Teaching skills and techniques Books
LDA Cutting Skills Photocopiable Activities to
Book Synopsis
£999.99
Critical Publishing Ltd Good Autism Practice for Teachers: Embracing
Book SynopsisFind out more about inclusive teaching with Good Autism Practice for Teachers, a well-regarded guide that equips educators with practical, evidence-informed strategies to support neurodivergent learners. Whether you're a seasoned teacher or a trainee, including SENCOs, this book is your key to transforming your classroom. Explore the theory around autism, delving into topics such as; procedural /semantic memory, executive functioning, expressive/receptive language, sensory integration, behaviour as communication, and the importance of emotional literacy, co-regulation and resilience. Packed with plenty of actionable advice you can incorporate into your everyday teaching, and high-quality strategies designed to foster positive relationships, enhance teaching and optimise learning outcomes. Good Autism Practice for Teachers isn't about prescribing one-size-fits-all solutions; it's about empowering you to make informed decisions tailored to your unique class and students. Karen Watson, an expert in inclusive education, shares the latest research and insights, allowing you to develop your professional judgment. The book moves away from labels and champions good inclusion practice, a spectrum of needs in both mainstream primary and secondary education. Get ready to create an inclusive classroom that celebrates diversity and brings out the best in every student.Trade ReviewThis is a well-structured text, with useful images / visuals to support deeper understanding and with many examples of best practice. Each chapter includes key points, reflective questions and information on further reading and associated references. The chapter on ‘Change the Language’, is typical of the book’s format, in the ways in which, for example, Watson carefully explains the power of language and the need for all adults to be vigilant in challenging inappropriate language choices and respecting the needs of the autistic community. This is a very accessible book and I can see that it will become well-used and often referred to, as Watson hopes. -- Mary Mountstephen, SEN magazineTable of ContentsIntroduction PART ONE Executive Functioning Procedural / Semantic Memory Sensory Processing Expressive/ Receptive Language Behaviour as Communication Emotional Literacy PART TWO The power of positive language Environmental influences Positive relationships and co-regulation Regulation and resilience Consistency and predictability Structure and organisation Social and life skills Conclusion
£19.99
American Council on the Teaching of Foreign Languages (ACTFL) Enacting the Work of Language Instruction, Vol. 2
Book SynopsisThe goal of Enacting the Work of Language Instruction: High-Leverage Teaching Practices, Volume 2 is to assist teachers in learning how to enact specific practices, referred to as high-leverage teaching practices, deemed essential to world language teaching and situated in theory and research.This second volume continues the discussion of HLTPs begun in Volume 1 by deconstructing an additional four practices that are complex and often not visible through observation or brief explanation: Establishing a Meaningful and Purposeful Context for Language Instruction; Planning for Instruction Using an Iterative Process for Backward Design; Engaging Learners in Purposeful Written Communication; Developing Contextualized Performance AssessmentsFeatures of the book include deconstruction of each practice, activities for rehearsing the practices, rubrics for assessing performance, tools to assist teachers in enacting the practices, and discussion of how each practice relates to larger educational issues. This volume explains how teachers can move from deconstructing the practices to enacting them, and ultimately to using greater creativity in adapting the practices.
£26.36
HarperCollins Publishers Mind Maps For Kids
Book SynopsisMind Mapping is a breakthrough system of planning and note-taking that cuts homework time in half and makes schoolwork fun. Mind Maps for Kids is Tony Buzan's first book written specially for a younger audience, suitable for ages 7 to 14.Tony Buzan has been teaching children all over the world for the past thirty years and has proved that Mind Maps are the magic formula in the classroom: remembering facts and figures is a piece of cake, planning is a doddle and getting stuck for an answer is a thing of the past.In Mind Maps for Kids, Tony Buzan explains this amazing system using step-by-step examples in every subject across the curriculum. He shows just how easy Mind Mapping is and how it can help kids to remember things and concentrate better make clearer and better notes revise and ace exams! come up with ideas and unlock the imagination save timeMind Maps for Kids is a full-colour workbook, with the emphasis on having fun. As well as tips for improving memory and concentration, the book is packed with jokes, cartoons and brainteasers.Mind Mapping is the shortcut to success that puts kids one step (and sometimes miles!) ahead.Trade Review‘Mind Maps are fun for all ages.’ The Independent (Top 10 Best Revision Guides) The whole world should Mind Map.'THE EXPRESS 'The biggest name in memory.'THE NEW YORKER 'Tony Buzan deserves a medal for coming up with the sanity-saving concept of Mind Maps, which make difficult mental tasks possible, even pleasurable, by engaging the right side of the brain, where colour and creativity reign…The system can be a lifesaver for children with dyslexia-type difficulties.’ Time Out
£13.49
SAGE Publications Inc Concept-Based Literacy Lessons: Designing
Book SynopsisLiteracy is not a decontextualized drill of skills or learning just about "a book." You will highlight, ponder, and tab as you read about the design of Concept-Based literacy lessons. All students deserve the best literacy instruction—and this IS the BEST. —H. Lynn Erickson The guide for designing and implementing Concept-Based literacy lessons A Concept-Based Curriculum is designed to help students uncover important, transferable understandings about what it means to be a capable reader, writer, speaker, viewer, listener, and thinker. But, too often, a well-designed, conceptual curriculum does not translate into conceptual teaching. Concept Based Literacy Lessons helps bridge that divide, and provides practical support for teachers implementing Concept-Based literacy lessons. This essential guide picks up where the book, Designing Concept-Based Curriculum for English Language Arts left off. Authors Lois Lanning and Tiffanee Brown explain how to move from design to actionable practice by providing tools and examples straight from the classroom. They’ll also show teachers how to use common literacy instructional practices (such as Socratic Seminar, close reading, think aloud, explicit instruction, and so forth) to support students′ transfer of conceptual understanding. Written especially for literacy teachers, readers will find Step-by-step help with lesson planning for conceptual understanding and transfer Ideas for supporting inductive learning Classroom Snapshots that showcase familiar literacy practices in Concept-Based classrooms Strategies to promote critical, reflective, and conceptual thinking Model elementary and secondary Concept-Based lesson and unit plans A chapter devoted to answering frequently asked questions For educators looking for practical ways to implement a Curriculum and Instruction Model that’s more inquiry-driven and idea-centered, look no further than this book.Trade ReviewHow fortunate we are as educators to have this brilliant collaboration between Lois Lanning and Tiffanee Brown on Concept-Based Literacy Lesson development! To read their deep thinking and practical applications to Concept-Based Lesson Design, is to realize the critical nature of each student’s conceptual understanding and ability to transfer. This book, as well as Dr. Lanning’s earlier book (2013) on Designing Concept-Based Curriculum for English Language Arts, are cutting-edge. Literacy is not a decontextualized drill