Teaching skills and techniques Books

Book SynopsisPauses constitute a simple technique for enlivening and enhancing the effectiveness of lectures, or indeed of any form of instruction, whether a presentation or in an experiential setting. This book presents the evidence and rationale for breaking up lectures into shorter segments by using pauses to focus attention, reinforce key points, and review learning. It also provides 65 adaptable pause ideas to use at the opening of class, mid-way through, or as closers.Starting with brain science research on attention span and cognitive load, Rice bases her book on two fundamental principles: shorter segments of instruction are better than longer ones, and learners who actively participate in instruction learn better than those who don’t.Pausing helps teachers apply these principles and create student engagement without requiring major changes in their lesson plans. With careful planning, they can integrate pauses into learning sessions with ease and significantly reinforce student learning. They will also gain feedback on students’ comprehension.Rice sets out the characteristics of good pauses, gives advice on how to plan them and how to introduce them to maximum effect. She provides compelling examples and concludes with a repertory of pauses readers can easily modify and apply to any discipline. This book contains a compendium of strategies that any teacher can fruitfully use to reinforce learning, as well as a stepping stone to those seeking to transition to more active learning methods. It:• Makes the case for using pauses• Identifies the primary functions of pauses: focusing, refocusing, enhancing retention, or closing off the learning experience • Provides research evidence from cognitive science and educational psychology• Provides practical guidance for creating quick active learning breaks• Distinguishes between starting, middle, and closing pauses • Includes descriptions, with suggested applications, of 65 pausesTrade Review“In this extraordinarily helpful book, Gail Rice provides two tremendous services to college faculty. First, she draws together research and arguments from a wide range of fields in order to demonstrate that simple, brief activities in class—built around the idea of creating “pauses” for student learning—can have a major positive impact on student success. Second, she presents a wealth of thought-provoking activities that faculty could begin using in their classrooms tomorrow. No faculty member will be able to read this book and not want to get immediately back into the classroom and put some of these excellent ideas into practice. An outstanding resource for faculty and those who work in faculty development.”James M. Lang, Professor of English, Director of the Center for Teaching ExcellenceAssumption College“The text is a rich collection of research, stories, and well-articulated activities that teachers in different roles will find indispensable. The book is both a review of research and an instructional guide suited for both audiences. Hitting Pause is a must for graduate students who will soon become higher education instructors as well as for experienced faculty looking for compelling and effective ways to expand their craft knowledge.”Teachers College Record.."The pauses described in this book provide a wide variety of activities that can be used for purposes including focusing attention, enhancing retention of information, and emphasizing key learning outcomes."Kevin Barry Director, Kaneb Center for Teaching and LearningNotre Dame“Hitting Pause will appeal to faculty members who want to enhance student learning without, however, totally restructuring the way they teach. The premise of the book is that by making small changes to lectures—basically by adding interactive pauses—teachers can create engaging cooperative learning experiences and improve learning outcomes.”Barbara J. Millis, Director of the Teaching and Learning CenterUniversity of Texas at San Antonio"Hitting Pause is an incredibly useful resource for faculty who want to improve student learning by incorporating brief, simple reflection activities into their current teaching practices. After Rice skillfully makes the case for pausing, explaining the 'why' behind this powerful learning approach, she shares 65 pausing techniques that faculty can immediately use at the beginning, middle, and end of a lecture or class. Faculty teaching online will appreciate that Rice also provides helpful online adaptations of the pausing techniques. Add this to your teaching and learning library!"Christine Harrington Ph.D., Executive Director, Student Success Center, NJ Council of County Colleges"This well written guide provides teachers with the practical skills required to promote and ensure learning. The classic lecture format can be transformed to promote student engagement and learning when it is enriched with the powerful strategies grounded in cognitive science presented here. This book is a worthy addition to every teacher's library."Elizabeth G. Armstrong, Ph.D., Director, Harvard Macy InstituteHarvard Medical School, Boston, Massachusetts“In this book, Gail Rice provides an excellent marriage of evidenced-based teaching and learning with practical methods for creating student learning opportunities as they 'pause' to reflect using active learning techniques. As a professor in the classroom and a faculty developer, I am excited to be able to implement and share these ideas with students and faculty. This book provides resources aimed towards student learning and success, and the format provides the reader opportunity to jump straight to the collection of 'pauses' and implement quick, creative, and meaningful activities instantly.”Charlotte Henningsen, Associate Vice President for Faculty Development in Teaching & LearningAdventist University of Health Sciences"Gail Rice is a gifted teacher who clearly understands how to design and deliver effective learning experiences. Gail's new book is not only engaging to read, but will be immediately useful to any faculty member wishing to help students better understand and retain what is taught. Interesting stories enhance and support the many evidence-based methods that can be put into immediate practice. After reading this book, faculty members are likely to change their teaching styles forever, starting by simply Hitting Pause."Dixie L Fisher, Assistant Professor Clinical, Research and Faculty Development, Department of Medical Education, Keck School of MedicineUniversity of Southern California“As a junior faculty, Hitting Pause has been an absolute blessing. Having struggled against the dreaded death-by-lecture academic culture, I have found the thoughtful strategies suggested by Dr. Rice to reinvigorate my enthusiasm for teaching. And not just me, but my students seem more engaged in class, and offer better feedback on my courses. Before offering your next lecture, read this book.”Peter C. Gleason, PhD Associate Professor of Psychology, Walla Walla University"Timing is everything. It’s true for comedians and, according to Gail Taylor Rice, also for professors. In [this] book, Rice makes a compelling argument in favor of recognizing and designing classes in light of the rhythms of learning. Professors often suffer from the cognitive bias of ‘the curse of knowledge.’ This malady makes it nearly impossible for experts to put themselves in the shoes of someone who is learning things for the first time. A result of this curse is that it’s nearly impossible to appreciate how much time is needed for comprehending material. Rice suggests that learners ‘might wish that there was a pause button connected to their college professors’. The professor needs to frequently slow down and make sure that students understand the importance of certain ideas."Reflective Teaching.Table of ContentsForeword Kevin Barry Acknowledgments Introducation Part One. Benefits of Pausing Introduction Hitting Pause 1. Why We Need to Pause Part Two. Brain Science Support for the Pause 2. Pausing Supports Ideal Learning 3. Starting Pauses Focus Attention 4. Midpauses Refocus Attention 5. Closing Pauses Capture Learning Part 3 Reasons for Pausing 6. Why Start with a Pause 7. Why Close with a Pause Appendix References About the Author Index

Read more less

Book SynopsisA sequel to the classic Fires in the Bathroom that illuminates what adolescents most need from teachers in today's upsetting times The context in which adolescents are learning has shifted radically since students first offered blunt advice to high school teachers in the groundbreaking Fires in the Bathroom, a perennial bestseller. Now their world is changing at warp speed, and classrooms too are seething with anxiety. This sequel raises the voices of diverse youth around the nation as they live through the mind-bending quandaries of this era and ask their teachers to notice. In Fires in Our Lives, Kathleen Cushman and her co-authors Kristien Zenkov and Meagan Call-Cummings (both leaders in bringing student voices to teacher education) present new first-person testimony on how today's youth experience the risks and challenges of high school. The students who speak here need their teachers more than ever as they navigate cultural, social, and political borders in their communities. Reinforced by classroom examples and supplemented with helpful takeaways, Fires in Our Lives offers a compelling dialogue about students' emotions, ideas, and developing agency. In a world that sorely needs the thoughtful participation of its rising generation, this new staple belongs on every high school teacher's bookshelf.Trade ReviewPraise for Fires in Our Lives:“The authors provide many resources and activities to facilitate social-emotional development and inquiry.”—Booklist“A carefully crafted and concisely arranged assortment of diverse interviews of high school students in which they attempt to explain the challenges of circumnavigating a rapidly transforming world where unimaginable change, socioeconomic inequalities and cultural barriers are causing them extreme anxiety and how their teachers can better help.”—New York Journal of Books“An accurate and useful snapshot of what today’s teenagers are up to and up against.”—Publishers Weekly“For anyone interested in inspiring students and helping them develop their full potential as global citizens.”—Library Journal“Once again, Cushman and her colleagues turn to the experts we are least likely to hear from––kids––to inform us about what’s working in schools and what’s not. As you read about their experiences and perceptions I hope you will feel as compelled as I do, to take action to support them.”—Pedro A. Noguera, PhD, Emery Stoops and Joyce King Stoops Dean, Rossier School of Education, University of Southern California“We now know how desperately students and educators yearn to be with, to be incommunity, to learn and teach in intimate relations. This volume may be the lantern we need to carve new paths in the history of education, refusing to ‘go back to the normal’ that was deadening all of us––students and teachers, and democracy alike.”—Michelle Fine, Distinguished Professor of Critical Psychology and Urban Education, The Graduate Center, CUNY

Read more less

Book SynopsisA timely collection of advice and strategies for creating a just classroom from educators across the country, handpicked by MacArthur “genius” and bestselling author Lisa Delpit "A favorite education book of the year." —Greater Good magazine Is it okay to discuss politics in class? What are constructive ways to help young people process the daily news coverage of sexual assault? How can educators engage students around Black Lives Matter? Climate change? Confederate statue controversies? Immigration? Hate speech? In Teaching When the World Is on Fire, Delpit turns to a host of crucial issues facing teachers in these tumultuous times. Delpit's master-teacher wisdom tees up guidance from beloved, well-known educators along with insight from dynamic principals and classroom teachers tackling difficult topics in K–12 schools every day. This cutting-edge collection brings together essential observations on safety from Pedro Noguera and Carla Shalaby; incisive ideas on traversing politics from William Ayers and Mica Pollock; Christopher Emdin's instructive views on respecting and connecting with black and brown students; Hazel Edwards's crucial insight about safe spaces for transgender and gender-nonconforming students; and James W. Loewen's sage suggestions about exploring symbols of the South; as well as timely thoughts from Bill Bigelow on teaching the climate crisis—and on the students and teachers fighting for environmental justice. Teachers everywhere will benefit from what Publishers Weekly called "an urgent and earnest collection [that] will resonate with educators looking to teach 'young people to engage across perspectives' as a means to 'creating a just and caring world.'"Trade ReviewPraise for Teaching When the World Is on Fire:Named one of "Our Favorite Books for Educators in 2019" by Greater Good Magazine“The perfect blueprint. We can’t change this world or put out these fires unless we engage and activate the minds and hearts of ourselves and our students. That process starts in these pages. ”—Ms. magazine “The stories from teachers’ classrooms, their efforts, creativity and insight, and their students’ resistance and activism . . . moved me [and] will inspire teachers to help students take action.”—Radical Teacher “An honest and rich collection.”—Zinn Education Project “Insightful and thought- provoking . . . just what you need to remember that change is possible and within our reach.”—Pedro Noguera

Read more less

Book SynopsisDiscover what happens when your students step out of their daily routines and activate their engagement. Author Katherine Mills Hernandez argues that movement, talk, and the physical environment of the classroom all contribute and influence students' learning. The ideas in Activate! will help you create a classroom optimized for deeper engagement and lasting learning.No matter what subject you teach, Katherine invites you to shift your attention from what you are doing in the classroom, to what your students are doing as the catalyst for learning. She provides insights into instruction through real classroom lessons as she gives you the tools to better assess your students' engagement and energy levels. The book describes practical ways to incorporate movement into the classroom routine, based on research on how an active brain generates true learning.Katherine invites you into her own classroom by sharing vignettes from lessons and activities, opening up the pages of her own learning journal, sharing pictures from her classroom, and examples of classroom charts. She also provides a comprehensive bibliography on the research behind the science of movement and talk and how they affect learning.Trade Review"This book promotes student involvement and engagement through activities which involve movement and physical interactions with the environment within and outside the classroom, and provides a collection of ideas teachers can use to link classroom lessons to student energy levels and activities. The author's own classroom serves as an example as she shares her lessons, her learning journal, and her classroom's activities and their results. The result is highly recommended reading for any educator looking to promote a deeper level of student engagement." - Midwest Book Review, The Education ShelfTable of ContentsIntroduction; Chapter 1: The Story; Chapter 2: The Science; Chapter 3: The Strategies; Chapter 4: The Space; Chapter 5: The Stages; Closing

Read more less

Book SynopsisThe act of writing helps shape our thinking and is an important life skill we need to nurture in even our youngest students. In her new book, Spark!: Quick Writes to Kindle Hearts and Minds in Elementary Classrooms, author Paula Bourque recommends making writing a daily habit through enjoyable quick writes - short, frequent bursts of low-stakes writing that lets young students think and play with ideas on paper.Bourque believes that "quantity produces quality" and suggests writing exercises that can be infused throughout the day. In just 5-10 minutes each day, Spark! can boost student confidence and transform the way they think about themselves as writers. Build Skills and Stamina: By creating a daily writing habit, students can improve their writing, find their voice, and strengthen communication skills Spark Creativity: Low-stakes writing can reduce anxiety in students and encourage them to take risks, play with language, develop ideas, and write creatively. Packed with Prompts: Bourque includes a wide variety of quick write prompts, including visual, auditory, and verbal art that can stimulate thinking. Community of Writers: During the writing process, students become exposed to and can explore diverse thoughts and ideas of others. Spark! offers purposeful and practical approaches that meet your students where they are in their writing development. Through volume writing, students can find their voice, build their language art skills, and gain confidence as a writer.Table of Contents1. Why Quick Write? 2. How to Use Quick Writes 3. Emerging Quick Writes: Automaticity for Primary Writers 4. Informational Quick Writes: Knowledge, Wonder, and Opinion 5. Appreciation Quick Writes: Bringing the Arts Back to Language Arts 6. Creativity Quick Writes: Composing and Communicating 7. Social-Emotional Quick Writes: Mindfulness, Metacognition, and Mindset 8. Teacher Quick Writes: Inspiring Learning and Leading

