Primary and middle schools Books

Book SynopsisThis established text--now revised and updated--reveals how spoken language skills are acquired and how they affect childrenâs later reading and writing achievement. With a unique focus on the needs of educators, the book examines the foundations of language in the developing brain. It explores the relationship of language processes to core literacy skills and probes the impact of motivational and sociocultural factors on childrenâs learning. Implications of developmental knowledge for classroom instruction are highlighted, and effective practices reviewed. Revealing vignettes, clear explanations of research, and lists of âœmain ideasâ enhance the textâs accessibility for preservice teachers. New to This Edition *Chapter on emergent literacy and the predictors of reading success. *Incorporates the latest research, including findings from key longitudinal studies. *Increased attention to English learners, low-income children, and children with disabilities. *UTrade Review"This updated second edition provides an accessible yet thorough overview of how children develop critical language and literacy skills and why these skills are so important. Particularly important is the strong review of how early development fosters skilled reading comprehension later on. Byrnes and Wasik are recognized experts who translate current research in a meaningful way to help transform readers’ understanding of the remarkable task of language and literacy acquisition in children."--Laura M. Justice, PhD, EHE Distinguished Professor of Educational Psychology, The Ohio State University “Once again, Byrnes and Wasik provide an incredibly readable summary of the latest research on language and literacy development--and, at the same time, they make strong links to the implications for classroom instruction. This is a unique volume that appropriately merges the literatures on oral language and literacy skills, while successfully bridging the divide between psychology and education. It is an essential book for graduate students who plan to be teachers, for current educators and administrators, and for psychology students with applied interests. I highly recommend this volume as a course text! It is ideal for graduate-level classes on language and literacy development. My graduate students appreciate the 'relevance' portions of the chapters, which help motivate their learning; and the main ideas that frame each chapter help me to organize class discussions. The increased focus throughout on English language learners is relevant and timely. What was already an indispensable classroom text is even better in this updated second edition."--Meredith L. Rowe, EdD, Saul Zaentz Professor of Early Learning and Development, Harvard Graduate School of Education "The developmental perspective presented by Byrnes and Wasik is unique and important. The notion of 'education as a developmental mechanism' frames literacy learning as a pathway along which we need to recognize milestones and guide students accordingly. This book's message is that all students can achieve if we determine where they are and where they need to go--and offer experiences that are effective to help them get there."--Margaret G. McKeown, PhD, Senior Scientist, Learning Research and Development Center, University of Pittsburgh -Table of ContentsI. Introductory Issues 1. Introduction 2. Brain Development, Language, and Literacy II. The Development of Spoken Language Competence 3. An Overview of Spoken Language Competence 4. The Development of Phonological Skills 5. The Development of Word Meaning and Vocabulary 6. The Development of Grammatical Knowledge III. The Development of Reading and Writing Skills 7. Emergent Literacy and Predictors of Early Reading Success 8. Beginning Reading 9. The Development of Reading Comprehension 10. The Development of Writing Skills IV. Individual and Group Differences in Language and Literacy 11. Motivational Issues in Speaking, Reading, and Writing 12. Sociocultural Issues in Speaking, Reading, and Writing V. Instructional Techniques and Programs 13. General Principles of Effective Instruction 14. Language and Literacy Programs That Work References Index

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Book SynopsisFilling a vital need for grades 6â8 educators, this practical guide presents a field-tested framework for promoting studentsâ reading, writing, and collaborative learning in the middle school years. The expert authors describe ways to scaffold the development of content knowledge and core literacy skills using challenging, full-length anchor texts and connected text sets. They provide specific differentiation strategies and instructional routines, all emphasizing culturally responsive practice. Teachers see how students with varying support needs can engage productively in lessons focused on reading, discussion, grammar and language, writing, and research. In a convenient large-size format, the book includes links to two complete lesson modules, numerous âœTry It Yourself!â activities for teachers, and 19 reproducible/downloadable forms.

