discussion of wider issues, to focus on the role of education in sustainability and navigating its complexities. It also sets out practical approaches for educators who are on the front line of helping future generations understand the challenges of the planet they are inheriting. It is an important contribution to an increasingly vital area in education. * The Right Honourable Justine Greening, Former Secretary of State for Education, England *\u003cbr\u003eThis pivotal book guides us to see sustainability education through a creative, confident and research-rich narrative. By exploring pedagogy, classroom ideas and key enquiry questions, this innovative book challenges and supports all educators towards practical, explanatory critical thinking, enabling action and understanding, vital for the futures for all learners. * Helen Martin, Headteacher Lavington Park Federation- Graffham CE Infant and Duncton CE Junior Schools, West Sussex, UK *\u003cbr\u003eA superb discussion of the notion of sustainability and the importance of including sustainability education in the primary curriculum, while illustrating how this can be achieved. A pleasure to read and learn from. * Margaret Mackintosh, Former Senior Lecturer, Primary B.Ed. University of Plymouth, UK *\u003cbr\u003e\u003ci\u003eSustainability Education\u003c\/i\u003e is an engaging and compelling read which deftly weaves together rich understandings from research with suggestions and ideas for practice. * Elizabeth Rushton, Lecturer in Geography Education, King’s College London, UK *\u003cbr\u003eThis excellent book should be essential reading for all primary, middle and preparatory school head teachers and policy makers, especially at the Department for Education... Society’s future is full of challenges for all educators but this first-class book provides plenty of ideas as to how we can be optimistic about the future. * SSR in Depth, Association for Science Education *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eAcknowledgements Introduction \u003cb\u003ePart I: Exploring Sustainability\u003c\/b\u003e 1. Sustainability: A Hybrid Concept 2. Sustainability, Prosperity and Well-being 3. Towards a More Sustainable Future \u003cb\u003ePart II: Sustainability Education\u003c\/b\u003e 4. Teaching About Sustainability 5. Curriculum Organisation and Management \u003cb\u003ePart III: Areas of Study\u003c\/b\u003e 6. Earth in Space 7. Life on Land 8. A Wet Planet 9. Weather and Climate 10. Food and Farming 11. Work, Transport and Energy 12. The Global Village 13. Special Places 14. Citizenship, Communities and Democracy 15. Pollution and Resources 16. Unequal World 17. Sustainable Living \u003cb\u003ePart IV: Implementation\u003c\/b\u003e 18. Designing Your Curriculum 19. Sustainability Education in Action Glossary of Key Terms References Index","brand":"Bloomsbury Publishing PLC","offers":[{"title":"Default Title","offer_id":48738611593559,"sku":"9781350262072","price":20.89,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781350262072.jpg?v=1720049649"},{"product_id":"understanding-sikhism-9781350263161","title":"Understanding Sikhism","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eSikhism is often the religion that teachers have the least confidence in teaching, despite being the fifth largest religion in the world, and being commonly regarded as one of the six main religions to be taught in schools. This book fills that gap in knowledge and expertise by exploring the beliefs and practices of Sikhism as a lived religion in the modern world. It engages with Sikh beliefs and practices, and provides students and teachers with the confidence to address misconceptions and recognise the importance of beliefs in the lives of believers, in a way that will enable readers to go forward with confidence. Aspects of Sikhism explored include the concepts that form the central beliefs of Sikhism, and the expression of these beliefs in worship and daily life, and the ethics of Sikhs in the modern day. Each chapter includes authentic voices of believers today and provides opportunities for the reader to consider the concepts and how they can be respected and taught in the classr\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eWith Understanding Sikhism, James Holt has provided a very valuable contribution to the development of both primary and secondary teachers’ knowledge and understanding of the Sikh tradition. He not only provides well researched and detailed substantive knowledge of the Sikh faith but also makes an important contribution to teachers’ orientative knowledge by providing a convincing argument of how best to understand Sikhism within the current narrative of Religions and Worldviews. * Geoff Teece, Lecturer in Education, University of Exeter, UK *\u003cbr\u003eWell-articulated Sikh worldview presenting its evolution, ethics, philosophy, tradition, culture and contemporary issues. Insightful for teachers and students in the western world to learn about Sikhism as a lived religion. * Amardeep Singh, Filmmaker \u0026amp; Author, Singapore *\u003cbr\u003eThis valuable resource maps out Sikh history, politics, philosophy, ethics, rituals and its diasporic reality in the UK with all its diversity and challenges. Accessible and engaging, it will inform teachers and inspire them to reflect upon and get excited about teaching the relatively unknown religion of the 28 million Sikhs living vibrantly across the globe. * Nikky-Guninder Kaur Singh, Crawford Family Professor \u0026amp; Chair of the Department of Religious Studies, Colby College, USA *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eIntroduction \u003cb\u003ePart I: Key Concepts in Sikhism\u003c\/b\u003e 1. God\/Waheguru 2. The nature of humanity\/ becoming gurmukh 3. The Ten Gurus 4. Guru Granth Sahib 5. Equality 6. Sewa 7. Expressions of faith \u003cb\u003ePart II: Contemporary Issues\u003c\/b\u003e 8. The Ethical Dimension 9. Authority in the Sikh diaspora 10. Sikhs and Contemporary Britain Reference List Glossary Index","brand":"Bloomsbury Publishing PLC","offers":[{"title":"Default Title","offer_id":48738611790167,"sku":"9781350263161","price":20.89,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781350263161.jpg?v=1720049649"},{"product_id":"reflective-teaching-in-primary-schools-9781350263635","title":"Reflective Teaching in Primary Schools","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cb\u003eThe   book you can trust to guide you through your teaching career, as the expert   authors share tried and tested techniques in primary settings. \u003c\/b\u003eFor this new edition Dominic Wyse, with Andrew Pollard, has worked with top practitioners from around the UK, to create a text that is both cohesive and that continues to evolve to meet the needs of today's primary school teachers.      \u003ci\u003eReflective Teaching in Primary Schools\u003c\/i\u003e uniquely   provides two levels of support:   - practical, evidence-based guidance on key   classroom issues  including relationships, behaviour, curriculum planning,   teaching strategies and assessment   - evidence-informed principles' and   ''concepts'' to help you continue developing your skills.       New to this edition:   - More case studies and research summaries   based on teaching in the primary school than ever before    - New reflective activities and guidance on   key readings at the end of each chapter   - Updates to reflect recent changes in  \u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eThis text provides a superlative exploration of the myriad aspects of primary school education. There is value in its pages for everyone, from the trainee starting out, to the experienced school leader. It continues to reserve its worthy place on my bookshelf. * Daniel Ayres, University of East London, UK *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eHow to Use This Book  Introduction  \u003cb\u003ePart I: Becoming a Reflective Professional\u003c\/b\u003e  1. Identity. Who Are We, and What Do We Stand For?   2. Learning. How Can We Understand Learner Development?  3. Reflection. How Can We Develop the Quality of Our Teaching?   4. Principles. What Are the Foundations of Effective Teaching and Learning?  \u003cb\u003ePart II: Creating Conditions For Learning\u003c\/b\u003e  5. Contexts. What Is, and What Might Be?   6. Relationships. How Are We Getting On Together?   7. Engagement. How Are We Nurture Positive Behaviour?   8. Spaces. How Are We Creating Environments For Learning?   \u003cb\u003ePart III: Teaching For Learning\u003c\/b\u003e  9. Curriculum. What Is To Be Taught and Learned?   10. Planning. How Are We Implementing the Curriculum?   11. Pedagogy. How Can We Develop Effective Strategies?   12. Communication. How Does Language Support Learning?  13. Assessment. How Can Assessment Enhance Learning?   \u003cb\u003ePart IV: Reflecting On Consequences\u003c\/b\u003e  14. Outcomes. How Do We Monitor Student Learning Achievements?   15. Inclusion. How Are We Enabling Learning Opportunities?  \u003cb\u003ePart V: Deepening Understanding\u003c\/b\u003e  16. Expertise. How Do We Take A Holistic View?  17. Professional Learning. How Can We Nurture Career-Long Reflective Teaching?  18. Professionalism. How Does Reflective Teaching Contribute to Society? List Of Case-Studies, Checklists, Figures and Research Briefings  Bibliography  Acknowledgements  Index","brand":"Bloomsbury Publishing PLC","offers":[{"title":"Default Title","offer_id":48738611888471,"sku":"9781350263635","price":28.49,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781350263635.jpg?v=1720049650"},{"product_id":"mindful-teaching-with-technology-9781462548033","title":"Mindful Teaching with Technology","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eTechnology is integral to teaching in the English language arts. This indispensable guide shows how to teach and model digital diligence--an alert, intentional stance that helps both teachers and students use technology productively, ethically, and responsibly.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\"Hicks takes readers on a powerful journey toward teaching students to be digitally diligent. The book provides a deep-dive exploration of purposeful activities that can be incorporated into asynchronous and synchronous instruction. Chapters on topical learning outcomes include teaching points and guiding questions that help teachers creatively customize lessons, assignments, and assessments. Hicks offers numerous examples of how technology can be used for connected reading and writing characterized by empathy, intention, and persistence. Whether you teach young learners or train future educators, you will learn much from this book.\"--Julie Coiro, PhD, School of Education, University of Rhode Island\u003cbr\u003e\u003cbr\u003e \"\u003ci\u003eMindful Teaching with Technology\u003c\/i\u003e belongs on the desk of every school librarian or technology integration specialist. The lessons that Hicks outlines are relevant and purposeful, and, for some learners, could be life altering. With the lessons, Hicks provides irresistible, ready-to-go tools and resources that can be adapted for different purposes. Readers will want to have a device nearby for digital play and exploration. Hicks is writing for right now--the timeliness and forward-thinking approach are part of what makes this book so special.\"--Kristin Patrick, MLIS, technology integration coach, Noblesville Schools, Indiana\u003cbr\u003e\u003cbr\u003e \"Hicks introduces the concept of digital diligence and invites readers to engage in a deeper conversation about how we use technology. Framing tech use through a lens of digital literacy, Hicks continues his excellent contributions to the field by doing what he does best--providing practical lesson and activity ideas along with specific tools to achieve desired outcomes. English teachers of all levels and in all stages of their careers will find something new or reaffirming in this book. From teaching reading and writing to helping students navigate digital modalities, the book presents strategies for helping learners to engage purposefully with technology as a tool of literate life.\"--Kristen Hawley Turner, PhD, Caspersen School of Graduate Studies, Drew University-\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eForeword, Lesley Mandel Morrow\u003cbr\u003e 1. The Case for Digital Diligence in English Language Arts Classrooms\u003cbr\u003e - Interlude: From Synchronous to Real Time; from Asynchronous to Anytime\u003cbr\u003e 2. Planning for Purposeful Arcs of Instruction\u003cbr\u003e - Interlude: The Rationale for Focusing on Google Chrome\u003cbr\u003e 3. Protecting Privacy\u003cbr\u003e 4. Maximizing Our Own Attention\u003cbr\u003e 5. Popping Filter Bubbles and Breaking Algorithms\u003cbr\u003e 6. Understanding How Knowledge Gets Created and Circulated\u003cbr\u003e - Interlude: Repurposing Existing Materials and a Brief Overview of Copyright, Fair Use, Creative Commons, and the Public Domain\u003cbr\u003e 7. Extending Opportunities for Digital Writing\u003cbr\u003e 8. Embracing Opportunities for Connected Reading\u003cbr\u003e 9. Conclusion\u003cbr\u003e References\u003cbr\u003e Index\u003c\/p\u003e","brand":"Guilford Publications","offers":[{"title":"Default Title","offer_id":48739350806871,"sku":"9781462548033","price":29.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781462548033.jpg?v=1720051988"},{"product_id":"effective-teaching-9781473944435","title":"Effective Teaching","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eThis new edition of the popular textbook digs into the research behind different aspects of teaching in order to give students an informed understanding of what underpins high quality teaching. It explores what the evidence shows about the effectiveness of different approaches, drawing from a variety of educational schools of thought.\u003c\/p\u003e\u003cp\u003eNew to this edition:\u003c\/p\u003e\u003cul\u003e    \u003cli\u003eenhanced discussion of what we can learn from cognitive science research\u003c\/li\u003e    \u003cli\u003enew chapters on metacognition and thinking skills, teacher subject knowledge, evaluating teacher performance, and international comparisons on teaching\u003c\/li\u003e    \u003cli\u003enew Further Reading and Think Point features encouraging critical engagement with key research findings.\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eThis is essential reading for all students on initial teacher education courses including undergraduate, postgraduate, School Direct, Teach First and employment-based routes into teaching, and also qualified teachers wanting to deepen their understandi\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003c\/p\u003e\u003cp\u003eIn securing and sustaining school and system improvement, teaching is a critically important contributory factor. The fourth edition of ′Effective Teaching: Evidence and Practice′ is a timely reminder that the knowledge base about the best teaching practices is extensive and substantial. Therefore this book is an essential read and a significant resource for teachers, teacher educators, researchers and policy makers.\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e -- Michelle Jones\u003cbr\u003eEffective Teaching: Evidence and Practice\" is an impressively written and effectively organized textbook that digs into the research behind different aspects of teaching in order to provide an informed and informative understanding of what underpins high quality teaching. \"Effective Teaching: Evidence and Practice\" explores what the evidence shows about the effectiveness of different approaches, drawing from a variety of educational schools of thought. \"Effective Teaching: Evidence and Practice\" should be considered essential reading for all students on initial teacher education courses including undergraduate, postgraduate, School Direct, Teach First, and employment-based routes into teaching, and also qualified teachers wanting to deepen their understanding of educational research. -- Midwest Book Review\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003ePART 1: BASICS OF TEACHING AND LEARNING Ch1: Theories of learning Ch2: Direct Instruction Ch3: Interactive teaching Ch4: Collaborative small group work and peer tutoring Ch5: Metacognition and thinking skills Ch6: Subject knowledge PART 2: CREATING A FRAMEWORK FOR LEARNING Ch7: Classroom and behaviour management Ch8: Classroom Climate Ch9: Homework PART 3: ADAPTING TEACHING Ch10: Non-cognitive outcomes Ch11: Additional learning needs Ch12: Early years education Ch13: Differentiation PART 4: SUBJECT TEACHING AND ASSESSMENT Ch14: Literacy Ch15: Numeracy Ch16: Assessment for learning PART 5: DEVELOPING TEACHERS AND EDUCATION Ch17: Continuing professional development Ch18: Evaluating teacher performance Ch19: International comparisons on teaching","brand":"Sage Publications Ltd","offers":[{"title":"Default Title","offer_id":48739580248407,"sku":"9781473944435","price":28.