of skills or learning just about "a book." You will highlight, ponder, and tab as you read about the design of Concept-Based Literacy Lessons. You will feel the excitement of this intellectual and engaging approach to teaching and learning. You will create your own exciting lesson plans and will know this is the holistic literacy approach you have been searching for. All students deserve the best literacy instruction—and this IS the BEST. -- H. Lynn Erickson"How do we create ‘thinking’ classrooms and put theory into action? Templates to build lessons, rubrics to guide our thinking, and examples upon examples are used to help us transform rather than replace what we say and do in our classrooms. This is the ‘how to’ book that will be the treasured resource for 21st century educators." -- Connie WalserMoving Literacy Beyond Skills to Understanding and Transfer is a user-friendly text that invites deeper thinking. Even though I lack familiarity with Concept-Based Curriculum, it provided ample explanation and support and made me to want to know more. This is definitely a title I will suggest to our Reading Coach and ELA faculty. -- Melissa A. Campbell, 4th Grade Classroom Teacher, Williams Avenue Elementary School, Fort Payne, ALThis is an excellent book for teachers of all levels of experience. Each time I felt a bit of confusion about how I would incorporate this into my teaching there was an example or story that helped me. These moments are strategically placed to help teachers understand that they can do this type of work, it just requires a shift in thinking. I would like to use this to help teachers create lessons to foster understanding and transfer. -- Barbara Smith, Reading Teacher 3-6, Cutchogue East Elementary School, Cutchogue, NYMoving Literacy delivers what it promises. The easy- to- read chapters lead the teacher from the excitement of understanding Concept-Based Curriculum back to the classroom with concrete examples and tools to design concept-based lessons. It’s the all-too-often skipped step in creating meaningful change. -- Kathleen Swift, High School English Teacher, Newtown High School, Sandy Hook, CTThis is a fantastic resource for teachers eager to learn how to incorporate concept-based learning in their literacy classrooms. By providing a clear unit framework, a wealth of concrete examples of lessons, engaging activities, and coaching tips to apply to your own planning, this book enables you to add a new dimension to your instruction while still maintaining ownership of your own teaching. -- Caity Lehman, Grade 5-7 English Subject Coordinator, Colegio Anglo Colombiano, Bogotá, ColombiaIt is well understood that both achievement and income gaps largely disappear between racial groups when factoring in literacy level. We know that our schools must be producing careful thinkers, close readers, and concise writers in order to address the equity issues in our country. But, we have not found a way to translate this understanding into the daily learning experiences of our children...until now. Concept-based Literacy Lessons finally provides teachers with the fundamental learning design and array of strategies that are necessary to help each and every child develop critical literacy skills and understandings. Moving beyond proficiency on standardized literacy assessments, students educated based on the elements of this book will learn to how to leverage their voices, written and oral, in support of their own big ideas. They will understand the true power of being truly literate! -- K. C. KnudsonThe growing consensus among educators of the need for deeper learning and more meaningful lesson design has sparked much in the way of instructional theory and comparatively little in the way of practical instructional support. Lanning and Brown shift the focus to how––this book offers teachers a timely and straightforward approach to the design of dynamic learning experiences that support learning transfer, investigation, and meaning creation. -- Joanne McEachen and Matt KaneConcept-Based Literacy Lessons: Designing Learning to Ignite Understanding and Transfer Grades 4-10 provides us first hand experiences in developing and teaching effective Concept-Based units and lessons. Lois and Tiffanee have created this brilliant pathway that incorporates model lessons and scaffolds to effectively support educators in getting to the practicality of "what does this looks like on a daily basis?", while allowing for teachers’ creativity, passions and expertise to be honored. This book is like the "user’s guide" to Concept-Based, and will lead you step by step to create rich, deep learning experiences that engage our students’ hearts and minds. -- Mischelle DarraghWhere other resources on the market focus on theory alone, Dr. Lois Lanning and Tiffanee Brown’s newest book provides teachers with a practical approach to guide literacy lesson design. Co-authors Lanning and Brown emphasize the critical importance of a Concept-Based classroom that blends both inquiry and explicit skill instruction so that students learn to transfer their ideas across content areas. The model lessons and "Snapshots" will inspire teachers who want to design purposeful lessons that cultivate students’ conceptual understandings. -- Dr. Lorrie Rodrigue, Superintendent Newtown Public SchoolsTable of ContentsAcknowledgments About the Authors Introduction 1. Curriculum is the Foundation Maximizing Learning Through a Coherent Curriculum WHAT is Concept-Based Curriculum? WHY Concept-Based Curriculum and Instruction? HOW Are Concept-Based Curriculum Units of Instruction Designed? The Classroom Setting Summary Extending Thought 2. Designing Concept-Based Literacy Lessons Concept-Based Literacy Lessons Steps in Planning a Concept-Based Literacy Lesson Resources to Guide the Lesson-Planning Process A Flowchart to Guide Thinking Final Product Summary Extending Thought 3. Learning From Model Literacy Lesson Plans Role of Inductive Inquiry in a Concept-Based Literacy Classroom Balancing Inductive Inquiry and Explicit Instruction The Developing Concept-Based teacher Rubrics Learning Through Model Lesson Plans Summary Extending Thought 4. Designing Learning Experiences That Develop Conceptual Understanding Moving Beyond Skills to Conceptual Understanding That Transfers Developing Three-Dimensional Learning Experiences Snapshots of Concept-Based Literacy Classrooms Summary Extending Thought 5. Frequently Asked Questions Resources Resource A: Model CBCI Curriculum Units Resource B: Sample Graphic Organizers Resource C: Student Reflection and Self-Assessment of Process Resource D: Other Tools to Support Concept-Based Literacy Lesson Design Resource E: Developing Concept-Based Teacher/Student Rubrics References Index
£29.44
Sage Publications Ltd The Dyscalculia Toolkit: Supporting Learning
Book SynopsisDesigned for all teachers, this book provides a wealth of materials and resources to support the needs of learners, aged 6 to 14 years, who have difficulty with maths and number. Packed full with 220 activities and 55 games, the author provides you with a complete toolkit to enable you to understand dyscalculia and implement practical and innovative strategies to use in the classroom or at home. This fourth edition is updated with new content including: - more on dice and board games, multiplication and division; - new downloadable and printable teaching materials (including tracking sheets, activity sheets, game boards and teaching resources); - updated videos.Table of ContentsIntroduction Section I: Early Number Work with Numbers Up to 10 Overview What are the main problems? Activity – Make dot patterns for the numbers 1 to 10 Activity – Focus on key component facts Activity – Make transparent dot pattern cards for the numbers 1 to 5 Game – Make 5 Activity – Explore smaller numbers inside larger numbers Game – Numbers Inside Activity – Change one dot pattern into another Activity – Change dot patterns by adding or subtracting Activity – Use dot patterns to explore the idea of odd and even Game – Collect 5s Game – Key Components Guessing Game Activity – Sort and re-sort a set of dominoes Activity – Connect subtraction to addition