Read more less

Book Synopsis

Read more less

Book SynopsisSupplying an insightful introduction to current trends in general education reform, this second edition of General Education Essentials: A Guide for College Faculty gives an important, timely overview of general education curricular design.General education curricula provide students with the intellectual flexibility they need to adapt thoughtfully and productively to the rapid changes of the workplace and the world at large. This book offers methods for engaging in curricular reform efforts that support university culture and teachers and examines the implications of general education reform in the classroom, with a keen eye toward syllabi, course content, and student work. By expertly blending theory with curricular ideas for implementation, this text offers an impactful illustration of the shift from distributive to integrative to high impact models of general education.Featuring plentiful examples from a variety of fields and disciplines, this book is essential reading for any higher education faculty member tasked with equipping students with the skills they need to become perceptive scholars and productive citizens.A Co-Publication with AAC&UTrade Review"This is THE ONE BOOK for academics to get up to speed about reforming general education." -- Jerry Gaff, senior scholar, Association of American Colleges and Universities"This is THE ONE BOOK for academics to get up to speed about reforming general education."Jerry Gaff, Senior Scholar, Association of American Colleges and Universities, USATable of ContentsPart 1: The Big Picture 1. Gen Ed 2.0: Integrative Models 2. Gen Ed 3.0: High Impact Models Part 2: General Education at the Course Level 3. Designing Effective General Education Courses 4. How the Purposes of General Education Can Reshape a Course Part 3: General Education at the Assignment Level 5. Designing Appropriate Assignments for General Education Part 4: Structuring an Effective Revision Process 6. Leading Gen Ed Conversations: An Overview and the Early Stages 7. Leading Gen Ed Conversations: Developing Models Curricular Models 8. Leading Gen Ed Conversations: Deciding on and Implementing A New Model 9. Creating Meaningful Assessment of General Education Conclusion

Read more less

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

Read more less

Book SynopsisPersonalized Learning in the Middle Grades shows how teachers in grades 5–8 can leverage the use of personalized learning plans (PLPs) to increase student agency and engagement, helping youth to establish learning goals aligned with their interests and assess their own learning—particularly around essential skills that cut across disciplines. Drawing on their research and work with fifty schools in Vermont, where PLPs are used statewide, the authors show how personalized learning aligns with effective middle grades practice and provide in-depth examples of how educators have implemented PLPs in a wide range of schools representing different demographics and grade configurations. They also highlight five critical roles for teachers in personalized learning environments—as empowerer, scaffolder, scout, assessor, and community builder—and illustrate how teachers can adapt the PLP process for their own unique contexts. Grounded in experience and full of engaging examples, artifacts, and tools, the book builds on the emerging field of personalized learning and connects it with the developmental needs of middle schoolers to provide a unique and valuable resource for individual classroom teachers, teacher teams, school leaders, teacher‐educators, and others.

Read more less

Book SynopsisThis book includes valuable strategies, such as: How to shift a staff culture in order to embed AfL (engaging hearts and minds) Effective use of learning objectives and success criteria Peer and self assessment Talk for learning Activating pupils as owners of their own learning Formative feedback How to work effectively with parents Using AfL to demonstrate pupils' progress to Ofsted This is a simple how to guide for implementing sustainable Assessment for Learning in your school.Table of ContentsTable of Contents: 1. Beware the AfL 'Buffet' 2. Sharing Learning Intentions 3. Success Criteria: The 'Cinderella' Aspect of AfL 4. Engineering Effective Classroom Discussions 5. Formative Feedback 6. Activating Learners as Resources for Each Other 7. Activating Learners as Owners of their Own Learning 8. Demonstrating Effective AfL Progress to Ofsted and Other Stakeholders 9. How to Work Effectively with Parents 10. Winning Hearts and Minds: How to Successfully Embed AfL across the Whole School 11. Key Messages: Moving Forward Checklist for Perfect Assessment for Learning

Read more less

Book SynopsisEdited by Peter Worley with chapters by: Harry Adamson, Peter Adamson, Alfred Archer, Saray Ayala, Grant Bartley, David Birch, Peter Cave, Miriam Cohen Christofidis, Philip Cowell, James Davy, Andrew Day, Georgina Donati, Claire Field, Berys Gaut, Morag Gaut, Philip Gaydon, Nolen Gertz, A. C. Grayling, Michael Hand, Angie Hobbs, David Jenkins, Milosh Jeremic, Lisa McNulty, Sofia Nikolidaki, Martin Pallister, Andrew Routledge, Anja Steinbauer, Dan Sumners, Roger Sutcliffe, John L. Taylor, Amie L. Thomasson, Robert Torrington, Andy West, Guy J. Williams, Emma Williams, Emma Worley, Peter Worley. The Philosophy Shop is a veritable emporium of philosophical puzzles and challenges to develop thinking in and out of the classroom. Imagine a one-stop shop stacked to the rafters with everything you could ever want, to enable you to tap into young people's natural curiosity and get them thinking deeply. Well, this is it! Edited by philosophy in schools expert, Peter Worley and with contributions from philosophers from around the world, The Philosophy Shop is jam-packed with ideas to get anyone thinking philosophically from children and young people to adults. For use in the classroom, at after school clubs, in philosophy departments and philosophy groups or even for the lone reader, this book will appeal to anyone who likes to think. Take it on journeys and dip in; use it as a classroom starter activity, or for a full philosophical enquiry - it could even be used to steer pub, dinner party or family discussions away from the same old topics. The proceeds of the book are going towards The Philosophy Foundation, a charity bringing philosophy to schools and communities. This book is also available in paperback edition, ISBN 9781781352649. Winner of the Education Resources Awards 2013, Educational Book Award category Foreword Reviews Book of the Year Winner, Philosophy (Adult Nonfiction)Trade ReviewThe Philosophy Shop won the Education Resources Award for Best Educational Book in 2012.Won the New England Book Festival 2012 Winner for Compilations/Anthologies category.Finalist for ForeWord Review Book of the Year 2012 Awards. Reviewed by Deborah Perron Tollefsen, Professor and Chair, Department of Philosophy, University of Memphis.I used The Philosophy Shop with my third graders this spring and it worked really well. Third graders do well with exercises that involve tactile elements and this book offers a number of these. A very, very, nice collection that I found easy to use. I could flip through it and find a juicy philosophy bite with which to tempt their curious minds. Reviewed by Ian Tustin, lead teacher of religion and philosophy, Wadham School.Very impressed, I've just started a philosophy based scheme of learning for my year nines next year, and this book will be a massive part of that. The 'works well with' suggestions for each exercise make translating the ideas in the book into a well structured sequence of lessons a joy. I completely agree that introducing core philosophical issues to students with a 'hook' that grabs them is the best way to approach the subject. I do the same with my A level groups and it enthuses them to approach the core issue in creative ways. You then get a second bout of learning when they compare their own approach to those of famous philosophers. A very practical tool for RE teachers. Reviewed by Jules Evans, author of Philosophy for Life and Other Dangerous Situations.The Philosophy Shop is on a mission to bring philosophy into our schools. This book brilliantly shows how accessible philosophy is, and how fun and mind-expanding it can be, for any ages. Reviewed by Nigel Warburton, The Open University'This book should get anyone thinking.' Reviewed by John T Morris BA(Hons), MEd, MPhil, CertEd Director JTM Educational Consultants.This book is a timely and wel

Read more less

Book SynopsisFrom Ancient Greece to the present day, Trivium 21c explores whether a contemporary trivium (Grammar, Dialectic, and Rhetoric) can unite progressive and traditionalist institutions, teachers, politicians and parents in the common pursuit of providing a great education for our children in 21st Century. Education policy and practice is a battleground. Traditionalists argue for the teaching of a privileged type of hard knowledge and deride soft skills. Progressives deride learning about great works of the past preferring `21c skills' (21st Century Skills) such as creativity and critical thinking. Whilst looking for a school for his daughter, the author became frustrated by schools' inability to value knowledge, as well as creativity, foster discipline alongside free-thinking, and value citizenship alongside independent learning. Drawing from his work as a creative teacher Robinson finds inspiration in the Arts and the need to nurture learners with the ability to deal with the uncertainties of our age. Named one of Book Authority's best education books of all time.Trade ReviewMartin Robinson sets out on a quest to discover the kind of education he wishesfor his daughter and we all learn a great deal in the process. I love his writing: wise, well informed, provocative, thinking-out-loud. Robinson engages his reader from first to last. A terrific feat.Melissa Benn, writer and author of School Wars: The Battle for Britain's Education Part reflective autobiography, part educational manifesto, Trivium 21c is both arichly erudite and engagingly relevant exploration of the purposes and philosophies underlying the enterprise of education. From ancient Greece through to contemporary controversy, Robinson draws resonantly on his experience as a student and a teacher to demonstrate that the 'trivium', the 'triple way', of grammar, dialectic, and rhetoric, still lies at the heart of a 'good education', albeit in new forms. With refreshing realism, he recognises that teachers in their work in the classroom often transcend many of the political storms about education. Citing almost every contemporary protagonist from our own era, he advances an approach which he describes as 'progressive traditionalism'. Trivium 21c is essential reading for all educators and observers of the seemingly endless public debate about education who wish to go beyond simplistic polarities and find a way to integrate and relate in a historical context seemingly contradictory approaches.Ian Bauckham Head Teacher and President, Association of School and College Leaders (ASCL) 2013-14 In schools today, a focus on contemporary relevance too often trumps educationaldepth. Martin Robinson makes a compelling case that turning instead to the tradition of the liberal arts can open the minds of a new generation.Marc Sidwell, co-author of The School of Freedom, Managing Editor City A.M. This is a charming book which is fun to read; it is contemplative and self-reflective and at the same time it is well-researched, informative, and genuinely sTable of ContentsContents include: Introduction: An Unexamined Life is not Worth Living A Trivial Pursuit? The Trivium Our Dramatis Personae: The Grammarians, the Dialecticians, and the Rhetoricians The Liberal Arts: A New Curriculum is Born The Rise of the Rational: The Fall of the Trivial? Trivium: A Clash of Cultures A Crack in Everything: The Imperfect Arts Grammar: From Rules of Language to Cultural Capital Dialectic: Logic, Dialectic, and Logos Rhetoric: Communication, Citizenship, and Community We Have a Montaigne to Climb The Professors The Grammarians vs. the Dialecticians The Contemporary Trivium

Read more less

Book SynopsisIt states in the Teachers' Standards that all teachers must 'demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy, and the correct use of standard English, whatever the teacher's specialist subject'. In The Secret of Literacy David Didau inspires teachers to embrace the challenge of improving students' life chances through improving their literacy. Topics include: Why is literacy important? Oracy - improving classroom talk How should we teach reading? How to get students to value writing How written feedback and marking can support literacyTable of ContentsTopics include:Why is literacy important?Oracy improving classroom talkHow should we teach reading?How to get students to value writingHow written feedback and marking can support literacy

Read more less

Book SynopsisThe Monkey-Proof Box is a manifesto on how to dismantle the curriculum we’re told to deliver and construct in its place the curriculum we need to deliver. A group of monkeys. A box full of nuts. A lever on its front that releases the nuts down a chute. The monkeys excitedly poke at the box with rocks … nothing happens. Meanwhile, one monkey sits to the side observing. But when the others wander off, he gets up and, with a curious push of his palm, presses down on the lever. Immediately, the nuts tumble down the chute. He can’t believe his luck and eats them all up. He then presses the lever again and again, each time getting more and more nuts. In the early years, our youngest learners get to have a go at such a monkey-proof box on a daily basis, but then as they get older – and as learning becomes more formal – we ditch the monkey-proofing for the path of least resistance. They are suddenly given the nuts on a plate, and their curiosity and creative thinking begins to fade. But what if it didn’t? What if we kept hold of some of that monkey-ness? In The Monkey-Proof Box, Jonathan Lear sets out how teachers can deliver a curriculum rich in authentic learning experiences that enable children to learn from one another and grow into empowered, knowledgeable and creative thinkers driven by insatiable curiosity.