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781473944435.jpg?v=1720052647"},{"product_id":"write-dance-9781473946248","title":"Write Dance","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cem\u003eHow exciting! Write Dance is now in its third edition, and what a lovely book this is! It gives teachers exactly what they have been asking for; a detailed and clear resource to support the teaching of handwriting using a fully cursive style. As consultants, practitioners and trainers for Write Dance we are delighted to endorse this book, which combines the two previous 2nd edition publications, Write Dance and More Write Dance.\u003c\/em\u003e\u003cstrong\u003e- \u003c\/strong\u003e\u003cstrong\u003e\u003cem\u003eNicole Barrons and Diana Strauss, Write Dance Training, UK\u003c\/em\u003e\u003c\/strong\u003e\u003cbr\u003e\u003cbr\u003eWrite Dance is an exciting, innovative and fun programme which uses music and movement to introduce handwriting to children aged 5-8 years. Write Dance movements are designed to help children feel happy and comfortable with their bodies, improve their motor skills and provide a strong foundation for writing.\u003cbr\u003e\u003cbr\u003eThe 3rd edition of this bestselling book combines Write Dance and More Write Dance to bring you \u003cstrong\u003ethe ultimate one-sto\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eForeword How Write Dance Evolved Graphology and Write Dance Writing and Dancing How to Use this Book Companion Website Music Themes 1. The Volcano 2. Krongelidong 3. Circles and Eights 4. Robot 5. Trains 6. Horses and Hares 7. The Sea 8. Mandala 9. Sailing Ship 10. Ocean Waves and Beach Waves 11. Dream Castle 12. Capitals Analysing Foundation Shape, Join and Music Drawing List of Tracks List of Words\u003c\/strong\u003e\u003c\/p\u003e","brand":"Sage Publications Ltd","offers":[{"title":"Default Title","offer_id":48739580477783,"sku":"9781473946248","price":43.69,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781473946248.jpg?v=1720052650"},{"product_id":"mastering-primary-music-9781474296793","title":"Mastering Primary Music","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eMastering Primary Music\u003c\/i\u003e introduces the primary music curriculum and helps trainees and teachers learn how to plan and teach inspiring lessons that make music learning irresistible.Topics covered include: Current developments in music Music as an irresistible activity  Music as a practical activity  Skills to develop in music Promoting curiosity  Assessing children in music Practical issuesThis guide includes examples of children's work, case studies, readings to reflect upon and reflective questions that all help to exemplify what is considered to be best and most innovative practice. The book draws on the experience of a leading professional in primary music, Ruth Atkinson, to provide the essential guide to teaching music for all trainee primary teachers.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eA\u003ci\u003e \u003c\/i\u003esensitively written introduction for generalist primary student teachers and those beginning to work in the primary music context. It provides a comprehensive insight into all aspects of primary music. * David Ian Shirley, Senior Lecturer in Primary Music Education, Edge Hill University, UK *\u003cbr\u003eAn invaluable resource. Expertly combining well-structured and approachable practical teaching ideas and lesson planning approaches, the author has a real gift for bringing to life in words the intangible qualities that make music teaching so rewarding. The built-in reflection through ‘Pauses for thought’ promotes active reading, relating the material to the reader’s own experiences and encouraging critical engagement with research. * Hermione Ruck Keene, Associate Lecturer in Music Education, University of Exeter, UK *\u003cbr\u003eA very accessible and comprehensive text for those wanting to develop their confidence in teaching music to primary children. Highly recommended. * Philip Selbie, Lecturer in Early Childhood Studies, University of Plymouth, UK *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eSeries Editors’ Preface How to Use This Book Introduction   1. An Introduction to Primary Music  2. Current Developments in Music  3. Music as an Irresistible Activity   4. Music as a Practical Activity   5. Skills to Develop in Music 6. Children’s Ideas – Promoting Curiosity   7. Assessing Children in Music  8. Practical Issues   Bibliography   Index","brand":"Bloomsbury Publishing PLC","offers":[{"title":"Default Title","offer_id":48739594862935,"sku":"9781474296793","price":23.74,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781474296793.jpg?v=1720052687"},{"product_id":"mathematize-it-grades-6-8-going-beyond-key-words-to-make-sense-of-word-problems-grades-6-8-9781506354484","title":"Mathematize It! [Grades 6-8]: Going Beyond Key","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003e\u003cem\u003eHelp\u003c\/em\u003e\u003c\/strong\u003e\u003cem\u003e \u003cstrong\u003estudents reveal the math behind the words\u003c\/strong\u003e\u003c\/em\u003e\u003cbr\u003e  \u003cbr\u003e  \"I don’t get what I’m supposed to do!\" This is a common refrain from students when asked to solve word problems.\u003cbr\u003e  \u003cbr\u003e  Solving problems is about more than computation. Students must understand the mathematics of a situation to know what computation will lead to an appropriate solution. Many students often pluck numbers from the problem and plug them into an equation using the first operation they can think of (or the last one they practiced). Students also tend to choose an operation by solely relying on key words that they believe will help them arrive at an answer, without careful consideration of what the problem is actually asking of them.\u003cbr\u003e  \u003cbr\u003e  \u003cstrong\u003e\u003cem\u003eMathematize It! Going Beyond Key Words to Make Sense of Word Problems, Grades 6–8\u003c\/em\u003e\u003c\/strong\u003e shares a reasoning approach that helps students dig into the problem to uncover the underlying mathematics, deeply consider the problem’s context, and employ strong operation sense to solve it. Through the process of mathematizing, the authors provide an explanation of a consistent method—and specific instructional strategies—to take the initial focus off specific numbers and computations and put it on the actions and relationships expressed in the problem.\u003cbr\u003e   \u003cbr\u003e  Sure to enhance teachers’ own operation sense, this user-friendly resource for Grades 6–8:\u003c\/p\u003e  \u003cp\u003e·         Offers a systematic mathematizing process for students to use when solving word problems \u003c\/p\u003e  \u003cp\u003e·         Gives practice opportunities and dozens of problems to leverage in the classroom \u003c\/p\u003e  \u003cp\u003e·         Provides specific examples of questions and explorations for multiplication and division, fractions and decimals, as well as operations with rational numbers\u003c\/p\u003e  \u003cp\u003e·         Demonstrates the use of visual representations to model problems with dozens of short videos \u003c\/p\u003e  \u003cp\u003e·         Includes end-of-chapter activities and reflection questions \u003c\/p\u003e  \u003cp\u003eHow can you help your students understand what is happening mathematically when solving word problems? Mathematize it!\u003cem\u003e \u003c\/em\u003e\u003c\/p\u003e  \u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eMathematize It! \u003cem\u003eis a must have for every middle school teacher! The authors provide clear guidance and suggestions to help our students become effective problem solvers. The opportunities provided to ponder and practice, as well as the student sample work and videos, make this a resource you will grow professionally from and positively impact student learning. I wish I had this resource when I started teaching 25 years ago!\u003c\/em\u003e -- Kevin Dykema\u003cbr\u003e\u003cem\u003eThis dynamic author trio brings years of classroom experiences to one of the central problems of teaching and learning mathematics: making sense of word problems. Focusing on the construct of ‘mathematizing’—drawing, constructing, describing, representing, and making sense of situations—this clear and practical guide needs to be required reading and discussion fodder for every middle school teacher of mathematics. It’s just that clear, classroom grounded, and insightful!\u003c\/em\u003e -- Steve Leinwand\u003cbr\u003e\u003cem\u003eWhen I read Mathematize It!, I experienced a journey of extending the way I think about mathematical ideas. Readers can develop their mathematical knowledge for teaching by reading this book. Also, with their sandbox approach, the authors describe a problem-solving process that is playful and exploratory. The sandbox process also orients problem solvers toward seeing mathematical structures and relationships. I recommend reading this book to experience deep mathematics and, in turn, learn more about how to support students with engaging in mathematizing.\u003c\/em\u003e -- Amanda Jensen\u003cbr\u003e\u003cem\u003eThe list of generational math books to come along and truly synthesize what we know so far and what we need to know is a very short and exclusive list. Well, you can confidently add \u003c\/em\u003eMathematize It!\u003cem\u003e to this collection. Written by three of the most respected math educators today, the book zeros in on that often poorly traveled journey between the question and answer in problem solving. Mathematize It! will be your go-to resource to install the mathematical play revolution in elementary classes everywhere!\u003c\/em\u003e -- Sunil Singh\u003cbr\u003eMathematize It! \u003cem\u003eis a must-read for anyone who has struggled to teach word problems and is ready to figure out what really works. The authors present a plethora of strategies that help students focus on the thinking part of the problem-solving process while gently helping the reader understand that so many of our ‘tried-and-true’ methods, such as key words, really don’t work. They help us realize that the real work of solving word problems is in the sense-making phase—once students have made sense of a problem, calculating the solution is the simpler part of the process.\u003c\/em\u003e -- Kimberly Rimbey\u003cbr\u003eMathematize It! \u003cem\u003eaddresses the complexity of problem solving more completely than any other individual resource. It is easy to say that we must teach students to ‘mathematize situations’ but this book helps us to actually help students learn to do it. The challenge and reflection pieces at the end of each chapter are a game changer for unveiling teaching opportunities, prompting discussion in your PLC, and moving this from a book on the professional shelf to a powerful tool to impact instruction.\u003c\/em\u003e -- Gina Kilday\u003cbr\u003eMathematize It!\u003cem\u003e is a book that should be on the shelf of every classroom teacher and division leader who supports mathematics teaching and leading. This valuable resource helps educators to think about the what, why, and the how to make sense of word problems. It gives a framework and visuals on how to support teachers’ understanding around problem types and solving problems and excels in assisting teachers in how to make a commitment to teaching for greater understanding.\u003c\/em\u003e -- Spencer Jamieson\u003cbr\u003e\u003cem\u003eThis is a game changer … even after 20 years of supporting students and their sensemaking of word problems, I am thrilled to learn even more from this trio of authors. They offer practical suggestions, opportunities for practice, and relevant research in order to increase awareness of best practices surrounding word problems. The only key word in this case is MATHEMATIZE! To have this resource in your hands is to have an invitation to the ‘mathematizing sandbox’.\"\u003c\/em\u003e -- Beth Terry\u003cbr\u003e\u003cem\u003eAs our students begin to mathematize the world around them, it becomes extremely important that we listen to their thinking so that we can continue to move their understanding forward. What makes \u003c\/em\u003eMathematize It!\u003cem\u003e such a useful tool for teachers is that it thoughtfully unpacks student strategies, which helps inform and guide our next move as a classroom teacher.\u003c\/em\u003e -- Graham Fletcher\u003cbr\u003eMathematize It! \u003cem\u003eengages readers deeply in the mathematics content through an easy-to-use visual analogy: playing in a sandbox. The authors have found a way to make problem-solving seem like a fun task—one that is akin to something we’ve all been doing forever: playing. Their clever and applicable problem-solving model of thinking provides a structure teachers can use to support students in tackling word problems and actually enjoying the process. It’s time for you to play in the sandbox and more importantly, \u003c\/em\u003eMathematize It! -- Hilary Kreisberg\u003cbr\u003e\u003cem\u003eThe authors provide a detailed and practical guide on how to take a word problem, uncover the mathematics embedded in it, carefully consider representations, and use it all to solve the problem. The reader begins to realize that all models are not created equal. The authors’ careful attention to the nuances within mathematical relationships illustrates how mathematizing differs from answer getting, yet shows us that ideas like operation sense and computation are related. The authors’ plain language explanations empower us to leverage those relationships in order to help students become better mathematicians.\u003c\/em\u003e -- Paul Gray\u003cbr\u003e\u003cem\u003eI can’t wait to use\u003c\/em\u003e Mathematize It!\u003cem\u003e in my work with teachers and students! The excellent examples, including actual student work and teacher commentaries, highlight the complexity of the problem situations in a way that is clear and usable for classroom teachers and for those of us who support them. The focus on operation sense, understanding the role that each quantity plays, and connecting representations to problems makes this a must read for anyone helping students become successful problem solvers. I especially appreciate the inclusion of non-whole-number examples!\u003c\/em\u003e -- Julie McNamara\u003cbr\u003e\u003cem\u003eThis book is a must-have for anyone who has faced the challenge of teaching problem solving. The ideas to be learned are supported with a noticeably rich collection of classroom-ready problems, examples of student thinking, and videos. Problem solving is at the center of learning and doing mathematics. And so, \u003c\/em\u003eMathematize It! \u003cem\u003eshould be at the center of every teacher’s collection of instructional resources.\u003c\/em\u003e -- John SanGiovanni\u003cbr\u003e\u003cem\u003eFinally! An answer for equipping students in making sense of word problems. \u003c\/em\u003eMathematize It!\u003cem\u003e clarifies the challenges in problem solving and gives concrete steps and advice on understanding problem contexts and the mathematics involved. The examples, student work, and videos throughout the book bring ideas to life, and make their implementation doable. This is a must-read for every math teacher who desires their students to truly understand the role of mathematics in the world.