Activity – Regroup: Apply logic to find new component facts from given facts Activities – Become familiar with Cuisenaire rods Activity – Explore odd and even with Cuisenaire rods and with money Game – Odd and Even Collectors Game – Draw Your Race on a Number Line Activities – Use Cuisenaire rods to learn all components of the numbers 1–10 Activity – Make a ‘Story’ of a number Game – Race to Tell a Story Activity – Make and read equations with Cuisenaire rods Activity – Draw and record equations informally Game – Key Facts Triad Game Game – Post-It Note Subtraction Activities – Record equations in writing Activity – Make up word problems to match a given number fact Game – Cover the Numbers, or Shut the Box Game – Clear the Deck Activity – Make a bead string, in two colours, of 10 beads Activities – Learn complements of 10 with the bead string Game – How Many Beads? How Many Are Hidden? Activity – Find complements of 10 with Cuisenaire rods Game – Complements Number Search Game – Complements Ping-Pong Game – Ten in a Bed Activities – Explore and learn the doubles up to 5 plus 5 Activities – Estimate and measure using Cuisenaire rods Activities – Focus on plus/minus 1 and plus/minus 2 Game – Who Has the Most Equations? Game – Domino Tens Activity – Compare the difference and equalise Activities – Hidden quantity subtraction Activity – Teach complementary addition Activity – Complementary addition on a number line Activity – Make up word problems about missing numbers Activity – Use reasoning to find near-complements and near-doubles Activity – Identify the best strategy for different situations Activities – Use money for component work SECTION 2: Basic Calculation with Numbers Above 10 Overview What are the main problems? How to help Activity – Connect the numbers 10–20 with the numbers below 10 Game – Polka Dots Game – Regroup Activities – Focus on the ‘teen’ numbers Activities – Explore the numbers between 10 and 20 with Cuisenaire rods Activity – Learn the doubles up to 10 plus 10 Game – Double Take Game – It All Adds Up Activities – Locate 2-digit numbers and put them in context Activities – Complements to 20 Activity – Complements to larger multiples of 10 Activity – Complements on a number line Activity – Introduce bridging through 10 with Cuisenaire rods Game – Five and What’s Left Activity – Bridge through 10 on a number line Activity – Practise bridging and reinforce the commutativity of addition Game – Frame an Addition Activity – Bridge through multiples of 10 on a number line Game – Race Along a Number Line and Bridge Game – Race to the End of the Number Line Activity – Complementary addition, or subtraction by adding Game – Frame a Subtraction Activity – Complementary addition for subtracting round numbers Activity – Harder complementary addition on a number line Activities – Complements to 100 Game – Keep the Change! Activities – Practise and extend the doubles facts Activity – Halving is the opposite of doubling Activity – Find half of round numbers Activity – Function machines for doubling and halving Activity – Use reasoning to find near-complements and near-doubles Activity – 9 is almost 10 Activity – The Basic 8 strategies Activity – Identify which strategy works best in different situations Game – Subtraction Equations Activity – A flexible approach to partitioning Activities – Explore partitioning methods for 2-digit mental additions Activity – Teach an expanded written method for column addition Activity – Avoid decomposition in subtraction SECTION 3: Place Value Overview A note about the threefold nature of the column labelling system What are the main problems? How to help Activities – Exchange units into tens Activities – Concrete counting on place value mats Game – Magic 10s Activities – Make a 20-step staircase and explore the ‘teen’ number names Activity – Cover 20 Game – Race to Cover 100 Game – Four Throws to Reach 100 Activities – Make and read numbers made of Cuisenaire rods or base-10 materials Games – Dice and spinner games Activities – Practise subtraction and decomposition with concrete materials Game – Spot the Decomposition Activities – Use a spike abacus Game – Win Counters on a 100-Square Game – Race through a 100-Square Activities – Practise adding and subtracting 10 and 100 Game – Steer the Number Activity – Transform a 2-digit number in two steps Activity – Teach the threefold repeating pattern: units, tens and hundreds Activities – Explore place value as a shorthand Activities – Read and write multi-digit numbers Activities – Build up large numbers, one column at a time Activity – What is the value of …? Game – Two-Digit Sequences Game – Three-Digit Sequences (Focus on Tens) Game – Place Value Boxes Game – Calculator Skittles Activity – Partition numbers into tens and units in various ways Activity – Split off the ‘teen’ numbers Game – Jump 10 Activities – Locate any number on a number line Activity – Round up or down Game – The Six-Card Rounding Game Game – The Rounding Challenge Activity – Teach x 10 and divded by 10 as a shift between columns Activity – Extend place value thinking to decimals Activity – Connect decimal place value notation to money Game – Rounding Races SECTION 4: Times Tables, Multiplication and Division Overview What are the main problems? How to help Activities – Build small numbers out of equal-sized groups Activity – Connect division to multiplication from the very beginning Activity – Illustrate simple word problems Activity – Use Cuisenaire rods to show that multiplication is commutative Activities – Use Cuisenaire rods to connect multiplication and division Activity – Diagrammatic recording of multiplication and division Activity – Connect step-counting and repeated addition with times tables Activity – Practise mental step-counting from given tables facts Activities – Make times tables patterns on a 100-square Activities – Make times tables patterns on number lines Activities – Key fact: Double means ‘multiply by 2’ Activity – Key facts: x5 is half of x10 Activity – How many 10s? So, twice as many 5s Activity – Key facts division practice Activity – x9 is almost x10 Game – Don’t Walk if You Can Take the Bus Activity – Find all the steps of any times table by reasoning from key facts Activity – Practise all the steps of any times table by reasoning from key facts Activity – Find division facts by reasoning from key facts Game – Mouse Tables Activity – Construct a multiplication grid Activity – Complete a partially filled multiplication grid Games using self-correcting cards to practise individual times tables Game – Multiples from the 1–6 Times Tables Activity – Harder mixed tables practice Game – Products in a Row Game – Factors Activities – Change the shape of the multiplication rectangle Game – Areas on a Grid Activity – Use rectangle sketches to help derive new multiplication facts Activity – Use rods to explore short division Activity – Teach an expanded written notation for short division Activity – Use rectangle sketches to support short division Activity – Compare division sketches to multiplication sketches Activity – Teach the divisibility rules Game – Divisibility Rules Activity – Boxes for long multiplication Recommended Books and Resources Appendix: Introduction to Concrete Manipulative Materials
£999.99
Brilliant Publications Developing Reading Comprehension Skills Year 34
Book SynopsisDeveloping Reading Comprehension Skills Years 3-4: Classic Poetry contains 12 high quality classic poems and is perfect for developing reading strategies as children move through Key Stage 2. Each of the poems is accompanied by eight sets of questions based on the Key Stage 2 (KS2) Reading Content Domains and National Curriculum. This book provides opportunities to tackle more complex vocabulary, explore how authors use language to impact their readers and hone inference skills. The clear structure and the author''s passion for literature are invaluable for everyone working with pupils aged 7-9. Support for teachers and parents is built in with guidance for how to teach the different question types, plus suggestions f
£17.59
Sage Publications Ltd Leadership
a huge range and FREE tracked UK delivery on ALL orders.