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Book SynopsisMen Teaching Children 3-11 provides a comprehensive exploration of work experiences of men who teach young children. The authors draw on their own research as well as international studies to provide realistic strategies to help to remove barriers in order to develop a more gender-balanced teacher workforce. Burn and Pratt-Adams, former primary school teachers who have both experienced these unfair gender practices, also trace the historical roots of the gender barriers that have now become embedded within the occupational culture.Throughout Men Teaching Children 3-11, the authors argue that primary school teachers should be judged by their teaching talents, rather than by the application of biased gender stereotypes; and that male and female teachers need to work together to remove these stereotypes from the occupation.Trade ReviewChapter 1 should be required reading for everyone ... I would argue that any English-speaking teacher, teacher educator, student teacher, school leader or parent ought to read this. * Gender and Education *This is a book for everyone with an interest in education. It will have obvious appeal to males entering and established in the teaching profession who may, as I did, identify with many of the perspectives presented. I hope it will find a wider audience than just those interested in gender, however, as female teachers, school policy-makers, parents of boys and girls, and academics in the field of teacher education will find much that will help them make sense of the gendered practices they carry themselves and that they encounter in their experiences in education. * Journal of Education for Teaching *Men Teaching Children 3-11 is a text with an in-depth review of the topic of men who teach elementary aged children ... This book is perfect for a reader who has a passion for gender equity issues or others who want additional research on the topic. * Education Review / Reseñas Educativas *Examining the working lives of men teaching young children, the authors offer a unique spin on gender studies in education. There is great use of data and grounded feminist and post-structural theory. The historical and contemporary vantage points offer multilayered understandings of the topic. In addition to research, historiography and social critique, the book offers pedagogical techniques to disrupt the patriarchal assumptions embedded in school buildings that all too often resemble Victorian households. * Ronnie Casella, Associate Dean of the School of Education, State University of New York College at Cortland, USA *An ambitious and scholarly volume that is incredibly successful in combining theory and the voices of teachers - both men and women - to convey the depth of the gender contradictions in the primary teaching profession. This is likely to be the definitive work on the topic for many years to come. * Ian Menter, President of the British Educational Research Association, and Professor of Teacher Education, University of Oxford, UK *Burn and Pratt-Adams argue that men teaching in the early years of schooling have been consistently undervalued and positioned as deviant by the wider society. The implications of this for the identity of the Early Years practitioner is significant. By interrogating the views of a group of male Early Years teachers and the associated gender scripts that are attached to them, this book makes a major contribution to the literature in this field and should be read by all those working with young children. * Rosalyn George, Professor of Educational Studies, Goldsmiths, University of London, UK *Burn and Pratt-Adams skilfully balance the presentation of sometimes complex theoretical positions with an engaging and accessible narrative, which is a perfect combination. This book is a much needed addition to our Professional Studies reading list. * Mark Betteney, Department of Primary Education, University of Greenwich, UK *Burn and Pratt-Adams' appraisal of the lives and careers of male primary teachers and the role of schooling in social reproduction is timely and informed. The authors demonstrate how discourses of gender and sexuality continue to shape teachers’ career opportunities and offer welcome proposals designed to dismantle institutional barriers to equality. Invaluable for all students of education. * David Blundell, Principal Lecturer and Programme Director for UG and PG Education, London Metropolitan University, UK *This excellent book is about education equality, equity but ultimately gender. It challenges social stereotypes by examining how men work in predominately female education environments. Both Burn and Pratt-Adams show the importance of this area for education research and professional practice. The authors finding of the need for "alliance-work" between male and female teachers have important implications for children, parents, school governors and educational researchers in domestic and international settings. * Richard Race, Senior Lecturer in Education, University of Roehampton, UK *Table of ContentsIntroduction 1. The Historical Background 2. Men Training to Teach Young Children 3. The Role of Sport in Upholding Gender Practice 4. Male Teachers and Discipline 5. Male Role Models 6. Male Teachers and Promotion 7. Moral Panics 8. International Experiences and Perspectives 9. Women Teachers Talking 10. Removing Gender Barriers Conclusion Appendix Glossary Bibliography Index

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Book Synopsis''This is a book by a teacher still in the classroom after 20 years. Want to know how to survive? Read this book; it''s fizzing with ideas.'' Ty Goddard, Co-founder of the Education FoundationA compendium of teaching strategies, ideas and advice, which aims to motivate, comfort, amuse and above all reduce your workload, by bestselling author Ross Morrison McGill, aka @TeacherToolkit. Teacher Toolkit is a must-read for newly qualified and early career teachers and will support you through your first five years in the primary or secondary classroom. It is packed with advice, tips and ideas for all aspects of teaching practice, from lesson planning to marking and assessment, behaviour management and differentiation. Ross believes that becoming a teacher is one of the best decisions you will ever make, but after more than two decades in the classroom, he knows that it is not an easy journey! He shares countless anecdotes from his own experience, from disastrous Trade ReviewThis is a book by a teacher still in the classroom after 20 years. Want to know how to survive? Read this book; it's fizzing with ideas. * Ty Goddard, Co-founder of the Education Foundation *The overarching metaphor of the Vitruvian teacher is inspired and encompasses just those qualities we all seek to develop as teachers, regardless of how long we have been involved in teaching. Written in an engaging, active way, with a user friendly, humorous [and] easy-to-access structure. It will do what it says on the cover – it will help you survive the first 5 years. You may not like all the activities and approaches, but I’m willing to bet there are plenty that will appeal to you and fit your developing teaching approaches. -- James Williams, Lecturer in Science Education, University of SussexThe best thing about the book is the honesty; the author shares a lot of his own experiences, a lot of them from his training or early years, making it even more accessible to the trainees and NQTs like myself. * Lauren Gaisford, UCAS Teacher Training *This rich array of strategies can really help any new teacher get to grips with the job. * Schools Week *[This book] condenses the whole pedagogical and teaching world into its essential components in bite-sized, beautifully illustrated chunks. This insightful, succinct and often inspirational book is a must for every teacher’s bookshelf. -- Martin Burrett * UKEd Magazine *Teacher Toolkit is a fantastic read for NQTs, those returning to teaching after a break or even those who are simply feeling disillusioned. It's an encouraging, inspiring read – a little like having a friend beside you telling you that everything will be okay. * Practical Pre-School *A valuable resource that offers practical suggestions and advice to help readers remain in the profession and work towards becoming a Vitruvian teacher: one that is resilient, intelligent, innovative, collaborative and aspirational. An easy book to dip into for busy teachers and entertaining to read. -- Cindy Shanks * The Teacher *Table of ContentsPart 1: Resilient / Part 2: Intelligent / Part 3: Innovative / Part 4: Collaborative / Part 5: Aspirational

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Book SynopsisBook Band: Lime - Ideal for ages 7+A quirky school comedy from Vivian French. Perfect for fans of Wigglesbottom Primary and Kes Grey''s Daisy books.When Dan gets into trouble at school for being untidy, he teams up with his best friend Billy to find out who''s throwing his lunchbox on the floor. With chalk fingerprints and missing sardine sandwiches as clues, Detective Dan is on the case!This humorous mystery from award-winning author Vivian French has appealing black-and-white illustrations by Daniel Duncan and is perfect for children who are developing as readers.The Bloomsbury Readers series is packed with brilliant books to get children reading independently in Key Stage 2, with book-banded stories by award-winning authors like double Carnegie Medal winner Geraldine McCaughrean and Waterstones Prize winner Patrice Lawrence covering a wide range of genres and topics. With charming illustrations and online guided reading notes written by the Cent

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Book SynopsisBirthday Coloring Books are educational for all young artistic readers.