Read more less

Book SynopsisThe Expert Teacher presents an engaging, research-informed view on which teaching strategies work best to provoke long-term learning in students. `But what does this look like in a classroom?’ This question generally occurs to interested practitioners when they enquire into evidence-based approaches to teaching and learning. And it is often the case that they get to the end of a teaching manual only to find that the answers still escape them. In The Expert Teacher, however, Darren Mead provides many of the answers. A highly respected teacher, Darren has devoted his professional life to attaining pedagogical excellence – and in this book he shares effective tools and techniques that have been tried and tested over many years in the classroom, much to the long-term benefit of his pupils’ learning. A warning though: this book is not for teachers seeking quick fixes or superficial tricks. The Expert Teacher is for educators who are eager to experience the excitement of knowing and teaching their subject masterfully.

Read more less

Book SynopsisWritten from the personal experience of a parent and his three children, Independent Thinking on Loss: A little book about bereavement for schools details the ways in which schools can help their pupils come to terms with the death of a parent. A child loses a parent every twenty-two minutes in the UK. Childhood bereavement brings with it a whole series of challenges for the children involved challenges they will deal with all their lives. The research shows teachers want to help, but don't know what to do. This book is a start. Written by Independent Thinking founder Ian Gilbert together with his three children, Independent Thinking on Loss is a personal account of the way educational institutions tried and succeeded, tried and failed and sometimes didn't try at all to help William, Olivia and Phoebe come to terms with the death of their mother. Several months after their mother's death, BBC's Newsround aired a brave and still controversial programme in which four children talked about their losses. This prompted Ian and his children to sit down and think about their own experiences and draw up a fifteen -strong list of dos and don'ts that could help steer schools towards a better understanding of what is needed from them at such a difficult time. The warmth of reception of this handout led the family to expand their advice and suggestions into what has now become Independent Thinking on Loss, the proceeds of which will go to Winston's Wish, one of the UK's leading children's bereavement charities. Ian, William, Olivia and Phoebe encourage educators to view death and bereavement as something that can be acknowledged and talked about in school, and offer clear guidelines that will make a difference as to how a school can support a bereaved child in their midst. They also explore how conversations and actions little ones, whole-school ones, genuine ones, professional ones, personal ones in the school setting can make an awful scenario just that little bit easier for children to deal with. Suitable for anyone working with children and young people in an educational setting. ?Independent Thinking on Loss is an updated edition of The Little Book of Bereavement for Schools (ISBN 9781845904647) and is one of a number of books in the Independent Thinking On series from the award-winning Independent Thinking Press.

Read more less

Book SynopsisWritten by Hywel Roberts,Botheredness:Stories, stance and pedagogyis a funny, engaging and rapturous read that will inspire teachers to reclaim their professional imagination and reignite the excitement they felt when they entered the teaching profession. It's about botheredness - a made-up word that everyoneTrade ReviewLet's say ... as a teacher you only get out as much as you are prepared to put in. It is a truism: children work out what we are bothered about and how much we can be bothered about them. Hywel's book gets to the heart of good teaching as the right combination of method and warmth and the stories he tells will resonate. As you read the book, you will be reminded of the power of good teaching and will feel glad that Hywel has bothered to write it.Mick WatersRipping read, cracking book. Full of fun and bursting with brilliant ideas. Every page fizzes with the same energy and inspiration I got from Hywel as a pupil twenty-five years ago. It is personally nostalgic because it's so recognisable and yet it is so timeless, and so vital for breathing life into lessons today. Makes me want to go back to school in the hope that every class buzzes like this. Read it, absorb it, live it, teach it. Top stuff.Dan JohnsonBotheredness is a fantastic read not just for its content but Hywel's natural storytelling style which leads you through the book, keeping you fully engaged and unwilling to put it down. If you've worked in education or been educated to any level, you will enjoy this book.Dan SykesHywel takes being bothered about teaching to a whole new level in this wonderful book. It is brilliantly unique - it's neither a guide nor a 'normal' educational publication. Then what is it? In his own words it is a 'reverie' and he is right. Read it and you will be absorbed into a world where hilarious and often moving stories intertwine with educational research, where anecdotes and personal reflection will make you laugh out loud, where you will be inspired and motivated. You won't want to put this down, and you will find yourself being more bothered about teaching than you ever thought possible.David WhitakerBotheredness is a remarkable book and one that only Hywel Roberts could have written. It is a brilliant combination of academia and anecdote, of evidence and experience, and is studded with cultural references. It absolutely gets to the heart of what really matters if we want to enrich the lives of learners. It is warm, practical, entertaining, helpful and brave; all the things that mark Hywel out in all that he does. And I am not just saying this because I get some nice mentions in the book, but I am honoured that I do.David CameronBotheredness is a book about rethinking how we teach children but will appeal to anyone that has ever taught, trained an apprentice, led a cookery class, etc. - the content has far broader applications. In part a critique of the educational status quo, Botheredness is littered with engaging reminiscences of life on the educational coalface, simple tips to inspire young people and a healthy dose of pop culture. Hywel speaks with the authority of experience and the warmth of a veteran educator that never fell out of love with the romance of the profession. Like Hywel's lessons, Botheredness strikes the perfect balance between describing in detail a new path for teachers and keeping the reader (professional or otherwise) engaged and entertained at all times. This book feels like sitting in a warm and welcoming hostelry with friends and colleagues, setting the world to rights and landing upon an exciting new idea. Hywel has given a lot to the teaching world and Botheredness sings with hope and aspiration throughout. A must for anyone who works or dabbles in education.Arran JohnsonThis book places teaching where it should be: at the centre of a nexus of art and science and thoughtfulness and resourcefulness and practicality and dreaming and love. This is a book for all teachers and, let's face it, all human beings. Read it and grow.Ian McMillanBotheredness is an illuminative, practical and uplifting book. In it Hywel describes how - through high expectations - children and young people can be 'protected into learning' so that they can become invested in what they learn and succeed relative to their individual starting point. Leaders of learning can enable this to happen by being warm, principled, alert, optimistic, authentic and compassionate. Let's say you want to develop your art and craft and have some laughs along the way. Let's say you want to feed your soul and, maybe, feed Colin the lion too. Let's say you want to open a treasure chest that contains the experiences, stories and creative ideas of a travelling teacher. Then Botheredness is the book for you. Read it and you will be a better botheredness builder.Tim O'BrienI have just finished the book today and it has given me that energised feeling that brand-new teachers get when you first step into a classroom. Hywel was the reason I became a teacher. His enthusiasm shone through in everything he did. He told stories, he listened to our stories and most of all he was bothered by what we had to say. I wanted to be like that. I wanted to be bothered. After reading this book I realised that I'm already doing some of the things he mentions, and it has given me the reassurance that I might actually be doing a good job. There are lots of ideas that I knew of already and have used in the past but maybe I need to revisit them and pull them out of the dusty drawer. It's also given me the inspiration to try out new techniques with some classes and some students for whom I've maybe thought that nothing was working. This book is brilliant for any teacher. New, old, inexperienced or near retirement. It's also very useful for others in education, from teaching assistants to further up the management scale. If anything, it shows the reader that the most important element of working with young people is that to get the most out of them, you need to show that you are actually bothered. Bothered about what you are doing, bothered about why you are doing it, but most importantly you need to show that you are bothered about them.Vikki O'MalleyBotheredness could not be timelier in education! Weaving together pedagogy, philosophy, theory and creative curriculum, the book provides a critical space to reflect on teacher identity and the importance of the professional imagination. The book foregrounds authentic care, ethical and relational learning, articulating pedagogy in new ways which empower both teacher and learner. Grounded in years of professional expertise, Hywel provides powerful anecdotes of creative practice alongside versatile examples of curriculum design through story and drama. It is essential reading for any teacher in education who wishes to expand their pedagogical repertoire. Written with heart and wit - it is also an utter joy to read! Absolutely brilliant!Lisa StephensonI find it hard to write down the impact Hywel had on my life since being a very lost teenage soul in high school. This book says it all though; the stories he writes down resonate with me and how my time went with him as a teacher too. I was somewhat lost throughout my last few years at school, and Hywel and another few teachers were really the main ones who rooted for me, took their time to understand me and pushed me to do better and never give up. I have two children of my own now and still see what a profound effect having great teachers in your life can do and what course they can send you on. This book isn't just for teachers, it's definitely food for thought for a lot of people.Kate SargentTalk about somebody who is 'bothered' about how children learn - Hywel Roberts! This is not a book about individual 'whistles-and-bells' lessons; this is a book about a whole school strategy that gets children invested in their learning and the curriculum. Hywel has worked alongside Queens Church of England Academy for over twelve months, and this book epitomises the importance of using stories as an educational hook and stimulus. The pupils at Queens relish their learning and are able to make valuable links across the curriculum simply by embracing their imagination. What more could a head teacher ask for than for her teachers to be 'bothered' about their teaching, and the children to be 'bothered' about their learning? Thank you, Hywel.Hannah Carvell

Read more less

Book SynopsisCurrently, there are many research articles across a wide array of teacher education journals that present promising practices in video as a tool in teacher learning, but no practitioner-friendly text that organizes a variety of approaches for application in the field. This book fills that gap by helping educators to greatly expand their repertoire and confidence in introducing, designing, implementing, and assessing video-based professional development. The authors focus on the variety of ways in which video can support and encourage reflection, increase awareness, foster collaboration, share practice, provide a tool for analysis, aid in materials production, and establish online communities of practice. Video allows more possibilities for context-sensitive noticing, editing, sharing, repackaging, and tagging, especially in combination with screen-capture software, and there is an increasing array of tools that can be harnessed to support teacher learning and reflection. These can help to make aspects of classrooms, methodology and learning more concrete and visible. Across the chapters, the book draws on a growing community of educators using video in a wide range of approaches and features some of their experiences and views through data and vignettes. In doing so, this text acts as a conduit for innovative and effective video and visual media use in language teacher education.Table of Contents1. Video and Teacher Development 2. The Context of Viodeo Use 3. Video as a Process and a Material in Learning about Teaching 4. Learning to Look Descriptively at Teaching through Video 5. Reflecting through Video: Self-observation 6. Video Observation with Peers 7. The Role of Video in Supervision 8. Video in Research

Read more less

Book SynopsisTo date, the majority of work in language learning psychology has focused on the learner. In contrast, relatively little attention has been paid to teacher psychology. This volume seeks to redress the imbalance by bringing together various strands of research into the psychology of language teachers. It consists of 19 contributions on well-established areas of teacher psychology, as well as areas that have only recently begun to be explored. This original collection, which covers a multitude of theoretical and methodological perspectives, makes a significant contribution to the emerging field of language teacher psychology as a domain of inquiry within language education.Trade ReviewThis book convincingly establishes a new field of enquiry, showing that language teacher psychology – though frequently neglected – really matters! Sarah Mercer and Achilleas Kostoulas have assembled a rich array of expert contributions, uniting hitherto disparate areas in a coherent, ground-breaking collection. The book will inspire new research and action for teacher well-being and learner achievement. * Richard Smith, University of Warwick, UK *In contrast to the study of learners, the study of teachers in the field of second language acquisition has been noticeably rare. In this masterful collection of recent research, Mercer and Kostoulas draw together a compelling rationale for attention to teachers as central players in language learning. The chapters in the book are compulsory reading for anyone wishing to gain deeper insights into language teacher psychology. * Anne Burns, University of New South Wales, Australia *The chapters in this book have succeeded in laying out a rich, colourful and textured landscape of research into language teachers. With its diverse conceptual frameworks and innovative methodologies, the book is bound to become a primary reference for anyone wishing to orient themselves in this terrain and/or contribute to it. * Maggie Kubanyiova, University of Leeds, UK *Language Teacher Psychology demonstrates successfully that a teacher-centered approach within the field of psychology of language learning deserves further attention at both a theoretical and empirical level, recognizing the value of studying psychological constructs as isolated entities, while ultimately providing more holistic, emergent, and situated approaches, which add practical insight to the subject. -- Brian Cullen, Nagoya Institute of Technology, Japan * JALT Journal, 41.1, May 2019 *Heralding language teacher psychology as a movement gaining ascendancy in SLA, the book realistically acknowledges the difficulties of taking on such research while also underscoring its timeliness and exigency. One notably strong aspect of this book is the range of contributors with varied backgrounds and voices who reflect a broad scope of possibilities and make a strong and concerted argument for further investigation. -- Sharona Moskowitz, Birkbeck College, University of London, UK * International Journal of Applied Linguistics, 2018 *The volume successfully promotes LTP as an important research area in that it introduces theories closely related to LTP research, suggests possible topics for future LTP studies, and exemplifies research methods in the area. -- Honggang Liu, Northeast Normal University, China * Applied Linguistics 2019 *Table of ContentsAbout The Editors About The Authors List of Tables List of Figures List of Abbreviations Zoltán Dörnyei: Foreword Chapter 1. Sarah Mercer and Achilleas Kostoulas: Introduction to Language Teacher Psychology Chapter 2. Phil Hiver, Tae-Young Kim and Youngmi Kim: Language Teacher Motivation Chapter 3. Paula Kalaja and Katja Mäntylä: ‘An English Class of My Dreams’: Envisioning Teaching a Foreign Language Chapter 4. Taguhi Sahakyan, Martin Lamb and Gary Chambers: Language Teacher Motivation: From the Ideal to the Feasible Self Chapter 5. Manka M. Varghese: Drawing On Cultural Models and Figured Worlds to Study Language Teacher Education and Teacher Identity Chapter 6. Wendy Li and Peter I. De Costa: Exploring Novice EFL Teachers’ Identity Development: A Case Study of Two EFL Teachers in China Chapter 7. Anne Feryok: Language Teacher Cognition: An Emergent Phenomenon in an Emergent Field Chapter 8. Mark Wyatt: Language Teacher Self-Efficacy Beliefs: An Introduction Chapter 9. Jim King and Kwan-Yee Sarah Ng: Teacher Emotions and the Emotional Labour of Second Language Teaching Chapter 10. Christina Gkonou and Sarah Mercer: The Relational Beliefs and Practices of Highly Socio-Emotionally Competent Language Teachers Chapter 11. Jean-Marc Dewaele and Sarah Mercer: Variation in ESL/EFL Teachers’ Attitudes towards Their Students Chapter 12. Cynthia J. White: Language Teacher Agency Chapter 13. Joseph Falout and Tim Murphey: Teachers Crafting Job Crafting Chapter 14. Phil Hiver: Teachstrong: The Power of Teacher Resilience for L2 Practitioners Chapter 15. Achilleas Kostoulas and Anita Lämmerer: Making the Transition into Teacher Education: Resilience as a Process of Growth Chapter 16. Tammy Gregersen and Peter D. MacIntyre: Signature Strengths as a Gateway to Mentoring: Facilitating Emergent Teachers’ Transition into Language Teaching Chapter 17. Rebecca L. Oxford, Andrew D. Cohen and Virginia G. Simmons: Psychological Insights from Third-Age Teacher Educators Chapter 18. Mehvish Saleem: Exploring Language Teacher Psychology: A Case Study from a Holistic Perspective Chapter 19. Achilleas Kostoulas and Sarah Mercer: Conclusions: Lessons Learnt, Promising Perspectives.

