Teaching of a specific subject Books

Book SynopsisIn Up for Debate!: Exploring Math Through Argument, high school math teacher and debate coach Chris Luzniak shares stories, examples, and step-by-step routines that will help you build a classroom culture where students do the talking, explain their thinking, and critique each other's reasoning, all in the context of the math content you're expected to teach. Inside, you'll find: Inspirational stories of students debating math in real classrooms Concrete structures and routines that will get your students talking, listening, and debating Specific techniques you can use to transform existing math problems into debatable ones You'll begin with short speaking and listening routines that take just a few minutes to introduce. When you and your students are ready, you can layer on additional debate routines, until your class is engaged in full-class debates using mathematical reasoning. With this easy-to-read guide, you don't need to wait any longer. You will be able to start debating in your classroom, tomorrow.Trade ReviewGetting students to explain their reasoning in math class has been a struggle because they often restate the steps they took rather than convince others that their strategy makes sense. This is why the actionable steps and stories in Up for Debate! are so inspiring. Chris created a very readable book that helped me see how students could passionately convince others that their reasoning is correct. Secondary math teachers are going to love this short book that’s filled with ideas to give them the classroom they’ve been hoping for. This timely and practical book is for anyone who believes that the purpose of learning mathematics in schools is not just to prepare young people for the workforce but also to help them become productive members of society who can parse complex information and think critically.…I enjoyed it immensely. – Daryl Yong, Professor of Mathematics, Harvey Mudd CollegeTable of ContentsChapter 1: Opening Arguments; Chapter 2: Making the Case; Chapter 3: Question Round; Chapter 4: Cross-Examination; Chapter 5: Extra Time; Chapter 6: Closing Arguments

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Book SynopsisIn Start with Joy: Designing Literacy Learning for Student Happiness, author Katie Cunningham links what we know from the science of happiness with what we know about effective literacy instruction. When given a choice about what to write, children express hopes, fears, and reactions to life's experiences. Literacy learning is full of opportunities for students to learn tools to live a happy life. Inside, you'll find: Seven Pillars: Cunningham discusses the seven pillars that guide her classrooms and are involved in each literacy lesson'sConnection, Choice, Challenge, Play, Story, Discovery, and Movement. Ten Invitations: Designed for teachers to improvise and make their own, these ten lessons may be presented at any time of year in the context of any unit and include children's literature suggestions as well as recommended teacher talk to meet children's specific needs. Teaching Tools: Tools and resources that will help students tell their stories and make literacy learning something all students celebrate and cherish. This book honors the adventure that learning is meant to be and aims to make happiness more tangible in the classroom. By infusing school days with happiness, teachers can support children as they become stronger readers, writers, and thinkers, while also helping them learn that strength comes from challenge, and joy comes from leading a purposeful life.Trade Review“An insightful guide full of stories and research to promote the contentment of children in the classroom. Cunningham’s book about happiness and advocacy for a mind-body connection is more relevant now than ever before!” —Michael J. Hynes, Superintendent of Schools, Patchogue-Medford School District"In Start with Joy, Katie Cunningham shows readers how you can nourish happiness while still maintaining high literacy standards and getting the results you want—happy students who are readers, writers, and effective communicators. It's a win-win for all." —Jennifer Allen, author of Becoming a Literacy Leader, Second Edition“This book is beautifully written to help teachers visualize what true student happiness looks, sounds, and feels like. After reading Katie’s suggestions, teachers will have a clear pathway for what they can try tomorrow to increase happiness levels. What I love most is that this is not one more thing to fit into the day—it is framed as ways of being with children that can be incorporated into what all teachers are already doing. My hope is that every single student has a teacher who designs with happiness as the main objective and I am grateful that there is now a place to turn to for ideas and support.” —Gravity Goldberg, author of Teach Like Yourself: How Authentic Teaching Transforms Our Students and Ourselves “This is the book I have been waiting for. Teaching is more than a profession; it is a way of life. Teachers and students alike need to live and learn with greater happiness and joy. With some ‘self-literacy’ strategies as a key goal in every lesson, Katie shows us how to make connections with our learning and with others in more meaningful ways. I believe that connection is at the heart of happiness, and I believe this book is an invaluable tool to help us achieve it.” —Paula Bourque, author of Spark: Quick Writes to Kindle Hearts and Minds in Elementary Classrooms “If anyone knows how to cultivate a ‘culture of happiness’ in the classroom, it’s Katie. In Start with Joy, she challenges educators to ‘prioritize happiness’ by embracing the seven main pillars she’s developed through her extensive research that, used alongside culturally sustaining practices and attention to students’ hearts, minds, and bodies, will ultimately lead to more joyful, playful, and purposeful classroom experiences for all.” —Shawna Coppola, author of Renew: Become a Better and More Authentic Writing Teacher “Katie Cunningham proposes in her new book, Start with Joy, that by teaching in ways that value the heart of our humanity—connection, choice, challenge, play, story, discovery, and movement—we pave the pathway to help students become stronger readers and writers. Katie’s book offers readers inspired ideas, compelling research, and a treasure trove of rich, carefully selected children’s literature recommendations to give us a sensible, refreshing road map for breathing life back into our literacy classrooms.” —Jan Burkins and Kim Yaris, authors of Who’s Doing the Work? How to Say Less So Readers Can Do More “In Start With Joy, Katie Cunningham draws on a robust body of research to prove that happiness should be cultivated, observed, and reinforced. By reflecting on the stories, accomplishments, and relationships that bring them joy, students can rely on their own resources rather than outside factors in order to feel happy. Finding boundless happiness in her work with children and teachers, she offers a road map for inviting joy into all literacy learning. When building a collection of teacher resources, start with Cunningham!” —Suzanne Farrell Smith, author of The Writing Shop: Putting 'Shop' Back in Writing Workshop "A while ago, a few friends and I discussed what we hoped for in life. After much discussion, we all came to the conclusion that we hope for happiness for ourselves, our loved ones, our students, and each other. So, when I sat down to read Start with Joy! I was thrilled! In our increasingly standards-based, testing-focused, stress-inducing school system, happiness is typically neither prioritized nor valued. Enter Katie's beautiful call to action. Katie’s Seven Pillars will benefit all teachers and students in all classrooms by bringing the focus back to happiness without sacrificing literacy learning. In fact, her practical suggestions and invitations will enhance literacy learning in classrooms- I know it will in mine! I look forward to turning to this text again and again in my work with both students and teachers." —Christina Nosek, co-author of To Know and Nurture a Reader: Conferring with Confidence and Joy”Table of ContentsChapter 1: Why Happiness? Why Now?; Part 1: Happiness Pillars; Chapter 2: Connection; Chapter 3: Choice; Chapter 4: Challenge; Chapter 5: Play; Chapter 6: Story; Chapter 7: Discovery; Chapter 8: Movement; Chapter 9: Becoming a Designer; Part 2: Invitations; Invitation 1: The Best Part of Me; Invitation 2: What Do I Notice and Wonder (About Me?); Invitation 3: What Makes Me Feel Strong?; Invitation 4: Power Poses; Invitation 5: Closely Reading Characters to Closely Read Me and You; Invitation 6: I Am, I Can, I Did; Invitation 7: Hmm . . . Yes, And; Yes, But; No, Because; Invitation 8: Three Good Things; Invitation 9: Asking Questions Gets Us to Better Questions; Invitation 10: Listening with Love

