Teaching skills and techniques Books

Book SynopsisFor any teacher who has ever had a class that are angels for colleagues but Lucifer incarnate as soon as they cross the threshold of their classroom. Or who realised too late that their best-laid lesson plans were doomed from the start. Or who had their energy and enthusiasm sapped by a mood-hoovering staffroom Grinch. These problems will be a thing of the past once they've mastered the art of being a brilliant teacher. With plenty of practical advice and top tips, this book will show them how. The Art of Being Brilliant series was a finalist in the 2017 Education Resources Awards in the Educational Book Award category.

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Book SynopsisIn this revision of his classic book Richard Whittington challenges the basic assumptions of management orthodoxy. By applying four basic theoretical approaches of strategy-making to a series of key strategic issues, Whittington demonstrates the practical implications of different theories with many examples. Students are then challenged to critically evaluate their own personal approach to strategy-making in practice. The new edition is fully updated to cover the latest issues in strategy including expanded coverage of the resource-based and knowledge-based views of the firm, and utilises new examples from the international, service and �ebusiness� sectors.Trade ReviewPreface; 1. What is Strategy and Does it Matter?; Introduction. Profit and Process in Business Strategy. The Plan of the Book. 2. Theories of Strategy. Introduction. The Classical Approach to Strategy. Evolutionary Perspectives on Strategy. Processual Approaches to Strategy. Systemic Perspectives on Strategy. Conclusions. 3. Strategic Leadership. Introduction. Visionary Leadership. Business Elites. Conclusions. 4. Strategic Choice. Introduction. Strategic Investment Decisions. Corporate Planning. Conclusions. 5. Growth Strategies. Introduction. Innovation. Diversification, Integration, and Take-overs. Internationalization. Conclusions. 6. Managing Strategy. Introduction. Strategy and Structure. Strategic Change. Conclusions. 7. Does it Matter? Introduction. Managerial Consequences. Industrial Policy Consequences. Notes. References. IndexTable of Contents1. What is Strategy and Does it Matter. 2. Theories of Strategy. 3. Strategic Leadership. 4. Strategic Choice. 5. Growth Strategies. 6. Managing Strategy. 7. Does it Matter? Notes. References. Index.

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Book SynopsisThe Compassionate Classroom is a long awaited how-to guide for educators who care about creating a safe, productive learning environment. With 45 years combined teaching experience, Sura Hart and Victoria Kindle Hodson merge recent discoveries in brain research with the proven skills of Nonviolent Communication and come to a bold conclusion - when compassion thrives, so does learning.Learn powerful skills to create an emotionally safe learning environment where academic excellence thrives. Build trust, reduce conflict, improve cooperation, and maximize the potential of each student as you create relationship-centered classrooms. This how-to guide is perfect for any educator, homeschool parent, administrator or mentor. Customizable exercises, activities, charts and cutouts make it easy for educators to create lesson plans for a day, a week or an entire school year. The Compassionate Classroom is the first complete curriculum for teaching NVC to elementary age students.Trade Review"I believe the message in this book can change the course of learning and life for all of us." --Marshall Rosenberg, Ph.D., author, Nonviolent Communication

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Book SynopsisThere are a wealth of teaching books with strategies and tips for dealing with challenging behaviour and disruptive students. Most teachers know a variety of strategies and have had some success in implementing them. But what happens when they don't work? In the fast-paced, pressurised, often chaotic life of a school, there are times when even the best tried and tested ideas do not seem to work with some classes and some students. There are days when some children seem completely unteachable and unreachable. Although a relatively small group of pupils, these children take up a lot of teacher's planning, thinking and emotional time. Even the most experienced teacher will have times when these pupils do not respond, leaving the teacher feeling de-skilled and incompetent.This book is aimed at helping teachers deal with these situations and feelings. It explores the factors behind those 'bad days' and looks at what can be done when nothing seems to work. The book includes practical, accessible examples based on the writer's own experience. Real-life examples include failures as well as successes, showing what can happen in the everyday classroom. The first section includes an extensive list of effective behaviour management strategies. The second section then offers an easily accessible framework for understanding the behaviour of those children for whom basic strategies do not always work. From this enhanced understanding, another list of principles and good practice is offered in the final section.Table of ContentsPart One: The Teacher (Primary and Secondary)1.what these children do to us2.the way our emotions affect the management of relationships3.conscious and unconscious processes which affect readiness for teaching and learning4.developing skills and classroom strategies5.finding and using supportPart Two: The Child1.why some students are just more difficult to teach2.the effects of loss, separation, neglect and trauma on learning3.ways for a teacher to reach and teach these children

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Book SynopsisAll teachers know that there can always be a challenging pupil in any class. This book starts from what is directly observable in class. The disruptive pupil who: continually calls out, rubbishes their own work, bullies and abuses teacher and other pupils, doesn't care and won't engage, can't sit still, provokes and distracts others, can't follow instructions. Marie Delaney goes straight to the heart of the meaning of these issues. She describes how teachers can recognize what 'behavior is communicating' really means. She shows teachers, step by step, what can be said and done using real case examples. The clarity and new insight presented by the best selling author of "Teaching the Unteachable" will inspire teachers everywhere to find new ways of overcoming classroom disruption. Throughout the worked examples in the book, reference will be made to the role of parents and how they should be involved and approached and what to say to them.Table of ContentsChapter 1: Brief definitions and summaries of why child behaviour is a form of communication focusing on the effects of early childhood abuse, loss and neglect on learning and relationships. Includes sample list of questions teachers should ask about each child Chapters 2-10: Each chapter focuses on a specific type of challenging behaviour with case study, how to apply a framework of thinking and specific worked examples of what can be said and done