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Book SynopsisThis title has been endorsed by Cambridge Assessment International Education Support knowledge and understanding from the Learner's Book with practical workbooks designed to challenge learners to develop their thinking further.- Save time when planning with ready-made homework or extension exercises.- Challenge learners to develop their learning further with practice activities. - Ensure mastery with clear coverage of key language skills: grammar, spelling, vocabulary, reading and writing.- Develop and expand knowledge, ensuring learners master the skills, language systems and vocabulary from every unit.

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Book SynopsisThe perfect way to thank your child's teacher for an amazing school year - including a section to personalise with your child's own message of thanks.

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a huge range and FREE tracked UK delivery on ALL orders.

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

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Book SynopsisFairness in educational assessment has become a major talking point and allegations that assessments are unfair are commonplace on social media and in the press. But what does fairness mean in practice and how can we evaluate it? This 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. Drawing 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. If 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! Trade ReviewThis 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. -- Dr Tina IsaacsNisbet 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. -- Michael KaneEveryone 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. As issues of fairness assume greater importance in the coming years, the book will be an invaluable guide to thinking clearly about the challenges that all those professionally and personally involved in educational assessment will face in making assessment fairer. -- Dylan WiliamTable of ContentsChapter 1: Introducing fairness Chapter 2: Fair assessment viewed through the lenses of measurement theory Chapter 3: Fair assessment viewed through the lenses of professional standards, guidelines and procedures Chapter 4: Fair assessment viewed through the lenses of the law Chapter 5: Fair assessment viewed through the lenses of philosophy Chapter 6: Fair assessment viewed through the lenses of social justice Chapter 7: Conclusions, challenges and a template for fairness

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

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Book SynopsisPlain and simple: until our English learners have equitable access to the curriculum, they’ll continue to struggle with subject area content. And if you’re relying on add-on’s to fit in from your language arts basal or a supplementary program, Mary Soto, David Freeman, and Yvonne Freeman are here to equip you with much more effective, efficient, and engaging strategies for helping your English learners read and write at grade level. One assurance right from the start: Mary, David, and Yvonne are not suggesting you reinvent your curriculum. Instead, Equitable Access for English Learners, Grades K-6, focuses on how to fortify foundational practices already in place. First, you’ll learn more about the Equitable Access Approach, then it’s time to dive into the book’s four units of study. Drawing on each unit’s many strategies, you’ll discover how to apply them to any unit in your own language arts curriculum and start differentiating: How to draft and implement language objectives to help English learners meet academic content standards How to make instructional input comprehensible, including translanguaging strategies that draw on your students’ first languages when you don’t know how to speak them How to utilize the characteristics of text to support readers, along with a rubric for determining a text’s cultural relevance How to build students’ academic content knowledge and develop academic language proficiency Each unit addresses a commonly taught topic in today’s language arts programs and comes with ready-to-go review and preview activities, key strategies, grade-level adaptations, reflection exercises, and printable online resources. Taken as a whole, they constitute an all-new approach for providing that equitable and excellent access our English learners so rightfully deserve. "When you adopt our Equitable Access Approach, your students will not only thrive, they’ll also find your language arts curriculum much more meaningful and engaging." —Mary Soto, David E. Freeman, and Yvonne S. Freeman Table of ContentsAcknowledgments About the Authors PART I: The Equitable Access Approach Chapter 1. Foundations for the Equitable Access Approach for English Learners Mandated Language Arts Programs Key Practices for Working With English Learners Conclusion PART II: Example Units Chapter 2. Language Objectives: A Seeds, Plants, and Plant Growth Unit Language Objectives Putting the Unit Into Context: Rosa’s Seeds, Plants, and Plant Growth Unit Preview Activities: Drawing on and Building Background As We Engage in the Unit: View Activities Review Activities for Plants and Seeds Unit Your Turn: Unit Reflection Outline of Plants and Seeds Unit Strategies Preview Activities: Drawing on and Building Background As We Engage in the Unit: View Activities Review Activities for Plants and Seeds Unit Chapter 3. Making the Input Comprehensible: A Habitats Unit Making the Input Comprehensible Putting the Unit Into Context: Robert’s Unit on Habitats Preview Activities: Drawing on and Building Background As We Engage in the Unit: View Activities Review Activities for Habitats Unit Your Turn: Unit Reflection Outline of Habitats Unit Strategies Preview Activities: Drawing on and Building Background As We Engage in the Unit: View Activities Review Activity for Habitats Unit Chapter 4. Characteristics of Texts That Support Readers: Our Amazing Oceans Unit Characteristics of Texts That Support Readers Putting the Unit Into Context: Felipe’s Our Amazing Oceans Unit Preview Activities: Drawing on and Building Background As We Engage in the Unit: View Activities Review Activities for Oceans Unit Your Turn: Unit Reflection Outline of Our Amazing Oceans Unit Strategies Preview Activities: Drawing on and Building Background As We Engage in the Unit: View Activities Review Activities for Oceans Unit Chapter 5. Teaching Academic Language and Meaningful Content: Our Earth, Natural Disasters Unit Teaching Academic Language and Meaningful Content Putting the Unit Into Context: Gloria’s Our Earth, Natural Disasters Unit Preview Activities: Drawing on and Building Background As We Engage in the Unit: View Activities Review Activities for Natural Disasters Unit Your Turn: Unit Reflection Conclusion Outline of Natural Disasters Unit Strategies Preview Activities: Drawing on and Building Background As We Engage in the Unit: View Activities Review Activities for Natural Disasters Unit Professional References Index

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Book SynopsisIn these challenging times, teaching children to think critically and reflectively AND be compassionate, responsible and caring citizens at the same time is a tall order. Powerful Understanding explores effective ways to build social emotional skills and help students make connections, question what they read, and reflect on their learning as they develop into stronger readers and learners. Strategic and critical thinking strategies revolve around core anchor books that help integrate thinking into everything you teach—from social responsibility, to immigration, to life cycles. This highly readable book includes a wealth of classroom examples and extensive hands-on activities designed to help students to think more deeply, learn more widely, and develop a more powerful understanding of what it means to be a responsible and compassionate person.