£43.69
WW Norton & Co SEL at a Distance
Book SynopsisHow to foster social and emotional learning, even when teaching remotely.
£12.79
Independent Thinking Press Independent Thinking on Restorative Practice:
Book SynopsisIn Independent Thinking on Restorative Practice: Building relationships, improving behaviour and creating stronger communities, Mark Finnis shares a practical and inspiring introduction to the use of restorative practice in educational settings. For those educators who are uncomfortable with the punitive world of zero tolerance, isolation booths and school exclusions, Mark Finnis - one of the UK's leading restorative practice experts - is here to show you that there is another way. Drawing on his many years' experience working with schools, social services and local governments across the country, Mark shares all you need to know about what restorative practice is, how it works, where to start and the many benefits of embedding a relational approach into any educational organisation that genuinely has people at its heart. Covering coaching circles and the power of doing things with (and not to) children and young people, to moving your values off lanyards and posters and into the lived experience of every member of the school community, this book sets out how restorative practice - when done well - can transform every aspect of school life. The book shares advice on how to put behaviour right when it goes wrong in a more positive, less punitive way, and, more importantly, on how to get it right and keep it right in the first place. Furthermore, it advocates an approach that is collaborative, empowering and positive - and ultimately geared to improve motivation, engagement and independent learning in even the hardest-to-reach young people. Suitable for school leaders, educators and anyone working with young people.
£14.43
Independent Thinking Press Independent Thinking on Teaching and Learning:
Book SynopsisJackie Beere's Independent Thinking on Teaching and Learning: Developing independence and resilience in all teachers and learners is a practical guide full of educational wisdom to help teachers make a genuine difference to the lives of every young person in their classroom. Foreword by Ian Gilbert. All the evidence shows that the most valuable asset in any classroom is the teacher at the front. No matter what changes are made to systems or to the curriculum, one certainty remains: children will be helped or hindered in their learning, job prospects, life chances and, indeed, happiness by the teachers they come across during their time in the education system. In this all-encompassing book on teaching and learning, Independent Thinking Associate Jackie Beere draws on her many years' experience as a teaching assistant, primary teacher and secondary head teacher to re-energise every teacher's passion for their profession. She champions both children and teachers as learners, and together with expert advice on how to instil the habits of independent learning in all pupils shares great practice that delivers outstanding outcomes for all educators. Jackie encourages teachers to embrace challenge and change, and suggests ways in which they can provide a model for their pupils when it comes to developing independence and resilience. She also offers expert guidance on how teachers can build rapport with their students and cultivate with them a sense of co-ownership of their learning journey so that they work hard, value their learning and fulfil their potential. Essential reading for all teachers and school leaders who wish to make an impact on the teaching and learning in their school. Independent Thinking on Teaching and Learning contains some material previously published in The Perfect Lesson (ISBN 978-178135244-1) and The (Practically) Perfect Teacher (ISBN 978-178135252-6), and is one of a number of books in the Independent Thinking On ... series from the award-winning Independent Thinking Press. Independent Thinking on Teaching and Learning has been shortlisted for the Educational Book Award in the 2021 Education Resources Awards!
£11.99
John Catt Educational Ltd Teaching WalkThrus 3: Five-step guides to
Book SynopsisFollowing the break-out success of Teaching WalkThrus Volume 1 (2020) and Volume 2 (2021), Tom Sherrington and Oliver Caviglioli present the third instalment of their five-step instructional coaching techniques. Volume 3 features 50 more essential teaching methods in the authors’ concise and accessible format, covering all the key areas of teaching: behaviour and relationships; curriculum planning; explaining and modelling; questioning and feedback; practice and retrieval; and Mode B teaching. Tom and Oliver have teamed up with a stellar supporting cast of educators to present the new WalkThrus, with contributions from: Adam Boxer, Alison Wilcox, Andy Buck, Andy Tharby, Ayellet McDonnell, Bennie Kara, Blake Harvard, Christopher Such, David Goodwin, Efrat Furst, Emma Slade, Emma Turner, Eva Hartell, Harry Fletcher-Wood, Josh Goodrich, Kat Howard, Leila MacTavish, Mary Myatt, Peps Mccrea, Richard Kennett, Shaun Allison, Sonia Thompson, and Tom Needham. Each technique is concisely explained and beautifully illustrated in five steps, to make sense of complex ideas and support student learning. The WalkThrus books are supported by an online PD toolkit, which is now used by 2,000 organisations in 35 countries. For more info, visit www.walkthrus.co.uk
£14.50
American Council on the Teaching of Foreign Languages (ACTFL) The Integrated Performance Assessment: Twenty
Book SynopsisThe third edition of the IPA Manual, The Integrated Performance Assessment: Twenty Years and Counting, builds upon the original framework presented to guide instructors in designing and implementing this cutting-edge assessment into their world language classrooms. Informed by the findings of research conducted on the IPA since 2013, this edition describes the potential of the IPA as a vehicle for enacting instruction and assessment for diversity, equity, and inclusion in the world language classroom at all levels of instruction. The interpretive comprehension guide has been expanded into three separate templates, each of which addresses a specific modality, interpretive viewing, interpretive listening, interpretive reading. Revised rubrics with several new criteria, together with accompanying tools, assist instructors in more easily rating learner performance across the three modes of communication. A new dedicated chapter articulates the role of the IPA at the post-secondary level in bridging the traditional divide between language and literature. Finally, a new set of model IPAs created by instructors who have implemented the assessment across proficiency levels and languages.