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Book SynopsisMuch of what we do in classrooms is intuitive, steered by what 'feels right', but all too often intuition proves a poor, sometimes treacherous guide. Although what we know about the workings of the human brain is still pitifully little, the science of psychology can and has revealed certain surprising findings that teachers would do well to heed. Over the past few decades, psychological research has made real strides into understanding how we learn, but it's only in the last few years that education has become aware of these insights. Part of the problem is a tendency amongst teachers to resist being told 'what works' if it conflicts with intuition. Whilst we cannot and should not relinquish our professional judgement in the face of outlandish claims, we should at least be aware of what scientists have discovered about learning, thinking, motivation, behaviour and assessment over the past few decades. This though is far easier said than done. Every year thousands of research papers are published, some of which contradict each other. How can busy teachers know which research is worth investing time in reading and understanding? Here, David Didau and Nick Rose attempt to lay out the evidence and theoretical perspectives on what they believe are the most important and useful psychological principles of which teachers ought to be aware. That is not to say this book contains everything you might ever need to know - there is no way it could - it is merely a primer. We hope that you are inspired to read and explore some of the sources for yourself and see what other principles can find a home in your classroom. Some of what we present may be surprising, some dubious, but some in danger of being dismissed as 'blindingly obvious'. Before embracing or dismissing any of these principles we urge you to interrogate the evidence and think carefully about the advice we offer. While nothing works everywhere and everything might work somewhere, this is a guide to what we consider the best bets from the realm of psychology.Trade Review"This is a must-read book for every beginning teacher. And even the most experienced teachers will also find many new and useful things here. I certainly did." Dylan Wiliam, Emeritus Professor of Educational Assessment, University College London "In an era when policy makers deem that teachers needn't be qualified, this book explores the complex psychological processes that underpin all teaching and learning." Alex Quigley, Director of Teaching and Learning at Huntington School and author of The Confident Teacher "A book of rapacious research, relentless drive and keen intellect. It works as an entry point into the history of cognitive psychology, presenting findings from an array of inter-related areas with such clarity that the previously forbidding is easily understandable to even the most distracted of ingenues. The key thing with this work though is that the evidence is not just presented and left to grow cold, but is sifted and judged so that easily implemented recommendations are made as to how a teacher might use such research." Phil Beadle, author, Rules for Mavericks "This book fills this yawning gap in our collective understanding of the way our students think and behave. Didau and Rose enable teachers to beat a path between the intellectual rigours of their subject and the patchy prior knowledge of their students. I look forward to seeing a copy of this book in every staffroom I visit." Stephen Adcock, Deputy Director Academies, United Learning and co-author of Headstrong: 11 Lessons of School Leadership "Every teacher, at any stage of their career, should read this book. It makes you think and challenges some of the assumptions, so that we approach the latest fad with a healthy scepticism and a determination to self-evaluate our own impact." Jackie Beere, author, trainer and school improvement consultant "In these days of such monstrosities as 'brain based learning' and the pursuit of 'the answer' when it comes to 'how to teach', this book offers salvation. What Every Teacher Needs To Know About Psychology should be the first stop and, more importantly, the last stop on every teacher's itinerary into this field. Disarmingly well written, and accessible even when it deals with some difficult concepts this book can serve as the teacher textbook for this area." Martin Robinson, teacher, consultant and author of Trivium 21st Century "...manages to strike the importance balance between the world of cognitive psychology and practical application in the classroom. If you are interested in how students think and learn and want to use that knowledge at the chalk face, this is the book for you." Liam Collins, Headteacher of Uplands Community College and vice-chair of the Headteachers' Roundtable "I predict that a great many students will benefit from their teachers having read this terrific book. A very helpful and accessible guide to understanding the complexities of learning." Phil Stock, Assistant Head, Greenshaw High School "The perfect blend of research and thought-provoking questions for schools to grapple with. The beauty of the approach is that it opens up a range of issues and presents the research and then lets schools debate and move forwards." Oliver Knight, Headteacher at Greenwich Free School and author of Creating Outstanding Classrooms

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How confident do you feel in your personal tutoring role? In the face of ever-increasing and demanding learner issues, do you feel equipped to provide the essential support to meet their needs? This timely book provides you with essential help in an area which has often been given little attention in comparison with curriculum delivery by: contextualising the support side of a teacher’s role within further education; looking beyond conventional notions of personal tutoring and coaching; appreciating the real world applications of issues; recognising the benefits personal tutoring and coaching bring to learners and educational institutions; reflecting on a variety of different approaches to support learners’ achievement as well as positively affecting institutional key performance indicators. It provides proven practical advice and guidance for planning and delivering group tutorials, undertaking one to ones, identifying and managing vulnerable learners and those at risk of not achieving, as well as helping learners to progress onto their chosen career paths. It explores methods to engage the most disaffected and hard to reach learners, as well as stretching and challenging the more able. It includes clear aims, detailed case studies, learning checklists and a unique self-assessment system for the reader and the educational institution. You are encouraged to develop your skills in order to influence individual learners as well as the systems, processes and performance of your educational institution by becoming an outstanding personal tutor. The text is an excellent foundation for the majority of modules on teacher training qualifications and is relevant to any pre-service or in-service trainee teacher or existing practitioner with a personal tutoring role, a specialised personal tutor, manager or anyone in a learner-facing role within further education.

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Book Synopsis Are you an effective mentor to your colleagues? Is mentoring in your school or college implemented, evaluated and embedded in a professional and sustainable way? Are you maximising the many benefits of good mentoring? This book is for you if you are a busy classroom teacher or school leader. It provides practical advice and helpful strategies in accessible bite-sized chunks that are brief and to the point. The ideas are illustrated with clear examples, showing how you can put your new-found skills and knowledge into practice day by day. Designed to be read over a week, the book is divided into seven concise chapters to help you become a more skilful and confident mentor.Table of ContentsIntroduction Day One – What is mentoring and how does it work? Day Two - Making mentoring work well – Paving the way, organizing & supporting Day Three – Building the right relationship & creating a safe space Day Four – Helping your mentee develop – Listening & Questioning Day Five – Helping your mentee develop – Further skills Day Six – Some common mentoring challenges and how to tackle them Day Seven – Is it working? – Evaluating success

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Book Synopsis Is your knowledge and understanding of systematic synthetic phonics secure? Do you understand the difference between graphemes and phonemes? Is your phonics teaching both engaging and interactive? Systematic synthetic phonics is central to the teaching of early reading and is a key element in Ofsted inspections. For your pupils, learning about phonics represents an integral part of their journey to becoming successful readers and writers. This book offers you tried and tested ideas for developing an understanding of phonics and the development of effective pedagogy. Designed to be read over a week, it is divided into seven concise chapters detailing clear strategies, examining the strategy in action and summarising the relevant underpinning theory.Table of ContentsIntroduction Day 1: Grapheme-phoneme correspondence Day 2: Blending and segmenting, decoding and encoding Day 3: Digraphs: vowel digraphs, consonant digraphs, split digraphs, long vowel digraphs. Day 4: Teaching “tricky” or common exception words Day 5: Systematic teaching: planning lessons and series of lessons Day 6: Phonics and spelling Day 7: Phonics at KS2 Further reading

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Book SynopsisFor the last eight years, James and Kate have been working together to design, implement and evaluate a whole-school, evidence-informed approach to teaching and learning known as Learning Skills. An eight-year study with the University of Cambridge revealed that Learning Skills led to significant gains in subject learning, with rapid gains among students from disadvantaged backgrounds. In this practical guide for teachers and school leaders, James and Kate reveal a recipe for success rooted in three key concepts: metacognition (reflecting on learning); self-regulation (taking ownership over the learning process); and oracy (developing high-quality speaking and listening skills). This is a book about what happened when a small team of teachers seized an opportunity to provide their students with the knowledge, the skills and the confidence to take control of their own learning. This journey began with a question: how and what would we teach, if there was no one watching? On the other side of fear is the teacher you want to be, and the children you'd like to teach...

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Book SynopsisIf you are embarking on a university-based education degree, including initial teacher training, the books in this series will help you acquire and develop the knowledge, skills and strategies you need to achieve your goals. They provide support in all areas important for university study, including institutional and disciplinary policy and practice, self-management, and research and communication. Tasks and activities are designed to foster aspects of learning which are valued in higher education, including learner autonomy and critical thinking, and to guide you towards reflective practice in your study and work life. Academic Writing and Referencing for your Education Degree provides you with a sound knowledge and understanding of: what constitutes good academic writing in education a range of strategies for writing successful essays and reports the importance of clarity and coherence in your writing about education how to improve your academic style, grammar and punctuation, and formatting and presentation referencing conventions in the field of education, and of how to avoid plagiarism. Table of Contents Academic writing: text, process and criticality Coherent texts and arguments Referring to sources Language in use Preparing your work for submission

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Book SynopsisresearchED is an educator-led organisation with the goal of bridging the gap between research and practice. This accessible and punchy series, overseen by founder Tom Bennett, tackles the most important topics in education, with a range of experienced contributors exploring the latest evidence and research and how it can apply in a variety of classroom settings.In this edition, Craig Barton busts the most damaging myths in education, editing contributions from writers including: Doug Lemov; Bob and Elizabeth Bjork; Mark Enser; and Claire Sealy.