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Book SynopsisPhil Beadle's How to Teach series. In Reading for Pleasure, Kenny Pieper has gathered a range of tried-and-tested strategies to get kids reading, and enjoying it. We hear too often that kids don't read any more: Kenny thinks it should be every teacher's mission to prove this isn't true. In a squeezed curriculum it can be tempting to accept pupils' lack of reading and make excuses that there is not enough time to give to the 'luxury' of personal reading. Teachers do this at our peril. Reading is the essential building block of further literacy development as well as a skill, hobby and habit that we can take with us forever. Kenny Pieper takes the act of reading for granted, as many - but sadly not all - adults do. You're reading this right now. However, this isn't the case for everyone. Kenny teaches kids whose lives are terrifying obstacle courses of reading-related problems. They know they struggle with reading so they try to avoid reading at all costs. They leave school, not merely unaffected by this strange reading thing, but saddled with a great deal of emotional baggage about being an outsider, even more entrenched in a belief that reading is for others more intelligent than them. Then there are the children who can read perfectly well, but chose not to, unconvinced of the importance of reading in their lives. What difference does it make to them? We have to answer that question in school. We have a duty to put an end to illiteracy and aliteracy. Kids need reading role models and, as a teacher, that role model is you. You may be the only adult who that reluctant reader will ever see reading. Teachers are critical in giving all children the gift of being able to read well and to value reading. Topics covered include: the author's personal reading journey, how reading enabled him to become the first person in his family to go to university and convinced him that fostering a love of reading is his moral duty as an educator, illiteracy and aliteracy, reluctant readers, book reviews, prioritising personal reading by devoting ten minutes each lesson to it, habitual reading, the reading environment, interest inventories, technology, e-readers, Accelerated Reader programmes, recommended reading, building a class library, bookmarks, book tweets, book speed-dating, libraries, librarians, literacy and class inequality, parental involvement, podcasting, reading records, reading dialogue journals, the rights of the reader, reading aloud, silent reading and literacy and gender, amongst others. The benefits we can all reap when kids become confident readers who read for pleasure are obvious. Discover strategies which will: get kids talking about books, get them thinking about books, get them reading books, encourage independent reading, develop literacy skills and establish a classroom culture where reading is expected and celebrated. Suitable for primary and secondary teachers, leaders and SENCOs, or just anyone with an interest in or responsibility for getting kids to read.

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Book SynopsisJam-packed with enlivening ideas to help teachers make the subject of English more intellectually challenging for students – and to make it fun too! This artful addition to Phil Beadle’s How To Teach series is the work of a man whose humility fails to hide his brilliance, providing English teachers with a sophisticated yet simple framework to hook their lessons upon. Covering poetry, grammar, Shakespeare and how to teach writing, Chris Curtis has furnished every page with exciting ideas that can be put into practice immediately. Each chapter presents a store of practical strategies to help students in key areas – providing apposite examples, teaching sequences and the rationale behind them – and has been accessibly laid out so that teachers can pinpoint the solutions they need without having to spend an age wading through academic theory and pontification to find them. Suitable for all teachers of English.

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Book SynopsisCrista Hazell's Independent Thinking on MFL: How to make modern foreign language teaching exciting, inclusive and relevant takes teachers on a tour of how to get the teaching of a new language right. Foreword by Ian Gilbert. Learning a new language has the power to transform a life, as well as help break down the barriers that seem to be re-emerging between nations, cultures and people. In the UK, MFL teaching has always had to battle with the 'everyone speaks English' argument, not to mention that, for so many, all that remains of their years learning a foreign language is bitte, por favor or s'il vous plait. But with teachers like Independent Thinking Associate Crista Hazell at the front of the class, things can be very different. Drawing on her many years of experience as an MFL teacher and head of department, Crista shares tips, techniques and inspirational ideas geared to help teachers build confidence, increase enjoyment and improve outcomes as they take their MFL teaching to a whole new level. Crista provides a range of strategies from how to hook students in the minute they enter the classroom to ensuring that the vocabulary sticks designed to help learners develop confidence, take risks and enjoy the challenge that learning a new language brings. She also offers ideas and advice on how to make learning new vocabulary and grammar a great deal more effective and empowers teachers to open up the benefits and enjoyment of learning a language to all students, not just those in the top sets. Ultimately, however, her book sets out to help teachers create engaging, relevant and memorable learning experiences in the MFL classroom and encourage their learners to become lifelong and passionate linguists. For MFL teachers and heads of languages departments in primary schools, secondary schools and colleges. Independent Thinking on MFL has been shortlisted for the Educational Book Award in the 2021 Education Resources Awards!

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Book SynopsisThis book for teachers provides a solid basis for the teaching of modern languages in Steiner-Waldorf Schools. It discusses extensively Rudolf Steiner's view of the nature of language in relation to child development and also of the practical classroom questions of curriculum and teaching method.This book will appeal not only to modern language teachers but to anyone interested in the ideas underlying Steiner-Waldorf education.Trade Review'The chapter entitled "Background Considerations" is a veritable treasure trove of notions and insights covering a wide range of language-related topics...This book, I would say, is an essential read for those who may be contemplating committing themselves to what appears to be a challenging, but no doubt thoroughly rewarding, career in language teaching, but Waldorf teachers in general would find in it much of relevance for them too.'-- New View

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Book SynopsisArts and crafts are a core part of the Steiner-Waldorf curriculum, helping children to develop emotionally, physically, socially and spiritually, as well as learning practical skills.This comprehensive book addresses every aspect of arts and crafts, including woodwork, forestry, metalwork, stone carving, clay modelling, pottery and much more.Written by experienced Waldorf craft teachers, this comprehensive book is an invaluable tool and resource for Middle and Upper School (Classes 5 to 13).

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Book SynopsisThe Waldorf school curriculum was developed to nurture the healthy development of the child, not only in mind but in body and spirit as well. Physical education and movement form an integral part of this holistic approach, encouraging children to be active not just for the sake of activity, but in order to experience themselves through meaningful movement and to form a stronger connection with the world around them. This indispensable book for teachers -- the most comprehensive of its kind available in English -- provides a wealth of practical insights on teaching physical education and movement in Waldorf Schools. It includes: -- Practical suggestions for games and exercises to teach a range of activities such as athletics, archery, climbing, gymnastics, dance, swimming and sailing. -- Over thirty sample lessons providing inspiration and quick, easy reference for activities for Classes 1-12. -- Exercises designed to suit different developmental stages: from simple, storytelling games for young children to more complex, demanding exercises for older pupils. -- Essays from teachers with decades of experience, exploring the value of physical education in Waldorf schools and how its emphasis on individual progress and co-operation over competition helps build pupils' confidence and self-belief. -- Suggestions of which Bothmer Movement exercises are best suited for different classes, based on an awareness of the laws of movement that underpin each age group. -- Practical advice on how teachers can adapt content covered in other subjects to create a more unified learning experience for pupils -- for example, organising their own Olympic Games to complement teaching about ancient Greece in history lessons. -- 250 inspiring colour photographs illustrating a variety of activities. This is an invaluable resource that provides both a wealth of practical ideas and a thoughtful consideration of physical education and movement that will give Steiner-Waldorf teachers confidence in preparing and delivering lessons.Trade Review'This book is a huge well of information and will be of use to anyone involved in movement education. It covers a range of activities including guidance about when and how to teach them. There are comprehensive descriptions of the characteristics of different age groups from seven to eighteen years old and their education needs and challenges. Detailed example lesson plans are included and are an extremely useful guide for developing teachers. A general philosophy of physical education is outlined and gives the reader a sense of the purposefulness of method. This book describes a physical education approach that works with and enhances the natural development of children rather than fitting children into an arbitrary system of learning.'-- Martin Baker (Steiner-Waldorf sports and movement teacher)