£27.96
American Council on the Teaching of Foreign Languages (ACTFL) Teaching Intercultural Citizenship Across the
Book SynopsisTeaching Intercultural Citizenship Across the Curriculum: The Role of Language Education explores how language educators can advocate for and illustrate the importance of language education not only for their students’ education but also for their ability to solve complex problems we urgently need to address. This book introduces readers to theory and practice in planning, teaching, and assessing intercultural communication and citizenship across the curriculum. Teachers, teacher educators, and curriculum designers gain a better understanding of designing (world) language curricula for intercultural citizenship by making connections to the students’ knowledge and experiences from other subjects. This enables students to apply what they learn in language education in their lives in the here and now.The aim of the book is also to help language educators work together with teachers of other subjects (e.g., mathematics, sciences, English language arts) to broaden students’ understandings and strengthen their intercultural citizenship development. Theoretical investigations are illustrated with practical examples and lesson plans from world language education and linked to other subjects through discipline-specific content. Questions for reflection encourage the reader to interact more deeply with the concepts and the suggested examples. Supporting materials are provided which teachers can adapt for implementation in their own program.
£28.76
HarperCollins Publishers At the Hospital
Book SynopsisBig Cat Phonics for Little Wandle Letters and Sounds Revised has been developed in collaboration with Wandle Learning Trust and Little Sutton Primary School. It comprises classroom resources to support the SSP programme and a range of phonic readers that together provide a consistent and highly effective approach to teaching phonics.What happens during a visit to the hospital? Find out in this wordless non-fiction book.
£7.43
Taylor & Francis Ltd It Takes All Kinds of Minds Fostering Neurodivergent Thriving at School
a huge range and FREE tracked UK delivery on ALL orders.
£19.99
Cengage Learning, Inc Research Methods
Book SynopsisFrom an expert team in the research methods field, RESEARCH METHODS: THE ESSENTIAL KNOWLEDGE BASE, 2nd Edition, is written specifically for users who are new to research methods. The book streamlines and clarifies explanations of fundamental, yet difficult, concepts in a familiar, engaging style. Readers learn about the relationship between theory and practice, which helps them become better researchers and better consumers of research.Table of ContentsPart I: FOUNDATIONS. 1. Introduction. The Research Enterprise: What Is Research? Translational Research. Research Syntheses and Guidelines. Evidence-Based Practice. An Evolutionary Perspective on the Research Enterprise. Conceptualizing Research: Where Research Topics Come From. The Literature Review. Feasibility Issues. The Language of Research: Research Vocabulary. Types of Studies. Time in Research. Types of Relationships. Hypotheses. Variables. Types of Data. The Unit of Analysis. Deduction and Induction. The Structure of Research: Components of a Research Study. The Validity of Research. 2. Ethics. Foundations of Ethics in Research. Historical Cases of Unethical Research: Nazi Experimentation during WWII and the Nuremberg Code. Stanley Milgram's Obedience Studies. The Thalidomide Tragedy. The Tuskegee Syphilis Study. Evolution of a Modern System of Research Ethics: The Belmont Report. Related Guidelines on Human Subject Participation. Institutional Review Boards (IRBs). Ethics in Clinical Research: Patient Protection versus Access. Ethics in Research with Animals. Ethics in the Production and Publication of Scholarly Work: Honesty in Reporting. Conflict of Interest. Fairness in Publication Credit. 3. Qualitative Approaches to Research. Foundations of Qualitative Research. The Context for Qualitative Research: Generating New Theories or Hypotheses. Developing Detailed Stories to Describe a Phenomenon. Achieving Deeper Understanding of the Phenomenon. Improving the Quality of Quantitative Measures. Qualitative Traditions: Ethnography. Phenomenology. Field Research. Grounded Theory. Qualitative Methods: Participant Observation. Direct Observation. Unstructured Interviewing. Case Studies. Focus Groups. Unobtrusive Methods in Qualitative Research. Qualitative Data: How Different are Quantitative and Qualitative Data? Assessing Qualitative Research: Credibility. Transferability. Dependability. Confirmability. Part II: SAMPLING. 4. Sampling. Foundations of Sampling. Sampling Terminology. External Validity: Two Major Approaches to External Validity in Sampling. Sampling Methods. Nonprobability Sampling: Accidental, Haphazard, or Convenience Sampling. Purposive Sampling. Modal Instance Sampling. Expert Sampling. Quota Sampling. Heterogeneity Sampling. Snowball Sampling. Summary of Nonprobability Methods. Probability Sampling: Theory: The Sampling Distribution. Sampling Error. The Normal Curve in Sampling. Probability Sampling: Procedures: Initial Definitions. Simple Random Sampling. Stratified Random Sampling. Systematic Random Sampling. Cluster (Area) Random Sampling. Multistage Sampling. How Big Should the Sample Be? Summary of Probabilistic Sampling. Threats to External Validity. Improving External Validity. Part III: MEASUREMENT. 5. Introduction to Measurement. Foundations of Measurement. Levels of Measurement. Quality of Measurement. Reliability. Theory of Reliability. Types of Reliability. Validity. Construct Validity and Other Measurement Validity Labels. Threats to Construct Validity. The Social Threats to Construct Validity. Integrating Reliability and Validity. 6. Scales, Tests, and Indexes. Foundations of Scales, Tests, and Indexes. Scales and Scaling. General Issues in Scaling. Purposes of Scaling. Dimensionality. Unidimensional or Multidimensional? Tests. Validity, Reliability and Test Construction. Standardized Tests. Test Fairness. How to Find a Good Test. Indexes. Some Common Indexes. Constructing an Index. 7. Survey Research. Foundations of Survey Research. Types of Survey Research. Questionnaires. Interviews. Selecting the Survey Method. Population Issues. Sampling Issues. Question Issues. Content Issues. Bias Issues. Administrative Issues. Survey Design. Types of Questions. Question Content. Response Format. Question Wording. Question Placement. The Golden Rule. Interviews. The Role of the Interviewer. Training the Interviewers. The Interviewer's Kit. Conducting the Interview. Obtaining Adequate Responses-The Probe. Recording the Response. Concluding the Interview. Part IV: DESIGN. 