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Book SynopsisIs it possible to achieve a good work-life balance as a head of year while still being effective and offering the best pastoral care for your students that you can? This book shows you how. The Head of Year’s Handbook is the companion to one of the most rewarding yet challenging roles within a school. It looks in depth at what a head of year does on a day-to-day basis, the challenges you will face, and provides strategies and ideas to improve student outcomes and improve your own leadership ability. The book is suitable for those just starting out as a head of year or those who have been in the role for a number of years and need some inspiration or up-to-date strategies. It takes into account current issues facing your students, and often society as a whole, including cyberbullying, resilience and mental health, dealing with major traumatic events, while also helping you to build your leadership and management skills. Most importantly the text focuses on student well-being and engagement, your own work-life balance, and the need to celebrate achievement. Trade ReviewThe Head of Year’s Handbook is a must read for anyone who is a Head of Year, and anyone thinking of moving into that role. It is full of practical advice for many of the situations that Head of Years may face. It is written by someone who has been there and done that, the real world grounding and applicability is evident in every chapter. Michael Power also draws on theory to help us understand why we do what we do and helps us frame different approaches to the Head of Year role. The Head of Year role is one that is difficult to prepare for as a classroom teacher, but this book will help the reader be both prepared and effective. -- Professor James Holt, University of ChesterTable of Contents Great year leadership Pastoral care Student wellbeing Tackling behaviour & engaging learners Raising aspirations Driving attendance Celebrating achievement Safeguarding – everybody’s responsibility Bullying and cyberbullying Dealing with major events Working to drive progress Tackling disadvantage Parental engagement Leading from the middle Vision and ethos Managing yourself Managing your team Managing workload Developing leaders of the future

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Book SynopsisThis book enables and supports teachers to deliver the content of the new statutory guidance for relationships education in primary schools, operational from 2020. It is case study rich and provides clear and practical advice for teaching the topics of the new framework, including addressing controversial and critical issues such as parental right to withdraw and how to tackle relationships education in faith schools. There is an emphasis throughout on inclusion and pupil well-being and on the importance of partnerships with parents.Table of ContentsIntroduction and context Families Character Caring relationships Respectful relationships Being safe Health education Sex education in primary schools Relationships education for vulnerable learners Conclusion References Index Appendix with guidance for parents

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Book SynopsisThis book highlights the importance of academic staff having focused conversations about teaching. The emphasis is on using this approach to build individual and team capacity and to bring about institutional change. It emphasises the distributed nature of expertise in teaching which exists at all levels in universities and how conversation can be harnessed to develop and share this. Drawing on research related to dialogue, coaching, communities of practice and building learning organisations, the text identifies simple yet effective ways to engage in learning conversations, develop educational practice, and achieve institutional goals. Critical Practice in Higher Education provides a scholarly and practical entry point for academics into key areas of higher education practice. Each book in the series explores an individual topic in depth, providing an overview in relation to current thinking and practice, informed by recent research. The series will be of interest to those engaged in the study of higher education, those involved in leading learning and teaching or working in academic development, and individuals seeking to explore particular topics of professional interest. Through critical engagement, this series aims to promote an expanded notion of being an academic – connecting research, teaching, scholarship, community engagement and leadership – while developing confidence and authority.Trade ReviewPublished during the COVID-19 global pandemic, Conversations to Change Teaching is likely to be remembered by its readers far into the future. Readers will reflect and remember where they were when they first read this important and timely book. At home. At home and in isolation, physically removed and separated from their students and colleagues, missing the very thing this book investigates - conversation. Building on notions of reflective and collaborative practice, the authors have found ways to share their deep knowledge of and passion for the role of conversation in personal, professional and pedagogical practice. What is unique is the way they have surfaced, revealed and framed the contribution of the daily practices of work place conversations in higher education. The reader never loses sight of the students who are the raison d’être for the authors. As one reads the words of Jarvis, Clark and Smith something magical occurs as they describe, analyse and structure the way conversations can help individuals and institutions develop their understandings and practices of teaching. The joy of this book is the way it is written. A book about conversation is rendered in ways that are at once academically sinewy and delightfully accessible. The metaphor used for giving feedback on teaching - the popular television programme The Great British Bake Off - initially appears quirky and charming, but what it does is to nail what works and what doesn’t when talking about teaching with colleagues. Moreover, the power of this cleverly chosen popular reference will surely launch future conversations over a piece of cake about pedagogy. Here again, the authors render the complex business of development of teaching in accessible and memorable ways. Finally, an observation about this book’s written style. I read the book across a bank holiday weekend and found myself reading aloud huge chunks of written words. Somewhat surprised at first, I realised I was hearing and savouring the cadences, rhythms and tones of the writers’ voices and also appreciating the rich and generous content of the chapters. I have already shared this book with my colleagues in the university I lead. I am longing for the day when we can have conversations about this book, hopefully face to face, as we focus on the future of teaching and learning in higher education in an uncertain world. Conversations to Change Teaching will, I am sure, become a much read, well-thumbed, treasured and talked about book in many higher education contexts. -- Dr Keith Robert Thomas, Director General, University of Technology, MauritiusIn Conversations to Change Teaching, Jarvis and Clark provide rich illustrations of the different forms of conversations around teaching that can and are held formally and informally in universities today. Through examples from their own practice and drawing on some pertinent literature we are led through different strategies and approaches that reflect the potential strengths of conversations whilst being mindful of the power relations involved in some conversations, for example, teaching observations and the observee-observer dynamic. The authors bring to the fore the importance of paying close attention to our language and willingness to listen and learn by all involved with the conversations and how to use noticing as a way of structuring how we talk with each other about teaching and learning. Throughout the book, the authors reflect the values of the scholarship of teaching and learning to underpin teaching conversations so practice is enhanced based on evidence-informed approaches. Opportunities for staff to engage with the scholarship of teaching and learning through and as a consequence of their conversations are identified. Each chapter finished with a useful set of critical questions for practice and a short summary with 1 or 2 key articles suggested for the reader to follow up on. This short book would be of value to all staff involved in supporting and developing the teaching practice of peers, leading teaching development programmes and staff keen to maintain their own professional development with regards to their own teaching practice. -- Dr Jane Pritchard, Oxford Brookes UniversityTable of ContentsChapter 1 Why conversations to change teaching? Chapter 2 Conversations around peer review Chapter 3 Developing collegial conversations Chapter 4 Creating and sustaining group conversations Chapter 5 Conversations with students about teaching Chapter 6 Building reflective conversation in assessment of teaching Chapter 7 Leading conversations to change teaching

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Book SynopsisCo-creation of learning and teaching, where students and staff collaborate to design curricula or elements of curricula, is an important pedagogical idea within higher education, key to meaningful learner engagement and building positive student-staff relationships. Drawing on literature from schools’ education, and using a range of examples from universities worldwide, this book highlights the benefits of classroom-level, relational, dialogic pedagogy and co-creation. It includes a focus on the classroom as the site of co-creation, examples of practice and practical guidance, and a unique perspective in bringing together the concept of co-creation with relational pedagogy within higher education learning and teaching. Critical Practice in Higher Education provides a scholarly and practical entry point for academics into key areas of higher education practice. Each book in the series explores an individual topic in depth, providing an overview in relation to current thinking and practice, informed by recent research. The series will be of interest to those engaged in the study of higher education, those involved in leading learning and teaching or working in academic development, and individuals seeking to explore particular topics of professional interest. Through critical engagement, this series aims to promote an expanded notion of being an academic – connecting research, teaching, scholarship, community engagement and leadership – while developing confidence and authority.Table of ContentsChapter 1: Introduction Chapter 2: Relationships in learning and teaching Chapter 3: Interactive teaching, learner engagement and co-creation of learning and teaching Chapter 4: The classroom as a site of radical possibility: changing classroom culture through co-creation and relational pedagogy Chapter 5: What does this mean for my teaching practice? Chapter 6: Conclusions