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Book SynopsisMaking Every English Lesson Count: Six Principles to Support Great Reading and Writing goes in search of answers to the fundamental question that all English teachers must ask: 'What can I do to help my students to become confident and competent readers and writers?' Writing in the practical, engaging style of the award-winning Making Every Lesson Count, Andy Tharby returns with an offering of gimmick-free advice that combines the time-honoured wisdom of excellent English teachers with the most useful evidence from cognitive science. The book is underpinned by six pedagogical principles - challenge, explanation, modelling, practice, feedback and questioning - and provides simple, realistic classroom strategies to bring the teaching of conceptual knowledge, vocabulary and challenging literature to the foreground. It also points a sceptical finger at the fashions and myths that have pervaded English teaching over the past decade or so - such as the idea that English is a skills-based subject and the belief that students can make huge progress in a single lesson.Instead, Andy advocates an approach of artful repetition and consolidation and shows you how to help your students develop their reading and writing proficiency over time. Making Every English Lesson Count is for new and experienced English teachers alike. It does not pretend to be a magic bullet. It does not claim to have all the answers. Rather the aim of the book is to provide effective strategies designed to help you to bring the six principles to life, with each chapter concluding in a series of questions to inspire reflective thought and help you relate the content to your classroom practice. In an age of educational quick fixes, GCSE reform and ever-moving goalposts, this precise and timely addition to the Making Every Lesson Count series provides practical solutions to perennial problems and inspires a rich, challenging and evidence-informed approach to English teaching. Suitable for English teachers of students aged 11-16 years.

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Book SynopsisMaking Every Science Lesson Count: Six Principles to Support Great Science Teaching goes in search of answers to the fundamental question that all science teachers must ask: 'What can I do to help my students become the scientists of the future?' Writing in the practical, engaging style of the award-winning Making Every Lesson Count, Shaun Allison returns with an offering of gimmick-free advice that combines the time-honoured wisdom of excellent science teachers with the most useful evidence from cognitive science. The book is underpinned by six pedagogical principles - challenge, explanation, modelling, practice, feedback and questioning - and provides simple, realistic classroom strategies that will help teachers make abstract ideas more concrete and practical demonstrations more meaningful. It also points a sceptical finger at the fashions and myths that have pervaded science teaching over the past decade or so - such as the belief that students can make huge progress in a single lesson and the idea that learning is speedy, linear and logical.Instead, Shaun advocates an approach of artful repetition and consolidation and shows you how to help your students develop their conceptual understanding of science over time. Making Every Science Lesson Count is for new and experienced science teachers alike. It does not pretend to be a magic bullet. It does not claim to have all the answers. Rather the aim of the book is to provide effective strategies designed to help you to bring the six principles to life, with each chapter concluding in a series of questions to inspire reflective thought and help you relate the content to your classroom practice. In an age of educational quick fixes, GCSE reform and ever-moving goalposts, this precise and timely addition to the Making Every Lesson Count series provides practical solutions to perennial problems and inspires a rich, challenging and evidence-informed approach to science teaching. Suitable for science teachers of students aged 11-16 years.

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Book SynopsisChris Runeckles' Making Every History Lesson Count: Six principles to support great history teaching offers lasting solutions to age-old problems and empowers history teachers with the confidence to bring their subject to life. Making Every History Lesson Count goes in search of answers to the crucial question that all history teachers must ask: "What can I do to help my students retain and interrogate the rich detail of the content that I deliver?" Writing in the practical, engaging style of the award-winning Making Every Lesson Count, Chris Runeckles articulates the fundamentals of great history teaching and shares simple, realistic strategies designed to deliver memorable lessons. The book is underpinned by six pedagogical principles - challenge, explanation, modelling, practice, feedback and questioning - and equips history teachers with the tools and techniques to help students better engage with the subject matter and develop more sophisticated historical analysis and arguments. In an age of educational quick fixes and ever-moving goalposts, this carefully crafted addition to the Making Every Lesson Count series expertly bridges the gap between the realms of academic research and the humble classroom. It therefore marries evidence-based practice with collective experience - and, in doing so, inspires a challenging approach to secondary school history teaching. Making Every History Lesson Count has been written for new and experienced practitioners alike, offering gimmick-free advice that will energise them to more effectively carve out those unique moments of resonance with young people. Each chapter also concludes with a series of questions that will prompt reflective thought and enable educators to relate the content to their own classroom practice. Suitable for history teachers of students aged 11-16 years.

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Book SynopsisEquips MFL teachers with practical techniques designed to enhance their students’ linguistic awareness and to help them transfer the target language into long-term memory. James A. Maxwell’s engaging, articulate addition to Shaun Allison and Andy Tharby’s award-winning Making Every Lesson Count series is underpinned by the six pedagogical principles common to all the books in the series – challenge, explanation, modelling, practice, feedback and questioning – and provides simple strategies that teachers of modern foreign languages (MFL) can use to develop the teaching and learning in their classrooms. Written for new and experienced practitioners alike, Making Every MFL Lesson Count skilfully marries evidence-based practice with collective experience and, in doing so, inspires a challenging approach to secondary school MFL teaching.

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Book SynopsisEmpowers teachers to support students on a comprehensive and coherent journey through school mathematics, showcasing the best models, metaphors and representations and providing excellent examples, explanations and exercises that can be used across the curriculum..Trade ReviewAll of compulsory school mathematics tied up elegantly in a detailed and comprehensive narrative. Concepts are explained with great clarity of language, beautifully clear representations and plenty of examples. New life is breathed into ideas - like surds, for example, - with a fresh and rarely seen viewpoint.This book will become a central reference for anyone teaching mathematics. - not just for teaching but for the pure joy in understanding the structures of mathematics from various new viewpoints. I know I will refer to it often in years to come."Atul RanaConceptual Maths is a superbly detailed exploration of the structure of key maths concepts which will be useful for anyone who is interested in the teaching and learning of school- level mathematics. Whether used to inform curriculum- level decisions or day-to-day lessons, this book will be invaluable for both.Charlotte HawthorneConceptual Maths offers that lightbulb moment for any teacher wanting to make sense of the key mathematical concepts they teach. The book takes the reader through time-saving walkthroughs, supporting them to understand links between concepts and subconcepts, strengthening their mathematical understanding and signposting potential misconceptions. Each chapter gives a blueprint for thinking that builds the pedagogical habits required to support excellent conceptual teaching and understanding. The book earns its must-read position on the bookshelf with the choice and range of concepts and subconcepts considered. Clearly written by a teacher with huge experience in the classroom, Conceptual Maths provides easy-to-follow advice on how concepts link together and how they can be used to inform mathematical processes. With its immersive writing style and timely, well-chosen visual representations, this book can be enjoyed cover to cover and as a troubleshooting toolkit to dip in and out of. A superb book for any maths teacher who is wanting to improve their teaching practice and deepen their own mathematical understanding, Conceptual Maths is the new go-to book on the bookshelf for taking maths lessons to the next level.Dave TushinghamThe approach that Conceptual Maths takes encourages teachers to develop their own conceptual understanding in order to promote teaching for understanding in the classroom. Congruence of shapes is considered alongside algebraic equations and equivalent fractions, for instance, highlighting the concept of the equivalence relation and showing that three 'topics' that are taught separately are actually closely linked. This focus on concepts over processes makes Conceptual Maths a valuable read for anyone teaching mathematics.Jemma SherwoodMattock's Conceptual Maths provides a real focus on the understanding of concepts and the need for teaching for understanding. Key to this are the connections made between different concepts, subconcepts and procedures. Representations repeat to support connecting ideas and these are repeated across numerous concepts. For example, repeated representations show clear connections between multiplication of integers and multiplication of surds and how these ideas link to those of factors, multiples and equality. As a primary practitioner, I do not understand surds. However, I can clearly see how the ideas connect and how what I teach at a primary level supports and is developed by maths teaching at secondary level.I also particularly like Mattock's focus beyond number and calculation. While Conceptual Maths naturally begins with these building blocks, chapters on measures, shape and data allow explicit opportunities for teachers both new and experienced to think more deeply about how to teach these areas for understanding - something that is certainly less of a focus in primary mathematics literature. The discussion of measuring turn is particularly fascinating and has supported me in thinking more deeply about how we introduce degrees and protractors in Key Stage 2. Clear connections are made between proportion in an early chapter and conversion of units of measure in a later chapter, meaning the reader can pinpoint and explore the linked concepts with ease. The same representations are used to allow connections to be made and these have made me think even more deeply about how we teach units of measure in primary mathematics.The layout of Conceptual Maths allows for clear and easy reading: concepts are linked to subconcepts, which are in turn connected to procedures rooted in the concepts. Each concept starts with prerequisites and link concepts, providing a clear path and supporting teachers in seeing relationships. Within this, Mattock puts emphasis on alternative methods and strategies meaning that more novice teachers of maths can gain a depth of understanding. For example, column addition is brilliantly explained through representations, but Mattock also emphasises the importance of other methods and strategies, depending on the values. In a time when we want teachers to be thinking deeply about concepts and promoting depth over breadth when it comes to challenging our quicker-grasping learners, this book provides the stepping-stones for this. As I have mentioned, more novice teachers can quickly develop an appreciation for the connectedness of mathematics and gain a depth of understanding to support teaching. More expert teachers have opportunities to think more deeply about a concept through a raft of excellent, carefully chosen example tasks peppered throughout Conceptual Maths. Overall, I think that any teacher of mathematics at any level of experience will benefit from Conceptual Maths. Trainee teachers would understand the complex connections between mathematical ideas, and the links between those taught at primary and secondary. More expert teachers can gain further insight into how one concept connects to another and how deep conceptual understanding is key if we want learners to apply the principles of, say, integer addition to working with fractions or surds. The depth activities woven throughout provide excellent thinking opportunities for new and experienced teachers alike, whatever phase is taught. I cannot wait to share this book with colleagues from all areas of mathematics teaching.Lisa CoePeter Mattock focuses on the development of robust conceptual knowledge in school mathematics - where do core mathematical ideas come from and where might they lead? This knowledge does not come about by chance through repetitive practice, but through tasks and discussion with knowledgeable teachers whose own conceptual knowledge is coherent and connected. Peter provides the background to this aspect of professional wisdom, using ideas from literature and extensive experience of teaching mathematics - his own and that of others. Primary teachers will see how the conceptual foundations for further learning can be laid using learners' natural responses to ideas, and secondary teachers will see how mathematical foundations have developed that can be used to teach more complex and abstract mathematics. New and experienced teachers will find plenty to support their thinking and maybe some moments of insight.Anne Watson