\u003c\/em\u003e -- Nanci N. Smith","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48739821027671,"sku":"9781506354484","price":26.59,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781506354484.jpg?v=1720053220"},{"product_id":"teaching-the-primary-curriculum-9781526459015","title":"Teaching the Primary Curriculum","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003ePlanning for authentic learning begins with engaging children. 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But what does fairness mean in practice and how can we evaluate it?\u003c\/p\u003e  \u003cp\u003eThis book offers a timely and necessary investigation, exploring the concept through the lenses of: measurement theory, social justice, the law and philosophy in order to put forward a template for fairness in educational assessment.\u003c\/p\u003e  \u003cp\u003eDrawing on international examples from the UK, US, Australia and South East Asia, this book offers a commentary on fairness that is highly relevant to the changing context of assessment today.\u003c\/p\u003e  \u003cp\u003eIf you have a professional or academic interest in educational assessment, are a education policymakers or are just interested in working to make assessment fair, then this book is for you! \u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eThis is a wide-ranging – from Aristotle to Big Data – view of fairness in educational assessment, that covers usually neglected areas such as philosophical and juridical underpinnings, while carefully explaining technical aspects in accessible terms.  Scholarly and thorough, it never loses sight of the fact that fairness affects real people – teachers, parents, employers, higher education and most importantly students – who sometimes have only one shot at doing well in an increasingly narrow assessment system. \u003c\/p\u003e \u003cbr\u003e -- Dr Tina Isaacs\u003cbr\u003e\u003cp\u003eNisbet and Shaw provide a comprehensive and thoughtful discussion of fairness in assessment, and far beyond assessment, employing multiple lenses (measurement theory, professional standards, law, philosophy, and social justice) to examine fairness from different angles, and their analyses of the concept will certainly enrich discussions of its use in assessment.\u003c\/p\u003e \u003cbr\u003e -- Michael Kane\u003cbr\u003e\u003cp\u003eEveryone wants educational assessment to be valid and fair, but what do these terms really mean in practice? Over the last 50 years, a great deal of effort has gone in understanding what we really mean by validity, but what we mean by fairness has received little attention—until now. In this important, timely, and highly readable book, Isabel Nisbet and Stuart Shaw offer us a comprehensive set of perspectives on assessment—theoretical, professional, legal, philosophical and social justice—that enables to see how debates about whether particular assessment practices are fair are often really disguised debates about what fairness means. 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The essential guide for mathematics teachers and those training to teach,\u003cem\u003e Yes, but why?\u003c\/em\u003e answers all your questions, and sheds light on the hidden connections between everything in mathematics at school.\u003c\/p\u003e  \u003cp\u003eThis second edition includes:\u003c\/p\u003e  \u003cp\u003e·         A new ‘Test yourself’ feature in every chapter\u003c\/p\u003e  \u003cp\u003e·         More coverage of the four operations \u003c\/p\u003e  \u003cp\u003e·         Enhanced discussion of fractions and proportionality \u003c\/p\u003e  \u003cp\u003e·         Downloadable figures for use in the classroom\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eChapter 1: Types of Numbers (Part 1) Chapter 2: The Four Operations: Addition and Subtraction Chapter 3: Multiplication and Division Chapter 4: Angles and Shapes Chapter 5: Types of Numbers (Part 2) Chapter 6: Fractions Chapter 7: Proportionality Chapter 8: Measurement Chapter 9: Algebra Chapter 10: Statistics and Probability Chapter 11: Functions and Linear Graphs Chapter 12: The Pythagorean Theorem and Trigonometry","brand":"Sage Publications Ltd","offers":[{"title":"Default Title","offer_id":48739951542615,"sku":"9781526492517","price":98.25,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781526492517.jpg?v=1720053498"},{"product_id":"primary-mathematics-knowledge-and-understanding-9781529728881","title":"Primary Mathematics: Knowledge and Understanding","description":"\u003cp\u003e\u003cstrong\u003e\u003cstrong\u003eAll the subject knowledge you need to teach primary Mathematics.\u003cbr\u003e  \u003c\/strong\u003e\u003cbr\u003e  \u003c\/strong\u003eSecure subject knowledge and understanding is the foundation of confident, creative and effective teaching. To help you master this, this comprehensive text includes subject knowledge from each part of the primary Mathematics curriculum and comes with a wide range of resources so you can test your knowledge as you progress through the course. \u003c\/p\u003e  \u003cul\u003e\n\u003cli\u003ean online Mathematics subject knowledge audit with the ability to share results with lecturers\u003c\/li\u003e\n\u003cli\u003enew end of chapter self-assessment questions \u003c\/li\u003e\n\u003cli\u003eInteractive tasks\u003c\/li\u003e\n\u003cli\u003ea Maths subject knowledge checklist\u003c\/li\u003e\n\u003cli\u003euseful weblinks for primary Maths teaching\u003c\/li\u003e\n\u003cli\u003eRecommended further reading\u003c\/li\u003e\n\u003c\/ul\u003e  The 9th edition has been updated in line with new guidance and framework updates, inluding the new EYFS, as well as links to new research. ","brand":"Sage Publications Ltd","offers":[{"title":"Default Title","offer_id":48740308451671,"sku":"9781529728880","price":83.29,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781529728880.jpg?v=1720054376"},{"product_id":"grammar-first-aid-for-primary-teachers-9781529730432","title":"Grammar First Aid for Primary Teachers","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cem\u003e\u003c\/em\u003e \u003cp\u003e\u003cem\u003eFronted adverbials?\u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eRelative clauses?\u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003ePerfect tenses?\u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eSubjunctive form?\u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eHow can teachers teach all the grammar and punctuation requirements in the primary National Curriculum in a way that pupils want to learn about them?\u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eThis book provides clear explanations, structured introductory teaching sequences and practical consolidation activities that cover \u003cstrong\u003eall \u003c\/strong\u003eKS2 statutory requirements and makes learning memorable.\u003c\/em\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eIntroduction Part 1 The Basics: Building on KS1 and EYFS 1.1 Words 1.2 Sentences, texts and punctuation Part 2 Teaching grammar in years 3 and 4 2.1 A Framework for teaching the Year 3\/4 statutory requirements 2.2 Extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although 2.3 Using the present perfect form of verbs in contrast to the past tense 2.4 Choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition 2.5 Using conjunctions, adverbs and prepositions to express time and cause 2.6 Using fronted adverbials and Using commas after fronted adverbials 2.7 Year 3 and 4 punctuation Part 3 Teaching grammar in years 5 and 6 3.1 The Y5\/6 statutory requirements 3.2 Recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms 3.3 Using passive verbs to affect the presentation of information in a sentence 3.4 Using the perfect form of verbs to mark relationships of time and cause 3.5 Using expanded noun phrases to convey complicated information concisely 3.6 Using modal verbs or adverbs to indicate degrees of possibility 3.7 Using relative clauses beginning with who, which, where, when, whose, that or using an implied (i.e. omitted) pronoun 3.8 Year 5 and 6 punctuation Part 4 You’ve taught it but have they learnt it? Finding Examples in Reading - Book list A glossary of terms","brand":"Sage Publications Ltd","offers":[{"title":"Default Title","offer_id":48740309598551,"sku":"9781529730432","price":30.48,"currency_code":"GBP","in_stock":false}]},{"product_id":"teaching-the-primary-curriculum-outdoors-9781529780444","title":"Teaching the Primary Curriculum Outdoors","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cstrong\u003e\u003c\/strong\u003e  \u003cp\u003e\u003cstrong\u003eResearch evidence consistently shows that an outdoor learning environment can improve behaviour, engagement and encourage more active participation in learning. So why keep learning in a classroom? \u003c\/strong\u003e\u003cbr\u003e  \u003cbr\u003e  In reality, we know the challenges teachers face.  We know the barriers that get in the way of taking learning outside.  \u003cem\u003eLearning through Landscapes\u003c\/em\u003e has three decades of experience supporting teachers with the everyday challenges of teaching outdoors.  Through this real life understanding of teaching and step by step guidance, this book shows you that every curriculum subject in primary schools can be taught outdoors.   \u003c\/p\u003e  \u003cp\u003eThrough the pages of this book, Learning through Landscapes shows you that learning outdoors not only improves the health, wellbeing and attainment of the children in your class - it also brings joy to your teaching.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eIntroduction Principles of learning and play in your school grounds Practicalities Activities Resources to help develop your outdoor teaching practice","brand":"Sage Publications Ltd","offers":[{"title":"Default Title","offer_id":48740329783639,"sku":"9781529780444","price":24.37,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781529780444.jpg?v=1720054423"},{"product_id":"the-california-eld-standards-companion-grades-3-5-9781544301280","title":"The California ELD Standards Companion, Grades","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cstrong\u003e\u003cem\u003eFor California teachers only!\u003cbr\u003e \u003c\/em\u003e\u003c\/strong\u003e\u003cbr\u003e Here at last is\u003cstrong\u003e that single teaching resource\u003c\/strong\u003e for making the critical link between the ELD Standards and the CCSS ELA Standards. Standard by standard, you’ll quickly discover how to integrate language development into your day-to-day content instruction, fully armed with an insider’s understanding of how best to support our many ELs.\u003cbr\u003e \u003cbr\u003e \u003cul\u003e\n\u003cli\u003eHorizontal and vertical views reveal how each ELD Standard changes and progresses by grade and proficiency level.\u003c\/li\u003e\n\u003cli\u003eWhat the Student Does sections unpack what meeting a standard looks like in practice.\u003c\/li\u003e\n\u003cli\u003eCCSS ELA Standards are displayed side by side with California’s ELD Standards so you can appreciate the purposeful alignment. \u003c\/li\u003e\n\u003cli\u003eWhat the Teacher Does sections provide specific instructional guidance.\u003c\/li\u003e\n\u003c\/ul\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eForeword by Laurie Olsen Prologue Preface Acknowledgments Overall Introduction Introduction for Part 1, Cluster A: Interacting in Meaningful Ways, Collaborative Mode Standard 1. Exchanging information and ideas    ELD Standard 1 Organized by Grade Level and Proficiency Level    What the Student Does    CCSS ELA Standards Related to Standard 1: Exchanging information and ideas    What the Teacher Does    Academic Vocabulary—Key Words and Phrases Related to Standard 1: Exchanging information and ideas    Example of Practice in Vignette Related to Standard 1: Exchanging information and ideas Standard 2. Interacting via written English    ELD Standard 2 Organized by Grade Level and Proficiency Level    What the Student Does    CCSS ELA Standards Related to Standard 2: Interacting via written English    What the Teacher Does    Academic Vocabulary—Key Words and Phrases Related to Standard 2: Interacting via written English    Example of Practice in Vignette Related to Standard 2: Interacting via written English Standard 3. Offering opinions    ELD Standard 3 Organized by Grade Level and Proficiency Level    What the Student Does    CCSS ELA Standards Related to Standard 3: Offering opinions    What the Teacher Does    Academic Vocabulary—Key Words and Phrases Related to Standard 3: Offering opinions    Example of Practice in Snapshot Related to Standard 3: Offering opinions Standard 4. Adapting language choices    ELD Standard 4 Organized by Grade Level and Proficiency Level    What the Student Does    CCSS ELA Standards Related to Standard 4: Adapting language choices    What the Teacher Does    Academic Vocabulary—Key Words and Phrases Related to Standard 4: Adapting language choices    Example of Practice in Snapshot Related to Standard 4: Adapting language choices Introduction for Part 1, Cluster B: Interacting in Meaningful Ways, Interpretive Mode Standard 5. Listening actively    ELD Standard 5 Organized by Grade Level and Proficiency Level    What the Student Does    CCSS ELA Standards Related to Standard 5: Listening actively    What the Teacher Does    Academic Vocabulary—Key Words and Phrases Related to Standard 5: Listening actively    Example of Practice in Snapshot Related to Standard 5: Listening actively Standard 6. Reading\/viewing closely    ELD Standard 6 Organized by Grade Level and Proficiency Level    What the Student Does    CCSS ELA Standards Related to Standard 6: Reading\/viewing closely    What the Teacher Does    Academic Vocabulary—Key Words and Phrases Related to Standard 6: Reading\/viewing closely    Example of Practice in Snapshot Related to Standard 6: Reading\/viewing closely Standard 7. Evaluating language choices    ELD Standard 7 Organized by Grade Level and Proficiency Level    What the Student Does    CCSS ELA Standards Related to Standard 7: Evaluating language choices    What the Teacher Does    Academic Vocabulary—Key Words and Phrases Related to Standard 7: Evaluating language choices    Example of Practice in Snapshot Related to Standard 7: Evaluating language choices Standard 8. Analyzing language choices    ELD Standard 8 Organized by Grade Level and Proficiency Level    What the Student Does    CCSS ELA Standards Related to Standard 8: Analyzing language choices    What the Teacher Does    Academic Vocabulary—Key Words and Phrases Related to Standard 8: Analyzing language choices    Example of Practice in Vignette Related to Standard 8: Evaluating language choices Introduction for Part 1, Cluster C: Interacting in Meaningful Ways, Productive Mode Standard 9. Presenting    ELD Standard 9 Organized by Grade Level and Proficiency Level    What the Student Does    CCSS ELA Standards Related to Standard 9: Presenting    What the Teacher Does    Academic Vocabulary—Key Words and Phrases Related to Standard 9: Presenting    Example of Practice in Snapshot Related to Standard 9: Presenting Standard 10. Composing\/writing    ELD Standard 10 Organized by Grade Level and Proficiency Level    What the Student Does    CCSS ELA Standards Related to Standard 10. Composing\/writing    What the Teacher Does    Academic Vocabulary—Key Words and Phrases Related to Standard 10. Composing\/writing    Example of Practice in Vignette Related to Standard 10. Composing\/writing Standard 11. Supporting opinions    ELD Standard 11 Organized by Grade Level and Proficiency Level    What the Student Does    CCSS ELA Standards Related to Standard 11: Supporting opinions    What the Teacher Does    Academic Vocabulary—Key Words and Phrases Related to Standard 11: Supporting opinions    Example of Practice in Snapshot Related to Standard 11: Supporting opinions Standard 12. Selecting language resources    ELD Standard 12 Organized by Grade Level and Proficiency Level    What the Student Does    CCSS ELA Standards Related to Standard 12: Selecting language resources    What the Teacher Does    Academic Vocabulary—Key Words and Phrases Related to Standard 12: Selecting language resources    Example of Practice in Snapshot Related to Standard 12: Selecting