8. Introduction to Design. Foundations of Design. Research Design and Causality. Establishing Cause and Effect in Research Design. Internal Validity. Developing a Research Design. Types of Designs. Expanding on Basic Designs. 9. Experimental Design. Foundations of Experimental Design. Introduction: The Origins of Experimental Design. Distinguishing Features of Experimental Design. Experimental Design and Threats to Internal Validity. Design Notation for a Two-Group Experimental Design. Difference between Random Selection and Assignment. Classifying Experimental Designs. Signal Enhancing Designs: Factorial Designs. The Basic 2 x 2 Factorial Design. Benefits and Limitations of Factorial Designs. Factorial Design Variations. Noise-Reducing Designs: Randomized Block Designs. Noise-Reducing Designs: Covariance Designs. Hybrid Designs: Switching Replication Experimental Designs. Limitations of Experimental Design. 10. Quasi-Experimental Design. Foundations of Quasi-Experimental Design. The Nonequivalent-Groups Design. Reaching Cause-and-Effect Conclusions with the NEGD. The Regression-Discontinuity Design. The Basic RD Design. The Role of the Comparison Group in RD Designs. The Internal Validity of the RD Design. Statistical Power and the RD Design. Ethics and the RD Design. Other Quasi-Experimental Designs: The Proxy Pretest Design. The Separate Pre-Post Samples Design. The Double-Pretest Design. The Switching-Replications Design. The Nonequivalent Dependent Variables (NEDV) Design. The Regression Point Displacement (RPD) Design. Part V: ANALYSIS AND REPORTING. 11. Introduction to Data Analysis: Foundations of Data Analysis. Conclusion Validity. Threats to Conclusion Validity. Data Preparation: Logging the Data. Checking the Data for Accuracy. Developing a Database Structure. Entering the Data into the Computer. Data Transformations. Descriptive Statistics: The Distribution. Central Tendency. Dispersion or Variability. Correlation. 12. Inferential Analysis. Foundations of Analysis for Research Design. Inferential Statistics. General Linear Model: The Two-Variable Linear Model. The 'General' in the General Linear Model. Dummy Variables. The t-Test. Experimental Analysis: The Two-Group Posttest-Only Randomized Experiment. Factorial Design Analysis. Randomized Block Analysis. Analysis of Covariance. Quasi-Experimental Analysis: Nonequivalent Groups Analysis. Regression-Discontinuity Analysis. Regression Point Displacement Analysis. 13. Communicating Research. Research Communication: Research Communication and the Research-Practice Continuum. General Considerations for Research Communication. The Written Report: Key Elements and Formatting of a Research Paper. Other Forms of Research Communication. Appendix.
£67.99
Taylor & Francis Ltd Working with Children Families and Young People
Book SynopsisBridging the gap between learning and the application of knowledge and skills in Early Years settings, this book addresses the nuanced complexities and challenges which students may face as they progress into professional practice. Built around the experiences of undergraduate students, solution-focussed chapters tackle contemporary issues such as safeguarding, new materialism, reflective practice, and working with refugee children, linking these to theoretical and philosophical models and drawing on undergraduate and practitioner insights.Providing contextualised examples, insight into key issues, and application of theory to practice, this book offers incisive solutions to support the undergraduate journey into a career, with chapters covering topics such as: Best practice as a practitioner creating a caring environment Reflecting on practice to cultivate professional development Working with and for marginaTable of ContentsAcknowledgements Author Biographies Foreword Prof. Ian Barron Introduction Jim Dobson and Alexandra Melrose Section I: Navigating the workplace Chapter 1 Compassionate spaces: Caring for self and others whilst working with children, young people and families Jim Dobson, Josie Gabi, Jayne Mugglestone and Lindsay Schofield Chapter 2 Professionalism in Practice Alexandra Melrose Chapter 3 ‘Women’s Work’: Gender Discrimination in Early Childhood Education and Care (ECEC) Juliette Wilson-Thomas Section II: Self-development and building confidence Chapter 4 Cultivating a critical understanding of child development Patricia Giardiello Chapter 5 ‘Managing doubts’ to take safeguarding action Martin Needham Chapter 6 Children and Digital Technology: ‘Millennium’ generations to critical undergraduate educators Steven Naylor Chapter 7 Constructing Critical Spaces for Creativity Rajesh Patel Chapter 8 Reflecting on Practice Amanda Davis Section III: Children on the edge: Marginalisation and empowerment Chapter 9 Precarious Lives: Refugee children’s identity and belonging in the UK Early Years Foundation Stage Josie Gabi Chapter 10 Working with Vulnerable Families Jim Dobson Chapter 11 Children and Young People’s Mental Health and Wellbeing Josie Gabi and Alexandra Melrose Index
£26.99
The Long Road to Lucca Page Turners 9
a huge range and FREE tracked UK delivery on ALL orders.
£16.30
Shell Educational Publishing HigherOrder Thinking Skills to Develop 21st
Book SynopsisHelp develop students'' higher-order thinking skills (HOTS) with approaches that are practical and researched based. Teachers will gain a better understanding of higher-order thinking skills with concrete examples of what it looks like in each of the content areas. Strategies are also presented for differentiating higher-order thinking skills and how to develop them in English language learners. This resource also includes techniques for effective classroom management, assessment, and information to aid in backwards planning.
£24.01
Bloomsbury Publishing Plc Teaching Writing Through Poetry
a huge range and FREE tracked UK delivery on ALL orders.
£20.89
Crown House Publishing Middle Leadership Mastery: A toolkit for subject
Book SynopsisTo make the best decisions possible, middle leaders need to have a nuanced understanding of the consequences of their actions. In this pragmatic book, Adam Robbins aims to boost their role-specific expertise to help them achieve that goal - and offers them a preferable alternative to learning from their mistakes. Instead of relying on generic leadership theories, Middle Leadership Mastery collates perspectives from psychology and cognitive science to share evidence-informed guidance on a wide range of topics - from supporting staff and students in crisis and managing wellbeing, to quality-assuring teaching and curriculum design. Adam Robbins draws on his sixteen years' experience of teaching in a deprived area to illustrate his points with stories and anecdotes from the front line, demonstrating how middle leaders can better understand their context and deliver the best outcomes from a variety of starting points.