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Book SynopsisWritten by Zoe Enser, Bringing Forth the Bard: A guide to teaching Shakespeare in the English classroom links together the golden threads which run through Shakespeare's work and highlights how teachers can best explore these with students.Trade ReviewBringing Forth the Bard by Zoe Enser is erudite yet accessible, comprehensive yet pacey, brimming with clever theory yet eminently practical. Essential for newer teachers, it will also offer enough new ideas to satisfy even the biggest Shakespeare aficionado. Featuring helpful insights and advice from expert teachers, this book should go to the top of any English teacher's book wish list.Mark RobertsThis a welcome addition to the long line of books (in the tradition of Rex Gibson and James Stredder) about teaching Shakespeare in schools and colleges. Its pragmatic approach will appeal to teachers looking for practical material to use in the classroom. Many of the activities presented are entirely new and innovative. The book convinces us that Shakespeare is still relevant to young people in today's classrooms, and that study of his works can be part of the all-important inclusivity agenda. Busy teachers will welcome useful summaries of contextual material, and students will enjoy the string of lively, contemporary cultural references employed by the author when discussing the plays. The book does not shy away from addressing necessary - if sometimes less popular - issues such as examination board requirements and 'cultural capital', but matters are always directed back to the most important concern of all: bringing Shakespeare's scripts to life in the classroom through creative activities which emphasise enjoyment of the plays' themes, linguistic techniques and dramatic methods.Chris GreenZoe Enser's Bringing Forth the Bard is a tour de force, an essential guide ensuring our students receive the best teaching when it comes to approaching Shakespeare. It is a text that allows its readers to consider, to analyse and to reflect on why Shakespeare is still relevant in our classrooms today. From discussing his context and influences as well as biblical and classical allusion to an exploration of symbols, motifs and stagecraft, Enser deftly removes any barriers to understanding Shakespeare we may encounter, offering us a peek into parts of the Bard's world that are often ignored. This has clearly been a labour of love for Zoe, and how brilliant it is that it has been shared with us all. It is, quite simply, a triumph.Stuart PrykeZoe Enser's Bringing Forth the Bard is an artful, accessible, and fascinating guide to Shakespeare's work, drawing on the immense power and the utter joy of studying his writing in a properly academic way. Enser draws masterfully on the intertextuality of the Bard's work, weaving together excellent explanations and practical applications together with a range of superb case studies contributed by myriad subject experts. It is thoroughly expert, insightful and brimming with Enser's clear love of Shakespeare's work. Bringing Forth the Bard is a resource I will return to time and time again, highlighter in hand, ready to share Enser's expert insights with my students. Bloom argues Shakespeare shapes the way we think about the world. This book shapes the way I think about Shakespeare. It is a triumph.Amy StaniforthBringing Forth the Bard is a wonderful introduction to the joys and challenges of teaching young people about the work of England's most celebrated playwright. In this eminently readable book, Enser shares her vast knowledge of Shakespeare's creations and the ways in which teachers can make them accessible to young people. Whether you are teaching Shakespeare for the first time or searching for renewed inspiration, Bringing Forth the Bard will prove to be an insightful and invigorating read.Christopher Such