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Book SynopsisTeaching Tough Topics shows teachers how to lead students to become caring citizens as they read and respond to quality children’s literature. It focuses on topics that can be challenging or sensitive, yet are significant in order to build understanding of social justice, diversity, and equity. Racism, Homophobia, Bullying, Religious Intolerance, Poverty, and Physical and Mental Challenges are just some of the themes explored. The book is rooted in the belief that by using picture books, novels, poetry, and nonfiction, teachers can enrich learning with compassion and empathy as students make connections to texts, to others, and to the world.Trade Review"Teaching Tough Topics is a wonderful starter for new primary/junior teachers of literature who are developing lists of picture and junior books that evoke language arts discussions with young students...If you are looking for that one transformational book, begin with this one." - Professionally Speaking

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Book SynopsisInstead of drill-and-practice apps and worksheets, what if technology enabled exploration of math concepts? Instead of screens for disconnected individual learning, what if technology fostered mathematical discourse and collaboration? Instead of a one-size-fits-all approach to teaching mathematics, what if we used technology to differentiate to meet students’ diverse needs? Technology has the power and potential to support the teaching and learning of math content at all grade levels, but the presence of technology is insufficient unless it’s paired with effective teaching practices and meaningful content. This book poses and unpacks the above questions and many more, with detailed classroom examples to illustrate practical strategies for integrating technology in the K-5 math classroom, highlighting opportunities to amplify and transform mathematics teaching through strategic technology use.

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Book SynopsisThe Literacy Workshop: Where Reading and Writing Converge is a first-of-its-kind resource that offers a practical process for creating an integrated literacy workshop using demonstration lessons that align with current curriculum standards. In this forward-thinking book, authors Maria Walther and Karen Biggs-Tucker share what they've learned over countless reading and writing workshops and combine into one literacy workshop. The authors demonstrate how you can save valuable classroom time while still empowering students to uncover exciting connections in their learning – leading to stronger, more motivational readers and writers. By weaving the common threads of literacy learning together, you can increase the time your students spend engaged in authentic reading and writing. Inside you'll find the following: A clear, succinct explanation of the literacy workshop structure, how to get started, and how to determine the best time to begin the merge; 50+ demonstration lesson plans, appropriate for both primary and intermediate grade levels, that use strategies incorporating elements from recommended fiction and nonfiction anchor texts; Substantial, printable resources and online tools to help make this instructional shift as smooth as possible. From the big picture to small, helpful details, The Literacy Workshop will be your guide as you blur the lines between your reading and writing workshops - creating space for students to apply their learning and practice the habits, behaviors, and actions of literate and engaged citizens.Table of ContentsPreview: Shifting Perspectives; Part I: Exploring the Landscape of Literacy Workshop; Chapter 1: Framing the Literacy Workshop; Chapter 2: Planning for Literacy Workshop—Behind the Scenes; Chapter 3: Launching the Literacy Workshop—Developing a Purposeful and Joyful Learning Community; Chapter 4: Fostering Independence and Engagement During Literacy Workshop; Part II: Zooming In—Literacy Workshop Demonstration Lessons; Chapter 5: Demonstration Lessons—Launching Literacy Workshop; Chapter 6: Demonstration Lessons— Fostering Independence and Engagement; Chapter 7: Demonstration Lessons— Teaching Integrated Literacy Strategies; Chapter 8: Demonstration Lessons—Teaching the Elements of Fiction; Chapter 9: Demonstration Lessons—Teaching the Elements of Nonfiction

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Book SynopsisFinding ways to organize your classroom instruction for knowledge building and literacy learning can be challenging. How can you incorporate more nonfiction and informational text in your content area curriculum while expanding and deepening representation with diverse texts? What can motivate student learning while providing equity and access for different learning styles and needs? Text sets are the answer!In Text Sets in Action: Pathways Through Content Area Literacy, authors Erika Thulin Dawes and Mary Ann Cappiello demonstrate how text sets offer students the opportunity to build critical thinking skills and informational literacy while generating interest and engagement across the content areas. Put your students in the center of the meaning-making in your classroom with multimodal multi-genre text sets in action. In Text Sets in Action, the authors: Model how text sets build foundational skills and metacognitive strategies as students experience a carefully scaffolded and sequenced exploration of ideas, academic, and content vocabulary Explain how text sets encourage classroom discussion by having students ask questions about what they read, debate different perspectives, and relate the texts to their own personal experiences and the changes they would like to see in the world Show how children's literature and multimodal, multi-genre texts can serve as mentor texts for student writing and inspire creativity and advocacy Demonstrate how to curate text sets that can introduce diverse and underrepresented voices into the classroom, fostering appreciation for different points of view and generate deeper critical thinking Provide resources and suggestions for designing text sets a multimodal, multi-genre text set can include children's literature of all genres, as well as digital texts, YouTube videos, news articles, podcasts, and more Text Sets in Action will help you create a collection of text sets that can be added to or edited over the years to align with your lesson plan goals. Teachers who have adopted this approach saw greater student reading comprehension and critical thinking skills. By introducing a multitude of text, teachers will ignite a spirit of inquiry and engagement for lifelong learning.Table of ContentsPart 1: Defining and Designing Text Sets; Chapter 1: Text Sets as Tools to Dig Deeper and to Consider Content; Chapter 2: How Do Text Sets Cultivate Disciplinary Literacy and Critical Thinking?; Part II: Examples; Chapter 3: Genre and Theme in Language Arts; Chapter 4: Perspectives and Representations in Social Studies; Chapter 5: Evidence and Inquiry in Science; Chapter 6: Problem Solving and Visualizing Data in Mathematics; Part III: Invitations; Chapter 7: Language Arts Invitations; Chapter 8: Social Studies Invitations; Chapter 9: Science Invitations: Ocean Interdependencies; Chapter 10: Mathematics Invitations: Geometry and Design