language resources Introduction for Part 2, Cluster A: Learning About How English Works, Structuring Cohesive Texts Standard 1. Understanding text structure    ELD Standard 1 Organized by Grade Level and Proficiency Level    What the Student Does    CCSS ELA Standards Related to Standard 1: Understanding text structure    What the Teacher Does    Academic Vocabulary—Key Words and Phrases Related to Standard 1: Understanding text structure    Example of Practice in Vignette Related to Standard 1: Understanding text structure Standard 2. Understanding cohesion    ELD Standard 2 Organized by Grade Level and Proficiency Level    What the Student Does    CCSS ELA Standards Related to Standard 2: Understanding cohesion    What the Teacher Does    Academic Vocabulary—Key Words and Phrases Related to Standard 2: Understanding cohesion    Example of Practice in Vignette Related to Standard 2: Understanding cohesion Introduction for Part 2, Cluster B: Learning About How English Works, Expanding and Enriching Ideas Standard 3. Using verbs and verb phrases    ELD Standard 3 Organized by Grade Level and Proficiency Level    What the Student Does    CCSS ELA Standards Related to Standard 3: Using verbs and verb phrases    What the Teacher Does    Academic Vocabulary—Key Words and Phrases Related to Standard 3: Using verbs and verb phrases    Example of Practice in Snapshot Related to Standard 3: Using verbs and verb phrases Standard 4. Using nouns and noun phrases    ELD Standard 4 Organized by Grade Level and Proficiency Level    What the Student Does    CCSS ELA Standards Related to Standard 4: Using nouns and noun phrases    What the Teacher Does    Academic Vocabulary—Key Words and Phrases Related to Standard 4: Using nouns and noun phrases    Example of Practice in Vignette Related to Standard 4: Using nouns and noun phrases Standard 5. Modifying to add details    ELD Standard 5 Organized by Grade Level and Proficiency Level    What the Student Does    CCSS ELA Standards Related to Standard 5: Modifying to add details    What the Teacher Does    Academic Vocabulary—Key Words and Phrases Related to Standard 5: Modifying to add details    Example of Practice in Snapshot Related to Standard 5: Modifying to add details Introduction for Part 2, Cluster C: Learning About How English Works, Connecting and Condensing Ideas Standard 6. Connecting ideas    ELD Standard 6 Organized by Grade Level and Proficiency Level    What the Student Does    CCSS ELA Standards Related to Standard 6: Connecting ideas    What the Teacher Does    Academic Vocabulary—Key Words and Phrases Related to Standard 6: Connecting ideas    Example of Practice in Vignette Related to Standard 6: Connecting ideas Standard 7. Condensing ideas    ELD Standard 7 Organized by Grade Level and Proficiency Level    What the Student Does    CCSS ELA Standards Related to Standard 7: Condensing ideas    What the Teacher Does    Academic Vocabulary—Key Words and Phrases Related to Standard 7: Condensing ideas    Example of Practice in Snapshot Related to Standard 7: Condensing ideas","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48740471308631,"sku":"9781544301280","price":29.44,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781544301280.jpg?v=1720054780"},{"product_id":"the-blended-learning-blueprint-for-elementary-teachers-9781544318639","title":"The Blended Learning Blueprint for Elementary","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cem\u003e\u003cstrong\u003eYour blueprint for empowering students through personalized learning \u003c\/strong\u003e\u003c\/em\u003e\u003cbr\u003e  \u003cbr\u003e  In today’s technologically-integrated world, blended learning is a natural fit for the elementary classroom, where many teachers already think flexibly about the learning environment, resources, and time in order to meet diverse student needs. As blended elementary classrooms become more common, teachers and administrators must develop a shared understanding of the characteristics of effective instruction in blended environments. \u003cbr\u003e  \u003cbr\u003e  This guide is designed to help K-5 teachers develop and carry out a plan for effective instruction in blended environments. Presented in a step-by-step workbook format, this resource identifies the competencies blended teachers need and strategies for development, culminating in a personalized implementation plan for successful blended instruction. 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Definition and Models of Blended Learning    Internet Safety in the Elementary Classroom CHAPTER 1 Blended Learning Teacher Competencies    Mindsets    Qualities    Adaptive Skills    Technical Skills CHAPTER 2 Crafting Your Vision    Adapting Blended Models    Rethinking the Role of Teachers and Learners    Letting Go of Control    Redesigning the Learning Space    Designing the Blueprint CHAPTER 3 Maximizing Instructional Time    Answering the Essential Question About Time    Rethinking the School Day    Cloning the Teacher    Designing the Blueprint CHAPTER 4 Making It Personal    Moving From Differentiation to Personalized Learning    Designing Personalized Pathways    Making Pathways Work    Designing the Blueprint CHAPTER 5 Empowering Students    Leveraging Formative Assessments    Managing Data and Goal-Setting    Tapping Into Student Passions    Designing the Blueprint CHAPTER 6 Expanding Your Toolbox    Designing Collaborative Learning Experiences    Leveraging Adaptive Tools for Self-Paced Learning    Amplifying Student Voice    Designing the Blueprint CHAPTER 7 Professional Learning    Collaborating With Colleagues    Connecting With Stakeholders    Owning Your Professional Learning    Designing the Blueprint CHAPTER 8 Getting Started    Starting Small    Planning for Sustainability    Designing the Blueprint Appendices    Appendix A: Blueprint for Blended Learning    Appendix B: iNACOL Blended Learning Teacher Competency Framework    Appendix C: Reflecting on the iNACOL Blended Learning Teacher Competencies    Appendix D: Recommended Reading    Appendix E: Guide for Coaching and Supporting Blended Teachers References Index","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48740472783191,"sku":"9781544318639","price":29.44,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781544318639.jpg?v=1720054784"},{"product_id":"word-study-that-sticks-best-practices-k-6-9781544327242","title":"Word Study That Sticks: Best Practices, K-6","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"Pamela Koutrakos breaks it down for the novice and streamlines word study for the old pro.\u003c\/em\u003e\u003cem\u003e\"\u003c\/em\u003e – Jeff Anderson, author of Patterns of Power\u003cbr\u003e  \u003cbr\u003e  \u003cstrong\u003eTake word learning to the next level in your classroom\u003cbr\u003e  \u003c\/strong\u003e\u003cbr\u003e  Hungry for lively and engaging ways to augment word study? Looking for ways to empower your students and give voice to their ideas? In \u003cem\u003eWord Study That Sticks\u003c\/em\u003e, teacher and literacy consultant Pamela Koutrakos provides a step-by-step approach that makes word learning jubilant and fun – and encourages students to take ownership of word learning.\u003cbr\u003e  \u003cbr\u003e  This hands-on guide connects research with experience to deliver challenging, discovery-based instructional practices that can support all learners in any subject area. You’ll learn how to\u003c\/p\u003e  \u003cul\u003e\n\u003cli\u003eSet up the physical classroom, prioritize materials, and launch activities\u003c\/li\u003e\n\u003cli\u003eInstill curiosity and a self-starting attitude toward vocabulary development\u003c\/li\u003e\n\u003cli\u003eDevise routines that highlight phonemic awareness, phonics, meaning, and spelling\u003c\/li\u003e\n\u003cli\u003eDifferentiate and personalize word study activities\u003c\/li\u003e\n\u003cli\u003eEmbed word study into all content areas for transfer of learning  \u003c\/li\u003e\n\u003c\/ul\u003e  \u003cp\u003e\u003cem\u003eWord Study That Sticks\u003c\/em\u003e can be used alone or in conjunction with another program to help you take word learning to the next level. Lesson ideas, word study routines, charts, photos, key practices, and special advice for beginning teachers make word study instruction accessible for educators working at every experience level.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eWho said word study has to be boring? Not Pamela Koutrakos! In her book \u003cem\u003eWord Study that Sticks\u003c\/em\u003e, Koutrakos provides teachers with a host of highly engaging and easily implemented approaches for making phonemic awareness, phonics, spelling, and vocabulary instruction come alive in their classrooms. -- Timothy Rasinski, PhD, Professor of Literacy Education at Kent State University\u003cbr\u003ePam offers so many practical and innovative ideas for word study, but even more than that, by highlighting the importance of student choice, engagement, and collaboration, Pam′s book is a primer for planning instruction across the day. In addition to very practical and engaging ideas for word study, Pam helps teachers prioritize their time, organize their instruction, and offer children both individual choice and social opportunities across the day. Pam helps teachers envision and implement an engaging and effective approach to word study, one that supports students′ growth and curiosity; one that invites student inquiry and agency. -- Kathy Collins, Literacy Consultant, Author of Growing Readers, and Co-Author of I Am Reading with Matt Glover\u003cbr\u003e\u003cem\u003eWord Study That Sticks \u003c\/em\u003eprovides Grades K-6 differentiated support for making word study meaningful in any classroom. Chock-full of resources -- including sample schedules, lessons, routines, tips for classroom set-up, even workarounds if your classroom is different -- Pamela Koutrakos has pulled together the most popular and effective word study techniques being used in schools today. Her inviting writing style will make you feel like you have a master teacher by your side as you implement these ideas in your classroom.\u003cbr\u003e \u003cbr\u003e What I like best about this book is that it employs the key characteristics of strong phonics instruction -- active, engaging, and thought-provoking. Students don′t just learn about words; they explore words like detectives uncovering aspects that will improve their reading and writing skills. Students are also taught to take ownership of their learning so that these skills can be more easily transferred to their independent reading. The result -- students who more naturally develop into skilled, fluent readers.\u003cbr\u003e \u003cbr\u003e A great resource that′s a needed addition to every elementary teacher′s professional library. -- Wiley Blevins, Author of A Fresh Look at Phonics\u003cbr\u003eAs a presenter I′m asked if I know of a good book for word study. I found one in Pamela Koutrakos′ \u003cem\u003eWord Study That Sticks\u003c\/em\u003e! She breaks it down for the novice and streamlines for the old pro. It′s truly word study that sticks. -- Jeff Anderson\u003cbr\u003eWhether you′ve been teaching word study for a few years or a few decades, \u003cem\u003eWord Study That Sticks \u003c\/em\u003ewill change your mindset and open your eyes to innovative word study practices. Pam′s enthusiasm for inquiry-based word study experiences, coupled with her classroom-rooted expertise, glimmers off the pages of this must-have resource. With features like practical prioritizing, teacher tips, and workarounds to common classroom challenges, Pam offers a no-excuse guide to providing students with the word knowledge needed for school and beyond. I guarantee that Pam′s positivity will lift your teaching to new heights. If Pamela Koutrakos can′t get you and your students fired up about joyful word study instruction -- no one can! -- Maria Walther, First Grade Teacher and Instructional Specialist, and Author of The Ramped-Up Read Aloud: What to Notice as You Turn the Page\u003cbr\u003eProfessional texts about word study often are too technical and removed from the everyday realities of the classroom. Fortunately, Pamela Koutrakos serves her ′signature dish′ of positivity and enthusiasm with a side of sincerity and practicality. Throughout \u003cem\u003eWord Study That Sticks\u003c\/em\u003e, Pam infuses her deep respect for students, teachers, and the learning process. Her explicit discussion of the what, why, when, and how of word study instruction feel like conversations with a trusted colleague. Alongside the voices of experts and researchers, Pam includes those of teachers and students -- which are frequently excluded from professional texts. Recognizing a diversity of learning needs, Pam offers varying entry points for teachers who are beginning to practice word study or are interested in ′stepping up′ their instruction. She takes the guesswork out of where to begin by prioritizing meaningful practices, lessons, and materials that can be implemented easily. She also thoughtfully anticipates challenges and offers doable workarounds. Pam reminds novice and veteran teachers alike that developmentally-appropriate word study instruction can be authentic, fun, and challenging. Her thoroughness and thoughtfulness ensure that readers feel prepared (and excited) to plan, teach, differentiate, and assess word study. With her words, Pam inspires and reconnects us with the power of studying words. -- Heather Frank, First Grade Teacher, Central School, and Doctoral Candidate, Montclair State University\u003cbr\u003eThis book is so needed in the world! Where I go, teachers ask about word study -- how to do it and when to fit it in with all the other demands placed on their time. \u003cem\u003eWord Study That Sticks: Best Practices, K-6 \u003c\/em\u003eis just the right resource at just the right time to answer these important questions. Pamela Koutrakos gives us a perfect blend of background knowledge (the what and why behind word study) and the practical day-to-day (the how) to get word study up and running. Her sample schedules, classroom blueprints, launch lessons, teaching tips, and options for assessment -- just to name a few of the awesome tools -- gives us what we need to harness student engagement, gradual release of responsibility, student independence, and joy around word study. Thank you, Pam, for giving us your signature dish! -- Julie Wright, Instructional Coach, Educational Consultant, and Author of What Are You Grouping For?\u003cbr\u003eAs an increasing number of schools and districts embrace a balanced literacy model, oftentimes, word study is an area that either gets overlooked or causes confusion. In \u003cem\u003eWord Study That Sticks\u003c\/em\u003e, Pamela Koutrakos cuts through the clutter and demystifies what word study is all about with a practical, research-based system that any educator could implement. This much-needed book is the first and only book I can recommend on the topic, and I could not recommend it enough for any school or district exploring word study.  -- Ross Cooper, Elementary School Principal and Author of Hacking Project Based Learning\u003cbr\u003eIn \u003cem\u003eWord Study That Sticks: Best Practices, K-6 \u003c\/em\u003e, Pamela Koutrakos takes a fresh look at word study instruction and moves away from word study as discrete skills needed for reading and writing success to patterns and practices that help students leave their mark on the world. Grounded in best practices, authentic reading and writing, and joyful engagement, Pamela clearly shows educators how to teach students the power of words and word study. Focused on developing teacher expertise over knowledge of a program, Pamela invites teachers to honor their current practices, explore curious and creative word study instruction and foster engagement and independence in the classroom. She provides explicit, practical advice to weave word study instruction for all students are threaded throughout the pages of this book. Reading this book is like collaborating with a trusted literacy coach who understands the complexity and challenges of the classroom and supports teacher learning with real-life photographs of classrooms, word study routines and instruction, inspiring student samples and a clear set of lessons for use in classrooms. \u003cem\u003e?Word Study That Sticks\u003c\/em\u003e? provides educators with the tools they need to enact purposeful and authentic word study instruction into an elementary classroom framed around inquiry and joyful learning. -- Stephanie Affinito, PhD, Literacy Teacher Educator\u003cbr\u003eIf you′re seeking a comprehensive guide to differentiated word study aimed at building independent, inquisitive qord explorers, you′ve got the right book in your hands! In \u003cem\u003eWord Study That Sticks, \u003c\/em\u003ePamela Koutrakos offers practical and purposeful lessons to get started and set up and maintain inquiry-based, engaged word study routines across a variety of grouping options throughout a year of study. Her friendly, supportive voice makes readers feel as if they are sitting across the table from her being coached with expertise and care as they make critical decisions regarding learner-centered word exploration. Readers are guided through assessments, upping the rigor and relevance of word studyf or all learners at all levels K-6, incorporated word study across content areas, and transferring learning to everyday reading and writing all within an investigational, joyful classroom environment. Pam′s masterful guidance coupled with the user-friendly features of this volume will be appreciated by both teachers who are new to dynamic word study and seasoned practitioners seeking to up their level of pedagogy. Thank you, Pam, for your thoughtful voice and all you offer teachers and learners through this book! -- Janiel Wagstaff, National Literacy Consultant and Author of The Common Core Companion: Booster Lessons, Grades K-2: Elevating Instruction Day by Day\u003cbr\u003ePam′s passion for engaging children in purposeful, thoughtful, and joyful word study exudes in \u003cem\u003eWord Study That Sticks\u003c\/em\u003e. The framework she posits is elegant yet practical in daily teaching within a workshop structure. The lessons, grounded in research that supports the urgency of word study for our learners, convey a clear vision for developing a culture of word learning, exploration for words, active engagement, and positive, student-centered word study. These lessons will lead learners to powerful, joyful, and exciting word etymology that fosters student choice and celebration of words, covering phonemic awareness, phonics, meaning, spelling, and high-frequency work -- all facets of word study. A thoughtful and visual format provides educators with lessons and clear examples to develop thoughtful word study in the classroom now. The framework presents real time challenges faced by schools and districts with honest and considerate ′workarounds.′ This is the exact approach to word study that our children need and deserve! -- Deirdre Spollen-LaRaia, EdD, Principal\u003cbr\u003eWhen reading \u003cem\u003eWord Study That Sticks\u003c\/em\u003e\u003cem\u003e, \u003c\/em\u003eyou feel as though Pam has stepped inside your classroom and is with you each step of the way, cheering you on. She understands your word study concerns and provides you with an abundance of options that are responsive to your students′ right-now needs which you can immediately use. As I was reading, I could envision my teachers flipping over the ready-made word study charts and lessons that Pam Makes available. These charts are teacher friendly, but more importantly, they also help your students to become independent word experts in a flash! Creating students who lift the level of their vocabularies, reading, and writing. -- Yvonne Mortello, K-5 Literacy Coach and Primary Grade Educator\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eAcknowledgments Introduction: Word Study Now    Word Study for a New Generation    How to Use This Book With Other Programs or as Your Sole Resource    Preview of the Three Parts    Preview of Features PART I: CURIOUS, CREATIVE WORD STUDY CHAPTER 1. What Is Word Study?    WHAT, WHY, WHEN    Word Study Is a Verb, Not a Noun    Word Study Invites Inquiry CHAPTER 2. Start It Up! Finding Time and Resources    WHAT, WHY, WHEN    Spending Time Exploring Words    Setting Up Structures    WHAT, WHY, WHEN CHAPTER 3. Launching a Year of Lively Learning    WHAT, WHY, WHEN    Lessons That Introduce the World of Word Study    Introducing Routines Memorably    WHAT, WHY, WHEN    Launch Lessons: Introducing Routines CHAPTER 4. Assessment: A Less-Is-More Approach to Seeing Next Steps    WHAT, WHY, WHEN    Expanding Our Repertoire: Rethinking Assessment Options PART II: FOSTERING ENGAGEMENT AND INDEPENDENCE CHAPTER 5. The Value of Choice and Protocols That Support It    WHAT, WHY, WHEN    Empowering Students: Lessons and Routines That Offer Student Choice CHAPTER 6. Power Practices: Next-Level Word Exploring    Choices in Word Study Routines: Lessons to Bolster Engaged Word Learning CHAPTER 7. Supporting Students: Routines for Meaningful Differentiation    WHAT, WHY, WHEN    Providing Purposeful Small-Group Instruction    Building a Culture and Curriculum of Talk CHAPTER 8. Releasing Responsibility: Goal Setting, Reflection, and Celebration    WHAT, WHY, WHEN    Ideas for Reflection and Celebration    A Tour of Word Study in Action: 20 Minutes of Focused Fun and Teaching Language PART III: TEACHING FOR TRANSFER CHAPTER 9. Connecting the Dots: Word Study in Reading and Writing    WHAT, WHY, WHEN    Infusing Word Study Into Reading    Word Study in Writing CHAPTER 10. Sealing the Deal With Word Learning in the Content Areas    Word Study in Math    Word Study in Social Studies and Science    More Options to Encourage Transfer of Word Learning    A Tour of Word Study in Action: A Sneak Peek of Content Area Word Learning Conclusion: Word Power! Appendices    Appendix A: Go-To Resources    Appendix B: Spelling Inventories    Appendix C: Word-Rich Books Across the Grades    Appendix D: Quotes About Words    Appendix E: Expanded Sample Word Study Schedules    Appendix F: Sample Checklists References Index","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48740473995607,"sku":"9781544327242","price":29.44,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781544327242.jpg?v=1720054790"},{"product_id":"feedback-for-continuous-improvement-in-the-classroom-new-perspectives-practices-and-possibilities-9781544361574","title":"Feedback for Continuous Improvement in the","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cem\u003eFeedback for Continuous Improvement in the Classroom\u003c\/em\u003e shows how to plan, enact, and reflect on feedback practices within lessons and across units using a new accessible, comprehensive, and innovative framework.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cem\u003e\" \u003c\/em\u003e\u003cem\u003eI 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 \u003c\/em\u003eFeedback for Continuous Improvement in the Classroom\u003cem\u003e for my staff when it comes out! \u003c\/em\u003e\" -- Amber Andrade\u003cbr\u003e\"\u003cem\u003eI 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?\u003c\/em\u003e\u003cem\u003e\"\u003c\/em\u003e -- Alison Bailey\u003cbr\u003e\"\u003cem\u003eThis 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!\u003c\/em\u003e\" -- Blanca Baltazar-Sabbah\u003cbr\u003e\"\u003cem\u003eFeedback for Continuous Improvement in the Classroom: New Perspectives, Practices, and Possibilities\u003c\/em\u003e \u003cem\u003eis 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!\u003c\/em\u003e\" -- Nicole Barnes\u003cbr\u003e\"\u003cem\u003eBrent Duckor and Carrie Holmberg’s \u003c\/em\u003eFeedback for Continuous Improvement in the Classroom: New Perspectives, Practices, and Possibilities\u003cem\u003e 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.\u003c\/em\u003e\" -- Carrie Bosco\u003cbr\u003e\"\u003cem\u003eThe 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 \u003c\/em\u003eFeedback for Continuous Improvement in the Classroom\u003cem\u003e 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.\u003c\/em\u003e\" -- Bronwen Cowie\u003cbr\u003e\"Feedback for Continuous Improvement in the Classroom\u003cem\u003e 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.\u003c\/em\u003e\"\u003cbr\u003e \u003cbr\u003e -- Larry Cuban\u003cbr\u003e\"\u003cem\u003eBusy practitioners want to know what to do tomorrow. Duckor and Holmberg’s\u003c\/em\u003e Feedback for Continuous Improvement in the Classroom\u003cem\u003e 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.\u003c\/em\u003e\" -- Ben Daley\u003cbr\u003e\"\u003cem\u003eDuckor and Holmberg’s latest book, \u003c\/em\u003eFeedback for Continuous Improvement in the Classroom\u003cem\u003e,\u003cstrong\u003e \u003c\/strong\u003echallenges 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.\u003c\/em\u003e\" -- Annamarie M. Francois\u003cbr\u003e\u003cem\u003e\"\u003c\/em\u003e\u003cem\u003eThere are many books on feedback, but hardly any have sticking power. Brent Duckor and Carrie Holmberg’s\u003c\/em\u003e Feedback for Continuous Improvement in the Classroom\u003cem\u003e 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.\u003c\/em\u003e\u003cem\u003e\"\u003c\/em\u003e -- Michael Fullan\u003cbr\u003e\"\u003cem\u003eDuckor and Holmberg’s \u003c\/em\u003eFeedback for Continuous Improvement in the Classroom\u003cem\u003e 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.\u003c\/em\u003e\" -- H. Alix Gallagher\u003cbr\u003e\"\u003cem\u003eIn \u003c\/em\u003eFeedback for Continuous Improvement in the Classroom\u003cem\u003e,\u003cstrong\u003e \u003c\/strong\u003eBrent 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.\u003c\/em\u003e\" -- Linda Darling Hammond\u003cbr\u003e\u003cem\u003e\"\u003c\/em\u003e\u003cem\u003eIn 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.\u003c\/em\u003e\" -- Margaret Heritage\u003cbr\u003e\"\u003cem\u003eTeachers 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 \u003c\/em\u003eFeedback for Continuous Improvement in the Classroom\u003cem\u003e\u003cstrong\u003e \u003c\/strong\u003eis 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.\u003c\/em\u003e\" -- Xiaoting Huang\u003cbr\u003e\"\u003cem\u003eFeedback 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 \u003c\/em\u003eFeedback for Continuous Improvement in the Classroom\u003cem\u003e 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.\u003c\/em\u003e\" -- Dennis Kwek\u003cbr\u003e\"\u003cem\u003eHuge 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 \u003c\/em\u003eFeedback for Continuous Improvement in the Classroom: New Perspectives, Practices, and Possibilities\u003cem\u003e and its strategies with the teachers and education leaders we work with across the United States and the world.\u003c\/em\u003e\" -- Bob Lenz\u003cbr\u003e\"\u003cem\u003eThere 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.\u003c\/em\u003e Feedback for Continuous Improvement in the Classroom: New Perspectives, Practices, and Possibilities\u003cem\u003e 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!\u003c\/em\u003e\" -- Anastasiya Lipnevich\u003cbr\u003e\"\u003cem\u003eDuckor 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.\u003c\/em\u003e\" -- Elida MacArthur\u003cbr\u003e\"\u003cem\u003eThis 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.\u003c\/em\u003e\" -- James McMillan\u003cbr\u003e\"\u003cem\u003eEvery 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!\u003c\/em\u003e\" -- Deborah Meier\u003cbr\u003e\"\u003cem\u003eProviding 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.\u003cstrong\u003e \u003c\/strong\u003eDuckor and Holmberg’s \u003c\/em\u003eFeedback for Continuous Improvement in the Classroom: New Perspectives, Practices, and Possibilities\u003cem\u003e 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.\u003c\/em\u003e\" -- Tonya R. Moon\u003cbr\u003e\"\u003cem\u003eIt 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. \u003c\/em\u003eFeedback for Continuous Improvement in the Classroom\u003cem\u003e 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.\u003c\/em\u003e\" -- Matt Navo\u003cbr\u003e\"\u003cem\u003eAcclaimed 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, \u003c\/em\u003eFeedback for Continuous Improvement in the Classroom\u003cem\u003e, 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.\u003c\/em\u003e\" -- Jacquelyn Ollison\u003cbr\u003e\"\u003cem\u003eDuckor 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.\u003c\/em\u003e\" -- Glen Price\u003cbr\u003e\"\u003cem\u003eIn 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.\u003c\/em\u003e\" -- Terry Qian\u003cbr\u003e\u003cem\u003e\"\u003c\/em\u003e\u003cem\u003eNew 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, \u003c\/em\u003eFeedback for Continuous Improvement in the Classroom\u003cem\u003e, 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.\u003c\/em\u003e\u003cem\u003e\"\u003c\/em\u003e -- Mary Vixie Sandy\u003cbr\u003e\"\u003cem\u003eThis 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.\u003c\/em\u003e\" -- Rich Shavelson\u003cbr\u003e\"\u003cem\u003eIn their latest book, \u003c\/em\u003eFeedback for Continuous Improvement in the Classroom\u003cem\u003e, 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.\u003c\/em\u003e\" -- Lorrie A. Shepard\u003cbr\u003e\"\u003cem\u003eLike 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.\u003c\/em\u003e\" -- Valerie Shute\u003cbr\u003e\"Feedback for Continuous Improvement in the Classroom: New Perspectives, Practices, and Possibilities\u003cem\u003e 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!\u003c\/em\u003e\" -- Jeffrey K. Smith\u003cbr\u003e\"\u003cem\u003eWe 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.\u003c\/em\u003e\" -- Kip Téllez\u003cbr\u003e\"\u003cem\u003eWhat 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.\u003c\/em\u003e\" -- Christopher Thorn\u003cbr\u003e\"\u003cem\u003eOur university focuses on teaching college-level students 21st century skills with a focus on entrepreneurial thinking and design. Duckor and Holmberg’s latest book, \u003c\/em\u003eFeedback for Continuous Improvement in the Classroom: New Perspectives, Practices, and Possibilities\u003cem\u003e 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.\u003c\/em\u003e\" -- Diah Wihardini\u003cbr\u003e\"\u003cem\u003eDuckor 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.\u003c\/em\u003e\" -- Diana Wilmot\u003cbr\u003e\"\u003cem\u003eThis 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.\u003c\/em\u003e\" -- Mark R. Wilson\u003cbr\u003e\"\u003cem\u003eDuckor and Holmberg’s latest book, \u003c\/em\u003eFeedback for Continuous Improvement in the Classroom: New Perspectives, Practices, and Possibilities\u003cem\u003e, 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.\u003c\/em\u003e\" -- Hwei-Ming Wong\u003cbr\u003e\"\u003cem\u003eBrent 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.\u003c\/em\u003e\" -- Caroline E. Wylie\u003cbr\u003e\"\u003cem\u003eIf 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.\u003c\/em\u003e\" -- Jeff Zwiers\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eWhat 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","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48740477927767,"sku":"9781544361574","price":32.29,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781544361574.jpg?v=1723812305"},{"product_id":"strengths-based-teaching-and-learning-in-mathematics-five-teaching-turnarounds-for-grades-k-6-9781544374932","title":"Strengths-Based Teaching and Learning in","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"This book is a game changer! \u003c\/em\u003eStrengths-Based Teaching and Learning in Mathematics: 5 Teaching Turnarounds for Grades K- 6\u003cem\u003e goes beyond simply providing information by sharing a pathway for changing practice. . . Focusing on our students’ strengths should be routine and can be lost in the day-to-day teaching demands. A teacher using these approaches can change the trajectory of students’ lives forever. All teachers need this resource!     \u003c\/em\u003e\u003c\/p\u003e  \u003cp\u003eConnie S. Schrock\u003cbr\u003e  Emporia State University\u003cbr\u003e  National Council of Supervisors of Mathematics President, 2017-2019\u003c\/p\u003e  \u003cp\u003e\u003cstrong\u003eNEW COVID RESOURCES ADDED:\u003c\/strong\u003e  \u003cem\u003eA Parent’s Toolkit to Strengths-Based Learning in Math\u003c\/em\u003e is now available on the book’s companion website to support families engaged in math learning at home. This toolkit provides a variety of home-based activities and games for families to engage in together.\u003c\/p\u003e  \u003cp\u003e\u003cstrong\u003e\u003cem\u003eYour game plan for unlocking mathematics by focusing on students’ strengths.\u003c\/em\u003e\u003c\/strong\u003e\u003c\/p\u003e  \u003cp\u003eWe often evaluate student thinking and their work from a deficit point of view, particularly in mathematics, where many teachers have been taught that their role is to diagnose and eradicate students’ misconceptions. But what if instead of focusing on what students don’t know or haven’t mastered, we identify their mathematical strengths and build next instructional steps on students’ points of power?\u003c\/p\u003e  \u003cp\u003eBeth McCord Kobett and Karen S. Karp answer this question and others by highlighting five key teaching turnarounds for improving students’ mathematics learning: identify teaching strengths, discover and leverage students’ strengths, design instruction from a strengths-based perspective, help students identify their points of power, and promote strengths in the school community and at home. Each chapter provides opportunities to stop and consider current practice, reflect, and transfer practice while also sharing\u003c\/p\u003e  \u003cp\u003e·         Downloadable resources, activities, and tools\u003c\/p\u003e  \u003cp\u003e·         Examples of student work within Grades K–6\u003c\/p\u003e  \u003cp\u003e·         Real teachers’ notes and reflections for discussion\u003c\/p\u003e  \u003cp\u003eIt’s time to turn around our approach to mathematics instruction, end deficit thinking, and nurture each student’s mathematical strengths by emphasizing what makes them each unique and powerful. \u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cem\u003e\"Too many of us perseverate on \"fixing\" our students and ourselves. Focusing instead on the strengths students bring to the classroom and redirecting the effective practices we already employ, Kobett and Karp turn this thinking on its head. By leveraging their tools and protocols we can confront and unpack our beliefs, transform our instruction, and create the positive and supportive learning environments our students deserve. This is an indispensable resource for educators committed to ensuring that each and every student experiences joy, wonder, and success in mathematics!\"\u003c\/em\u003e -- Matt Larson\u003cbr\u003e\u003cem\u003e\"Rarely does one find a text that provides both the aspirational vision and inspirational mission to transform both the striving mathematics educator and the student mathematician. Educators will be moved to embrace, then promote change through their work with Drs. Kobett and Karp’s innovative strengths-based approach to teaching and learning mathematics. Kobett and Karp invite all math stakeholders to discover their own strengths from which to build a stronger foundation in the teaching and learning of mathematics.\"\u003c\/em\u003e -- Richard Cox, Jr.\u003cbr\u003e\u003cem\u003e\"I love this book! More and more people are talking about the need to build on student strengths instead of focusing on their deficits, but doing this can seem unrealistic to a teacher. The authors not only elaborate what it means to build on student strengths, they offer concrete strategies for how to do it. Starting with the necessary step of looking at one’s own teaching strengths, they offer practical guidelines and examples that lay out a path teachers can use to turn around their teaching and their students’ learning.\"\u003c\/em\u003e -- Cathy Seeley\u003cbr\u003e\u003cem\u003e\"This book is a must-read for every stakeholder in the education system! The authors challenge us to acknowledge the damaging impact of deficit-based beliefs and provide concrete ways to leverage strengths in ourselves and in our students to create mathematics classrooms where students flourish.\"\u003c\/em\u003e -- Delise Andrews\u003cbr\u003e\u003cem\u003e\"This book provides teachers with a wealth of resources for uncovering and nurturing students mathematical strengths. By focusing on recognizing and building on students’ strengths rather than identifying their deficiencies, the authors have mapped out a pathway for creating instructional experiences that support the learning and identity development of each and every student. This is a must-have for all elementary teachers!\"\u003c\/em\u003e -- Margaret (Peg) Smith\u003cbr\u003e\u003cem\u003e\"This book provides a clear, rich, strong rebuttal to \"my kids can’t.\" Kobett and Karp help us focus on our students’ unique perspectives, talents, and strengths as well as our students’ capabilities with mathematics practices and content. More important, they help us take stock of who we are. They help us identify aspects of our practice that are strong and those that are ready for a turnaround. They teach us about these turnarounds and describe how we can realize them effectively. This is a must-have for transforming \"they can’t\" into \"they can.\"\"\u003c\/em\u003e -- John SanGiovanni\u003cbr\u003e\u003cem\u003e\"Where do beliefs and pedagogy meet? In a world in which we are often asked to find flaws and weaknesses, this book is a breath of fresh air and reminds us that the best way to teach  is to build from our strengths. Filled with research-based ideas, practical strategies, and tools, this book provides a comprehensive approach to creating asset-based learning environments by identifying and leveraging the strengths of students, teachers, schools, and caretakers.\"\u003c\/em\u003e -- Cathery Yeh\u003cbr\u003e\u003cem\u003e\"This well-written book is a game changer!\u003c\/em\u003e Strengths-Based Teaching and Learning in Mathematics: Five Teaching Turnarounds for Grades K–6 \u003cem\u003egoes beyond simply providing information by sharing a pathway for changing practice. The authors start with reflective activities allowing teachers to examine their beliefs and explore their teaching strengths. Using the Teaching Turnarounds will transform classrooms. Focusing on our students’ strengths should be routine and can be lost in the day-to-day teaching demands. A teacher using these approaches can change the trajectory of students’ lives forever. All teachers need this resource!\"\u003c\/em\u003e -- Connie S. Schrock\u003cbr\u003e\u003cem\u003e\"Drs. Kobett and Karp offer teachers a positive and practical way of using Appreciative Inquiry to put spotlight on teachers’ instructional practices to celebrate their strength and support teachers to dream, design and deliver innovative ways to bring more equitable teaching practices to the forefront. By reimagining instruction focused on strengths-based teaching that leverage and put spotlight on students’ abilities to use representations and reasoning, the authors unpack rich tasks by delving into the development of learning progressions in important mathematics as well as situate mathematics within contexts that students can relate to while bridging mathematics closer to students’ lived experiences.\"\u003c\/em\u003e -- Jennifer Suh\u003cbr\u003e\u003cem\u003e\"\u003c\/em\u003eStrengths-Based Teaching and Learning in Mathematics: Five Teaching Turnarounds for Grades K–6\u003cem\u003e forces the reader to become extremely reflective about their own individual identity in mathematics and implementation of effective teaching practices\/strategies. How many students have we lost or have allowed to feel defeated in learning mathematics because we didn’t teach by harnessing the power of their strengths? This book intersperses time for this type of reflection as one identifies your own strengths, your individual math identity, as well as the inclusion of the numerous \"spotlights on practices\" to support successful implementation in the classroom. As one considers how to help students develop a growth mindset in mathematics, this book must become an essential resource. There are concrete examples to illustrate how this becomes visible in the classroom—all with the goal of helping students develop their identity, authority, and agency in mathematics. We lose too many students in mathematics; too many students hear that they have gaps, are deficit, or are stigmatized by having to endure endless intervention programs in mathematics. Instead this book uses subtleties, helps you focus on yourself as a teacher of mathematics, and provides explicit examples to harnesses the strengths of all students in mathematics. This will do a lot to change negative student self-images. I love this book!\"\u003c\/em\u003e -- Denise Walston\u003cbr\u003e\u003cem\u003e\"Finally the book that good teachers have been waiting for: a book that focuses not on what students cannot do, but on what they can. This needed book offers teachers a positive, productive way to rethink teaching and learning in mathematics and would be ideal for a school- or districtwide book study.\"\u003c\/em\u003e -- Jeff Shih\u003cbr\u003e\u003cem\u003e\"Anytime you purchase a resource book in mathematics, you hope that it does an inspirational delivery of its title. In \u003c\/em\u003eStrengths-Based Teaching and Learning in Mathematics: Five Teaching Turnarounds for Grades K–6\u003cem\u003e, the authors have gone above and beyond the book’s high expectations.\u003cbr\u003e Kobett and Karp have masterfully tapped into the zeitgeist of contemporary math education and written a book that oozes with not just empathy, reflection, and candor but with clear and motivating practicality that will transform any math classroom into a place of community, hope, and unbridled strength.\"\u003c\/em\u003e -- Sunil Singh\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eForeword Introduction – An Invitation to Turnaround    Why Strengths-Based Instruction?    Who is Strengths-Based Mathematics Teaching For?    What are Mathematics Strengths we See in Students?    Exploring Your Own Math Identity    Moving to a Strengths-Based Perspective    Practices that Build a Strengths Cycle    The Five Teaching Turnarounds Chapter 1 - Identify Your Teaching Strengths    What Do You Believe About Your Students′ Learning?    What Do Students Think You Believe?    Summary Chapter 2 - Turnaround Mathematical Proficiencies, Processes, and Practices    Building Mathematical Proficiency Through a Strengths-Based Lens    Building Mathematical Practices and Dispositions Through a Strengths-Based Lens    Building Strengths in Problem Solving    Building Strengths in Communication    Building Strengths in Reasoning and Proof    Building Strengths in Connections    Building Strengths in Representations    Summary Chapter 3 - Your Students’ Mathematics Content Strengths    Building Mathematical Content Knowledge Through a Strengths-Based Lens    Building and Recognizing Strengths in the Meaning of Number and Operations and Algebraic Thinking    Count to show how numbers represent quantity    Count to show how numbers represent quantity    Develop Strategies to Add, Subtract, Multiply, and Divide    Building and Recognizing Strengths in Understanding Number and Operations - Fractions    Building and Recognizing Strengths in Geometry    van Heile’s Geometric Conceptual Understanding Level 0: Visualization    van Heile’s Geometric Conceptual Understanding Level 1: Analysis    Summary Chapter 4 – Turnaround Grouping Practices    Planning Effective Strength-Based Instruction    Fixed versus Flexible Grouping Practices    Long-Term Whole-Class Ability Grouping    Small-Group In-Class Ability Grouping    Flexible Grouping Strategies    Strength’s Based Flexible Grouping Practices    Mixed-Strength Whole-Group Instruction    Homogeneous-Strength Small Groups    Targeted Small Group Instruction Through a Strengths-Based Lens    Summary Chapter 5 – Turnaround Tasks    High Cognitive Tasks    Turnaround a Task: Designing a Personalized, Strengths-Based Instructional Task    Individualized Personalization    Funds of Knowledge    Three Perspectives for Adapting a Task to Support Student′s Strengths    Access and Equity    Mathematical Goals    Formative Assessment    Promoting Strengths Through Parallel Tasks    Exploratory Discourse About Tasks    Math Amendments: Revising the Task Solution    Summary Chapter 6 - Turnaround Feedback    The Importance of Feedback in a Strengths-Based Classroom    Teacher-to-Student Feedback From a Strengths Perspective    Teacher to Student Feedback Loop    Elements of Teacher to Student Feedback    Student-to-Teacher Feedback from a Strengths Perspective    Prior to the Lesson    During the Lesson    Closing the Lesson    Student-to-Student Feedback from a Strengths Perspective    Classroom-Based Formative Assessment and Feedback    Observation    Interview    Show Me    Hinge Question    Exit Task    Summary Chapter 7 - Turnaround Students’ Identities    Windows and Mirrors    Our Teacher Mirror    Translation Task    Don′t Miss an Opportunity to Recognize a Student′s Points of Power    Students′ Productive Dispositions    Students Self Analyze their Strong Points    Summary Chapter 8 - Turnaround Professional Learning Communities    Supporting Teachers′ Strengths    The Appreciative Inquiry (AI) Framework    Whole School Agreement    Summary Chapter 9 - Turnaround Family Communication    Engaging Families in Strengths-Based Talk    Incorporating Family and Community Strengths    Working Together to Share Mathematical Ideas    Family Math Resources    Conferences with Family Members from a Strengths-Based Perspective    Summary Epilogue - Turnaround Reflection References","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48740479697239,"sku":"9781544374932","price":27.54,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781544374932.jpg?v=1720054812"},{"product_id":"guided-practice-for-reading-growth-grades-4-8-texts-and-lessons-to-improve-fluency-comprehension-and-vocabulary-9781544398495","title":"Guided Practice for Reading Growth, Grades 4-8:","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003eUse these lessons to build developing readers’ skill and desire to read, read, read!\u003c\/strong\u003e\u003c\/p\u003e  \u003cp\u003eThis book will be your guide as you support middle grade students who are reading two or more years below grade level. The lessons enlarge students’ vocabulary and background knowledge and engage them in meaningful discussions and writing about their reading. As students’ reading skill and desire to read increases, you’ll watch them complete more independent reading and ramp up their reading volume—the practice they need to improve!\u003c\/p\u003e  \u003cp\u003e\u003cstrong\u003e\u003cem\u003eGuided Practice for Reading Growth\u003c\/em\u003e\u003c\/strong\u003e provides all you need to get started. Laura Robb and poet David L. Harrison have collaborated to design twenty-four powerful reading lessons using original poems and short texts that interest your students and encourage them to think deeply. The opening chapters offer background knowledge for the lessons and teaching tips, then the bulk of this book consists of lessons—with full texts and suggested videos provided. Guided practice lessons are the instructional piece that can move developing readers forward by building their self-confidence and the reading expertise needed to read to learn and for pleasure.\u003c\/p\u003e  \u003cp\u003eThis unique book shows you how to:\u003c\/p\u003e  \u003cp\u003e·         Build students’ background knowledge by watching and discussing videos.\u003c\/p\u003e  \u003cp\u003e·         Use the poems to improve reading and to improve fluency through practice and performance.\u003c\/p\u003e  \u003cp\u003e·         Invite students to write about their reading and increase comprehension and recall.\u003c\/p\u003e  \u003cp\u003e·         Ask partners to discuss before, during, and after reading as meaningful talk enlarges students’ analytical thinking and understanding.