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Book SynopsisThis book provides teacher educators with an understanding of the issues around mathematics anxiety and a framework of teaching strategies to support undergraduates, trainee teachers and established professionals in primary settings in developing confidence in learning and teaching mathematics. The existence of mathematics anxiety in adults is both prevalent and well documented, and there is a real concern that adults who are anxious or lacking in confidence in their own mathematical ability may affect the quality of teaching and learning for those in their care. Research has identified that there are lower levels of mathematical confidence in adults working with children in primary rather than secondary schools, and that where adults are anxious this can be passed on to the pupils with whom they work. This book addresses issues related to the effect that mathematics anxiety has on those teaching and working with primary aged children and supports teacher educators to develop confidence in both trainee teachers and established professionals.Trade ReviewAdults often have a love-hate relationship with mathematics like marmite- but those feelings come from previous success or failure with the subject. Karen tackles those with less than positive concerns about the subject head-on. Karen Wicks has produced a thorough review of the issues around mathematics anxiety for adult learners’ intent on teaching. This carefully structured text will be helpful for anyone teaching mathematics to initial teacher training students.... -- Mary Briggs, Oxford Brookes UniversityThis is an excellent, well-theorised and practical book that is written with precision and clarity by a highly experienced teacher-educator who is well-versed in supporting pre-service, and more experienced, teachers to overcome any feelings of anxiety they may have about mathematics. She draws on her own research, as well as that of significant others in the field, to discuss reasons why many people experience anxiety in this area, and potential effects on pupils’ learning when teachers are anxious. The author sets out a range of practical strategies that can support teacher-educators to enable pre-service, and other, teachers to overcome mathematics-related anxiety and know how to teach their pupils from an assured, well-informed position so that they can inspire self-belief in their own pupils as confident learners of mathematics. -- Janice Wearmouth, Professor of Education, University of BedfordshireTable of ContentsIntroduction 1. Mathematics anxiety: what is it and why it exists 2. Theoretical considerations for addressing mathematics anxiety 3. Introducing a teaching and learning framework 4 The role of the teacher: teacher characteristics 5. The role of the teacher: teaching strategies 6. The role of the learner 7. Conclusion and considerations Index

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Book SynopsisTeaching is tough, yet its rewards are huge. Every teacher wants to carry on getting better and better at what they do, but when you have so much on your plate already and only so many hours in the day, how can you find time for professional development? That’s where 60-Second CPD comes in. This book is a compendium of 239 easily accessible ideas and theories for professional development, each digestible in roughly 60 seconds. It’s a book that every teacher and leader, in every primary and secondary school, can return to again and again as the year moves on and their career progresses. Hanna Beech and Ross Morrison McGill have distilled the million and one ideas out there into one practical, concise and inspiration-packed book designed to build knowledge, provide opportunities for deep thought and reflection, and facilitate the sharing of ideas among colleagues and teams.

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Book SynopsisGenerative Learning in Action helps to answer the question: which activities can students carry out to create meaningful learning? It does this by considering how we, as teachers, can implement the eight strategies for generative learning set out in the work of Fiorella and Mayer in their seminal 2015 work Learning as a Generative Activity: Eight Learning Strategies that Promote Learning. At a time when a great deal of attention has been paid to the teaching and learning from the perspective of effective instruction, Generative Learning looks at the flip side of coin and considers what is happening in the minds of the learner. This book takes a teachers-eye view of a range of theories of learning and keeps their application to the classroom firmly in mind through the use of case studies and reference to day to day practice. Generative Learning in Action also discusses the key considerations and potential limitations of each of the strategies, as well as how you could implement these in your own practice and more widely across a school. The authors bring a wealth of experience to this topic. Zoe Enser was a classroom English teacher for over 20 years as well as head of department and school leader in charge of improving teaching and learning. She is now lead specialist advisor for Kent with The Education People. Mark Enser has been a geography teacher for the best part of two decades as well as a head of department and research lead. He is the author of Making Every Geography Lesson Count and Teach Like Nobody's Watching as well as a TES columnist.

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Book SynopsisFirmly rooted in research evidence of what works within the classroom for our most disadvantaged students, Disciplinary Literacy and Explicit Vocabulary Teaching offers teachers and school leaders practical ways in which those students who are behind in their literacy capabilities can make excellent progress. Building on the work of Geoff Barton in his influential book Don’t Call it Literacy, Kathrine Mortimore outlines the unique literacy challenges posed by specific subject areas for those with weaker literacy skills, and more importantly how these challenges can be addressed and overcome.A student’s GCSE results are vital in giving them the choices they deserve in order to go on to the next stage of their academic careers. This book draws on the success stories of schools and subjects that have made significant improvements in the outcomes of the children they teach, regardless of their starting points. From the inevitable success of Michaela Community school, to the gains made by the English department at Torquay Academy and the rapid reading improvements at Henley Bank, this book draws on both whole school initiatives and subject-specific strategies which have had proven success. This book places a wide and balanced knowledge-rich curriculum at the centre of any school improvement strategy designed to improve literacy, and illustrates the role that all subjects must combine to play in building the vital background knowledge and vocabulary that young people need in order to read independently. This curriculum must then be delivered using those teaching methods that have had the greatest impact on disadvantaged learners, and this book sets out how the methodology of direct and explicit instruction can be adopted within each subject area. Alongside this is a useful summary of staff development and inset which offers practical ways in which teachers’ adoption of these effective strategies can be facilitated.There are also useful sections on creating a whole school dictionary of essential vocabulary, creating a culture of reading and writing, and also those key literacy barriers experienced by those students with some of the most common special educational needs.Trade ReviewDisciplinary literacy matters because it offers the subtle and vital knowledge that subject teachers need to adapt their practice. It meets teachers where they are. It combines the disciplinary knowing with the doing. That is not to say this hasn't been tried before, or that it proves easy work. Despite lots of accessible research evidence attending disciplinary literacy, too often teachers struggle to apply that research in practical terms to their work in the classroom. Happily, Katherine Mortimore has produced a teacher-friendly account of disciplinary literacy that is stuffed full with useful worked examples and subject-specific perspectives to help teachers transform their work. Disciplinary literacy matters. And it matters to every teacher and pupil. Indeed, success in each and every classroom depends upon it. - Alex Quigley