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Book SynopsisGet rave reviews for science by putting this book’s step-by-step plans to work. Staging Family Science Nights is your playbook for creating an informal learning environment that will generate enthusiasm and enjoyment of science among the entire family. The book’s first section—“Producing the Event”—devotes eight chapters to planning, recruiting volunteers (including students), setting up, last-minute troubleshooting, and injecting pizzazz. The four chapters in the second section—“On the Stage”—offer guidance and templates for activities at the novice, intermediate, and advanced levels. Activities include “Balancing Bugs,” “Bubble Olympics,” and “Creating Color Slime.”The book is designed to be a crowd-pleaser, whether you’re looking for new ideas for an established science night or planning your first one. It’s useful for teachers at all levels as well as homeschoolers and informal education programs. Best of all, the authors, both veteran educators, are dedicated to making sure your science night showcases quality science content and practices. Based on their years of personal experience, they write, “A successful Family Science Night is a perfect coming together of informal science learning, student leadership, community support, and schoolwide excitement.” Get this book and get ready to take a bow!

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Book SynopsisEducators who work with pre-service teachers understand the significant role they play in mentoring the next generation of teachers. Those who have ""walked the talk"" and been classroom teachers themselves, working with students daily over the course of a school year, can share powerful stories on transformative teaching. To fully prepare tomorrow's teachers, educators need to mix theory about best practice with the reality of teaching in classrooms.Cases on Emotionally Responsive Teaching and Mentoring provides a collection of case studies from former classroom teachers who now work with pre-service teachers to provide an understanding of the expectations and outcomes of teaching through actual K-12 teaching experiences. Featuring coverage on a broad range of topics such as cultural identity, teacher development, and learner diversity, this book is ideally designed for pre-service teachers, mentors, educators, administrators, professors, academicians, and students seeking current research on the diverse nature of schools, children, and learning and applying concepts to best suit the profession.

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Book SynopsisThis book critically analyses early school foreign language teaching policy and practice, foregrounding the influence of the socioeducational and cultural context on how policies are implemented and assessing the factors which either promote or constrain their effectiveness. It focuses on four Asian contexts – Malaysia, South Korea, Sri Lanka and Thailand – while providing a discussion of policy and practice in Canada and Finland as a comparison. Concentrating on the state school sector, it criticises the worldwide trend for a focus on English as the principal or only foreign language taught in primary schools, founded on a rationale that widespread proficiency in English is important for future national success in a globalised economy. It maintains that the economic rationale is not only largely unfounded and irrelevant to the language learning experiences of young children but also that the focus on English exacerbates system inequalities rather than contributing to their reduction. The book argues for a broader perspective on language learning in primary schools, one that values multilingualism and knowledge of regional and indigenous languages alongside a more diverse range of foreign languages. This book will appeal to educational policymakers, researchers and students interested in early foreign language learning in state educational systems worldwide.Trade ReviewHayes’ detailed and critical analyses of early language learning policies in six different countries – Thailand, South Korea, Sri Lanka, Malaysia, Finland, and Canada – beautifully and powerfully illustrate the complex realities and importance of situating policies in specific societal and linguistic contexts. This book is highly recommended for anyone interested in language education policies. * Yuko Goto Butler, Graduate School of Education, University of Pennsylvania, USA *I thoroughly enjoyed reading this book because it educated me about little-known contexts of early language education, thereby critically analysing – and partly dissecting – the political, economic and educational rationales underlying policies and practice of early language learning. The spirit of equity and justice ingrained in many aspects of the analysis and argumentation in this book is admirable. * Eva Wilden, University of Duisburg-Essen, Germany *This book brings alive the vital role of the socio-educational context on the success, or otherwise, of foreign language learning in primary school. The book bristles with research insights from a range of contexts and provides a solid basis for re-imagining language education in state-sector primary education globally. It is a wonderful resource for language policy makers, researchers, teachers, and teacher educators. * Kuchah Kuchah, University of Leeds, UK *Table of ContentsAcknowledgements Chapter 1. Rationales for Early Language Learning in State Sector Education Systems Chapter 2. Thailand: An Educational Paradox Chapter 3. South Korea: A Severe Case of ‘English Fever’ Chapter 4. Sri Lanka: Language Education and Peace-Building in Primary Schools Chapter 5. Equity and Multilingual Diversity in Primary School Language Teaching and Learning in Malaysia Chapter 6. Early Language Teaching and Learning in Ontario, Canada and Finland: Experiences of Bilingualism and Multilingualism Chapter 7. Rethinking Early Language Learning in State Sector Education Systems References Index

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Book SynopsisThis is an incredibly useful tool in the year 3/4 classroom and will be very popular with teachers. It is an ideal learning consolidation tool for teachers and allows teachers the flexibility of producing very cost effective, high quality learning resources that are entertaining and engaging for children. The words chosen for the word searches in this book are all taken from statutory orders from the National Curriculum. This means you can be sure that your children are covering the exact content that is age apporopriate for their needs.Table of ContentsThe book contains 23 word searches with answers

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Book SynopsisTeachers who want to cut lesson planning time should welcome this series. The new editions are revised in line with the new literacy framework and bring you new models. Writing Models aims to help teachers cover every sort of writing type they need; fine tune lessons by following key teaching points for each model; and deliver the new literacy units to pupils of varying ability using different versions of the same model.Each book in the series gives you: A bank of easy-to-use, photocopiable models for writing covering poetry, narrative and non-fiction Key teaching points for each model Simpler and harder examples for differentiation The newly revised second edition for Year 4 has been fully updated and restructured in line to deliver new units from the new framework and includes new writing models. Lesson planning has never been easier! The second edition of Writing Models Year 4 contains: Stories with historical settings; Stories from other cultures (new) and Stories that raise issues & dilemmas (new) Poems to explore form and Performance poems (new) Stories set in imaginary worlds and Plays (new) Newspaper reports (new); ICT-texts (new) and Persuasive writing including a model based on a DVD (new) Table of ContentsIntroduction Poetry Models Narrative Models Non-Fiction models Teachers' notes

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Book SynopsisHow 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. With 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: - the seemingly paradoxical number zero - the concept of equality - children′s perceptions and misconceptions of adding, subtracting, multiplying and dividing - the learning process - the ways in which children acquire number concepts. This 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.Trade Review′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′ - Association of Teachers of Mathematics ′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′ - Association of Teachers of Mathematics -- H.P. Koirala * CHOICE magazine *′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′ - Association of Teachers of Mathematics ′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′ - Association of Teachers of Mathematics Table of ContentsZero: 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

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a huge range and FREE tracked UK delivery on ALL orders.