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Book SynopsisDrawing on extensive professional and personal experience, this book offers guidance and advice on how to better communicate with children about relationships and sexuality using everyday situations. An invaluable resource for teachers and parents, it provides you with the tools you need to feel confident and informed about how to talk about sexual education at all stages. The book explores the challenges in adult-child communication about sexuality and provides helpful advice on how to establish an open dialogue. The guidance provided is developmentally appropriate, with chapters moving through different ages and development stages. Throughout, the book emphasizes the importance of positive sexuality education, empowering children to enjoy their relationships and sexuality in a safe and healthy way.Trade ReviewThis volume is an exciting guide for helping children to find health and happiness. Sexuality education is not an easy topic; however, the authors have managed to combine evidence, experience and fun. The study is a major contribution to understanding of children, adults and the world. -- Prof Gunta Lazdane, ex-Regional Adviser Sexual and Reproductive Health, WHO/EuropeIt is really refreshing to read a book about relationships that deals with sexuality in such a frank, honest and helpful way. As well as explaining developmental expectations, it also gives ideas for answering those tricky questions that children always seem to ask when you least expect it! -- Laura King, primary school teacher and mum of three.As a parent and psychotherapist, I found this book a refreshing, ease-inducing guide to educating children about their bodies, sex and beyond. Many can feel overwhelmed or ill equipped to speak to their children about these matters. This book offers hope and centralizes the parent- child bond as the conduit to give children a realistic and positive relationship with their bodies, senses and eventual sexuality. Highly recommend it. -- Erica Esmail-Rath, MFT Psychotherapist practicing in San Francisco, CaliforniaThis book transformed my concept of parental responsibility for sex education from the conventional approach of a single, well-timed presentation (aka "The Talk") into an appreciation of sexuality as an aspect of child development to be interwoven into my day-to-day relationships with my children. I wish I had this book a decade ago when I began my motherhood journey. It would make an amazing baby shower gift for any parent-to-be. -- Amanda Bealer, USA, Mother of Carson (age 8) and Chase (age 11)Well written, easy-to-read and very insightful. Gives an excellent overview of this important subject and practical, age-appropriate tips on how to educate children of all ages on sexuality and relationships. This will hopefully allow the next generation to grow up without the embarrassment, misconceptions and prejudices of generations before. The world has changed and it's time for education around this subject to change as well. -- Louise Speggiorin, Health Visitor, UKCan I Have Babies Too? takes us parents by the hand so we can become self-assured sex and relationships educators to our children. That's never straightforward - but this book is. With its clear and helpful Dutch approach, it schools us all in how and why to talk openly starting now... -- Leah Jewett, Outspoken Sex Ed directorThis book is a lifeline for any parent, carer or educator, packed with honest, practical advice for each stage of childhood. The authors draw on years of experience working with children, as well as research in health and psychology, to offer a positive vision for how to talk to children about bodies, relationships and sexuality. -- Joanna Herat. UN Health & Education specialist. Parent.I found the book insightful by wrapping the wider subject of sexuality education around the traditionally thorny topic of sex education. It helps and encourages children to understand themselves before attempting to understand others and their own personal interactions. Raises important topics with an interesting boldness, highlighting the probable need to start earlier than many parents, including myself, appreciated. -- Nick Reynolds, Father of a 9 year old boyThis book provides a very sensitive, reflective way to enable parents and people around young children to talk about sexuality, offering tools and answering questions frequently considered taboo. It embodies the idea of holistic sexuality and empowerment, and implements an age-appropriate approach to comprehensive sexuality education. -- Johanna Marquardt, Project Officer for the WHO Colaboration Centre/BZgA for sexual and reproductive healthI dream of a world in which every child can be taught about relationships and sexuality in the caring, honest, dignified, non-judgmental, and truly child-centered manner this book models for parents and teachers. The authors' approach is patient and generous, and their message, while it may still seem revolutionary in countries such as the United States, is sensible, practical, and proven: young people of all ages have the right to comprehensive knowledge about bodies, friendship, and love. When this right is respected, children are empowered to make lifelong good choices allowing them to enjoy, respect, and safeguard their hearts, minds, and bodies-as well as those belonging to others.This small book has the power to transform the next generation of children and to empower parents and educators to give young people the self-esteem, confidence, respect, and empathy it takes to build healthy, equal, and fulfilling relationships. I will be emphatically recommending this book to all of the parents and educators I work with.In abundant sample scripts, this book models how it sounds to impart true autonomy even to very young children. Importantly, too, the authors present a broad range of normal childhood "sexual" behaviors, delivering the much-needed message that we need not get so bent out of shape about the sometimes eyebrow-raising ways in which children learn and play. -- Bonnie J. Rough, author of 'Beyond Birds and Bees: Bringing Home a New Message to Our Kids about Sex, Love, and Equality'

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Book SynopsisThis book is for artists, teachers, and those who prepare teachers. In the field of art and design education there are many theoretical strands that contribute to the practices of teaching and learning in the visual arts. The problem for artist teachers and those who prepare teaching artists is how to frame the diverse methodologies of art and art education in a way that affords divergent practices as well as deep understanding of issues and trends in the field. Teachers need a field guide that provides a contextual background of theory in order to make their own teaching practice relevant to contemporary art practices and important ideas within the field of education. The book, in its content and presentation of content is pedagogical; it provides a catalyst and prompt for meaningful and personal artistic inquiry and exploration. The book describes connections between teaching and artistic practices including the pedagogical turn in contemporary art. As a book for artists and designers, it is graphically compelling and visually inspiring. It is designed to be engaging for the practitioner and theoretically robust. A problem with many current texts is that they are written by academics who are often a step removed from the issues of classroom instruction and tend use the language of the scholar, which is appropriate for a scholarly journal, but can be difficult for other audiences. This book will bridge this divide through its use of design, narrative, and descriptions of innovative artistic practices. Rather than being a book about “best practice” it is a book about “diverse practices” within art making and teaching. This field guide to artistic approaches, including methods for teaching art, frames its arguments around critical questions that artists and art teachers must address such as: What is the role of art and design in secondary education? What will I teach? How do we go about teaching art? How do I know if my teaching is working? What is the role of traditional mediums and methods within contemporary art practices? How can art teachers contribute to the reinvention of schools? How might fluency within a medium be connected to important issues within culture, including the culture of adolescents? This book includes examples of approaches that might provoke or inspire artist and pedagogical inquiry. These are approaches that actively engage students in work that disrupts taken for granted conventions about schooling and its purposes. It considers how art and design might transform the school experience for adolescents.

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Book SynopsisEverybody seems to be talking about assessment for learning. This book shows how to do it. Using a highly creative approach it explains in detail how assessment, thinking and learning can be integrated in science lessons. More than 30 different assessment techniques are described, with each one illustrated for two different age ranges.Concise teachers' notes for each technique explain:what the approach ishow you use it for assessmenthow you can manage it in the classroomhow it helps with learning.Electronic versions of the activities are provided on the accompanying downloadable resources.Table of ContentsIntroduction, Assessment and learning, Assessment and teaching, Assessment and recording, Creating the right environment, Examples of active assessment strategies, References and bibliography, Related titles of interest

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Book SynopsisThis stimulating book is a lovely resource for teaching botany in Steiner-Waldorf schools from Year 5.Grohmann's lively text brings the various plants, trees and flowers to life for children.

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Book SynopsisIn this well-illustrated book Hella Loewe describes her research and practice of working with modelling in the early years of a Steiner-Waldorf school. She describes meeting a class of mixed nationalities with social and behavioral challenges, and how she was able to temper this class through specific modelling techniques.Are the children coming into our classrooms today requiring more will-centered activities? Loewe believes this is so and challenges teachers to take a new look at the traditional Waldorf modelling curriculum through her re-examination of Rudolf Steiner's indications.Contents include:Modeling with Clay in the First GradeStep-by-Step Guide for Grades One through ThreePractical ExperiencesAbout the Effects of Modeling with ClayExcerpts by Rudolf Steiner Regarding Sculptural Modeling

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Book SynopsisThis practical book is a valuable teacher resource for teaching geometry in Year 6 in the Steiner-Waldorf curriculum.Comprehensively illustrated, it covers angles in regular polygons, triangles, right-angled triangles, and platonic solids. It concludes with a chapter on teaching shadow drawing and projection.This is the third volume in Ernst Schuberth's series on Geometry Lessons for Waldorf Schools.

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Book SynopsisDespite the efforts of teachers and educators, every year secondary schools across the English-speaking world turn out millions of functionally illiterate leavers. The costs in human misery and in wasted productivity are catastrophic. What can schools do to prevent this situation? In this highly accessible book James and Dianne Murphy combine more than 50 years of experience to provide teachers with a thorough, easy to use introduction to the extensive research on reading and its effects on student achievement. Drawing on the work of experts from around the world, the authors explore how we learn to read, how the many myths and misconceptions around reading developed, and why they continue to persist.Building on these foundations chapters go on to examine how the general secondary school classroom can support all levels of reading more effectively, regardless of subject; how school leaders can ensure that their systems, practices and school culture deliver the very best literacy provision for all students; and what it takes to ensure that a racing intervention aimed at adolescent struggling readers is truly effective. The overall message of this books is one of great optimism: the authors demonstrate that the right of every child to learn to read is entirely achievable if schools employ the best research-driven practice.Trade Review'There is a powerful moral mission at the core of 'Thinking Reading': to ensure that no child leaves school unable to read. From the start of this important book, readers know they are in the hands of experts who can bridge the gap between extensive research and what we can do as teachers and leaders in our school contexts. We are left both informed and inspired to move beyond superficial quick fixes to reading. Essential reading for anyone involved in education' --Jamie Thom, English teacher, author 'Slow Teaching' This book combines passion and pragmatism - it makes a compelling case that with the right approach all pupils can be successful in reading and then lays out practical steps that can help ensure teachers achieve that end. It will be a useful and motivating guide for all teachers. --Doug Lemov, author (Teach Like a Champion, Reading Reconsidered, Practice Perfect), MD at Uncommon Schools. I love this book! It is a call to arms to any secondary teacher who wishes to empower their students through effective reading instruction. The authors have combined a vast catalogue of research with clear, practical classroom application, employing empirically supported strategies to offer teachers a 'best bet' in helping students learn to read with proficiency and pleasure. --Claire Hill, head of English James and Dianne Murphy bring together research and teaching experience to address reading difficulties in secondary school. Secondary reading is a much neglected topic and there is rising awareness that appropriate strategies and resources are sorely needed. The book fills this gap and is essential reading for any secondary teacher who is concerned about their pupils' reading abilities but does not feel equipped to support them.' Dr Jessie Ricketts, Senior Lecturer, Department of Psychology, Royal Holloway, University of London