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Book SynopsisWhether considering the art of debate; understanding dialogic teaching methods; the necessity of questioning; or the ability to assess and develop these skills, this book has been written by a classroom teacher, for classroom teachers, in the hope that oracy is dragged out of the shadows and recognised for its significance to improving students’ life skills and future aspirations. When we think about the transferable skills all students will take with them post-academia, oracy, literacy and numeracy should logistically stand proudly side by side. This triad of skillsets are the key components that are used to measure intellectual development in childhood, as well as being further instilled and nurtured in all students throughout their education. However, as children become students and as these students become critical thinkers, an element of this crucial triad appears to have been disowned in recent years. In 2020, oracy appeared to have even less relevance in academia, with the only supportive provision for both Language and Literature to deal with any missed learning being the eradication of any recorded proof of this skill. Yet another indication that oracy has, in some circumstances, been cast into the shadows and banished into the realm of the subject specific curricular. We need to be realistic and embrace the idea that this skill is a necessity to success for all learners post-academia. Training students in the ability to communicate effectively with different audiences in different contexts, needs to be brought back into the spotlight in the hopes that we can attempt to resolve any misconceptions regarding oracy’s place in the curriculum. Through the recognition of the theoretical understanding of communication that will provide the foundations for this book, the aim is that it acts as a supportive guide that will provide suggestions and strategies in order to hopefully empower and encourage educators in all subjects in education, thus restoring the use and appreciation for this necessary skill both inside and outside the classroom. For so long, focus has been on the stress and rigor of assessments, and the fulfilment of the curriculum to ensure that all students can navigate their GCSE examinations. This book will question whether this will have a detrimental effect on students who may have been exposed to fewer of the skills that they will require when leaving an educational setting and venturing into everyday life. So, let’s address the elephant in the room, and provide it a voice.Trade ReviewTalking About Oracy is a much needed book especially for secondary school teachers and leaders. As a former English and Drama teacher, many of my own light bulb moments with students were when I saw what they were able to achieve when supported to talk and communicate effectively. Sarah Davies also makes an effective case for all teachers to teach oracy both as a crucial life skill and as a process learning. The book and the case studies it contains, are rooted in research and evidence whilst offering resources to apply such knowledge practically. It’s definitely a book for your CPD library. -- Vivienne Porritt * Vivienne Porritt, Strategic Leader of #WomenEd and Vice President of Chartered College of Teaching *As someone who is passionate about everyone finding their voice, I found this book refreshing and one that every educator across the globe should read. In my opinion, oracy can be all too easily forgotten – the poor relation to numeracy and literacy – yet it is a vital life skill that our young people have to be taught. As Sarah says, ‘it is time that we talk about oracy’, and her book does this wonderfully well. With case studies, research and clear explanations, Talking About Oracy is an enjoyable and engaging read. With her top tips and wise words, Sarah has ensured that this book will improve our students’ capacity to understand speech and to express themselves in speech, but she has also considered how we (as educators) can improve our own skills too. With a chapter devoted to oracy in leadership, this book meets the needs of all those in education and I cannot recommend it enough. I just wish it had been out when I first started teaching! -- Toria Bono * Primary teacher and evidence lead educator *This fascinating book takes a research-informed approach to the issues of developing a culture of oracy in our schools. Sarah Davies carefully and skilfully demonstrates the need for oracy to be at the forefront of our minds before explaining how it might be approached in a range of contexts and to meet different needs. This book acknowledges the debates that occur around different approaches to teaching and different opinions to the purpose of education whilst showing that whatever your stance, oracy has a place at the heart of our classroom and school practice. Every teacher will find something useful to take away, mull over, and implement in their classroom. -- Mark Enser * Head of geography and research lead at Heathfield Community College; author of Generative Learning in Action. *

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Book SynopsisShimamura’s MARGE model, described as a ‘Whole-Brain Learning Approach for Students and Teachers’, builds links between the areas of neuroscience, cognitive science and the practice of classroom teachers. Through discussing key ideas within the learning process – Motivate, Attend, Relate, Generate and Evaluate – Shimamura’s MARGE is a valuable lens through which we can discuss learning.This book aims to bring the MARGE model to life through the use of case studies written by practising teachers, and examples taken from classrooms across a range of phases. Through taking each of the principles of MARGE in turn, this practical guide helps all teachers better understand how they can develop their practice and improve the impact they have with the students they teach.

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Book SynopsisThe central purpose of this book is to help teachers organise ideas through the use of graphic organisers. Over 35 such word-diagrams are: organised into a system to help select the right tool for the job; described for rapid understanding of their strengths; and explained for step-by-step construction.Over 50 teachers each have a double-page spread in which they reveal how they use them in their teaching — across the full age range and span of subjects. A further section of the book demonstrates how to use these word-diagrams most effectively by partnering them with other teaching strategies, such as retrieval practice, writing, speaking and listening, teacher explanations, advance organisers, scaffolding, remote learning and more.The pages are illustrated to the same quality and quantity in Oliver’s previous book, Dual Coding with Teachers, its natural companion. A must-have textbook for every teacher that transcends contemporary ideological allegiances and fads.

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Book SynopsisWhisper it quietly: a lot of time is being wasted in a lot of schools. Actually, why are we whispering? What we should really be doing is calling this out – loudly! The job of schools is too important for us to keeping quiet. Schools are in the ‘transforming lives’ business. There is no time to waste! In The Teaching Delusion: Why Teaching In Our Schools Isn’t Good Enough (And How We Can Make It Better), Bruce Robertson explored ‘delusions’ that are holding our schools back. In this sequel, The Teaching Delusion 2: Teaching Strikes Back, he digs deeper into three areas: curriculum, pedagogy and leadership. In doing so, he tackles the issue of time-wasting head-on. By calling out specific delusions in each area, Robertson suggests strategies for dismantling these and offers a clear roadmap forward. Backed by a depth of research and a breadth of experience, The Teaching Delusion 2: Teaching Strikes Back will give teachers and school leaders the supportive shake-up they need, helping them to abandon practices that aren’t making the difference they should be, and to focus on the things that will really make the biggest difference to students in our schools.

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Book SynopsisThis is a book about educational fads, why they arise, and how we might learn to live with them.Those working in schools are subject to perpetual waves of novelty in the name of school improvement. And yet, in the long term very little actually changes. Big ideas come and go, leaving only faint clues as to their existence. The trouble is that the appealing stories that take hold will never solve the fundamental problems of modern schooling. The school system is too complex, too diverse, and too uncertain to be fixed by any Big Idea. Before too long, the Next Big Thing replaces the Last Big Thing.The Next Big Thing in School Improvement brings together the unique perspectives of a policy analyst, a headteacher, and a classroom teacher, to explain why it is that the school system often resists our attempts to improve it. Drawing on the recent history of English education policy, a variety of disciplinary traditions, and the emerging field of complexity science, the authors present a new take on why the school system behaves in ways that defy our attempts to change it.This is a book about finding a better way to improve our schools. It is not the Next Big Thing, but it does explain why there will inevitably be one, and what to do when it arrives.

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Book SynopsisIn an increasingly frenetic world too many leaders have lost sight of the simple yet profound wisdom associated with practical action, otherwise known as phronesis. Phronesis is an ancient Greek word associated with good judgement and good character. At its core, it is about the ability to discern how best to act. Practical wisdom involves acting thoughtfully and virtuously and encouraging others to do the same. Stephen Tierney describes virtue, thought and action – which coalesce in effective leadership – as the Way of Being, Way of Knowing and Way of Doing. Each of the three Ways consist of a number of elements termed the Basics. The Ways of Being: Purpose & Introspection The Ways of Knowing: Specialism & Strategy The Ways of Doing: Implementation, Networking, Guardianship & Expertise Structuring the book around these eight Basics, readers will be challenged and supported to explore each of the Basics from a theoretical perspective and then provided with real world examples of how they were applied by Stephen in his own career in educational leadership. In writing Leadership: Being, Knowing, Doing, Stephen seeks to help leaders explore their own capabilities and potential. Leadership can be learnt. The three Ways with their constituent Basics represent a mirror to help leaders reflect upon and improve their practice. In turn, current leaders are called upon to accept the responsibility to grow the leaders of the future.