Read more less

Book SynopsisDon't expect a textbook full of highfalutin theories though, this book is rammed full of practical ideas that you can use instantly to help you in your current role or to get the position you want. How do you create a brilliant team? What is needed to establish an awesome ethos? How do you do those difficult personnel things? How do you make an impact? Answers to all of these questions and more are based on the combined 100 plus years of the authors' leadership experience in a wide range of educational settings. You'll find a cornucopia of pick and mix tips, strategies and stuff that really works and will make your leadership brilliant! Leadership doesn't come from formulae or from the latest list of government standards. Neither does it come from the school handbook or a 'values' poster in the staffroom. If you pick up 100 different leadership books you'll find 100 different nuanced definitions. Fundamentally, brilliant leadership is inspiring people to go the extra mile. There's a difference between 'outstanding' and 'brilliant'. Brilliant is self-made, inside out, creative and beyond the bounds of any simple description. Brilliance is a calling and brilliant practitioners go well beyond the call of duty. Middle leaders are the backbone of any school. At their best they challenge, manage, plan, develop and inspire colleagues to make learning brilliant for kids. Middle leadership covers a broad spectrum of roles and titles: curriculum leader, pastoral leader, key stage coordinator, subject coordinator, head of department, school leader, head of year, school leadership, head of house, head of faculty, subject leader. This book is aimed at anyone in middle leadership, regardless of job title, whether long in the tooth, new to leadership or wanting to get into it. Dip into this book and you'll find a wide range of tools, strategies, advice and top tips to help you be your brilliant best. Gary, Chris and Andy cover the myriad of issues facing middle leaders with their customary mix of good humour and solid, experience-informed advice. Topics covered include: starting a new role; whether in a new school or following internal promotion, what your colleagues and the kids will expect of you, identifying personal strengths and areas for further development, shifting your focus from your to-do list to your to-be list, having an impact, building rapport and a team ethos, planting seeds of positivity across the school, tips for holding effective meetings, how to plan improvement which works for your team and meets the expectations of senior leaders, planning, implementing and evaluating change, dealing with negative colleagues, overcoming issues and personnel problems, understanding and owning your thinking, celebrating successes, modelling and sharing best practice and developing a brilliant team. The Art of Being Brilliant series was a finalist in the 2017 Education Resources Awards in the Educational Book Award category.

Read more less

Book SynopsisThe GCSE Mindset: 40 activities for transforming student commitment, motivation and productivity, written by Steve Oakes and Martin Griffin, offers a wealth of concrete, practical and applicable tools designed to supercharge GCSE students' resilience, positivity, organisation and determination. At a time when GCSE teaching can feel like a conveyor belt of micromanaged lessons and last-ditch interventions, Steve and Martin - acclaimed authors of The A Level Mindset - suggest a different approach, underpinned by their VESPA model of essential life skills: vision, effort, systems, practice and attitude. These five non-cognitive characteristics beat cognition hands down as predictors of academic success, and in The GCSE Mindset Steve and Martin take this simple model as their starting point and present a user-friendly month-by-month programme of activities, resources and strategies that will help students break through barriers, build resilience, better manage their workload and ultimately release their potential - both in the classroom and beyond. The book's forty activities, while categorised thematically under the VESPA umbrella, have been sequenced chronologically by month in order to better chart the student's journey through the academic year and to help them navigate the psychological terrain ahead. Each activity can be delivered one-to-one, to a tutor group or to a whole cohort, has been designed to take fifteen to twenty minutes to complete, and has been written with a pupil audience in mind. However, to complement the tasks' practical utility, the authors also explore the underpinning research and theory - including the pioneering work of Angela Duckworth, Dr Steve Bull and Carol Dweck - in more detail in the introduction to each section. Informed by the authors' collective thirty-plus years of teaching and coaching, this essential handbook for GCSE success also suggests key coaching questions and interventions for use with pupils and includes expert guidance on how schools can implement and audit the core components and outcomes of the VESPA approach in their own settings. Additionally - and indeed pertinently in the present educational environment where empirical data is valued so highly - the book features a chapter dedicated to the measurement of mindset, written by guest contributors Dr Neil Dagnall and Dr Andrew Denovan from Manchester Metropolitan University. They present the twenty-eight-item VESPA questionnaire, which they helped Steve and Martin to design, and take the reader through the research process behind its origins before going on to describe how it can be used to identify areas for development and to measure the impact of interventions. Suitable for teachers, tutors and parents who want to boost 14-16-year-olds' academic outcomes and equip them with powerful tools and techniques in preparation for further education and employment.Table of ContentsChapters include:1. The VESPA Model: An Introduction to VESPA2. Using This Book3. September: Start with the Why4. October: Mapping the Journey5. November: Leading and Lagging Indicators6. December: The Three Phases of Practice7. January: Agency and Efficacy8. February: Effort is Relative9. March: Fight or Flight10. April: Changing Lanes, Finding Flow11. May: Well-Being and Stress Management12. Coaching with VESPA13. Implementation: Putting VESPA into Action14. Measuring Mindset Using Psychometric Tests by Neil Dagnall and Andrew Denovan

Read more less

Book SynopsisIn The Learning Power Approach: Teaching learners to teach themselves Guy Claxton sets out the design principles of a pedagogical formula that aims to strengthen students' learning muscles and develop their independence, initiative, determination, and love of learning. Foreword by Carol S. Dweck. Learning is learnable! Educators can explicitly teach not just content, knowledge, and skills, but also the positive habits of mind that will better prepare students to flourish both in school and in later life. And as `traditionalists' fight for rigour and knowledge, and `progressives' defend the increasing focus on character and well-being, Guy Claxton's Learning Power Approach (LPA) brings resolution to this phoney and unnecessary war by offering teachers a win-win pedagogical formula that delivers good academic results while simultaneously turbocharging students' independence, initiative, and love of learning. In this groundbreaking book Guy distils fifteen years' experience with his influential Building Learning Power method to provide a set of design principles for strengthening students' learning muscles, and - together with a wealth of practical strategies and the supporting evidence that underpins them - details the small tweaks to daily practice that will help teachers attend more closely to the ways in which they can shape their students' learning dispositions and attitudes. Complemented by engaging and informative classroom examples of the LPA in action - and drawing from research into the fields of mindset, metacognition, grit, and collaborative learning - The Learning Power Approach describes in detail the suite of beliefs, values, attitudes, and habits of mind that go in to making up learning power, and offers a thorough explanation of what its intentions and guiding principles are. Furthermore, in order to help those who are just setting out on their LPA journey, Guy presents teachers with an attractive menu of customisable strategies and activities to choose from as they begin to embed the LPA principles into their own classroom culture, and also includes at the end of each chapter a "Wondering" section that serves to prompt reflection, conversation, and action among teachers. Suitable for teachers and leaders in all educational settings,The Learning Power Approach carefully lays the groundwork for a series of books to follow that are specifically tailored to primary teaching, secondary teaching, and school leadership.Table of ContentsChapters include: The Origins of the Learning Power Approach What Is Learning? What Exactly Is the Aim of the Learning Power Approach? How Do I Get Started? Some Quick Wins Why Does Learning Power Matter? Ten Good Reasons for Pumping Those Learning Muscles What Is Learning Power Made of? Learning Power in Action: Some Classroom Illustrations Design Principles of the LPA Classroom What Is the Evidence for the Learning Power Approach? Distinctions and Misconceptions Joining the Culture Club

Read more less

Book SynopsisEmily Hunt's 15-Minute STEM: Quick, creative science, technology, engineering and mathematics activities for 5-11-year-olds offers an exciting collection of 40 tried-and-tested, easy-to-resource STEM activities designed to engage and inspire young learners. From caring for our environment to the digital revolution, the demand for STEM skills is huge and is only set to grow. STEM is therefore an important priority area in modern education, leaving many teachers and parents asking questions such as `How do I fit STEM education into my day?' and `What kind of activities should I be exploring?' Enter 15-Minute STEM with the answers ... This innovative resource has been designed to reassure teachers and parents that they don't need to be experts to deliver high-quality STEM education. Each of the 40 activities includes step-by-step instructions, takes just 15 minutes to complete and can be resourced from everyday materials found in the classroom or at home. This means that, with minimal preparation, teachers can slot these cross-curricular activities into an otherwise busy day, broadening their pupils' learning at no cost to their focus on core curriculum areas. The activities make connections to real-world scenarios, helping children to understand how their learning is relevant to their future, and have been linked to conceptually similar STEM-related careers - all of which are individually profiled in a glossary at the back of the book. The practical, problem-solving element of each activity offers a great way for children to develop important soft skills such as creativity, critical thinking and spatial awareness. Accompanying instructions are framed and phrased in a way that encourages the children to lead the learning and exploration - allowing the supervising adult to take a more hands-off, facilitative approach - and opportunities for further investigation are provided in order to broaden the learning focus and extend the tasks beyond 15 minutes. Hand-drawn illustrations and full colour photographs are also included alongside each activity to give an idea of what the end results might look like. Suitable for both teachers and parents. Activities include: * Arctic Engineering: Why are igloos built in a dome shape? * Fireworks in a Jar: What happens when we mix fluids of different densities? * Marble Run Mayhem: What happens to a marble as it moves through a marble run? * Rainbow Walking Water: How does water get from the roots of plants to the leaves? * Spoon Sound Waves: How can we change the pitch of sound?

Read more less

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.

Read more less

Book SynopsisGuy Claxton and Graham Powell's Powering Up Students details the small tweaks to daily practice that will help secondary school teachers attend more closely to the ways in which they can boost their students' learning dispositions and attitudes. The Learning Power Approach (LPA) is a pedagogical formula which aims to develop all students as confident and capable learners - ready, willing and able to choose, design, research, pursue, troubleshoot and evaluate learning for themselves, alone and with others, in school and out. This approach therefore empowers teachers to complement their delivery of content, knowledge and skills with the nurturing of positive habits of mind that will better prepare students to flourish in later life. Building upon the foundations carefully laid by Guy's first book in the Learning Power series, The Learning Power Approach, this new instalment embeds the ideas of his influential method in the context of the secondary school. Guy and Graham provide a thorough explanation of how the LPA's core components apply to this level of education and, by presenting a wide range of classroom examples, illustrate how they can be put into practice in different curricular areas - focusing especially on embedding the learning dispositions into learners' tackling of more demanding content, while emphasising the need to `get the grades' as well. Suitable for both newly qualified and experienced secondary school teachers.

Read more less

Book SynopsisVisible Maths supports maths teachers in the use of concrete and pictorial representations to illuminate key mathematical ideas and concepts. Viewing the maths lesson as an opportunity for pupils to develop a deep understanding of the concepts and relationships in maths, rather than to simply learn how to follow algorithms and processes that lead to `the answer’, is increasingly recognised as the pinnacle of best practice in maths education. In this book Peter Mattock explores this approach in detail: focusing on the representations and structures that illustrate and elucidate key mathematical ideas, demonstrating their strengths in developing conceptual understanding, and exposing the potential pitfalls of their use and how to avoid them. Covering number lines, proportion diagrams, ordered pair graphs, the bar model and many other means of representation, Visible Maths maps out for teachers the maths mastery journey that will take their pupils’ learning to the next level.