£22.01
John Catt Educational Ltd Pupil Book Study: An evidence-informed guide to
Book SynopsisPupil Book Study is a window into the ‘lived experience’ of pupils, as opposed to just the observed experience. It is also a mirror in which to reflect professional practice and identify what helps learning, and what hinders it by outlining clear and coherent structures in which to talk with pupils and look at their books. Pupil Book Study gives headteachers, senior and middle leaders a systematic toolkit to evaluate the impact of the curriculum through studying teaching and learning. Infused with cognitive science research and evidence-informed practice, it offers schools the architecture for excellence; helping remove the risk of making assumptions. Pupil Book Study is a guide for schools that offers 7 specific and fully exemplified areas to focus quality assurance systems. The keystone between teaching, learning and the curriculum, Pupil Book Study offers schools the tools to explain why things are as they are and presents solutions to the areas that limit or hinder progress. Schools report that Pupil Book Study has been some of the most powerful and impactful work they have ever undertaken, resulting in positive change. In November 2020, Pupil Book Study was shared with the Deputy Director, Senior HMI and Policy makers at Ofsted.
£19.00
John Catt Educational Ltd Building Culture: A handbook to harnessing human
Book SynopsisBuilding Culture navigates the complex educational landscape and provides a look at school culture, highlighting key aspects of cultivating culture that leads to great pupil outcomes.Rooted in her own experience as a senior leader, Lekha Sharma knows that leaders need not only the what of curriculum, assessment and pedagogy but also the how. How can school leaders bring together the theoretical knowledge they possess and mobilise it on the ground so that they can have a positive and tangible impact on pupil outcomes? Teachers are increasingly equipped with the awareness and knowledge of cognitive psychology but what other areas of psychology could support those that lead those very teachers? And what elements of human nature can we harness to build the kind of school cultures that are conducive to improving outcomes for pupils? Building Culture provides a great start to answering all those questions.
£16.00
Cengage Learning, Inc New Closeup B1 Workbook
Book Synopsis
£19.00
Cengage Learning, Inc Go for it 1
Book SynopsisPerfect for summer school, before/after school intervention, community-based English tutoring programs, and dual-language instruction programs, Go for it! develops students' school survival vocabulary and language skills through its lively pace, engaging topics, and variety of activities.Trade Review1. New friends. 2. My things. Language review 1. 3. Family. 4. At home. Language review 2. 5. Free time. 6. Food. Language review 3. 7. Shopping. 8. Special days. Language review 4. 9. Videos. 10. Know-how. Language review 5. 11. Daily routines. 12. School subjects. Language review 6. 13. Around the world. 14. Everyday activities. Language review 7. 15. Around town. 16. Animals. Language review 8. Reader: Danger on White Water. Projects. Communicative Activities. Language Summary. Vocabulary Index. Skills Index.Table of Contents1. New friends. 2. My things. Language review 1. 3. Family. 4. At home. Language review 2. 5. Free time. 6. Food. Language review 3. 7. Shopping. 8 Special days. Language review 4. 9. Videos. 10. Know-how. Language review 5. 11. Daily routines. 12. School subjects. Language review 6. 13. Around the world. 14. Everyday activities. Language review 7. 15. Around town. 16. Animals. Language review 8. Reader: Danger on White Water. Projects. Communicative Activities. Language Summary. Vocabulary Index. Skills Index.
£12.00
Cengage Learning, Inc Perspectives Preintermediate Students Book and
Book Synopsis
£28.50
HarperCollins Publishers Where is Little Softy
Book SynopsisBig Cat Phonics for Little Wandle Letters and Sounds Revised has been developed in collaboration with Wandle Learning Trust and Little Sutton Primary School. It comprises classroom resources to support the SSP programme and a range of phonic readers that together provide a consistent and highly effective approach to teaching phonics.A family are on a lovely canal walk until Little Softy gets lost! Will they be able to find him?
£7.43
Cambridge University Pr. Cambridge Igcsetm Mathematics Core and Extended
Book Synopsis
£42.75
Cengage Learning, Inc Time Zones 4 Student Book
Book Synopsis
£25.50
Shell Educational Publishing Conquering Fourth Grade
Book Synopsis
£15.00
Cengage Learning EMEA Cognitive Psychology
Book SynopsisTable of Contents1. Introduction to Cognitive Psychology 2. Cognitive Neuroscience 3. Perception 4. Attention 5. Short-term and Working Memory 6. Long-term Memory: Structure 7. Long-term Memory: Encoding, Retrieval, and Consolidation 8. Everyday Memory and Memory Errors 9. Knowledge 10. Visual Imagery 11. Language 12. Problem Solving 13. Judgment, Reasoning and Decisions
£52.24
Sage Publications Ltd The What, Why and How of Assessment: A guide for
Book SynopsisHow do teachers develop their understanding of the foundation principles of assessment , stay up to date with the latest classroom approaches and have the confidence to evaluate and question the effectiveness of new methods? This professional resource for teachers supports them to understand the what, why and how of assessment. It provides key knowledge on the types and purposes of assessment and explores key themes such as validity, reliability and fairness. It explores assessment in practice offering practical support for busy teachers and takes an in-depth look at how qualifications are designed and developed and how examinations are marked, graded and regulated. Table of ContentsIntroduction Part 1: The principles of assessment What is assessment? Validity Reliability Fairness and ethics Standards and comparability Part 2: Assessment principles in action Assessment by exam boards Assessment in schools Assessment in society (beyond schools) Assessment and neurodiversity Assessment and mental health The future of assessment Glossary
£83.29
Taylor & Francis Inc Cooperative Learning in Higher Education: Across