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Book Synopsis Do you really understand what teaching British values is all about? Are british values woven into the fabric of your teaching? Are you confident that you are meeting Ofsted requirements in relation to British values? This book provides you with a simple, manageable framework to help you reflect on, improve and deeply embed British values in your classroom. It provides clear, accurate government definitions, and helps you ensure your classroom practices are inclusive, non-prejudicial and address cultural diversity within your school context. The text also enables you to understand and implement the Prevent strategy for safeguarding your learners. Designed to be read over a week, the book is divided into seven concise and practical chapters detailing clear strategies, how they might be applied, with links to relevant underpinning laws or theories.Table of ContentsIntroduction Day 1: Exploring British Values and school values Day 2: Individual liberty: freedom and responsibilities Day 3: Rule of Law: reasons for rules Day 4: Democracy and citizenship: pupil voice and choice Day 5: Mutual respect: valuing difference Day 6: Tolerance: learning in a multi-faith society Day 7: Prevent: developing global citizenship Further reading

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Book SynopsisPractice is the key to success in the PBSAAWhilst there are many ways to improve your question answering, you cannot be fully prepared until you have worked through authentic questions under the simulated environment of the real test. That's why UniAdmissions produced these mock papers, including over 160 questions. Working through these 2 practice tests under exam conditions will build your familiarity with the test format. Using the fully worked solutions you can fine-tune your performance before test day arrives to ensure you perform to the best of your ability.Published by the UK's leading University Admissions Company, this fully up-to-date resource contains all the latest question styles in the test, as written by our specialist test tutors. Practicing with these papers will allow you to rapidly improve your test scores and approach the real exam with confidence and gain the score you deserve.

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Book SynopsisWant to know how to improve your TSA scores and get that place at the top university of your dreams?From UniAdmissions, the UK’s leading University and Oxbridge Admissions company, The Ultimate TSA Collection contains all FIVE of our bestselling TSA books in ONE volume, giving you the best and most fully comprehensive guide to your revision, practice, and TSA success.Used as an admissions test for a range of different subjects at Oxford, Cambridge, and UCL, the TSA is a notoriously difficult test, consisting of two sections that test your critical thinking, logical reasoning, and ability to argue persuasively and with a sophisticated line of thinking – all under time pressure. Your score in the TSA is taken strongly into consideration by top universities as it tests many of the skills required in your degree, and therefore it’s essential to score as highly as possible on this crucial exam.Written by TSA specialists and top Oxbridge tutors, and full of insider knowledge and tips, The Ultimate TSA Collection is designed to help you make the most of your preparation, approach the test with confidence, and get those top scores. The Ultimate TSA Guide – contains comprehensive information about the Thinking Skills Assessment (TSA), including tips, techniques and strategies to save you time and maximise your scores. Covers both the multiple choice questions (Section A) and the essay writing question (Section B) in detail, and prepares you for all question types that you’ll face in the exam, and how to approach them successfully. Also includes 300 questions and fully worked solutions and model essays so you can practice your skills and understand how to improve. TSA Practice Papers Volume 1 – contains mock papers updated for 2019 entry: 150 questions with fully worked solutions to help you improve your scores. TSA Worked Solutions Volume 1 – clear, thorough, and extensive solutions to the practice papers, written by experts: worked solutions and sample answers to ensure you can put your learning into practice. TSA Practice Papers Volume 2 – contains mock papers updated for 2019 entry: 250 questions with fully worked solutions to help you improve your scores. TSA Worked Solutions Volume 2 – clear, thorough, and extensive solutions to the practice papers, written by experts: worked solutions and sample answers to ensure you can put your learning into practice. Hungry for more? Visit the Uni Admissions website for even more admissions test tips, personal statement resources, and application support.

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Book Synopsis• High quality drawing resource to keep and treasure for years • Suitable for complete beginners • Over 1000 people, animals, places, vehicles and items to draw • Large introduction provides vital information on fundamental considerations when drawingTable of ContentsIntroduction: General introduction Tools and materials Basic shapes Perspective and scale Light Techniques Texture Texture library How to use this book Creatures: Dinosaurs Insects Sea creatures Reptiles Birds Rodents Primates Big cats Farm animals Desert animals Woodland and jungle animals Safari animals Waterside animals Arctic animals Vehicles and transportation: Air and space vehicles Water vehicles Cars, bikes, and trucks Push and pull vehicles Work vehicles Public transport Military vehicles Food and drink: Fast food Fruit and vegetables Breakfast foods Cold foods Hot foods Alcoholic drinks Non-alcoholic drinks Sweet treats Buildings and structures: Homes Public buildings Famous landmarks Street fixtures Rural buildings People: Professions and character types Ages Actions Historic people Traditional dress Facial expressions Activities: Musical instruments Sports equipment Hobby and leisure apparatus Household objects Nature: Flowering plants Structures in nature Trees Fruiting and edible plants Sea elements Weather Greenery Acknowledgements Index

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Book SynopsisJennifer Webb collaborates with six expert writers to offer practical teaching strategies for the English classroom. With advice for primary to sixth form, it helps in the teaching of writing skills of distinct and specific forms, including: play-writing, novels, spoken poetry, written poetry, journalism and speech-writing.

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Book SynopsisMark Chater's brilliant new book diagnoses the reasons why RE urgently needs radical reform, and looks ahead to a time when the subject will have a new identity based on a clear democratic purpose. The book shines a light on how key leaders can make this happen, and how the new good practice is already breaking through. It is edited and authored by experts and leading change agents in RE, who offer a well-informed and provocative vision and programme for change.