Read more less

Book SynopsisForeword by Paul A. Kirschner. Given the choice, who wouldn’t want to be cleverer? What teacher wouldn’t want this for their students, and what parent wouldn’t wish it for their children? When David started researching this book, he thought the answers to the above were obvious. But it turns out that the very idea of measuring and increasing children’s intelligence makes many people extremely uncomfortable: “If some people were more intelligent, where would that leave those of us who weren’t?” The question of whether or not we can get cleverer is a crucial one. If you believe that intelligence is hereditary and environmental effects are trivial, you may be sceptical. But environment does matter, and it matters most for children from the most socially disadvantaged backgrounds – those who not only have the most to gain, but who are also the ones most likely to gain from our efforts to make all kids cleverer. And one thing we can be fairly sure will raise children’s intelligence is sending them to school. In this wide-ranging enquiry into psychology, sociology, philosophy and cognitive science, David argues that with greater access to culturally accumulated information – taught explicitly within a knowledge-rich curriculum – children are more likely to become cleverer, to think more critically and, subsequently, to live happier, healthier and more secure lives. Furthermore, by sharing valuable insights into what children truly need to learn during their formative school years, he sets out the numerous practical ways in which policy makers and school leaders can make better choices about organising schools, and how teachers can communicate the knowledge that will make the most difference to young people as effectively and efficiently as possible. David underpins his discussion with an exploration of the evolutionary basis for learning – and also untangles the forms of practice teachers should be engaging their students in to ensure that they are acquiring expertise, not just consolidating mistakes and misconceptions. There are so many competing suggestions as to how we should improve education that knowing how to act can seem an impossible challenge. Once you have absorbed the arguments in this book, however, David hopes you will find the simple question that he asks himself whenever he encounters new ideas and initiatives – “Will this make children cleverer?” – as useful as he does. Suitable for teachers, school leaders, policy makers and anyone involved in education.

Read more less

Book Synopsis

Read more less

Book SynopsisWritten by Paul Garvey, Taking Control 2: How to prepare for Ofsted under the education inspection framework equips teachers, subject leaders and school leaders with the tools and know-how to enable them to prepare for their next inspection with confidence. Distilled from Paul's 11 years' experience as an Ofsted inspector, this practical handbook builds on its predecessor Taking Control to help your school ready itself for inspection under the 2019 education inspection framework (EIF). It features many first-hand experiences of inspection under the updated EIF and highlights the methodology of inspection - including 'deep dives' and the 90-minute phone call - combined with top tips to ensure you get the best out of the assessments. Paul also provides a range of effective dialogic tools to help you compile a persuasive self-evaluation form (SEF) in order to convince the inspection team of the true quality of your school's provision and ensure that you're awarded the deserved grade. The book will alleviate some of the worries surrounding inspection, helping schools to avoid piling unnecessary work onto staff, and encourages leaders to feel much more confident about the process. It also looks at inspection from an inspector's point of view - sharing their methodology pre, during and post inspection - and includes a wealth of experiences from both primary and secondary schools of actual inspections under the 2019 framework. Furthermore, Paul furnishes his guidance with highlighted references to paragraphs and pages in the section 5 and section 8 handbooks, making it easier for you investigate the detail further, should you need to do so. Suitable for head teachers, senior leadership team members, subject leaders, classroom teachers, governors and all stakeholders in mainstream schools in England.

Read more less

Book SynopsisIn Cognitive Load Theory: A handbook for teachers, Steve Garnett brings clarity to the complexity surrounding CLT and provides a user-friendly toolkit of techniques to help teachers optimise their pupils' learning. Cognitive load theory (CLT) is rapidly becoming education's next 'big thing'. It is natural, therefore, that teachers will want to know more about it and, more importantly, understand how they can embed it in their classroom teaching. Written by author and international teacher trainer Steve Garnett, this invaluable handbook offers a complete yet concise summary of what CLT involves and how it can impact on pupil performance. Steve covers a wide range of teaching strategies to help teachers avoid overloading their pupils' working memories, and empowers them with the tools to get their pupils learning more effectively - particularly when learning new content. He talks you through the 14 effects that can 'clutter' working memory - for example, the split-attention effect, redundancy effect, and expertise reversal effect - and shares a diverse collection of figures and diagrams as examples of how teachers can optimise their delivery of content to students. Furthermore, he also explores the 'cognitive architecture' of the brain and how a better understanding of it can inform and improve teachers' practice. Suitable for teachers, department heads, school leaders and anyone with a responsibility for improving teaching and learning.

Read more less

Book SynopsisIn A School Built on Ethos: Ideas, assemblies and hard-won wisdom, James Handscombe explores how schooling is more than gaining qualifications, how learning is more than exams, and how academic success comes more readily to those who have grasped this idea. Harris Westminster Sixth Form has had enormous success in providing an academic education for students of all socio-economic backgrounds. This success is grounded in the development of a scholarly ethos that guides students and staff into successful habits - driven by a clear vision for the community and communicated through everything that the school says and does. In this book, founding principal James Handscombe takes readers through the school's development and illustrates its journey by sharing a selection of the assemblies that have underpinned and elucidated its ethos. In doing so he offers guidance on how such a staple of school life can be used to shape a community, and shares transferable lessons on how assemblies can be planned and delivered effectively. Furthermore, James discusses the challenges the school faced during its creation and offers an improved understanding of how academic and scholarly learning can be delivered and developed in a school - whether it be newly formed or already established. He also asks the fundamental question of how schools can encourage and enable disadvantaged young people to aspire to and engage in academic enquiry. Suitable for both established and aspiring school leaders, especially those who are thinking about the kind of school they would like to run and how they can shape it.

Read more less

Book SynopsisAccessible, readable and engaging, Becoming a Teacher draws on Alan Newland's decades of professional work and academic study in education to set out the key principles for developing and understanding the professional values essential to becoming a good teacher. The book features a constructive examination of the Teachers' Standards and shares a series of illustrative scenarios, exemplar strategies and practical resources that will equip trainee teachers with easy-to-understand but justifiable rationales to deal with a range of contentious and sensitive issues that they are likely to encounter during the course of their career. It also explores a series of searching questions relating to the philosophical nature of teaching, the definitions of legal, ethical and moral responsibility as a teacher, and what it means- objectively- to be professional. Becoming a Teacher therefore serves as a professional studies course reader for trainees and early career teachers, as well as a core text for tutors, lecturers, mentors and CPD leads delivering both the compulsory aspects of the ITT Core Content Framework for all qualified teacher status (QTS) courses and Early Career Framework CPD.Trade ReviewThere is so much in this book I wish I had been able to read before starting my training. Becoming a Teacher is an invaluable guide for trainees and teachers alikeMaisey HodgesI found this book extremely interesting. It is very easy to connect with Alan's writing, and his personal anecdotes are motivating, inspiring and moving in bringing the book to life. Alan covers broad themes and ethical conundrums related to building character, relating it to professional development and reminding us why we should take certain actions for the betterment of the pupils and communities we serve. The story concerning one of his students' attitude towards Anne Frank's diary resonated with me as I teach within an inner-city school in Greater Glasgow - and I'm all too often faced with sectarian views which can at times be difficult to confront. Alan reminded me that it is ethically and morally right to tackle controversial issues in a way that does not lead to further provocation. I think Becoming a Teacher is a fantastic book that could be described as a go-to guide for anyone joining the teaching profession.Sarah-Jane HamiltonWhat I love about this book is that everything is presented from authority and experience, not merely opinion. When Alan tells the story of the troubled child and the father who beat him in front of him, he doesn't waste time stating 'obviously, this was wrong' but instead allows us to process how we, as teachers, might respond in this situation. I was initially terrified of the numerous pages of appendices, but Alan clearly states how to approach them and why. I therefore enjoyed the debate on 'Britishness'. This was introduced during my secondary school days and I remember we hated how it was presented; however, Alan provides a very good argument for how 'British values' should be explored in schools - and now I will take his insights on board in my own teaching.Nathan Alexander KennedyWhile reading Becoming a Teacher I found myself reflecting on my own beliefs and politics, and I really liked this. Alan's honesty and transparency makes it easy to imagine oneself in the situations described in the book, and to consider what one's own reactions might be to similar situations - such as going on strike, which really challenged my thinking. I enjoyed the discussion and reflection sections too, as being confronted with specific questions was really thought-provoking. The book is also helpful in relieving anxieties on how to handle situations in the classroom, and offers a perspective of teaching backed by a wealth of experience and honesty.Nicole LarkinsI was hooked from the start - the tone, the way it sets out exactly what the book aims to do, how it is structured to enable the reader to dip in and out, and much more. There is great use of further and recommended reading per chapter too. I particularly enjoyed the section on teaching and theory, as I found myself drawn into the question of whether we are reliant on the theory to underpin practice. I also enjoyed reflecting on the incident of children climbing high up in the tree and what the teachers were trying to achieve. This engaged my whole household in an interesting discussion! A thoroughly thought-provoking read and a pleasure to engage with.Amelia ShimellsBecoming a Teacher explores a variety of issues and provides direction on how to effectively navigate them. Alan gives indispensable support by sharing and examining his own teaching, but it is his reflections upon his own values that are so fascinating and relevant to anyone involved in education. An excellent book that gives everyone food for thought, and an essential and invaluable resource for new and experienced teachers.Aimee LascellesAt university we tend to focus on specifics with relatively little time for aspects such as ethics or morality, so this book helps to develop a teaching philosophy and to determine what defines you as a teacher. Becoming a Teacher is incredibly insightful for both ECTs and more experienced teachers, and will help develop wider perspectives on teaching.Amelia SowdenBecoming a Teacher gripped me from the first page and at times I had to drag myself away from reading it. I love the personal stories that make your heart drop as you ask, 'What if I were put in that situation?' I found the 'Discuss and reflect' sections very helpful too - they made me think about my own teaching and I found myself using the questions as talking points within my department at school. The discussions that ensued have helped me see teaching from the perspective of my more experienced colleagues.Bryher FreightI very much enjoyed the interactivity throughout this book, where the reader is encouraged to reflect upon and consider a variety of issues as well as draw lessons from the personal experiences of Alan himself. This offers a personal touch and makes the book easy to relate to. Alan highlights the pressures of teaching, but not to the point that it would put off any aspiring trainees; if anything, it will give them a sense of purpose and an understanding of the challenges that lie ahead. Ultimately, we as teachers are role models - and that's something, as emphasised by this book, that I am proud to be a part of. I will certainly be keeping a copy for use in my career.Daniel StrachanI will be honest, when I first started reading this book I thought: 'What have I done? I can't possibly read an entire academic book.' Well, let me tell you that I was wrong! It is written very thoughtfully without lots of references or jargon, and I really enjoyed how Alan includes anecdotes from his teaching days and time as a head teacher. It really is thought-provoking but also very readable, so you can put it down and pick it back up again without losing your thread. I would highly recommend this book for those who are only just starting their teaching journey or halfway through it like me. Becoming a Teacher is a brilliant book and I think Alan's words, thoughts and pearls of wisdom will stay with me and support me throughout my career.Hannah MitchellI love this book. It is a great and engaging read, and very relatable to the experiences of Scottish teachers. I have taken away a lot from it that I can apply to my practice and how I look at the teaching profession. Thank you!Megan TurnbullIn an environment where the teacher dropout rate is high, this thought-provoking book will offer much support to teachers during their early years. I certainly would have appreciated having it during my PGCE and ECT years. The format is perfect to guide discussions with mentors and also to enable ECTs to reflect on a variety of issues they will be confronted with. That said, I also think it would be a valuable read for more experienced teachers.Maddy FowlerI thoroughly enjoyed reading Becoming a Teacher. I'm even drawing on some of it in my job applications! But the best part for me is how Alan manages to connect all the guidelines, procedures and protocols around being a teacher with real-life stories. Some even brought a little tear to my eye! Alan's words remind me of the writing of James Herriot, in being very honest and showing teaching for what it is - and he also discusses topics not found on my PGCE course, such as how to manage criticism.Michael WalkerThis is an engaging and very thought-provoking book that would have been great to have had right at the beginning of my journey into teaching. Alan asks questions and encourages the reader to think for themselves, while also providing a genuine account of the experience of teaching. Absolutely brilliant.Patricia DuncanThe style in which the book is written is fantastic. Alan's stories of his own experience really grab the reader and he kept my attention throughout.Michaela McCaughertyThe introduction to this book is so powerful that it reminds me why I chose this profession. I love that its content isn't at all patronising and has a sense of humanity and relatability in its coverage of the topic of ethics. The message is that it's OK to make mistakes, as we are all human, and from mistakes comes great learning and character building - something we are not reassured of enough as new teachers. Becoming a Teacher is inspiring to read and it makes you want to be a better teacher.Natasha RyanBecoming a Teacher is a wonderful read and a perfect 'new teacher' gift. Alan's personal reflections are not only funny but also comforting. He finds the funny side of the mishaps we all experience, from training year and beyond! The book is easy to navigate and covers a great range of topics too, yet there is no pressure to read the entire book - you can dip in and out of it regularly with ease. Its chapters are of a good length and when you get stuck in, you find yourself at the end of the chapter and wanting to read more.Katarina PillaiI thoroughly enjoyed reading this book and was really inspired by the concept of a good teacher being recognised by the values they model. The historical perspective provided is very interesting too, and I also appreciate the reassurance that the challenges I will face as a teacher will build my character - this sends out a message of 'keep going' even if you feel you are not at your best at that particular time. I think the book inspires student teachers to uphold codes of practice and standards, not just as a professional prerequisite but also as a moral responsibility.Eildh MacphersonThis is a really useful book as it gives an authentic insight into teaching, and not just the 'fluffy' stuff that we are often shown at university. It strikes a great balance between personal experiences and theory, and it's full of knowledge that would be really helpful for ECTs too.Chris Griffiths