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Book SynopsisThis title features excellent photocopiable resources, with detailed artwork. Each book includes 50 per cent of activities dealing with Christianity. The balance covers Buddhism, Hinduism, Islam, Judaism and Sikhism. It covers skills and processes synonymous with RE including investigation, interpretation, reflection, empathy, evaluation, analysis, application and expression. It is suitable for whole class investigations and discussions or for group and individual research. It provides extensive teachers notes.

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Book SynopsisThis practical book contains a complete curriculum for chemistry for Classes 7 to 9 in Steiner-Waldorf schools.There are descriptions of demonstrations, experiments, and clear step-by-step procedures for the class teacher.The book also includes twenty-five short biographies of important scientists.

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Book SynopsisCurriculum to Classroom is the ideal book for senior leaders and curriculum leads who are in the process of establishing, refining and reviewing their school curriculum. It provides an overview of the curriculum design and delivery process in the Primary phase in its entirety. It also provides research-based evidence, practical examples and short/medium and long term solutions for your school in light of the 2014 National Curriculum as well as expert opinions from a number of renowned educators on different elements of the curriculum including: creating a powerful and ambitious vision for your school's curriculum intent; how to promote character development; how best to support and empower subject leads; and the fundamental building blocks in terms of implementation of the curriculum. This book will enable you to consider the many facets of curriculum design and support strategic decision making so your curriculum is meeting and exceeding the expectations of the National Curriculum as well as being unique and bespoke to your school community. An easy-to-read handbook to prompt thinking and reflections on your school's curriculum and provide practical tools and strategies to take it forward.Trade ReviewCurriculum to Classroom will be an absolute boon to colleagues developing their curriculum in primary schools. It is full of really helpful suggestions for embedding this work; it makes the case, correctly, that curriculum development is an ongoing process, not a quick fix. Lekha has an engaging style, and she speaks from the experience of implementing and refining this work in her own school. As a result, it is packed with practical suggestions for making this work manageable in every primary school. -- Mary Myatt * Education adviser and author *

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Book SynopsisEngaging Imagination in Ecological Education illustrates how to connect students to the natural world and encourage them to care about a more sustainable, ecologically secure planet. Cultivating ecological understanding can be more challenging for teachers than simply imparting knowledge of ecological issues; it requires reimagining the human world as part of, not apart from, nature.Describing the key principles of an approach to teaching called Imaginative Ecological Education (IEE), this book offers a practical guide for all teachers (K–12). It is designed for use with any curriculum to give students opportunities to engage their bodies, emotions, and imaginations in the world around them, thereby making learning meaningful.Trade Review…Gillian Judson’s explanations lead you to investigate the world around you further, eventually leaving you with this AHA! moment of how all learning fits together. -- Editor * Green Teacher *Table of ContentsIntroduction1 The Rationale for Imaginative Ecological Education2 Principles of Imaginative Ecological Education3 Strategies for Engaging Students’ Emotions in Learning – A Study in Weather4 Strategies for Engaging the Body in Learning – A Study in Weather5 Place and Sense of Place – Strategies for Connecting Students with the Natural World6 Using IEE Principles to Support Reading and Writing7 Site-Specific Tracking and Literacy Activities8 Developing and Sustaining an IEE ProgramAppendix A: Some Guidelines for Mythic and Romantic IEE PlanningAppendix B: Five Steps for Collaboratively Planning IEE UnitsAppendix C: Templates for IEE PlanningNotesReferencesIndex

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Book SynopsisComprehensive yet succinct and readable, Literacy in Grades 4-8, Third Edition offers a wealth of practical ideas to help preservice and practicing teachers create a balanced and comprehensive literacy program while exploring the core topics and issues of literacy in grades 4 through 8. It addresses teaching to standards; differentiating instruction for readers and writers; motivating students; using assessment to inform instruction; integrating technology into the classroom; working with English learners and struggling readers; and connecting with caregivers. Selected classroom strategies, procedures, and activities represent the most effective practices according to research and the many outstanding classroom teachers who were observed and interviewed for the book.The Third Edition includes added material connecting the Common Core State Standards to the instruction and assessment of literacy skills; a combined word study and vocabulary chapter to help readers integrate these important topics in their teaching; more on technology, including comprehension of multimodal texts, enhancing writing instruction with technology tools, and teaching activities with an added technology component; added discussion of teacher techniques during text discussions, strategic moves that help students become more strategic readers.Key features: In the Classroom vignettes; more than 50 activities,some with a technology component; questions for journal writing and for projects and field-based activities; troubleshooting sections offering alternative suggestions and activities for those middle-grade students who may find a particular literacy focus challenging.Table of ContentsOne: A Comprehensive Literacy Program for Grades 4–8; Two: Assessment of Progress in Literacy; Three: Fostering Oral Language; Four: Vocabulary Instruction; Five: Reading Comprehension; Six: Writing Instruction; Seven: Literacy in the Content Areas; Eight: Fluency; Nine: Differentiating Instruction for Diverse Classrooms; Ten: Fostering Literacy in and Beyond the Classroom; Eleven: Connecting School and Home; Twelve: Literacy in Grades 4–8