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Book SynopsisAn accessible, practical and up-to-date book on digital learning and teaching, relevant for all those involved in teaching and assessment in higher and further education (HE and FE), whatever your academic or vocational specialism. Fully supports learners in developing skills for the new Diploma in Teaching (Further Education and Skills) qualification . It is essential reading for HE or FE practitioners, or those undertaking level 3, 4 and 5 qualifications in Education and Training, Postgraduate Certificates in Education (PGCEs), Certificates in Education (CertEds) and Postgraduate Certificates in Academic Practice (PGCAPs), as well as those in learning technologist roles. The impact of the Covid-19 pandemic has highlighted the importance of understanding and developing your digital capabilities as a basic competence in order to embrace current digital technologies and pedagogies to improve student outcomes. This book provides you with the practical knowledge and skills required to source and apply technology enhanced learning, teaching and assessment (TELTA) and adapt traditional learning and teaching materials and approaches for an online environment. It is designed around each aspect of the teaching and training cycle – identifying needs, planning and designing, delivering and facilitating, assessing and evaluating – and also includes: • how to build a positive and effective relationship with digital technology; • guidance on topics such as selecting appropriate digital technologies and creating digital and online activities, resources and assessments; • an emphasis on digital well-being and accessibility issues, and digital leadership; • ways of keeping up to date and continuing professional development.Trade ReviewThis is a really useful book, theoretically informed and written in clear and uncomplicated language that will be a great resource for Teacher Education, course leaders and teachers themselves. The book is situated firmly in FE, with information on familiar network modes like learningwheels, and reference paid to institutions like JISC and the FELTAG report. Throughout the book are examples, practical activities and reflective tasks that help put technology into the reader’s own personal context. This will be a really useful quick reference guide, immersed as it is in technique and with handy practical tips that make using familiar tools highly purposeful in teaching and learning. -- Howard Scott * TELL Newsletter Winter/Spring 2021 *This book is really accessible as it's written in language anyone new to using learning technology can understand (and anyone currently using it who wishes to refresh their knowledge). The chapters give lots of information regarding theory and practice, and include practical tasks for the reader to carry out. There are lots of useful links to books and websites for the reader to explore topics further. A glossary, checklists and questionnaire are included in the appendices. I would certainly recommend this book! -- Ann Gravells, author and editor of textbooks, resources and online CPD modules for those in the further education and training sector"I would recommend this book wholeheartedly to busy colleagues teaching, assessing or - in many cases -managing in Further Education, particularly those with a genuine passion for collaborative, student-centred learning. It's short, accessible, and full of prompts to help teachers describe and critique their own approaches to digital learning. The practical tasks in the book are all doable *now* - they're bite sized, not onerous - and help consolidate the messages in the book, which I'd say are: have a go; don't expect to know it all or beat yourself up when things don't work out as expected; find sources of help and use them; consider the impact of doing/not doing said activities; look for opportunities to make the learning social/interactive where you can... and get your students talking to you about (how they feel about) their learning. I've been working in the field of Learning Technology for around 20 years and this is the most straightforward ('user friendly'?) book I've ever read on the subject." -- Amazon verified Purchaser"...What sets the book apart from other learning technology texts is that it is primarily an educational guide, not a technical manual. It does not seek to review or explain how to use specific software in lessons. Instead, it encourages readers to use the planning frameworks and resources to consider how they could use technology with their own students in a way that truly makes an impact on their learning. Although the case studies concentrate on further education, the content is equally applicable to higher education...Practitioners or managers who are experienced with learning technology will find the body of the book a useful reference to the latest trends within digital education. I would recommend the average teacher who’s not a digital expert to start with the specific practical tasks and online tools outlined within each chapter before exploring the wider material. As a teacher trainer, I would particularly encourage student practitioners to study the excellent frameworks in order to help them plan and deliver effective lessons with technology." -- James Michael Maltby, learning technology manager at Plumpton College * InTuition magazine *"This Learning Technology Handbook is a rich resource for anyone looking to improve their practice and its content is well-researched. The passion Daniel Scott has for his subject clearly comes across as does his strong expertise and practical know-how – giving his readers a real sense of how achievable and important it is to use learning technology for the benefit of all learners." See the full review: https://tinyurl.com/ALTLTbookFEreview -- Maren Deepwell, Chief Executive of the Association for Learning Technology (ALT)‘Learning Technology’ is a key player in post-16 teaching and assessment With the use of technology and social media becoming ever more important within our lives today, it is understandable that it should also play an important role within teaching and learning. Daniel Scott presents this clear, concise and easy-to-use handbook to assist FE teachers and assessors in embedding ILT ‘Information Learning Technology’ as an integral part of their teaching practices..... -- Louise Ford, education and skills tutor at PM TrainingTable of ContentsForeword and introduction Identify needs Plan and design Deliver and facilitate Assess Evaluate Keep up to date Glossary Appendices

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Book SynopsisLearning to be a primary teacher can feel like trying to become a superhero! The new edition of this book will help you harness your superpowers to become that heroic individual, looked up to by your class, able to be simultaneously fun, authoritative, inspiring, responsive to a range of needs and an expert in all subjects! Rooted in the core content framework and informed by the early career framework and new Ofsted inspection framework, it will ensure you are fully equipped to: tackle planning and assessment with ease champion positive behaviour master curriculum sequencing build composite subject knowledge and understanding challenge and apply theory and research maximise your emotional strength and resilience stand tall as a professional promote diversity, inclusion and social justice and, most importantly, protect and nurture the children in your care. "Highly recommended for all trainees, Early Career Teachers and mentors - this book is packed full of wise advice on building professional knowledge about what is required to excel at meeting the expectations of both the DfE Teachers' Standards and the Early Career Framework. Not to be missed." Dame Alison Peacock, CEO of the Chartered College of Teaching Trade Review"Highly recommended for all trainees, Early Career Teachers and mentors - this book is packed full of wise advice on building professional knowledge about what is required to excel at meeting the expectations of both the DfE Teachers' Standards and the Early Career Framework. Not to be missed." -- Dame Alison Peacock, CEO of the Chartered College of TeachingTable of ContentsIntroduction Evidence-based research in teaching Developing high expectations of your pupils How pupils learn Subject and curriculum knowledge Classroom practice Adaptive teaching Assessment for learning Supporting children’s behaviour Professional behaviours Becoming an Early Career Teacher Index

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Book SynopsisThis book teaches students and educators in the midwifery field how to tackle dilemmas and decision making. Combining theory and practice, and promoting critical thinking, this book provides key knowledge alongside case studies of how to approach real-life dilemmas in midwifery. Written and edited by experts in the field, this book gives midwives and student midwives the opportunity to experience a systematic approach to facing dilemmas and decision making through the use of clinical scenarios. This is done in a safe space through an annotated thinking aloud framework where students and educators can have open discussions. Student midwives and practitioners are given the opportunity to explore professional dilemmas they might not have witnessed and uncover new theories that will influence future decisions. Linked to the 2019 NMC Standards for Midwifery, this book is essential reading for all stages of the midwifery career including those supporting students, coordinating care teams and those supporting multi-cultural communities. The midwives' personal reflections explore best practice and take account of other professional perspectives, including facilitators and barriers to interdisciplinary working. Learners will be able to consider a number of factors including concepts and theories, ethics and legal accountability, to explore how they interplay in making decisions. Table of ContentsIntroduction Part 1 Universal and additional care: risk and safety Chapter 1 Samia: my world view is not the same as yours Chapter 2 Imogen: swimming against the tide Chapter 3 Martha: support or stigma? Part 2 Prioritising care Chapter 4 Baby Alex: doing the right thing Chapter 5 Molly and Sandra: novice and expert Chapter 6 Katarzyna: when services are restricted Chapter 7 Amira: refer or defer? Part 3 Personalising care Chapter 8 Sara: ‘return to how it was...’ Chapter 9 Rahaf: ‘no one puts their child in a boat.... ‘ Chapter 10 Oli: hello my name is ....my pronouns are Chapter 11 Lucy: pregnant in a pandemic Chapter 12 Drew: escaping the clique Chapter 13 Andrea: not my day Conclusion