Read more less

Book SynopsisPowerful Questioning: Strategies for improving learning and retention in the classroomby Michael Chiles is an evidence-based examination of the power of questioning in the classroom and how it can be improved.Trade ReviewQuestioning is possibly the most powerful lever teachers have in the classroom to drive learning. This book is an authoritative work not just on the research underpinning it but also on how to use it in practice. Highly recommended.Carl HendrickPowerful Questioning is going to prove a potent tool to every teacher who reads it. Chiles brilliantly marshals research and practical strategies to unpick the subtle but crucial art of questioning in the classroom. It can be too easy to take questioning for granted, so common is it to the classroom, but for even experienced teachers, it can prove a tricky aspect of teaching to improve. This book offers a wealth of useful reflection, along with activities and insights, to propel teachers' questioning skills towards expert levels.Alex QuigleySome salutary statistics here on the range of questions currently asked in our classrooms and the massive opportunities for deepening pupils' learning when we reconsider how to extract best value from them. Michael Chiles has written a terrific book to explain why and to show us how. An essential resource for CPD for every school.Mary MyattMichael Chiles states in Powerful Questioning, 'of all the pedagogy strategies at the teacher's disposal, questioning is one of the most dominant methods of instruction. It is the heartbeat of a classroom.' I found this to be true in my years of working with cognitive scientists researching how children learn in a classroom. In my experience, questioning is fundamental in pursuing the powerful tools of retrieval, spacing, interleaving and metacognition, all rooted in robust research. Understanding how we learn and using the proper questioning techniques that develop critical thinking assists the teacher in promoting successful learning. John Hattie states in the introduction, 'The hard part is asking the right question at the right time for the right purpose and with the right level of complexity.' Michael Chiles gives us the knowledge and techniques that will make our useof questioning most effective.Patrice M BainTeachers ask hundreds of questions a day in their classrooms. But do we make the most of them? In this superbly researched and referenced book, Michael Chiles explores the purpose and untapped potential of questioning within classroom pedagogy, giving the reader powerful insight into this crucial element of effective teaching. As well as examining why questioning matters for responsive teaching, he carefully dissects the types of questioning we can use but also how questions can be used in formative assessment to check for understanding, diagnose and support pupil reflection. His approach is carefully interwoven with cognitive science and how questioning can support both deeper thinking and the long-term acquisition of knowledge and skills. He doesn't duck the fact that both teachers and pupils can often find questioning hard; rather, he explores the reasons behind these challenges and offers practical and accessible strategies that can build classroom culture to allow powerful questioning to flourish and thrive. As with his previous books on assessment and feedback, this book is another gem - rooted in his own rich personal reflections and experience, his passion for teaching and his love of learning more about what makes the biggest difference in classrooms and to pupils' success. A must-read for teachers and leaders in all settings.Andy BuckOne can't help but marvel at how Michael has been able to weave important research with his classroom insight to make this book on questioning a valuable contribution to every teacher's professional learning. 'Questions are an integral part of our lives', Michael asserts, and I tend to think this book will be an integral part of developing our essential question-asking skills in the classroom.Steven BerrymanThe best teachers ask lots of questions. But what are the most effective questions to ask? When and how should we ask them? And how can we shape our classroom environment so that students feel comfortable answering questions?In this impressive book, Michael Chiles provides compelling answers to these key questions and more. Powerful Questioning expertly deconstructs the art of questioning, offering highly practical advice for every classroom practitioner.Mark RobertsAt the heart of every great lesson is questioning. Yet, for years, the CPD around questioning had been limited to simply 'closed questions are bad' and 'open questions are good'. If we were lucky, then someone might even waft Bloom's taxonomy to spice things up or the facilitator might get you to throw questions scrunched into paper balls or pass questions around on Post-it notes, because it was done once in an 'Outstanding' lesson. Michael Chiles' Powerful Questioning is a thoughtful and thorough exploration of how to effectively use questioning in the classroom. Rather than looking at fancy tricks, Chiles explores the creation, use, function and impact of questions in education. The narrow focus really helps you to refine and question your existing practice. As the title suggests, questioning can be powerful and we, as practitioners, need to explore and consider how we can make every interaction have an impact in the classroom. A book that proves that you can teach an old dog, like me, a few tricks and, of course, there's loads of stuff for new dogs, I mean teachers, too.Chris Curtis

Read more less

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

Read more less

Details the insightful and transformational steps that a school can take towards designing and delivering a rich, rigorous and wide-ranging curriculum.

Read more less

Book SynopsisAn informative guidebook that explores the wealth of evidence behind and the benefits of test-enhanced learning, spaced retrieval practice and personalisation.Trade ReviewIn a power-packed compact volume, Kristian Still presents an extraordinarily well-researched guide to support teachers as they practically employ retrieval through quizzes, self-tests and other memory-stimulating activities. Test Enhanced Learning is about how putting memory to the test can be applied in a host of learning situations. Through the use of an authentic teacher voice, case studies from a variety of contents and levels, and helpful summarisation points, Still manages to communicate a treasure trove of research in a way that educators can digest and readily apply.Margaret A LeeRetrieval practice is an essential topic for every teacher and school leader to understand. As it has gained in popularity (a quick Google Ngram search shows exponential growth in the use of 'retrieval practice' since 2000), educators around the world are looking to get their hands on no-nonsense, practical solutions for embedding techniques that harness the testing effect into their specific contexts. Still's Test-Enhanced Learning has provided educators with the primer and the blueprint for doing so. Through perceptive descriptions and illustrative case studies, Still takes readers on a journey through the research and related concepts of this powerful area of evidence-informed instruction. The result is a book that is accessible to both new and long-time enthusiasts of the science of learning. For a field that has often vilified testing while embracing fads, folk theories and other foolishness, this book is, if not a miracle, a giant step in the right direction.Zach GroshellThe format for each chapter in Test Enhanced Learning is helpfully divided into three segments - the literature, takeaways and a case study to illustrate an application of principles presented. I used this rational order to engage with the material on metacognition as I had enough prior knowledge to navigate the research studies. However, when encountering the chapters I was less familiar with, I accepted the invitation to adapt due to my needs as a learner.On occasion, I chose to engage with the case studies first, for these got my attention. I recognised the scenarios and readily associated them with teachers' dilemmas. I attained an appreciation of the principles within the chapter and how they might contribute to a solution within the reality of schools. I also allowed myself to be creative with the takeaways. Before reading the research studies, I used them as signposts and revisited them at the end. The initial encounter provided me with essential hooks to process the significance of detailed literature. Whereas the case studies offered qualitative terms and phrases such as 'more', 'less', 'greater' and 'improved', the cited studies complemented with quantitative data. The comprehensive coverage served to reassure me that the author had done the groundwork for the conclusions he had reached.Kristian has weighed, tasted and sampled the complex ingredients within the subject matter. The format in each chapter affords you the option of digesting the content as either a set menu or a mezze, in accordance with your bespoke needs and appetite.Sean WarrenThis book is an accessible and enjoyable encyclopaedia of test-enhanced learning. Kristian explores all the facets of test-enhanced learning including the usual suspects in up-to-date detail plus feedback, motivation, metacognition, illusions of competence and more. Not only has Kristian done the reading, thinking and trialling in his classroom, he's also spoken to the researchers about their work and motivations. The result is a rich combination of their insights, providing suggestions for educators that they can use to guide their practice. This, in combination with practical case studies from exceptionally thoughtful teachers, brings the research to life. I'll be coming back to this book time and again!Sarah CorringhamStill's Test-Enhanced Learning is the product of an intense three-year journey. Firstly, as an experienced educator, he has continued to adapt and hone his pedagogical practice in the classroom to study how testing, memory, spacing and interleaving can truly bring about the very best outcomes for his students. This has been paired with incredibly in-depth academic research on how we best study, learn, store and retrieve information. Still has presented some of these ideas before through his articles and presentations but having such a comprehensive overview of test-enhanced learning in this book is quite the achievement. Beyond the theory and research, Still also includes clear takeaways for the classroom and practical examples are explained through different case studies. This book is a must-read for any classroom practitioner who is keen to make the best use of test-enhanced learning and a testing routine to motivate their students to achieve.Jon WaythThis is a unique and long-awaited book. While it's been a few years now that schools have known about the top cognitive science teaching strategies, we've all been waiting for an in-depth analysis of their application in real classroom contexts by a practising teacher - one where the students' own psychologies, faced with a new and challenging about-change in how to learn, are noticed, developed and described. These are real field notes, backed by a comprehensive and interconnected familiarity with the relevant research.When we read accounts, we want to know more than what happened. We want to know the teacher's theory of action - what they intended to happen and why - and the often surprising deviations on the journey. Such insights into the teacher's thinking gives the reader so much more than just another trawl through the well-known studies. By presenting the account in this way, the reader becomes more intelligent too.Kristian Still's book is comprehensive, personal, analytical, practical and a positive validation of the impact of integrating and adapting teaching strategies to fit the context in which they are applied. I highly recommend this book and consider it to be a launch of a new era in which context and techniques are intelligently integrated.Oliver CavglioliSuch a thoughtful look at an incredibly important topic of education. As a classroom teacher, I appreciate the deep dive into the research while also its accessibility to the classroom. Test-Enhanced Learning is a text all teachers, no matter their subject or level, can benefit from to improve instruction and learning in their classroom.Blake HarvardKristian's writing is underpinned by a staggering amount of research which he has drawn from a rich variety of sources and skilfully synthesised into a coherent and compelling exposition of test-enhanced learning against the backdrop of human cognitive architecture. Test-Enhanced Learning is illuminating, informative, applicable and actionable for teachers in all aspects of their job. Terminology, theories and concepts are clarified with concise explanations and examples. Readability and utility are enhanced with key takeaways and a case study at the end of each chapter. The signposts to one seminal paper per subtopic testify to Kristian's consideration for the time-poor teacher striving to be evidence informed. Refreshingly balanced discussion throughout protects against lethal mutations; Kristian does not shy away from conducting his negative controls! The image problem of testing is tackled head on, and I challenge anyone after reading not to be convinced that the primary role of testing is formative; testing is learning. To my mind we are educating Schrodinger's learners - students are simultaneously alike and unique in the way that they learn (even though the former is sadly often dismissed), owing to a shared physiology and cognitive architecture and uniqueness of experiences, circumstances and nuances of cognitive capacity. This book elucidates the beauty of test-enhanced learning as, when adaptive, it caters for both the aforementioned qualities. But more importantly, regardless of circumstance, it can level the playing field by giving the greatest learning gift of all - independence. Mitigating the desirable difficulties of testing, motivation is the golden thread running through the book; vital yet impossible to spontaneously or forcibly generate. Instead, it emerges along the learning journey only when preceded by success. Success leads to belief in the process, motivation emerges, engendering commitment from which achievement will follow, building confidence. And confident learners will not only reap individual benefits, they will enrich the classroom.Kerensa OgbeThis book is a fascinating exploration of the testing effect in practice. Finely balancing research and case studies, it will provide food for thought for any teacher or school leader interested in learning more about this important subject.Kieran MackleThis well-researched book draws together so many elements related to testing and retrieval in an informative and insightful manner. The extensive range of relevant research from which Kristian quotes contains numerous pearls of wisdom as well as phrases that capture the essence of the argument that he presents, including 'the steady creep of improvement', 'the valley of disappointment' and how 'performance during learning is a poor predictor of future performance.' Kristian pulls together much of the thinking related to cognitive science that is currently popular but does so with depth and understanding and, crucially, practical application.As an advocate of this approach to teaching, Kristian makes the case coherently for the need for quizzing and low-stakes testing to secure the knowledge, build the schema and be able to apply the learning. He draws perceptive conclusions such as 'teach less and plan to reteach' and emphasises the need to explain to the students why he teaches like this and how it can help them.The case studies are helpful in translating research into real-life classroom examples by teachers who are applying these principles. Kristian's exploration of retrieval and testing avoids being bogged down in research but instead uses the findings as a basis for his evolving practice with vignettes about how his teaching evolved based upon test-enhanced learning. Again, this narrative makes the arguments more relatable. The book also questions many assumptions including a welcome consideration of the importance of motivation in retrieval practice that can be overlooked in the excitement around retrieval. There is also a recognition of where research has weaker claims, such as an observation that states there is a 'general declining impact as learners get younger'. This shows not blind adoption of research by Kristian but instead a questioning approach to improvement.The book also has useful end-of-chapter takeaways that summarise the key ideas shared as well as handy 'If you only read one paper then read ...' suggestions. A most welcome book for the teacher looking to deepen knowledge and improve their teaching based upon detailed research and written in an engaging and informative style.Keith WatsonTo say that this book is incredibly rich is an understatement. Written by a teacher, for teachers, Kristian Still has written a book that provides useful insights in multiple layers. In its entirety, the book eloquently distils significant amounts of academic research into accessible chapters for the busy teacher wanting to understand more about the science of learning, memory and testing. However, the book is also cleverly written in a way that moves beyond the research into day-to-day practical application. Each chapter ends with a bullet-list summary of its content and then a case study depicting how its content manifests in a real-life classroom. All of this, alongside well-placed honest reflections and enlightening anecdotes from the author's own exploits into test-enhanced learning. With so much to offer, why wouldn't you read this book?!Jon Gilber