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Book SynopsisVijftien bestaande kunstwerken vormen het vertrekpunt voor oefeningen die meenemen in fantasievolle meditaties en creatieve experimenten. Het maken van kunst kan je dichter bij jezelf brengen en tot verrassende ervaringen leiden. Er is geen speciaal talent voor nodig, want het kan niet lukken of mislukken. Tenminste, tot die houding wil dit boek je uitnodigen. Vanuit een stille, open houding is er alle ruimte voor uitprobeersels, improvisatie en onmogelijkheden. Onmogelijkheden die zich later niet zelden als nieuwe mogelijkheden blijken te ontpoppen.Verbeelden en Verbinden stimuleert de verbeeldingskracht, fantasie en creativiteit. Het boek geeft je handvatten om nieuwe wegen te verkennen en uitdagingen aan te gaan. Ontdek hoe je mindfulness kunt (be)oefenen vanuit creatieve invalshoeken.  16 projecten met 60 oefeningen en theoretische onderbouwing. Muziek en aanvullende informatie op deze website. Geschikt voor kinderen, jongeren en volwassenen, samen of voor jezelf, in groepen of thuis.  ''Een oogstrelende verkenning van hoe mindful in verbinding zijn met onszelf en met het moment, het kunstzinnig verbeeldingsvermogen kan stimuleren en andersom. Een hartverwarmend pleidooi voor wat je artfulness zou kunnen noemen.'' - Frits Koster - retraitebegeleider, auteur, mindfulness- en compassietrainer

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Book SynopsisWhen you talk with students about their number sense and computational skills, you're bound to uncover some surprising gaps in their understanding. Knowing how to identify and bridge those gaps is essential for helping students at all levels advance as mathematical thinkers. The Zeroing in on Number and Operations series, which aligns with the Common Core State Standards and the NCTM Sandards and Focal Points, features easy-to-use tools for teaching key concepts in number and operations and for addressing common misconceptions. Sharing the insights they've gained through decades of mathematics teaching and research, Anne Collins and Linda Dacey help you focus on what students really need to know and understand at each grade level. The 30 modules in the grades 5 and 6 flipchart are designed to engage all students in mathematical learning that develops conceptual understanding, addresses common misconceptions, and builds key ideas essential to future learning. The modules are organiz

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Book SynopsisBeing prepared to teach every subject in the curriculum is an essential skill for all primary school teachers, and good lesson planning is a critical tool for coping with the workload, as well as for wowing your pupils, your colleagues, and Ofsted inspectors. In his new book, Stephen Lockyer provides a breakdown of lesson planning strategies, plus a range of practical and original ideas to use with your class.Using real primary classroom anecdotes, as well as helpful diagrams, tick lists and tips on how to implement planning techniques day-to-day, Lesson Planning for Primary School Teachers is a complete toolbox for primary school teachers who want to develop their key skills and strategies for lesson planning.Trade Review“Stephen Lockyer navigates through the North, East, South and West to help teachers plan a personalised curriculum. Steer your way through this book by unpacking your objectives, planning for character as well as success, varying the structure of your lessons and, above all else, by making your planning work for you and the children.” * Rachel Orr, Head Teacher, North East England, @RachelOrr *“This is an incredibly useful resource for any teacher, at any stage of their career. Stephen Lockyer clearly sets out how to turn objectives into real learning, with a wealth of examples and anecdotes from his own classroom experiences. For me, this is the ideal edu-book; engaging, thought-provoking and mindful of the realities of classroom teaching.” * Jenna Lucas, Primary Teacher, @JennaLucas81 *... this book will help readers create plans that are meaningful and efficient. * The Teacher *

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Book SynopsisThis no-nonsense guide provides comprehensive advice and support for any primary school looking to develop an effective SRE programme and policy and to feel confident delivering it.Sex and relationship education (SRE) is an extremely valuable part of the curriculum but there still remains a degree of uncertainty about what, how and when to cover different topics. This no-nonsense guide provides comprehensive advice and support for any primary school looking to develop an effective SRE programme and policy and to feel confident delivering it.In line with the updated Rose Review, which emphasizes the importance of learning about physical development, health and wellbeing, this book provides: Clear and up-to-date guidance on what is deemed good practice and what is statutory A simple to use, ''cut and paste'' framework for SRE policy development INSET activities that can be used with staff, governors and/or parents Lesson plans and photocopiable activity sheets A v

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Book SynopsisThis is the ultimate all-in-one guide for teaching writing, spelling, punctuation and grammar in the primary classroom. Providing practical advice on teaching grammar and writing techniques through the use of non-fiction texts, Grammarsaurus is closely aligned to the National Curriculum and ensures teachers are addressing the right topics at the right time. Each chapter focuses on a non-fiction text type: instructions, explanations, non-chronological reports, diary entries, newspaper reports and persuasive texts. There are photocopiable model texts for each year group, along with annotated versions guiding teachers through language features, grammar, spelling and punctuation opportunities, saving hours of lesson planning. Mitch Hudson and Anna Richards, expert teachers and creators of the popular Grammarsaurus website, answer common questions from teachers: When should I teach this punctuation mark?'', or ''Which spellings should I be teaching my Year 2 class?'. With exaTrade ReviewMitch and Anna are my go-to people when it comes to SPaG! This book is full of tried-and-tested lesson ideas that children will engage with and learn from, making teaching SPaG enjoyable. A must-buy book for experienced or newly qualified teachers. -- Heather McAvan * Author of Learn to Read the Easy Way and Director of www.mrsmactivity.co.uk, @mrsmactivity *Grammarsaurus Key Stage 1 contains everything you need to teach effective lessons. The model texts are pitched at the right level and there are tips and tricks that enable you to cover as much curriculum content as possible. -- Kelly Cox * Deputy headteacher *So many wonderful ideas, presented in an accessible way. The writing process is broken down to ensure a consistent approach and expectations are high, yet realistic. A valuable toolkit for any teacher. -- Gemma Hathaway * Key Stage 1 Lead, @misshath2 *Jam-packed full of all the skills you need for planning and teaching non-fiction writing that will save you hours of time. A real must-have! -- Katie Hemmings * Primary teacher and KS1 English Lead, Instagram: @katiesclassroom_ *An easy-to-follow guide that breaks down the requirements of the National Curriculum and provides a planning overview for teaching, combining grammar, spelling, punctuation and writing into one book. It includes annotated high-quality model texts, to show teachers the benchmark for expectations in each year group and presents up-to-date content that reflects the new framework for writing. * Love Reading 4 Schools *