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Book SynopsisAs Ofsted introduces a new framework with higher expectations regarding subject knowledge across the primary curriculum, there has never been a more important time for trainees to secure their subject knowledge and improve confidence. This book aims to help early career teachers in teaching primary foundation subjects. This is another text for the Essential Guides for Early Career teachers series and it provides ECT's and their mentors with the right tools for teaching primary foundation subjects, improving their subject knowledge and building understanding. It ensures that relevant theory and research are woven together with real classroom experience. It links to key readings, resources and online sources which will allow trainees to continue their own learning and encourage independent study through the use of reflective exercises and practical tasks to ensure the delivery of the best possible teaching. A text like this is needed more than ever as the Ofsted framework for ITT is explicit in highlighting subject knowledge as being a key component to successful teaching. This book, therefore, covers the kind of topics that ECT's might at first struggle with from art and design, to computing and IT to languages like French and German. This book breaks down each subject and points trainees in the direction of resources, support and best practice.Trade Review"This is an essential text for anyone training to teach in the primary school, or who has recently qualified. It's the book everyone wishes they had when they started out on their teaching career. James presents a refreshingly honest and supportive insight into teaching the foundation subjects. His passion for these subjects is infectious. The more you read, the more excited you will become about jumping into the curriculum and exploring it alongside your curious young learners. It doesn’t matter if you’re just starting out and have very little knowledge of teaching the foundation subjects. The eight engaging and accessible chapters in this book will guide you through with helpful tips from experienced teachers and mentors. Keep this book close by, it will be like having an additional mentor with you whenever you need it." -- Dr Vicky Randall * Senior Fellow in Teacher Education, University of Winchester *Table of ContentsIntroduction Chapter 1 - Why foundation subjects? Chapter 2 - Jack of all trades? Foundation Subject knowledge for teachers Chapter 3 - Subject knowledge for pupils Chapter 4 - Making an impact: understanding subject concepts Chapter 5 - Finding time -how to plan foundation subjects Chapter 6 - Explicitly making links: cross-curricular approaches Chapter 7 – Less but better Chapter 8 - What comes next and where to find support

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Book SynopsisThe Extended Mind by award-winning science writer, Annie Murphy Paul, is not an out-and-out education book. But it is entirely focused on how learning and thinking happen, illustrating how a multi-modal approach to cognition can widen points of access to intellectual activity.Using evidence from cognitive science, neuroscience, and psychology, The Extended Mind might broaden your understanding of human cognition. The findings of Annie Murphy Paul parallel those of cognitive load theorists: memory is at the core of cognition, and the body, the environment and other people enrich learning. In this book, Emma Turner, David Goodwin, and Oliver Caviglioli demonstrate how teachers can help their students augment their thinking with their bodies (embodied cognition), external tools (situated cognition) and the people around them (distributed cognition). To ease your concerns, you will read how the works of several eminent researchers validate claims put forward.Teachers and leaders of all education phases will find this book enlightening; using practical strategies and cases studies, the authors highlight opportunities to enrich students’ learning by widening points of access to intellectual activity.

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Book SynopsisThis isn’t your average book about pastoral care – it is a no-nonsense exploration of the knowledge base that excellent pastoral practitioners, be they aspiring, new, or experienced, need to excel in their roles. Written for teaching and non-teaching pastoral leaders alike, this book combines theory, evidence, and research with best practice and on-the-job experience to help you on the way to becoming the very best pastoral leader that you can be. It is written for pastoral leaders by a current pastoral leader, reflecting the reality of our roles – the extraordinary pressures and challenges that we face, sometimes in just getting through the day.

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Book SynopsisIf the sky was the limit, what would you do to become the best educator that you can be? In 2016, Ollie Lovell asked himself this same question, and concluded that asking the world’s foremost leaders in education what they do would be a great place to start.And so he did just that. Over the past five years, Ollie has spoken to sixty of the world’s most prominent teachers, leaders, and education researchers. With guests including John Hattie, Tom Sherrington, Anita Archer, Dylan Wiliam, Jim Knight, Judith Hochman, Jay McTighe, Tom Bennett, Daisy Christodoulou, Bill Rogers, Daniel Willingham, and many more, Ollie digs deep to work out what works in education, and what doesn’t. This book aims to share those insights with you. It summarises the most useful techniques, tactics and mental models from these sixty conversations, and presents them in a clear, practical, and actionable form for you to start improving your teaching and learning from the first page. Tools for Teachers will help you to teach, lead, and learn like the world’s best educators.

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Book SynopsisThe Behaviour Manual – An Educator's Guidebook offers over 100 strategies, approaches and teaching methods that will help any school, leader, middle leader, teacher, ECT or ITT to pro-actively lead on behaviour. It has been designed to help the entire profession and anyone at any level and all ranges of experience. The book is divided into three broad sections. Section one examines the role of the Mothership (the school) and the role that leaders at any level can play. Section two looks at the role of the Satellites (the key areas that make up the school) and the integral role that middle leaders play. The final section looks at the micro level, focusing on the role that teachers play and offers a plethora of approaches teachers can employ. Each of the 100+ strategies is unpacked over a one or two-page spread. Within each spread is an outline of what the approach is, it is then unpacked to detail how it works or can be applied and each spread finishes with a cautionary warning and an advice tip. This book is deliberately written to help, to offer support, to offer advice and there is, bluntly, no waffle, no padding and no fluff.If you want a book that you can pick up, easily read and digest a key approach or strategy in less than 5-10 minutes then this is for you. It is grounded in expertise, experience, research and deliberately written in a clear, straightforward and open style that leaves you in no doubt regarding how any of the given approaches works and could be employed in your school setting.

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Book SynopsisImagine having to draw dots each time we wanted to do a sum like 3+4. Or having to sound out every word we read, no matter how many times we've seen it before. Having well-consolidated memories for how to do these things can help us avoid these difficulties, which is why consolidation should be a key goal of effective teaching. Helping students consolidate knowledge is a crucial stepping stone in allowing them to navigate problems and develop their knowledge.Building on the hugely influential paper by John Dunlosky, Amarbeer Singh Gill looks at ways teachers can use recommendations from 'Strengthening the Student Toolbox' to consolidate knowledge and enhance the learning that takes place in their classrooms. Each strategy is looked at in detail, delving into the conditions needed to help the strategies work, how they might look in classrooms, things to be mindful of when translating research into practice, and case studies from current teachers who describe how they've used these strategies.By harnessing the power of these strategies we can make it more likely that our students will succeed not just whilst they're in our classrooms, but also well beyond by giving them the tools they need for lifelong learning.

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Book SynopsisIn this edition, Hamish Chalmers provides a primer on the key questions teachers and researchers have about the education of children learning English as an Additional Language (EAL). From the general implications of teaching children in a language that many are still in the process of learning, to the specifics of EAL-friendly pedagogy, this volume includes contributions from both teachers and researchers in the field: Victoria Murphy, Constant Leung, Jonathan Bifield, Feyisa Demie, Ann-Margaret Smith, Naomi Flynn, Holly Joseph, Tracey Costley, Xiao Lan Curdt-Christiansen, and Eowyn Crisfield.Hamish Chalmers is a lecturer and EAL researcher at the University of Oxford, vice-chair of NALDIC — the UK’s EAL subject association — and erstwhile primary school teacher, both in the UK and overseas.

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Book SynopsisIn the real world of the classroom, there is general agreement that students should have an opportunity to create and further their own learning. For such a student-centered experience to exist, students need the foundational knowledge and skills most effectively and efficiently provided by a skilled teacher. Teach FAST describes how teachers can plan and deliver the most effective and efficient lessons possible using a single lesson framework. It is based on a synthesis of cognitive science and nearly 20 years of experience training and coaching teachers in classrooms on how best to provide instruction in foundational knowledge and skills that allow students to reach their creative potential.