\u003c\/p\u003e  \u003cp\u003e·         Design your own lessons for students with extra texts by David L. Harrison in the appendix.\u003c\/p\u003e  \u003cp\u003eUse this book to develop students’ self-confidence and the reading skill they require to become lifelong, joyful readers!\u003c\/p\u003e  \u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\"With special consideration on our students who are developing as proficient readers, this book unpacks an essential step in skilled teaching – the guided practice component. So often, we leapfrog from modeling to independent practice; Robb and Harrison’s thoughtful inquiry into guided practice helps us understand the power and promise of guided practice, the essential components of guided practice, and model lessons to enact guided practice.\"\u003c\/p\u003e \u003cbr\u003e -- Molly Ness, Ph.D,\u003cbr\u003e\u003cp\u003e\"The power of intriguing texts, purposeful reading, and development of independence in reading are the keystones of this book. Teachers will find guidance on how to snag the interest of middle school students with content texts especially written by David L. Harrison and woven into compelling lessons by Laura Robb. The authors provide teachers with a powerhouse of lessons that nudge students along in becoming independent readers who can infer, summarize, discern cause and effect, and much more. Not only will students gain skill in reading, but they will also have multiple opportunities to write, discuss, and broaden their vocabulary. An outstanding resource!\"\u003c\/p\u003e \u003cbr\u003e -- Mary Jo Fresch, Ph.D.,\u003cbr\u003e\u003cp\u003e\"This book shows teachers how to apprentice developing readers into knowing and doing the secret things that expert readers know and do.  Laura Robb and her co-author have nailed the very core of the kind of cognitive apprenticeship that transforms student engagement and capacity: provide guided practice into the use of new stances and strategies (in ways tailored to meet the needs of the whole class, small groups and individuals), and then move to deliberate independent practice that consolidates, extends and explores these moves of expert readers. \"\u003c\/p\u003e \u003cbr\u003e -- Jeffrey Wilhelm\u003cbr\u003e\u003cp\u003e\"Laura Robb and David L. Harrison′s new book is a great practical guide to help teachers provide more effective reading instruction!\"  \u003c\/p\u003e \u003cbr\u003e -- Larry Ferlazzo\u003cbr\u003e\u003cp\u003e\"Laura Robb is a legend in the field of literacy and the years she has dedicated to serving and educating shine through in this gem! Robb’s optimistic tone and steadfast belief in learners permeate each page of this practical professional resource. The included lessons are a tribute to student-centered, scaffolded learning. These thoughtfully-spiraled lessons build confidence in problem-solving and spotlight the importance of literary conversation. I greatly appreciate the focus on using real, relevant, and accessible texts to drive classroom learning. As such, Harrison’s writing amplifies the \"engagement factor\" of each lesson— I imagine classroom readers will get lost in the rhythm and melody of his words. Thank you, Laura and David, for sharing your knowledge, wisdom, and expertise with us all.\" \u003c\/p\u003e \u003cbr\u003e -- Pamela Koutrakos\u003cbr\u003e\u003cp\u003e\"What is essential for reading growth?  David Harrison and Laura Robb provide guidelines and tips for schedules, routines, instructional practices and lessons that increase students’ reading skill and self-confidence with proven sustained growth by real students in real classrooms. The authors use the research and their classroom work to provide evidence that students working below their grade level do not need pre-made programs or one-size basals but do need knowledgeable teachers who know their students and align and craft guided practice that encourages students to work hard to meet their goals. This book details how guided practice reinforces and enhances independent reading, interactive read-alouds, vocabulary building and writing about texts in a reader’s notebook in manageable instructional practices.The implementation of the ideas in this book will help EVERY teacher develop effective and efficient targeted instruction that capitalizes on their knowledge and relationships with the students in their own classrooms.\"\u003c\/p\u003e \u003cbr\u003e -- Fran McVeigh\u003cbr\u003e\u003cp\u003e\"One of the hardest parts of helping developing readers can be finding texts that support them.  In this compendium of intermediate and middle grade reading lessons, Laura and David suggest one great text after another, making offering readers the practice they need to become stronger, more proficient readers even easier!\"\u003c\/p\u003e \u003cbr\u003e -- Kim Yaris\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eList of Videos Skill Lesson Chart Foreword by Timothy Rasinski Acknowledgments PART I. WHY GUIDED PRACTICE IN THE ELA BLOCK Chapter 1. What Developing Readers Need    Characteristics of Developing Readers in Middle Grades    Developing Readers Need Skilled Teachers    Developing Readers Need Four Key Literacy Experiences    Developing Readers Need Guided Practice    Developing Readers Need to Experience the Benefits of Rereading    Developing Readers Need to Talk About Texts    Time to Reflect Chapter 2. Organizing for Guided Practice    Independent Reading Increases Volume    Daily Interactive Read-Alouds Benefit All Readers    Vocabulary Instruction Increases Fluency and Comprehension: Teach Words in Groups    Teachers’ Notebooks Model Writing About Reading    Readers’ Notebooks Boost Comprehension    Avoid Cognitive Overload    Time to Reflect PART II. TEACHING THE GUIDED PRACTICE LESSONS    Two Types of Guided Practice Lessons: Partner Discussion and Shared Reading    The Structure of Partner Discussion Lessons Using Poetry and Short Texts    The Structure of Shared Reading Lessons    Guided Practice and the Gradual Release of Responsibility    How Can Guided Practice Lessons Lead to Reading Growth?    How Are the Lessons in This Book Organized?    How Many Lessons Should Students Complete?    How Do I Know When to Intervene?    Why Should Students Self-Evaluate?    How Do I Choose Texts?    How Do I Introduce Texts So Students Want to Read Them?    What Materials Do I Need for Lessons to Run Smoothly and Successfully?    Reminders for the Guided Practice Lessons Chapter 3. Partner Discussion Lessons    Lesson 1: Partner Discussions Using the Poem for Two Voices, “What Was She Thinking?”    Lesson 2: Partner Discussions of the Short Text, “Jorge Muñoz: An American Hero”    Lesson 3: Partner Discussions Using the Poem, “Escape Artist”    Lesson 4: Partner Discussions Using the Text, “What Was Early Humans’ Greatest Invention?”    Lesson 5: Partner Discussions Using the Poem, “Before I Could Write This Poem—”    Lesson 6: Partner Discussions of the Short Narrative, “Manhunt”    Lesson 7: Partner Discussions of the Poem, “The Explorers”    Lesson 8: Partner Discussions of the Short Text, “The Day I Started Becoming an American”    Lesson 9: Partner Discussions of the Poem, “Ode to the Skunk”    Lesson 10: Partner Discussions for the Text, “I Am Not a Number”    Lesson 11: Partner Discussions of the Short Text, “Now . . . and Then”    Lesson 12: Partner Discussions Using the Poem, “If Stones Had Tongues” Chapter 4. Shared Reading Lessons    Lesson 13: Shared Reading of the Poem, “The Man for the Job”    Lesson 14: Shared Reading of the Short Text, “Jane Goodall: A Portrait of Determination”    Lesson 15: Shared Reading of the Poem, “Rain, She”    Lesson 16: Shared Reading of the Short Text, “The Service Dog: Man’s Best Friend”    Lesson 17: Shared Reading of the Poem, “Lost and Found”    Lesson 18: Shared Reading of the Short Text, “Johnny Appleseed—Jonathan Chapman: One Man—Two Stories”    Lesson 19: Shared Reading of the Poem, “George Washington Carver”    Lesson 20: Shared Reading of the Short Text, “The Masters of Pollination”    Lesson 21: Shared Reading of the Poem, “Amazon Rain Forest”    Lesson 22: Shared Reading of the Short Text, “Chita Rivera: The Dancer’s Dancer”    Lesson 23: Shared Reading of the Poem, “Who Were They—Those First People to Walk Upon This Land?”    Lesson 24: Shared Reading of the Short Text, “Solving an Ancient Cave Mystery” PART III. NEXT STEPS FOR GUIDED PRACTICE AND GROWTH IN READING    Improve Fluency: Practice and Performance Using Guided Practice Texts    Benefits to Students of Practice and Performance    Transfer Learning From Guided Practice to Instructional and Independent Reading    Teaching and Learning Reminder    Time to Reflect Appendixes Appendix A: Suggested ELA Schedule for 45 Minutes Appendix B: Suggested ELA Schedule for 60 Minutes Appendix C: Literary Elements Handout for Students Appendix D: Self-Evaluation Questions\/Prompts for Students Appendix E: Compare\/Contrast Handout for Students Appendix F: Guidelines for Planning a Shared Reading Lesson Appendix G: Guidelines for Preplanning a Partner Discussions Lesson Appendix H: Magazine Resources for Short Texts for Guided Practice Lessons Appendix I: Additional Short Texts and Poems by David L. Harrison    Short Greek Myth for Guided Practice: And Zeus Said (Maybe) . . .    Short Informational Text for Guided Practice: Going . . . Going . . . Gone?    Poem: Wanting to Be Needed    Poem: The Last Northern White Rhinoceros Appendix J: Books and Poetry for Instructional and Independent Reading Appendix K: Picture Books for Interactive Read-Alouds References Index","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48740483268951,"sku":"9781544398495","price":23.74,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781544398495.jpg?v=1720054823"},{"product_id":"dirty-teaching-a-beginners-guide-to-learning-outdoors-9781781351079","title":"Dirty Teaching: A Beginner's Guide to Learning","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eOne of the keys to a happy and creative classroom is getting out of it and this book will give you the confidence to do just that. Drawing on academic research, Juliet explains why learning outdoors is so beneficial and provides plenty of tips and activities to help you to integrate outdoor learning into your teaching practice, providing a broad range of engaging outdoor experiences for your students.    There is no need for expensive tools or complicated technologies: all you need is your coat and a passion for learning - oh, and you'd better bring the kids too!    Topics covered include: forest schools, learning outside the classroom, outdoor education, nature activities, caring for the environment, play in schools, investigative play, urban outdoor activities, problem solving, creative thinking and strategies for supporting curriculum objectives.     For all primary practitioners who want to shake up their usual classroom routine and discover the benefits of teaching outdoors.      Dirty Teaching was a finalist in the Non-Fiction People's Book Prize Winter 2014 collection.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\"Dirty Teaching recognizes that the most effective way to embed teaching and learning in the outdoors is not to create huge quantities of resources but to plant seeds so that teachers can grow their own ideas. Easy to dip into for inspiration but also compelling to read as a narrative that engages and informs in equal measure.\" -- Juno Hollyhock \"Executive Director, Learning through Landscapes\"\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eContents:    Introduction    The Golden Principles of Teaching Outdoors    Before You Go Outside    The First Few Sessions    Thinking, Reflecting and Reviewing    Creating and Constructing    A Sense of Adventure    Exploring What's Out There    Caring for Nature    What to do in Concrete Jungles    Keeping the Momentum Going    Nagging Doubts, Fears and Worries    Embedding Outdoor Learning    Cross Reference of Ideas to Subject Areas    Bibliography    Index","brand":"Independent Thinking Press","offers":[{"title":"Default Title","offer_id":48741056643415,"sku":"9781781351079","price":17.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781781351079.jpg?v=1720056430"},{"product_id":"the-monkey-proof-box-curriculum-design-for-building-knowledge-developing-creative-thinking-and-promoting-independence-9781781353103","title":"The Monkey-Proof Box: Curriculum design for","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThe Monkey-Proof Box is a manifesto on how to dismantle the curriculum we’re told to deliver and construct in its place the curriculum we need to deliver.      A group of monkeys. A box full of nuts. A lever on its front that releases the nuts down a chute. The monkeys excitedly poke at the box with rocks … nothing happens. Meanwhile, one monkey sits to the side observing. But when the others wander off, he gets up and, with a curious push of his palm, presses down on the lever. Immediately, the nuts tumble down the chute. He can’t believe his luck and eats them all up. He then presses the lever again and again, each time getting more and more nuts.      In the early years, our youngest learners get to have a go at such a monkey-proof box on a daily basis, but then as they get older – and as learning becomes more formal – we ditch the monkey-proofing for the path of least resistance. They are suddenly given the nuts on a plate, and their curiosity and creative thinking begins to fade.            But what if it didn’t? What if we kept hold of some of that monkey-ness? In The Monkey-Proof Box, Jonathan Lear sets out how teachers can deliver a curriculum rich in authentic learning experiences that enable children to learn from one another and grow into empowered, knowledgeable and creative thinkers driven by insatiable curiosity.","brand":"Independent Thinking Press","offers":[{"title":"Default Title","offer_id":48741057528151,"sku":"9781781353103","price":18.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781781353103.jpg?v=1720056433"},{"product_id":"alfie-at-nursery-school-9781782957669","title":"Alfie at Nursery School","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eAlfie loves Nursery School - and so does Annie Rose! She can't wait to go with him - in fact she's so desperate to join in that she gets Alfie into a very sticky situation in this collection of nursery school tales.\u003cbr\u003e\u003cbr\u003eJoin Alfie as he navigates playground games and special concerts in this beautifully illustrated story. Perfect for preparing children for their first day at nursery, \u003ci\u003eAlfie at Nursery School\u003c\/i\u003e is a simple story packed with warmth and heart.  \u003cbr\u003e\u003cbr\u003e\u003cb\u003eLoved \u003ci\u003eAlfie at Nursery School\u003c\/i\u003e? Discover: \u003c\/b\u003e\u003cbr\u003eDogger\u003cbr\u003eAlfie's Feet\u003cbr\u003eAlfie Gives a Hand\u003cbr\u003eAlfie's Christmas\u003c\/p\u003e","brand":"Penguin Random House Children's UK","offers":[{"title":"Default Title","offer_id":48741152588119,"sku":"9781782957669","price":7.59,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781782957669.jpg?v=1720056741"},{"product_id":"making-every-primary-lesson-count-six-principles-to-support-great-teaching-and-learning-9781785831812","title":"Making Every Primary Lesson Count: Six principles","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eIn Making Every Primary Lesson Count: Six Principles to Support Great Teaching and Learning, full-time primary teachers Jo Payne and Mel Scott share evidence-informed practice and gimmick-free advice for ensuring that every lesson makes a difference for young learners.  Writing in the engaging style of Shaun Allison and Andy Tharby's award-winning Making Every Lesson Count, the book is underpinned by six pedagogical principles - challenge, explanation, modelling, practice, feedback and questioning - and provides simple, realistic strategies to develop a culture of growth and excellence with pupils.  Jo and Mel advocate an approach designed to cultivate a growth mindset in the classroom and guide children towards independence: motivating both teachers and pupils to aim high and put in the effort required to be successful in all subject areas. The authors also offer tips from across the Early Years and Key Stages 1-2 phases on how to implement effective routines and procedures so that pupils are clear about what is expected from them in the classroom.  