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Book SynopsisThe Bloomsbury Curriculum Basics series provides non-specialist primary school teachers with subject knowledge and full teaching programmes in a variety of key primary curriculum subjects.This book is a revised and up-to-date hands-on guide to planning and delivering primary history lessons in a fun and refreshing way. Updates in this revised edition include: - The expansion and decline of the British Empire- Life in Tudor times including Shakespeare and his most celebrated works- Changes within living memory- Teaching social history in KS1 and KS2 This edition is fully updated and in line with National Curriculum guidelines for KS1 and KS2, and features lesson plans, helpful summaries, vocabulary lists, lists of important people and dates, and a wealth of interesting facts.With new links to online resources, further ideas for trips, books and apps, exciting activities for whole-class involvement, as well as opportunities for

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Book SynopsisThe Bloomsbury Curriculum Basics series provides non-specialist primary school teachers with subject knowledge and full teaching programmes in a variety of key primary curriculum subjects.This is a revised and up-to-date hands-on guide to planning and delivering primary computing lessons in a fun and refreshing way. Updates include the following:- Coding- New uses and capabilities of the program Scratch- Artificial Intelligence (AI) and virtual reality, including how to create art using AI and how to use ChatGPT.The teaching ideas are well-structured, engaging, easy to implement, and use mostly free tools that operate across the many digital platforms that primary schools use, while keeping in line with National Curriculum guidelines for KS1 and KS2. Each chapter offers practitioners an essential summary of all the information and vocabulary needed to successfully implement exciting computing lessons that will keep your class riveted!

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Book SynopsisThis accessible text will show students and class teachers how they can enable their pupils to become critical thinkers through the medium of picturebooks. By introducing children to the notion of making-meaning together through thinking and discussion, Roche focuses on carefully chosen picturebooks as a stimulus for discussion, and shows how they can constitute an accessible, multimodal resource for adding to literacy skills, while at the same time developing in pupils a far wider range of literary understanding.By allowing time for thinking about and digesting the pictures as well as the text, and then engaging pupils in classroom discussion, this book highlights a powerful means of developing children's oral language ability, critical thinking, and visual literacy, while also acting as a rich resource for developing children's literary understanding. Throughout, Roche provides rich data and examples from real classroom practice.This book also provides an overview ofTrade Review"This book is exactly what it claims to be on the cover – it is a well-mapped guide for classroom teachers, students or parents who are looking for ways to engage young students in reading activities that will develop their critical literacy and their critical thinking skills. […] I would recommend this book to all primary school teachers, as well as to second-level English and SEN teachers."– Jean Johnston, ILSA Quarterly"The voices of children and teachers, richly engaged with picturebooks, resound enthrallingly in this enthusiastic, thoughtful and superbly well-informed account of productive classroom practice." - UKLA Academic Book Award Panel"This book is exactly what it claims to be on the cover – it is a well-mapped guide for classroom teachers, students or parents who are looking for ways to engage young students in reading activities that will develop their critical literacy and their critical thinking skills. […] I would recommend this book to all primary school teachers, as well as to second-level English and SEN teachers." – Jean Johnston, ILSA Quarterly "The voices of children and teachers, richly engaged with picturebooks, resound enthrallingly in this enthusiastic, thoughtful and superbly well-informed account of productive classroom practice." - UKLA Academic Book Award Panel"This book brings together into one voice the best of an academic, scholar and educational practitioner working to develop the quality of the educational experience for children in circumstances where values of humanity often seem to be, at best ignored, and at worst felt to be voilating contradictions" - Mary Huxtable, Educational Journal of Living Theories"I would cerntainly recommend this book for teachers eager to put their students at the heart of an authentic learning environment where teachers and pupils create and negotiate meaning together" - Duncan McCarthy, InTouch Magazine "Mary Roche has created a bright, engaging, and academically rigorous study of the powerful role that picture books play in the primary classroom. She has just been highly commended for its significant contribution to the teaching of English at the UKLA academic book awards. " - Martin Galway, Herts for LearningTable of Contents1. Critical Thinking and Book Talk’ - The ‘why’ factor 2. Comprehension, making meaning, literacy, critical thinking and critical literacy 3. Interactive, or dialogic, reading aloud 4. A focus on oral language development 5. Some picturebook theory 6. Critical Thinking and Book Talk in the Classroom 7. Practical advice 8. Conclusion

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Book SynopsisThe Handbook of Personalized Learning offers a theoretically grounded conceptualization for the development and implementation of personalizing learning. This comprehensive volume addresses personalized learningâs roots in educational, cognitive, and social psychological studies of learning as well as in practice. Positioned to shape the future of personalized learning, this handbook documents past innovations achieved in educational technology research and development; considers how advancements in learning analytics and machine learning have influenced policy and implementation; and showcases current and future applications of personalized learning in diverse K-12 classrooms, higher education, and informal educational settings. The bookâs varied, rigorous contributions are informed by an overarching model of personalized learning that centers the assets individuals bring to learning opportunities (including their prior knowledge, interests, self-beliefs, autonomy, and identity) and whose responsive designs build on those assets to improve learning and attainment. Researchers, developers, teaching faculty, and graduate students across educational psychology, educational technology, the learning sciences, learning analytics, human-computer interaction, and beyond will come away with substantive foundations and cutting-edge exemplars of the ways in which designs can be personalized to promote learnersâ experiences in educational settings.

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