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Book SynopsisTeaching young learners can be a huge amount of fun. As teachers we can introduce all sorts of games, projects and variations on traditional exercises. All this needs careful structuring if the resulting activity is to be manageable and, more importantly, if it is going to help students learn and practise words and sentences in English. In Structuring Fun for Young Learners you'll learn about the principles behind that structure with a roller coaster ride of colourful ideas, examples and anecdotes as their vehicle. There are over three hundred diagrams and photographs to help explain exactly how the described activities work and give you the flavor of ELT classes at primary level. When fun in the classroom is properly structured, everyone is a winner. Your students will remember those activities for years and you will still be able to cover your course content without compromising on classroom management. In order for all this to happen, important questions such as: 'How do children behave in classrooms?' 'Why do they want to do some tasks and refuse to do others?' 'What is learning anyway and how can we tie our target words and sentences to the activities we do?' have to be asked. These fundamentals are covered in the first five chapters of the book. The second part of the book explores movement, text, space, novelty objects, teacher-student dialogue, personalisation, clips, images, support for learners, use of coursebooks and your own professional development as a young learner teacher. So, whether you are a new teacher, a seasoned veteran or teacher trainer with young learners classes this is the book for you.Table of ContentsIntroduction Part 1 Chapter 1: Working with groups of young learners - the basics Chapter 2: Classroom management - some more little tricks Chapter 3: What is creative young learner teaching? Chapter 4: Language content 1 - Teaching words and sentences Chapter 5: Language content 2 - Scripting events Part 2 Chapter 6: Exploring fun 1 - Novelty objects Chapter 7: Exploring fun 2 - Using space, our senses and time Chapter 8: Exploring fun 3 - Playing with text and truth Chapter 9: Exploring fun 4 - Movement and moving tasks Chapter 10: Task design for games, stories and crafts Chapter 11: Personalisation and agency Chapter 12: The massive potential of clips and images Chapter 13: Themed lessons - Potatoes, turmeric and stickers Chapter 14: Providing support in the classroom Chapter 15: Making better use of the coursebook Chapter 16: Observed lessons and professional development Bibliography

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Book SynopsisThe Teaching English series offers a mixture of methodology and practical ideas for teachers of English as a foreign language. The Teaching English Online series complements the main series, offering a mixture of methodology and practical ideas to get teachers started on an online platform, and to support them in creating and delivering dynamic and creative lessons whether they are teaching solely online or in combination with physical classes. Structuring Fun for Young Language Learners Online aims to provide ELT teachers, directors of studies and academic managers with advice about making the transition to teaching online, including: examples related to the author's own experience, online safety and best practice; managing your online classroom, dealing with stress and supporting learners; adapting traditional tasks and making the most of the online medium. The book includes a wide range of colourful activities and numerous illustrations and examples from actual online classes. Throughout, the goal is to help make lessons enjoyable for both teacher and learners. The emphasis is on low-tech, low-prep lessons with maximum results, whilst keeping the focus clearly centred upon the goal of increasing children's familiarity with and ability to produce words and sentences in English. In Structuring Fun for Young Language Learners Online the author examines how many principles of best practice (as covered in the recently-published Structuring Fun for Young Learners in the ELT Classroom, Chris Roland, Pavilion Publishing, 2020) from face-to-face lessons translate to online teaching. The author highlights what teachers will need to approach a little differently, and looks at where the new medium allows us to do things that we could not do so easily before. This book can be used for self-study, as guided reading on more structured training courses - where the three boxes for reflection and discussion at the end of each chapter (Questions for Reflection, Things to Try and Things to Share) can be used as the basis for group discussion - or for trainers preparing their own sessions at an in-house level.Table of ContentsIntroduction 1. Key principles for teaching Young Learners online - Classroom management - Language teaching and content 2. Online safety - Access to lessons - Our learners' data - Physical well-being and harmony at home - Clips and appropriacy 3. Teaching live online: set up, management and support - What online classes are like - Small gains that make things run more smoothly - Classroom management - Stress - Support 4. Creative live online teaching - Fun and structure - Guessing games - Conversion activities and counting games - Flashcard-based activities - Class mascots - Dictations - Songs - Responsive planning - Predictions and preferences - Clips 5. Evaluating online lessons - The criteria outlined - Suggested criteria descriptors 6. Final thoughts Bibliography Downloadable resources (available online only) 1. Ready-made messages 2. Microphone code visuals 3. Keyboard literacy measure 4. Keyboard literacy measure results table 5. Counting coins 6. Dictation pattern key 7. 'Monster numbers' conversion activity 8. Supporting key for 'I like...' activities

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Book SynopsisSome teachers think that there’s little to say about teaching with examples – after all, everyone uses them. But here are just some of the questions you might have about teaching with worked examples:How do we introduce an example?What do we ask students to do when studying a solution?Should a solution be presented all at once or revealed step-by-step?After we study an example, what comes next?Does it matter if the solution is presented as if from a fictional student, a real student in class, or from the teacher?How do we help students move from understanding someone else’s ideas towards using it on their own to solve problems?How do we write a solution in a clear way, that students can learn from?When is a good time to offer a worked example? When is it better to let students try a problem?Are worked examples more useful for some mathematical content than others?This book will answer all of these questions. In some cases, research offers answers. Other questions represent gaps in the research literature and the book offers solutions arrived at through experience and trial-and-error and the author’s own process of classroom problem solving.Welcome to the world of teaching with examples!Trade ReviewOf all the changes I have made to my teaching since I began engaging with educational research five years ago, my use of worked examples has been the most significant. I now have a structure and routine for worked examples that takes less time, my students enjoy and - most importantly of all - seems to lead to greater understanding. I thought my worked examples had peaked, and finally I could stop thinking about them. Then I read Michael's book, and my world has fallen apart again. What I find fascinating is that Michael has read much the same research as me, and yet we have reached contrasting conclusions. His worked examples look very different to mine, and yet I spent the entire book nodding in agreement. Michael makes the point that 'some of the dullest teaching on the planet comes courtesy of worked example abusers'. This is so true. If students stare blankly at a teacher's squiggles, nod their heads on cue, don't ask any awkward questions, and then frantically copy down what is on the board into their books, then maths is at risk of becoming the boring, incomprehensible subject many label it as. But the approach Michael presents is interactive, thought-provoking and interesting. There is support scaffolded in for those who initially struggle, and no ceiling imposed for those who grasp the concept more quickly. Above all, the approach has the potential to lay the foundations to enable our students to become the creative, knowledgeable, problem solvers we all want them to be. Rammed full of practical ideas - all of which are beautifully articulated and backed by research - this is a truly wonderful book. -- Craig Barton * Author of How I Wish I'd Taught Maths and Reflect, Expect, Check, Explain * So often, books about education float high above the work of teaching, with nods to the ways that big ideas and values might look in practice - but without getting much into the muck of the classroom itself. It's such a pleasure as an educator to come across a book that dives deep into instruction, while situating a very specific body of practices (in this case, teaching with worked examples) within a much broader literature on cognitive science and equitable mathematics teaching. Michael Pershan makes a compelling argument for educators to shift their focus from mathematical problem-solving to mathematical understanding - and describes the many ways that exploring and analyzing worked examples can democratize the math classroom, engage learners in rich thinking tasks, and provide targeted, thoughtful scaffolding towards the problem-solving work that math educators (rightfully) value. The book is rich with specific strategies and tools for implementing worked examples - and the theoretical grounding for those ideas, making it a wonderful resource for educators who want something 'they can enact on Monday' and something that strengthens and extends their schema about how math learning (and learning in general) works. As a bonus, it is also a human, funny, and real book about teaching stuff to kids - which is a rarity in itself and makes each chapter a pleasure to read. -- Callie Lowenstein * Deans for Impact * What do you get when you cross a teacher's generosity, a scientist's precision, and a philosopher's dogged pursuit of the truth? Two words: Michael Pershan. Michael Pershan hears the quiet moments that make education work. Reading this book, I felt he was teaching me how to listen. He takes up the humblest parts of teaching, and he makes them shine. An exemplary book, in every sense. -- Ben Orlin * Author of Math With Bad Drawings * If you could visit the classroom of a friendly colleague engaging in research-informed practice, while he conversationally whispers in your ear the what, how, and why, it would be something like reading Teaching Math with Examples. I can't recommend highly enough this very do-able and high-leverage approach to any math teacher or curriculum developer who wants to level up their task design, or just try out something new. -- Kate Nowak * Former high school math teacher and currently Vice President of Product Strategy for Illustrative Mathematics *

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Book SynopsisIn Seriously Fun Maths, Dr Laura Tuohilampi changes the narrative of mathematics education into something fascinating, intriguing and something that touches every human. Based on her cutting-edge research she challenges the outdated ways of motivating students around maths. This engaging book provides teachers with research, resources and activities to teach a lesson a month. The rich activities are accessible to young students and deep enough for secondary students. Even adults! This book will help mathematics educators reflect on their skills of orchestrating mathematical discussions and problem-solving. They will learn how to increase students'' engagement in ways that reduce stress-inducing expectations around what a ''good'' student in maths can and cannot do. Teachers will improve their grasp of what''s important - making mathematics a meaningful experience.Everyone will have serious fun while learning maths!