Making Every Primary Lesson Count is for new and experienced teachers alike. It does not pretend to be a magic bullet. It does not claim to have all the answers. Rather the aim of the book is to provide effective strategies to bring the six principles to life, with each chapter introduced by two fictional scenarios rooted in situations primary teachers typically encounter and concluding in a series of questions to inspire reflective thought and help you relate the content to your own practice.  In an age of educational quick fixes and ever-moving goalposts, this precise and insightful addition to the Making Every Lesson Count series will have a high impact on learning in the classroom: enabling pupils to leave primary school as confident, successful learners equipped with the skills and knowledge required of them.  Suitable for all Early Years and primary teachers.","brand":"Crown House Publishing","offers":[{"title":"Default Title","offer_id":48741385077079,"sku":"9781785831812","price":18.05,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781785831812.jpg?v=1720057415"},{"product_id":"15-minute-stem-book-2-more-quick-creative-science-technology-engineering-and-mathematics-activities-for-5-11-year-olds-9781785835070","title":"15-Minute STEM Book 2: More quick, creative","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eLike most teachers and parents, you probably recognise STEM as being an important priority area for modern education. You may, however, be wondering:         What does STEM education look like for young learners?     How do I get children excited about STEM education?     How can children learn STEM skills in just 15 minutes?     What equipment do I need to teach STEM activities?    Enter 15-minute STEM with the answers!    Full of engaging and practical ideas, this innovative resource builds on the success of Emily's 15-Minute STEM (ISBN 978-178583335-9) and reassures teachers and parents that they don't need to be experts to deliver high-quality STEM education.    Each of the 40 activities includes step-by-step instructions, takes just 15 minutes to complete and can be resourced from everyday materials found in the classroom or at home. This means that, with minimal preparation, teachers and parents can slot these cross-curricular activities into an otherwise busy day - simultaneously broadening children's learning and piquing their curiosity about the world around them.    Accompanying instructions are phrased in a way that encourages the children to lead the learning and exploration, and opportunities for further investigation are provided in order to broaden the learning focus. Hand-drawn illustrations and full colour photographs are also included alongside each activity to give an idea of what the end results might look like.    The activities make connections to real-world scenarios and have been linked to conceptually similar STEM-related careers - all of which are individually profiled in a glossary at the back of the book. The practical, problem-solving element of each activity offers a great way for children to develop important soft skills such as creativity, critical thinking and spatial awareness.    Suitable for both educators and parents of young children.","brand":"Crown House Publishing","offers":[{"title":"Default Title","offer_id":48741387305303,"sku":"9781785835070","price":20.03,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781785835070.jpg?v=1720057421"},{"product_id":"chess-for-schools-from-simple-strategy-games-to-clubs-and-competitions-9781785835971","title":"Chess for Schools: From simple strategy games to","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eAn approach to teaching chess in schools through a series of mini games which will enable all children to better understand and enjoy this magnificent game.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eRichard James has created an essential tool for teaching chess in schools. Rooted in deep personal understanding and decades of experience, this approachable, practical guide breaks down the learning of chess and maps out an effective and robust teaching plan. Tackling both social and educational benefits, this book will help you establish a chess culture that seeps through your school.Ellie Dix\u003cbr\u003eThe author's passion, experience and expertise in the field shines through every page. Whilst many readers will be drawn primarily to an invaluable and well-structured compendium of minigames and chess variants for introducing chess to younger children in a structured, gradual and progressive way ('Slowly but surely'), the author's robustly expressed (but, of course, contestable) critique of the two main approaches to chess in schools - to enhance academic outcomes or to breed future grandmasters - is worthy of serious consideration. He argues cogently not for chess in the curriculum or a weekly after-school club, but for the infusion of chess in a school culture. A veritable treasure-chest of ideas, advice, opinions and resources for any teacher wishing to use chess to nurture the social world and well-being of their pupils and maybe, just maybe, to create the next Magnus Carlsen as a secondary gift too.Professor Barry Hymer\u003cbr\u003eWhen I began to read Chess for Schools, I was aware of two salient facts: that Richard James has tremendous experience teaching chess to children - in a classroom setting and as founder of the famously successful Richmond Junior Chess Club; and that he has been a consistent critic of much current chess teaching practice - particularly in primary schools, where he believes the teaching of chess is frequently pitched at an unrealistic level in relation to the cognitive development of the pupils. I was consequently well-prepared for a text that might ruffle some feathers.I was not disappointed. There are undeniably passages in the book which will make uncomfortable reading for some chess teachers and parents. Yet far from the feeling that Richard James is gratuitously courting controversy, I came to regard his unwillingness to pull punches with many in his target audience as a mark of the book's uncommon integrity. His views are the product not only of great experience but also of a persistent quest to improve the outcomes for his pupils, both those with lofty chess ambitions and those who will enjoy a variety of relationships with the game. He has read widely and thought deeply, and the result is a coherent, very readable and well-structured argument which he makes with obvious passion. I didn't agree with all his contentions, but I always found myself hungry to read on. The book will certainly prompt fresh thoughts and is also a treasure trove of practical advice and resources for chess instruction. I would strongly recommend Chess for Schools to any chess teachers, parents and others with an interest in chess pedagogy.Peter Wells\u003cbr\u003eThis brilliant book is a three-layered cake. It is so well structured that you do not need to read it from end to end and you do not need ever to have touched a chess piece to find it worthwhile. The one key message for teachers is: if you can teach children, you can teach chess. That is, just as there comes a point when pupils will benefit from a specialist geographer, swimming instructor or mathematician, so it is with chess. The first layer sets the scene. It is easy to read, covers the history of chess and its place in education, what chess is - and, crucially, what it is not. The second layer is an impressively brief and comprehensive survey of the place of chess in the curriculum, and it's not where you think it might be. This layer will make you think about curriculum development in broad terms as well as in relation to chess. It will make you think about the role of parents and parenting in children's schooling. The book is properly, academically, referenced. The final layer is a manual of chess resources. The book stands alone as a good read without this section. My main revelation was just how many different games you can play with a chess set - it's as if I had only ever learnt to play snap with a pack of cards.Tim Bartlett\u003cbr\u003eChess for Schools explains the limits and the benefits of chess. Chess may not improve standardised test scores. But it can enrich lives, if taught properly. Renowned chess teacher Richard James describes activities, such as minigames which use some of the chessmen, that develop skills useful both on and off the chessboard. Chess for Schools also provides the terminology and the resources to move from beginner to competitive chess player. Schools now have a road map for their chess journeys.Dr Alexey Root","brand":"Crown House Publishing","offers":[{"title":"Default Title","offer_id":48741387796823,"sku":"9781785835971","price":15.29,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781785835971.jpg?v=1720057423"},{"product_id":"word-searches-yr-3-yr-4-9781842854648","title":"Word Searches Yr 3-Yr 4","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThis is an incredibly useful tool in the year 3\/4 classroom and will be very popular with teachers. 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This means you can be sure that your children are covering the exact content that is age apporopriate for their needs.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eThe book contains 23 word searches with answers","brand":"GLMP Ltd","offers":[{"title":"Default Title","offer_id":48742082609495,"sku":"9781842854648","price":12.74,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781842854648.jpg?v=1720059956"},{"product_id":"the-relief-teacher-toolkit-cross-curricular-activities-bk-1-9781846540776","title":"The Relief Teacher Toolkit: Cross-curricular","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThis is a great range of photocopiable classroom activities to equip substitute class teachers. It includes activities that cover a variety of curriculum areas - English, maths, science, history, geography, health, values, art and DT. Each pupil worksheet is accompanied by teachers notes, including objectives, resource list, lesson plan, additional activity suggestions, answers and curriculum links. Pupil worksheets can stand alone as a single lesson, or be extended using the additional activity suggestions in the teachers notes. Each book includes a section of themed activities, designed as a springboard for long-term relief assignments.","brand":"Prim-Ed Publishing","offers":[{"title":"Default Title","offer_id":48742173573463,"sku":"9781846540776","price":23.41,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781846540776.jpg?v=1720060325"},{"product_id":"mathematical-misconceptions-a-guide-for-primary-teachers-9781847874412","title":"Mathematical Misconceptions: A Guide for Primary","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eHow do children relate to numbers and mathematics?  How can they be helped to understand and make sense of them?  People are rarely ambivalent towards mathematics, having either a love or hate relationship with the subject, and our approach to it is influenced by a variety of factors. How we are taught mathematics as children plays a big role in our feelings towards it. Numbers play a large part in our lives, and it is therefore beneficial to inspire a positive attitude towards them at a young age. \u003cp\u003e\u003c\/p\u003e \u003cp\u003eWith contributors comprised of teachers, teacher educators, mathematicians and psychologists, Mathematical Misconceptions brings together information about pupils′ work from four different countries, and looks at how children, from the ages of 3 - 11, think about numbers and use them. It explores the reasons for their successes, misunderstandings and misconceptions, while also broadening the reader′s own mathematical knowledge.  Chapters explore:\u003c\/p\u003e \u003cp\u003e- the seemingly paradoxical number zero\u003c\/p\u003e \u003cp\u003e- the concept of equality\u003c\/p\u003e \u003cp\u003e- children′s perceptions and misconceptions of adding, subtracting, multiplying and dividing\u003c\/p\u003e \u003cp\u003e- the learning process\u003c\/p\u003e \u003cp\u003e-\tthe ways in which children acquire number concepts.\u003c\/p\u003e \u003cp\u003e\u003c\/p\u003e \u003cp\u003eThis unique book will transform the way in which primary school teachers think about mathematics.  Fascinating reading for anyone working with children of this age, it will be of particular interest to teachers, trainee teachers and teaching assistants.  It will show them how to engage children in the mysteries and delights of numbers.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e′This book is a really interesting and useful volume...Each chapter has many questions, helpfully highlighted in boxes, so that the reader has the opportunity to pause and reflect.  For me these questions turn this book from being good to excellent. Encouragingme to take the time to think about my own practice helps this book ask difficult but interesting questions. [It] is clearly aimed at primary teachers but I′m sure that secondary teachers would benefit hugely from this as well...I′m sure it will prompt useful and interesting discussions′ - \u003cbr\u003e\u003cb\u003e Association of Teachers of Mathematics \u003c\/b\u003e \u003cp\u003e\u003c\/p\u003e \u003cp\u003e′As a secondary teacher of mathematics I′ve found this a remarkable insight into the student′s thinking - giving me clear background information to help me think about my classes and their misconceptions and how I could help the children develop their thinking′ - \u003cbr\u003e\u003cb\u003e Association of Teachers of Mathematics\u003cb\u003e\u003ci\u003e \u003c\/i\u003e\u003c\/b\u003e\u003c\/b\u003e\u003c\/p\u003e -- H.P. Koirala * CHOICE magazine *\u003cbr\u003e′This book is a really interesting and useful volume...Each chapter has many questions, helpfully highlighted in boxes, so that the reader has the opportunity to pause and reflect.  For me these questions turn this book from being good to excellent. Encouragingme to take the time to think about my own practice helps this book ask difficult but interesting questions. [It] is clearly aimed at primary teachers but I′m sure that secondary teachers would benefit hugely from this as well...I′m sure it will prompt useful and interesting discussions′ - \u003cbr\u003e\u003cb\u003e Association of Teachers of Mathematics \u003c\/b\u003e \u003cp\u003e\u003c\/p\u003e \u003cp\u003e′As a secondary teacher of mathematics I′ve found this a remarkable insight into the student′s thinking - giving me clear background information to help me think about my classes and their misconceptions and how I could help the children develop their thinking′ - \u003cbr\u003e\u003cb\u003e Association of Teachers of Mathematics\u003cb\u003e\u003ci\u003e \u003c\/i\u003e\u003c\/b\u003e\u003c\/b\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eZero: understanding an apparently paradoxical number - Anne d Cockburn and Paul Parslow-Williams Equality: Getting the right balance - Paul Parslow-Williams and Anne D Cockburn Beginning to unravel misconceptions - Sara Hershkovitz, Dina Tirosh and Pessia Tsamir Insights into children′s intuitions of addition, subtraction, multiplication and division - Dina Tirosh, Pessia Tsamir and Sara Hershkovitz Right or Wrong? Exploring misconceptions in division - Pessia Tsamir, Sara Hershkovitz and Dina Tirosh Developing an understanding of children′s acquisition of number concepts - Anne D Cockburn Highlighting the learning processes - Graham Littler and Darina Jirotkova Everyday numbers under a mathematical magnifying glass - Carlo Marchini and Paoloa Vighi","brand":"Sage Publications Ltd","offers":[{"title":"Default Title","offer_id":48742225609047,"sku":"9781847874412","price":43.68,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781847874412.jpg?v=1720060538"}],"url":"https:\/\/bookcurl.com\/collections\/primary-and-middle-schools.oembed?page=5","provider":"Book Curl","version":"1.0","type":"link"}