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Book SynopsisThe Definitive Guide to Instructional Coaching offers a clear philosophy, framework, and method for coaches to establish and deliver programs that make a powerfully positive impact on student learning and well-being. Drawing on more than 20 years at the forefront of Instructional Coaching, Jim Knight guides us through the current state of the field, giving us a detailed but accessible summary and synthesis brought to life with real-world anecdotes and examples. Building on this foundation - and the work of his team at the Instructional Coaching Group (ICG) - his research-based and field-tested approach identifies seven success factors: Partnership, Communication, Leadership, The Impact Cycle (structuring coaching conversations), Data (setting realistic goals), The Instructional Playbook (choosing strategies), and System Support. Taken together these are nothing less than a comprehensive framework for Instructional Coaching. Whether you are at the beginning of your coaching journey or an experienced coach yourself this is an essential guide to a rich and rewarding field.'Jim truly has delivered a definitive guide'. Tom Sherrington, Teaching WalkThrus

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Book SynopsisClassics is one of the most varied and interdisciplinary of all subjects; it includes literature, history, philosophy, art and archaeology. There is growing interest among teachers in the subject, and recent studies have shown that learning Latin and/or Greek can have a positive impact on student outcomes in English and literacy.Jessica Dixon and Arlene Holmes-Henderson showcase ideas from their own teaching experience, plus innovative examples from a range of schools, to provide strategies for teaching Latin, Greek, Classical Civilisation and Ancient History that will enrich, enliven and extend your teaching practice.Inspiring and eye-opening, this will be an enjoyable and useful read for all teachers who are currently teaching, training to teach, or interested in teaching classical subjects and related disciplines, in primary or secondary schools.

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Book SynopsisThis book centers equity in the approach to trauma-informed practice and provides the first evidence-based guide to trauma-informed teaching and learning in higher education. The book is divided into four main parts. Part I grounds the collection in an equity approach to trauma-informed care and illustrates one or more trauma-informed principles in practice. Chapters in Part II describe trauma-informed approaches to teaching in specific disciplines. In Part III, chapters demonstrate trauma-informed approaches to teaching specific populations. Part IV focuses on instruments and strategies for assessment at the institutional, organizational, departmental, class, and employee levels. The book also includes a substantial appendix with more than a dozen evidence-based and field-tested tools to support college educators on their trauma-informed teaching journey. Table of ContentsIntroduction​Section I. INFUSING TRAUMA-INFORMED PRINCIPLES 1. Employing Trauma-Informed Principles through a Feminist Model of Practice 2. Leveraging the Neuroscience of Now to Cultivate a Pedagogy of Purpose and Empowerment3. Building Resiliency through the Trauma Informed Classroom4. Fostering a Spirit of Collaboration by Sharing Power with Students about Course DecisionsSection II. TRAUMA-INFORMED TEACHING ACROSS THE CURRICULUM5. Processing Critical Knowledge Through Trauma-Informed Musical Travel6. Stumbling My Way to Trauma-Informed Teaching and Learning7. Humanizing Social Work Education: Resetting for Healing Purposes8. Section III. APPROACHES TO WORKING WITH SPECIFIC POPULATIONS9. Trauma-Informed Approaches to Teaching Students with Marginalized Identities during Times of Crisis10. How Trauma-Informed Care Principles Can Contribute to Academic Success for Students in Hispanic-Serving Institutions11. Trauma Informed Educational Practices at Community College12. Not a Hero and not a Stranger: Serving Veterans in Higher Education13. The Benefits of Reflective Journaling during COVID-19: Contingent Faculty Exploring Teaching and Learning during a Crisis14. Developing Trauma-Informed Practice: Coordinating Indigenous Adult Education Programs as a Non-Indigenous EducatorSection IV. (RE)ASSESSMENT15. Measuring Trauma Resilience in Higher Education Settings16. An Educator's Scope of Practice: How Do I Know What Is Mine?17. What are We Centering?: Developing a Trauma-Informed Syllabus18. Utilizing an Ecological, Trauma-Informed, Equity Lens to Build an Understanding of the Context for and Experience of Self-Care in Higher Education Section V. TRAUMA-INFORMED TEACHING TOOLBOX 19. Higher Education Trauma Resilience Assessment20. Educator and Department Self-Assessment Tools21. Creation of Brave Space22. First Day of Class Introductions: Trans Inclusion in Teaching23. The Basket: Setting the Stage for Learning24. Moment of Action25. Trauma-Informing your Attendance (Policy)26. No Questions Asked Late Days27. The Revise & Resubmit 28. Content Warnings29. Panels and Pain: Teaching with Comics During Times of Trauma30. Partner Exams31. Best Practices for Online Content Design

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Book SynopsisAI (Artificial Intelligence) is predicted to radically change teaching and learning in both schools and industry causing radical disruption of work. AI can support well-being initiatives and lifelong learning but educational institutions and companies need to take the changing technology into account. Moving towards AI supported by digital tools requires a dramatic shift in the concept of learning, expertise and the businesses built off of it. Based on the latest research on AI and how it is changing learning and education, this book will focus on the enormous opportunities to expand educational settings with AI for learning in and beyond the traditional classroom. This open access book also introduces ethical challenges related to learning and education, while connecting human learning and machine learning. This book will be of use to a variety of readers, including researchers, AI users, companies and policy makers.Table of Contents1.Introduction to AI in Learning – Designing the Future.- Part I: AI expanding learning and wellbeing throughout life.- 2.Artificial Intelligence Innovations for Multimodal Learning, Interfaces, and Analytics.- 3.Curiosity and Interactive Learning in Artificial Systems.- 4.Assessing and Tracking Students’ Wellbeing through an Automated Scoring System: Schoolday Wellbeing Model.- 5.Learning from Intelligent Social Agents as Social and Intellectual Mirrors.- 6.An AI-Powered Teacher Assistant for Student Problem Behavior Diagnosis.- 7.Analysis and Improvement of Classroom Teaching Based on Artificial Intelligence.- Part II. AI in Games and Simulations.- 8.Perspectives and Metaphors of Learning: A Commentary on James Lester’s Narrative-centered AI-based Environments.- 9.Learning Career Knowledge: Can AI Simulation and Machine Learning Improve Career Plans and Educational Expectations?.- 10.Learning clinical reasoning through gaming in nursing education – Future scenarios of game metrics and AI.- 11.AI-Supported Simulation-Based Learning: Learners’ Emotional Experiences and Self-Regulation in Challenging Situations.- Part III. AI Technologies for education and Intelligent Tutoring Systems.- 12.Training Hard Skills in Virtual Reality: Developing a Theoretical Framework for AI-based Immersive Learning.-13.Multiple users’ experiences of an AI-aided educational platform for teaching and learning. 14.Deep Learning in Automatic Math Word Problem Solvers. 15.Recent Advances in Intelligent Textbooks for Better Learning.- Part IV. AI and Ethical Challenges in New Learning Environments.- 16.Ethical Guidelines for Artificial Intelligence-based Learning: A Transnational Study between in China and Finland.- 17.Artificial Intelligence Ethics from the Perspective of Educational Technology Companies and Schools.- 18.Artificial Intelligence in Education as a Rawlsian Massively Multiplayer Game: A thought experiment on AI Ethics.- 19.Four surveillance technologies creating challenges for education.- 20.Reflections on the contributions and future scenarios in AI-based learning.

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