Read more less

Book SynopsisThis book presents the background to the current shift in language education towards action-oriented/action-based teaching, and provides a theorization of the Action-oriented Approach (AoA). It discusses the concepts and theories that paved the way for the AoA and explores their relevance for the way language education is conceived and implemented in the classroom. In the process, it revisits the concept of competence and discusses the dynamic notions of mediation and plurilingualism. The authors explain the way in which the Common European Framework of Reference for Languages (CEFR) and its recent update, the CEFR Companion Volume, broaden the scope of language education, in particular in relation to the actional turn. The book provides scholars and practitioners with a research-informed description of the AoA, explains its implications for curriculum planning, teaching and assessment, and elaborates on its pedagogical implications.Trade ReviewThis book is a most valuable and timely contribution to the discourse concerning current and emerging paradigms for language education. It brilliantly merges reflections on current perceptions of action-oriented approaches to language teaching and learning and the recently revised and extended descriptors of the CEFR into stimulating and thought-provoking insights. Thoroughly researched, comprehensibly discussed, and also very much practice-oriented. * Bernd Rüschoff, University of Duisburg-Essen, Germany *With its extensive review of the literature and its innovative approach to language education, Piccardo and North’s book effectively bridges the gap between theory and practice. Due to its link to the CEFR, its complex dynamic ecological perspective, and its understanding of the learner as a social agent, I expect that this book will influence curriculum development, language teaching, and assessment for a long time to come. * Diane Larsen-Freeman, Professor Emerita, University of Michigan, USA *This inspiring and timely book comprehensively and clearly demonstrates how AoA represents a paradigm shift in language education. Encompassing and building on an array of theories and practices – communicative, task-based, autonomous, plurilingual and others – AoA offers language educators a holistic and innovative curricular and pedagogical vision that is authentic, engaging, relevant, adaptable, accessible, and meaningful in our complex late-modern age. * Terry Lamb, University of Westminster, UK *In all, while this book may be a dense read for those not already well acquainted with some of the related areas, such as the CEFR, social interactionist theory, or TBLT, for those who are it is a well-argued and provocative work. -- Marcos Benevides, J. F. Oberlin University, Japan * JALT Journal, 43.2, November 2021 *Table of ContentsChapter 1. The Emergence of a New Paradigm Chapter 2. The Notion of Competence: An Overview Chapter 3. Towards an Action-Oriented Approach: Theoretical Underpinnings Chapter 4. Preparing the AoA: Developments in Language Teaching Methodology Chapter 5. The Common European Framework of Reference and its Companion Volume: A Paradigm Shift Chapter 6. Towards a Dynamic Vision of Language Education: Plurality and Creativity Chapter 7. The Action-Oriented Approach Chapter 8. Conclusion

Read more less

Book SynopsisThe presence of students for whom the school language is not their first language creates unique challenges and opportunities for teachers. This book provides an accessible guide to multilingual teaching using Linguistically Appropriate Practice (LAP) in diverse classrooms worldwide. It is firmly grounded in the latest research on multilingual learners and takes a realistic approach to teaching in linguistically diverse schools today. The author argues that successful multilingual teaching is an option for all teachers, and that it has benefits for every child in the classroom, as well as the wider school community. The book: - provides profiles of LAP in action around the world; - explains the relationship between theory and multilingual practice; - lays out the characteristics of the LAP teacher and the LAP classroom; - discusses challenges that have been identified by teachers using LAP in their classrooms; - provides a step-by-step guide to implementing and enriching LAP; - includes resources to support multilingual teaching and learning. This book is an invaluable support and inspiration for practising teachers and trainee teachers. It will help them transform their classrooms into multilingual environments where all children have equal opportunity to participate, learn and grow.Trade ReviewLAP pedagogy, where all children have equal opportunity to participate and learn, looks for strengths, skills and abilities in every child. Similarly, Roma Chumak-Horbatsch combines strengths, good practices and creative ideas for multilingual pedagogies from various contexts and many different countries in a way that is easily understood and that brings the value of all children to the center of the pedagogy. * Jenni Alisaari, University of Turku, Finland *This excellent ‘how to’ book by Roma Chumak-Horbatsch is a rich and comprehensive resource for teachers. She takes the theory behind multilingualism and demonstrates effectively through both her own passionate narrative and those of expert teachers from across the globe, how to weave linguistically appropriate principles into daily classroom practice. A must-read for anyone working with multilingual children. * Eithne Gallagher, Author and Educational Consultant *The publication of Roma Chumak-Horbatsch’s ground-breaking book Linguistically Appropriate Practice (LAP) in 2012 inspired teachers around the world to explore what inclusive multilingual instructional practice might look like in their unique contexts. This book lucidly synthesizes these instructional initiatives, using the dialogue between research and practice to extend our theoretical understanding of LAP and simultaneously establish the crucial role that teachers play in generating knowledge. -- Jim Cummins, University of Toronto, CanadaA fantastic resource [...] It is powerful. I think it's a must-own, must-read for any school principal, any administrator, any teacher anywhere in the world where you have even one newcomer child. I am left convinced that this book and the LAP approach are key to the wellbeing, healthy self-concept, happiness, sense of identity, and optimal development of newcomer children (emergent bilinguals) across Canada, the United States, and the globe. -- Kelly Morrissey, Ontario Certified English Language Teacher, Canada * The Joy of ESL *Table of ContentsForeword: Dr. Kelleen Toohey Introduction Chapter 1: LAP Basics Chapter 2: LAP Teachers Chapter 3: LAP Profiles: Journeys, Actions, Projects and More LAP Journeys LAP in Schools: Canada LAP in Schools: Germany, Iceland, Luxembourg, Sweden LAP in Specialized Programs Chapter 4: LAP Challenges Chapter 5: LAP Resources In Closing

Read more less

Book SynopsisWith increasing mobility of people across the world, there is a pressing need to develop evidence-based teaching practices that lead to high-quality education, which serves the needs of inclusive societies and social and epistemic justice. This book presents cutting-edge qualitative case-study research across a range of educational contexts, research-method contributions and theory-oriented chapters by distinguished multilingual education scholars. These take stock of the field of translanguaging in relation to the education of multilingual individuals in today’s globalized world. The volume breaks new ground in that all chapters share a focus on teachers as ‘knowledge generators’ and many on teacher-researcher collaboration. Together, the chapters provide comprehensive and up-to-date applications of the concept of pedagogical translanguaging and present recent research in educational contexts that have hitherto received scant attention, namely secondary-level education, education for adult immigrants and the school-wide introduction of pedagogical translanguaging in primary school. Chapters 1, 3, 4 and 8 are free to download as open access publications. They can be downloaded from our website: https://www.channelviewpublications.com/page/open-access/.Trade ReviewSpringing from the Nordic region and beyond, this collection of research-based studies provides the much-needed bridging between translanguaging theories and translanguaging pedagogies across a wide range of instructional contexts. It is a must read for teachers, scholars and teacher educators interested in gaining inspirations from examples of pedagogical translanguaging in their ongoing battles against racism, classism and monolingualism. * Angel M. Y. Lin, Simon Fraser University, Canada *This outstanding volume is a great contribution to research on translanguaging at different levels of education. By combining theoretical and research perspectives this collection clearly shows the advantages of using students’ multilingual resources in educational contexts. The illuminating insights in this book will be highly useful for scholars, teachers and teacher educators. * Jasone Cenoz, University of the Basque Country, UPV/EHU, Spain *Juvonen and Källkvist have put together a thought-provoking volume of studies of pedagogical translanguaging. The practical as well as theoretical insights from practitioners and researchers are particularly significant. They will help to keep the debates over the education of minoritized and racialised bilingual learners going for many years to come. * Li Wei, UCL Institute of Education, UK *...the editors of this collection have carefully selected the case-study chapters in order to present a wide range of examples that touch upon various age groups, stakeholders, types of education and social contexts. They offer a rich repertoire to be drawn on in instructional contexts. -- Zhe (Zoey) Zheng, University of Stirling, UK * Journal of Multilingual and Multicultural Development, 2022 *Table of ContentsContributors Nancy H. Hornberger: Foreword: Teaching and Researching in Linguistically and Culturally Diverse Classrooms Chapter 1. Päivi Juvonen and Marie Källkvist: Pedagogical Translanguaging: Theoretical, Methodological and Empirical Perspectives – An Introduction Chapter 2. Jim Cummins: Translanguaging: A Critical Analysis of Theoretical Claims Chapter 3. Marie Källkvist and Päivi Juvonen: Engaging Teachers and Researchers in Classroom Research: Issues of Fluidity and Time in Two Multi-sited Projects Chapter 4. Pia Sundqvist, Henrik Gyllstad, Marie Källkvist and Erica Sandlund: Mapping Teacher Beliefs and Practices About Multilingualism: The Development of the MultiBAP Questionnaire Chapter 5. Gudrun Svensson: Developing Pedagogical Translanguaging in a Primary and Middle School Chapter 6. Valentina Carbonara and Andrea Scibetta: ‛我的…futuro?’: Multilingual Practices Shaping Classroom Interaction in Italian Mainstream Education Chapter 7. Anne Reath Warren: Semiotic Assemblages in Study Guidance in the Mother Tongue Chapter 8. Åsa Wedin: (Trans)languaging Mathematics as a Source of Meaning in Upper-Secondary School in Sweden Chapter 9. Jessica Sierk: Language 'Barriers' or Barriers to Translanguaging? Language as a 'Problem' in the New Latinx Diaspora Chapter 10. Jenny Rosén and Berit Lundgren: Challenging Monolingual Norms through Pedagogical Translanguaging in Adult Education for Immigrants in Sweden? Chapter 11. Oliver St John: Doing Multilingual Language Assistance in Swedish for Immigrants Classrooms Chapter 12. Anne Pitkänen-Huhta: Multilingualism in Language Education: Examining the Outcomes in the Context of Finland Francis M. Hult: Afterword Index

Read more less

Book SynopsisThis book explores multilingual practices such as translanguaging, code-switching and stylization in secondary classrooms in Hawai’i. Using linguistic ethnography, it investigates how students in a linguistically diverse class, including those who speak less commonly taught languages, deal with learning tasks and the social life of the class when using these languages alongside English as a lingua franca. It discusses implications for teachers, from balancing student needs in lesson planning and instruction to classroom management, where the language use of one individual or group can create challenges of understanding, participation or deficit identity positionings for another. The book argues that students must not only be allowed to flex their whole language repertoires to learn and communicate but also be aware of how to build bridges across differences in individual repertoires. It offers suggestions for teachers to consider within their own contexts, highlighting the need for teacher autonomy to cultivate the classroom community’s critical language awareness and create conducive environments for learning. This book will appeal to postgraduate students, researchers and academics working in the fields of sociolinguistics and linguistic ethnography as well as pre-service and in-service teachers in linguistically diverse secondary school contexts.Trade ReviewExcellent classroom research that speaks to important issues of equity and social justice. The author makes theoretical and empirical analysis such a delight to read and a source of insights to inspire a whole next generation of teachers, researchers and teacher educators in plurilingual and pluricultural settings. * Angel M. Y. Lin, Simon Fraser University, Canada *This book delivers a powerful message about the benefits and challenges of classroom multilingualism, based on the Hawaiian concept of HĀ, with an eye toward ensuring that all students’ strengths are considered to create and sustain a caring multilingual classroom community. There is so much to learn from this extraordinary work. * Christian Faltis, Texas A&M International University, USA *Mendoza's book weaves together a variety of sociolinguistic lenses to delve into teacher-student interactions in English-medium classrooms in Hawaii. It offers insights into how classroom translanguaging could be framed: with, as Mendoza puts it, attention to equity, criticality, and safety for all students. * Kate Seltzer, Rowan University, USA *Table of ContentsAcknowledgments Figures and Tables Excerpts Transcription Conventions Jeff MacSwan: Foreword Chapter 1. Introduction Chapter 2. Theoretical Constructs and Multilingual Practices in K–12 Education Chapter 3. Research Context, Methods and Data Collection and Analysis Chapter 4. ‘Sheltered’ English 9: Multilingual Majorities, Minorities, Singletons, Newcomers and Old-Timers Chapter 5. ESL 9/10: Connecting Translanguaging and Critical Language Awareness Chapter 6. Identity Trajectories of Individual Students: Multidialectal Translanguaging and Expanded Notions of ‘Academic’ Literacy Chapter 7. Discussion and Pedagogical Implications Chapter 8. Conclusion Appendices References