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Book SynopsisRenowned author Deborah Blaz once again provides practical suggestions to help you engage your students in foreign language learning. In this book, she provides examples of over 90 classroom strategies and activities and links them all to the ACTFL Standards.Table of ContentsChapter 1 The ACTFL Standards: A Discussion; Chapter 2 Standard 1: Communication; Chapter 3 Standard 2: Cultures; Chapter 4 Standard 3: Connections; Chapter 5 Standard 4: Comparisons; Chapter 6 Standard 5: Communities; Chapter 7 Textbook Evaluation

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Book SynopsisScripted lessons give the teacher direction and confidence, while exquisite pencil reproductions of great paintings are used to encourage children in oral composition. Originally published as a single two-year volume, Level 2 (Grade 2, this book) and Level 1 (Grade 1, available separately) have been redesigned as two separate simple-to-use one-year programs. Grade Recommendation: Grade 2.

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Book SynopsisThis book is a wonderful teacher resource for helping children learn to read.The Word Mastery Primer empowers teachers to organise sounds and words into families, and to invent picture-filled stories which bring the sounds of words and phonemes to life for children learning to read. The lovely short stories allow children to practise the sound families they've learned.This book has been used in manuscript form for teacher training in the Education Department at Antioch, New England, for many years. It's a gem of a reading primer, which has helped hundreds of teachers decide on the most memorable approach to putting sounds together with letters.

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Book SynopsisThe contemporary culture, language and artistic sensibilities of the west originated and were shaped by the ancient cultures that are vividly explored in this book. Dorothy Harrer, a skilful storyteller, has compiled a rich collection of insights into the cultures of Ancient India, Persia, Babylon, Mesopotamia, Egypt and Greece. For each civilisation, she illuminates their rise and decline through pictures, biographies and poetic samplings, linking their ancient wisdom, spirituality, literature and illustrious people to our current times.This is an invaluable book for Waldorf teachers in Class 5 or Class 10, and for anyone interested in the evolution of western civilisation. It could be used as a reader for students aged thirteen and up.

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Book SynopsisForty-two original songs in the mood of the fifth, created for a range of activities in the kindergarten day.Karen Lonsky offers forty-two original songs in the mood of the fifth created for a range of activities in the kindergarten day, from grinding grain and raking leaves, to washing hands and cleaning, to story time and birthday celebrations. They form a delightful and healing way to carry children through the day. Charmingly illustrated with pencil drawings by Victoria Sander.A companion CD, with vocal and instrumental versions of all the songs, is available separately.

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Book SynopsisTake a world tour between the covers of a book! Environments of Our Earth guides children through six types of regions that are shaped by rainfall—or the lack thereof. Readers take a journey that starts with dense tropical rainforests and woodlands, travels through grassy savannahs and prairies, and ends at dry steppes and deserts. Throughout the book, attentive readers can compare how and why each region is alike and different. They will also discover fun facts about the wettest and driest places on Earth and the amazing effect rainfall has on plants, animals, and people. Environments of Our Earth is part of the I Wonder Why book series, written to ignite the curiosity of children in grades K–6 while encouraging them to become avid readers. These books explore the marvels of geology, land forms, weather, environments, and other phenomena related to science and nature. Included in each volume is a Parent/Teacher Handbook with coordinating activities. The I Wonder Why series is written by an award-winning science educator and published by NSTA Kids, a division of NSTA Press.

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Book SynopsisWatercolour painting is a key part of the Waldorf curriculum, and is important in the healthy development of a child.This lovely book is a thorough overview of watercolor painting in the Waldorf curriculum, up to Class 12 (age 18). It includes practical advice for teachers and clear exercises. It discusses Goethe's theory of colour as well as how to paint with different ages and grades.

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Book SynopsisShepherds' Songbook is a collection of songs and music for use in Steiner-Waldorf classrooms for Classes 1, 2 and 3 (ages 6-9).The book contains instruction for teachers and parents along with numerous songs to sing and to play. Following the Waldorf curriculum, there are songs that tell the whole story of a collection of Aesop's Fables and songs about heroes and saints, including St John s Song, St Martin and Epiphany Song. There are also songs about the seasons and nature, such as March Wind and The Song of the Four Seasons as well as songs full of fun, such as, Kettle, Boil and Jolly Nonsense!An excellent resource for Steiner-Waldorf teachers to help them share the joy of music and song with their pupils.

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

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Book SynopsisThis book increases undergraduate and graduate students' awareness of, interest in, and preparedness for academic health professions careers. It includes invaluable chapters that emphasize the importance of developing self-efficacy, knowledge, skills, and experiences not just for their resume but to build a foundation to strengthen students for the rest of their professional careers.The book provides the reader with basic information, tools, and a competitive edge through inspirational narratives from diverse graduate students and faculty, self-assessment exercises, and case-based discussion. These invaluable, authentic narratives will inspire, hearten, and encourage readers to pursue their health professional and academic careers confidently. Additionally, chapters outline the necessary tools for getting the most out of one's educational, research, service and leadership activities and optimize their competitiveness for graduate school and as pre-faculty.Unique, timely, and comprehensive, Health Professions and Academia provides undergraduate and graduate students with content to develop as competitive applicants to health-related graduate school and build a foundation from which they can establish successful careers in academia as future faculty, senior administrative leaders, and change agents.Table of ContentsChapter 1. IntroductionChapter 2. What is Academia All About? Academic Career Roles andResponsibilitiesChapter 3. Leveraging the Value of Diversity in the AcademicWorkforceChapter 4. Integrating Community Service into Your Career SuccessChapter 5. Realizing Your Leadership PotentialChapter 6. Building your Social Capital through MentorshipChapter 7. The Scholarly EducatorChapter 8. Advancing Change through DiscoveryChapter 9. Telling Your Story: Resume, CV, and ApplicationsChapter 10. The Profile of a Competitive Applicant

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Book SynopsisThis book is a small but practical summary of how one can and should learn science. The author argues that science cannot be taught but has to be learnt. Based on historical examples he shows that practicing science means putting one’s intellect into the understanding of simple questions like what, why, how and when events around you happen. The reader understands that the search for the cause and effect relationship of so called normal happenings is a very provocative experience and learning science leads one to it. This is underpinned by looking at everyday experiences and how they can help any lay-person learn science. The author also explains the methodology of science and discusses an integrated approach to science communication. Finally he elaborates on the influence and role of science in society. The book addresses interested general readers, teachers and science communicators.Table of ContentsWhat is Science?.- Science in Daily Life - Can One See Science in Routine Actions?.- Scientific Methodology.- Language of Science.- Mathematics - The Common Base for Science.- Integrated Approach to Science Communication.- Experience and Experimenting in the Development of Science.- Observation and Inference.- Science as a Profession.- Science and Society.

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Book Synopsis A roof over one’s head is a basic need – it provides shelter from rain, wind and the cold. In addition to these requirements, the structure must be load bearing and stable. Out of traditional craftsmanship, roof shapes and typologies have developed that fulfill these tasks and endure to this day. Basics Roof Construction describes the different kinds of roofs and which advantages and disadvantages each of them has. It explains which tasks are performed by the structural elements and layers and how to account for these in planning construction. The objective is to provide students with the principles, properties and technical terms of construction so that they can implement this knowledge in concrete design plans: from building, to insulation and sealing, all the way to the basics of drainage.

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