Read more less

Book SynopsisToday’s world is fraught with perils and pandemics. Education offers structure, stability, and hope for the future, supporting conflict resolution, peacebuilding efforts, and scientific research that can help prevent and mitigate both natural and manmade disasters. With these values in mind, how can universities apply their experiences from the COVID-19 pandemic to other emergency situations? How can they ensure accessibility to education under any circumstances without compromising on quality? With diverse contributions from Qatar, Kosovo, Turkey, Austria, Israel, Sweden, and the United States, Higher Education in Emergencies: Best Practices and Benchmarking challenges educators to design curriculums that focus on resilience and equip staff with the capability to navigate future scenarios, and students with the skills they need to someday solve them. Avoiding prescriptive standards and advocating for programmes that address the needs of individual campuses, chapters focus on effective methods for evaluating and assessing emergency preparedness, as well as exhibiting exemplary responses that have set a precedent for institutional adaptability moving forward. Championing tangible action and its measurable impacts, Higher Education in Emergencies: Best Practices and Benchmarking provides a critical toolkit for preparing universities for the next pandemic, earthquake, or civil conflict.Table of ContentsPart I. Transformation in Higher Education Chapter 1. Introduction to Higher Education in Emergencies: Best Practices and Benchmarking; Enakshi Sengupta Chapter 2. Response of Higher Education Leadership in Times of Crisis: A Global Insight; Armend Berisha, Elif Bengü, Renate Nantschev, and Nissim Harel Chapter 3. Beyond the Emergency Civilization: The Urgency of Educating Towards Unpredictability; Piero Dominici Part II. Successful Support Structures Chapter 4. Post-disaster Research Study: An HBCU’s Academic Resilience in the aftermath of Hurricanes Irma and Maria; Kula A. Francis and Kenny A. Hendrickson Chapter 5. Challenges Facing Educators and Displaced Students during Emergencies: Implications for Higher Education; Rose Cardarelli Chapter 6. The Influence of an SQD-Based Practicum Experience on Student Teachers’ TPACK-Practical Development: Opportunities and Challenges; Youmen Chaaban and Rania Sawalhi

Read more less

Book SynopsisAs attitudes to mental health shift, schools are taking the wellbeing of their pupils much more seriously. All schools in England are required to provide lessons on health and wellbeing; in addition, most now have a mental health leadership role. Yet mental health is far more than the absence of illness - it also means having self-belief and the resilience to cope with stress and change. To teach such skills, staff must equip themselves and their workplaces with the procedures, understanding and confidence needed to monitor mental health, share concepts effectively and act appropriately if issues arise. Mental Health and Wellbeing in Secondary Education puts all the information they need at their fingertips - with guidance on creating a culture of wellbeing, warning signs to look out for, and overviews of how a range of common mental health and wellbeing problems can be identified and managed.Table of ContentsForeword by Mark Richardson Introduction Part 1: Mental health, wellbeing and social and emotional learning 1. Setting the context 2. A whole school approach 3. Building Emotional Intelligence 4. Screen safety Part 3: Mental health presentations and conditions 5. Anxiety, Panic and OCD 6. Low mood and depression 7. Behaviours that challenge, anger and defiance 8. Attachment difficulties and trauma 9. Autism Spectrum Condition 10. Difficulties with attention, hyperactivity, impulsivity and tics 11. Eating disorders 12. Psychosis Part 4: Broader issues 13. Substance misuse 14. Gender identity and sexuality 15. When a young person is admitted to a psychiatric hospital 16. Transitions Part 5: Resources 17. Lesson plans and resources 18. Glossary

Read more less

Book SynopsisBlack males face several active and inactive discriminations across society. In education, they encounter stiffer disciplinary actions such as out of school suspension and expulsion than their White peers, are overrepresented in special education programs as well as over diagnosed; are underrepresented in gifted in talented programs; advanced placement and honors courses; and have the lower college graduation rates compared to other racial groups. Although these issues are barriers to Black male success, we know that for every challenge, there is a solution to improving academic, career, and life outcomes for Black males. Black Males in Secondary and Postsecondary Education contributes to the existing literature on this population with a focus on teaching, mentoring, advising, and counseling Black boys and men, from preschool to graduate/professional school and beyond into their careers. The chapter authors address the gap on research from a strengths-based perspective, around implications of the COVID-19 pandemic on Black male educational attainment, the increased anti-black racism around police racial profiling and disciplinary issues in education, and academic and career outcomes of Black males. More importantly, the chapter authors provide recommendations for policy, practice and research.Table of ContentsForeword; Chance W. Lewis Part I. Primary and Secondary Settings Chapter 1. Getting Graphic: Resisting Anti-Blackness via the Visual Narratives of Black Boys; Christian M. Hines and LaNorris D. Alexander Chapter 2. The Career Academy as a Vehicle to Promote Black Male Student Interest in STEM College and Career Pathways; Edward C. Fletcher Jr., Erik M. Hines, Donna Y. Ford, and James L. Moore III Chapter 3. A Perfect Storm: Educational Factors that Contribute to Miseducation and Underachievement Among Black Students; Donna Y. Ford, James L. Moore III, and Ezekiel Peebles Chapter 4. Exploring Group Counseling Interventions for Black Boys in Middle School: Using the ASE Group Model for Racial and Mathematical Identity Development; Sam Steen and Canaan Bethea Chapter 5. Creating Mirrors of Reflection and Doorways of Opportunity: Engaging and Supporting Elementary Black Males in Language Arts; Christopher L. Small Chapter 6. Promoting Positive Academic and Social-Emotional Development for Black Boys: Focus on Strengths-Based Protective Factors; Marcel Jacobs and Scott L. Graves Jr. Chapter 7. An Antiracist Approach to Counseling Gifted Black Boys with Disabilities; Renae D. Mayes, E. Ken Shell, and Stephanie Smith-Durkin Chapter 8. Creating Positive Academic Outcomes for Black Males: A School Counselor’s Role as Advocate and Change Agent in Elementary, Middle, and High School; Bobbi-Jo Wathen, Patrick D. Cunningham, Paul Singleton III, Dejanell C. Mittman, Sophia L. Angeles, Jessica Fort, Rickya S.F. Freeman, and Erik M. Hines Chapter 9. Counseling Black Male Student-Athletes in K-16; Paul C. Harris, Janice Byrd, Hyunhee Kim, Miray D. Seward, Araya Baker, Alagammai Meyyappan, Deepika Nantha Kumar, and Tia Nickens Part II. Postsecondary Settings Chapter 10. The Lived Experiences of Collegiate Black Men; Derrick R. Brooms, Marcus L. Smith, and Darion N. Blalock Chapter 11. The Overlooked Conversation: Black Male Success in Community Colleges; Jasmin L. Spain and Nicholas T. Vick Chapter 12. Promoting Black Affirmation in Advising and Coaching for First-Generation Black Male College Students' Success; DeOnte Brown, Rose-May Frazier, David Kenton, and Derrick Pollock Chapter 13. Living, Learning (and Legacy) Community: A New Living and Learning Community Model for Black Males; Monique N. Golden, Paul Singleton, II, Dakota W. Cintron, Michael Reid, Jr., and Erik M. Hines Chapter 14. College Sports Teams: An Incubator for Black Men Student Leadership Identity Development; Jesse R. Ford, Brittany N. Brewster, and Jordan Farmer Chapter 15. Advising And Engaging Black Male Veterans For Postsecondary Success; Louis L. Dilbert Chapter 16. Calling All Brothas: Recruiting and Retaining Black Males within Teacher Preparation Programs; Mia R. Hines Chapter 17. How Black Males in Undergraduate Engineering Programs Experience Academic Advising; Brandon Ash, Ivory Berry, Tyron Slack, Le Shorn Benjamin, and Jerrod A. Henderson Chapter 18. Career Development and Black Men; Guy J. Beauduy, Jr., Ryan Wright, David Julius Ford, Jr., Clifford H. Mack, Jr., and Marcus Folkes Chapter 19. Engaging Black College Men’s Leadership Identity, Capacity, & Efficacy through Liberatory Pedagogy; Darius Robinson, Johnnie Allen, Jr., and Cameron C. Beatty Afterword; James L. Moore, III

Read more less

Book SynopsisFor nearly forty years John Wilson travelled the length and breadth of Scotland as a school inspector. From orkney to campbeltown and Jura to Dundee, he visited hundreds of schools and met thousands of teachers and pupils. In these memoirs, first published in 1928, he paints an insightful yet humorous picture of life in the country’s schools after the 1872 education Act, which brought free schooling for all Scottish children between the ages of five and ten.

Read more less

Book SynopsisPoetry Emotion contains a treasure trove of original poems to stimulate a child's observation and deep thinking; to affirm individuality and a sense of belonging; to express a myriad of feelings; and to develop meaningful skills for living. The 50 poems are organised under 12 value-based topics, providing an ideal vehicle to address social and emotional values at Key Stage 2. They can be used with great effect in Collective Worship, and readily related to English, PSHCE, SEAL and RE in the classroom. The poems in each section are offered with introductory suggestions for ways in which the topics can be unpacked. Topics include: Whose world? Who am I? Who is my neighbour? What's so special about the Bible? It's not fair! Getting on and falling out Going for goals New beginnings Saying no to bullying Good to be me Changes Self awareness Managing feelings Motivation Social skills Ideal for KS2 Collective Worship and SEALTrade ReviewFrom The Good Bookstall - June 2012 This is an excellent little collection of 50 original poems to be used in a classroom or school setting that address a wide range of themes and issues from everyday life and emotions to slightly more topical issues like disability, being on benefits and bullying. The poems really are excellent (my personal favourites are Zoo Trip and Friend in Need) and the teachers guidance notes that go with them really help to contextualise the situation and subjects with which these poems can be used. An excellent tool for a hard pressed teacher who wants something short but interesting to use for assembly, worship or even in PHSE or other subjects lessons. Some of the poems in here would also work really well for a range of outside school activities and youth & children's leaders and even ministers would not go too far amiss with using this book either. Reviewed by Melanie CarrollFrom The Church Times - June 2012 Top of the list, on the basis of entertainment alone, would be Poetry Emotion, by Stewart Henderson. What Michael Morpurgo has done for children's fiction, Henderson has done for poetry. As a regular broadcaster on BBC Radio 4, the writer has something of a national reputation. His poems are simple, unintimidating to children, and characterised by a delightful, icono clastic sense of humour. Teachers, granddads, best friends, and even enemies are teased, but always gently. Inspired by a previous volume of his, one of my students began his poem on his goldfish "Hail to thee, wet pet!" The style is recognisably Henderson's. At the heart of this book is compassion for those who find life hard and challenging. Adolescents, take note, and take heart. This slim volume may well be just the tonic you need to get through another tricky day. And he knows that Converse All Stars are shoes, even if your dad doesn't.From REtoday - Spring 2013 This book, intended for use with children aged 7-11, contains poems on a variety of themes linked to social and emotional values. The first theme is entitled 'Barnabas RE Day Themes', taking up about a third of the book. These are followed by what are called 'General Themes' and 'Emotional Skills'. The poems in the first section would not, however, be limited to use in RE lessons, collective worship or a Barnabas RE Day, as it contains poems such as 'I've Got to Look Right', a poem about the perceived importance of fitting in and how this feels when not being true to oneself. This is surely a theme which is as relevant to PSHCE as RE. Each section is split into topics. In 'Barnabas RE Day Themes' these include 'Whose world?', and 'What's so special about the Bible?' The 'General Themes' include 'Going for goals!' and 'Saying "no" to bullying'. 'Emotional Skills' include 'Self-awareness' and 'Motivation'. A general introduction to each theme explains the personal skills the poems are designed to help develop, while a more specific introduction to each topic gives some background to the poems and suggestions for their use. Stewart Henderson makes it clear that the teacher will know how best to use each poem with any particular set of children and their particular context. There are poems about the death of a pet, visits, school life and friendship - themes which the majority of children will relate to. There are also poems on the things adults say that don't quite make sense to children - these may cause reflection from the teacher as much as the children! The range of poems in this book could be used in a variety of contexts. It would make a valuable addition to any KS2 teacher's bookshelf.

Read more less

Book SynopsisWe need other techniques on which we can draw to help pupils embed learning and make progress. After all, how can we be effectively checking progress and understanding when it is we who are doing all the talking? How can we be certain that the sea of 'attentive' faces before us is not simply contemplating lunch? The solution is here: a vast bank of exciting, engaging, practical ways to allow learners to access and understand complex topics and skills without relentlessly bending their ears. Strategies which not only prevent pupils from being passengers in lessons, but which also make progress visible to both teacher and learner. In an entertaining and practical way, Talk-Less Teaching shows you how to encourage learners' responsibility for their own progress without compromising test results or overall achievement. Discover hundreds of tried and tested practical tips for helping pupils understand difficult concepts and learn new skills without you developing lecture-laryngitis. Talk-Less Teaching was shortlisted for the ERA Education Book Award 2016.

Read more less