Book SynopsisResearch has identified cooperative learning as one of the ten High Impact Practices that improve student learning. If you’ve been interested in cooperative learning, but wondered how it would work in your discipline, this book provides the necessary theory, and a wide range of concrete examples.Experienced users of cooperative learning demonstrate how they use it in settings as varied as a developmental mathematics course at a community college, and graduate courses in history and the sciences, and how it works in small and large classes, as well as in hybrid and online environments. The authors describe the application of cooperative learning in biology, economics, educational psychology, financial accounting, general chemistry, and literature at remedial, introductory, and graduate levels.The chapters showcase cooperative learning in action, at the same time introducing the reader to major principles such as individual accountability, positive interdependence, heterogeneous teams, group processing, and social or leadership skills.The authors build upon, and cross-reference, each others’ chapters, describing particular methods and activities in detail. They explain how and why they may differ about specific practices while exemplifying reflective approaches to teaching that never fail to address important assessment issues.Table of ContentsPREFACE LIST OF CONTRIBUTORS 1. WHY FACULTY SHOULD ADOPT COOPERATIVE LEARNING APPROACHES—Barbara J. Millis 2. COOPERATIVE LEARNING IN ACCOUNTING—Phillip G. Cottell 3. COOPERATIVE LEARNING IN GENERAL CHEMISTRY THROUGH PROCESS-ORIENTED GUIDED INQUIRY LEARNING—Susan E. Shadle 4. COOPERATIVE LEARNING STRUCTURES HELP COLLEGE STUDENTS REDUCE MATH ANXIETY AND SUCCEED IN DEVELOPMENTAL COURSES—Theodore Panitz 5. COOPERATIVE LEARNING IN EDUCATIONAL PSYCHOLOGY. MODELING SUCCESS FOR FUTURE TEACHERS—Margaret W. Cohen 6. PREPARING THE NEXT GENERATION OF ENGINEERING EDUCATORS AND RESEARCHERS. COOPERATIVE LEARNING IN THE PURDUE UNIVERSITY OF ENGINEERING PhD PROGRAM—Karl A. Smith, Holly Matusovich, Kerry Meyers, and Llewellyn Mann 7. THE INTERACTIVE LECTURE IN A RESEARCH METHODS AND STATISTICS CLASS—Pamela Robinson and James L. Cooper 8. WANT BRIGHTER, HARDER WORKING STUDENTS? CHANGE PEDAGOGIES! SOME EXAMPLES, MAINLY FROM BIOLOGY—Craig E. Nelson 9. SEQUENCING COOPERATIVE LEARNING ACTIVITIES IN LITERATURE CLASSES—Barbara J. Millis 10. IMPLEMENTING COOPERATIVE LEARNING IN INTRODUCTORY ECONOMICS COURSES—Mark H. Maier, Kim Marie McGoldrick, and Scott Simkins 11. COOPERATIVE LEARNING IN GEOLOGICAL SCIENCES—Edward Nuhfer 12. CONCLUDING THOUGHTS ON THIS VOLUME—Barbara J. Millis BIBLIOGRAPHY THE CONTRIBUTORS INDEX
£26.99
Crown House Publishing The A Level Mindset: 40 activities for
Book SynopsisDuring their combined 40 plus years of teaching and coaching, Steve and Martin have discovered something important: those students who make real and sustained progress at A level aren't necessarily the ones with superb GCSEs. Some students leap from average results in Year 11 to outstanding results in Year 13, while others seem to hit a ceiling. But why?It was in trying to answer this question that the VESPA system emerged. Steve and Martin have cut through the noise surrounding character development and identified five key characteristics that all students need in order to be successful: vision, effort, systems, practice and attitude.These characteristics beat cognition hands down. Having pinned down the core traits that contribute to student success, the authors have developed a range of practical activities to help every student develop the A Level Mindset: 40 concrete, easy-to-use and applicable tools and strategies that will supercharge learners' ambition, organisation, productivity, persistence and determination.And in this revised edition Steve and Martin present a range of case studies and useful advice on effective implementation to guide schools towards putting the VESPA model into practice. Furthermore, they have also revamped the introductions to each aspect of the VESPA model with updated insights and references.Suitable for teachers, tutors, heads of sixth form or anyone else who wants to help A level students achieve their potential.
£18.99
John Catt Educational Ltd Retrieval Practice: Resource Guide: Ideas &
Book SynopsisAs part of the successful and popular Retrieval Practice collection by Kate Jones, this practical resource guide is the go-to guide for a wide range of retrieval practice tasks that teachers can use in their classrooms. There are over fifty evidence-informed and creative, tried and tested, classroom resources and strategies to support retrieval practice. These include starter tasks, tasks to support literacy and revision as well as a range of recommended online quizzing tools. For each resource, there is an explanation with top tips and visuals for easy implementation. All of the resources provided aim to be low effort, high impact. Low effort for the teacher in terms of workload but high impact on student learning. Regardless of the subject or age range taught there are plenty of takeaways for every teacher – a handy retrieval resource guide for every teacher and every classroom.
£11.13
American Council on the Teaching of Foreign Languages (ACTFL) Language Acquisition in a Nutshell
Book SynopsisLanguage Acquisition in a Nutshell: A Primer for Teachers will be your definitive guide on second languages and how they are acquired. Written in an easy-to-understand tone with an occasional touch of light-heartedness, Language Acquisition in a Nutshell is made for both teachers and teachers in training. It will show you new ways to think about second-language acquisition, while providing practical ways to implement your new insights. Language Acquisition in a Nutshell does not tell teachers how to teach or what to teach. Rather, the authors help teachers be as informed as possible as they make decisions about what they do and what they expect of their learners and perhaps what they expect of themselves.
£27.96
Bloomsbury Publishing PLC Looking for Learning Provocations
Book SynopsisLooking for Learning: Provocations is a full-colour, practical guide to inspire child-led learning that''s linked to current policy and the EYFS framework.As each child progresses through their learning journey, Early Years practitioners are expected to identify and understand what learning is taking place in every activity that a child is involved in. Laura England, creator of Little Miss Early Years, uses her wealth of experience as an Early Years teacher to explore the learning that takes place when a child''s play has been inspired by a provocation, including mirrors to investigate symmetry, cardboard boxes to understand shapes, and sticks and pebbles to construct their own designs.Provocations invite learning, interest and creativity as they allow children to explore, think and use their imaginations. This dip-in-and-out book is linked to the Characteristics of Effective Learning and presents case studies, real-life images and practical pointers to explore the
£12.34
Bloomsbury Publishing PLC 50 Fantastic Ideas for Schematic Play
£12.34
Little, Brown Book Group The Essential 55 Discover the successful student
Book SynopsisIf there were a code you could learn that would enable you to become a wonderful teacher - of any young person in your life - wouldn''t you want to learn it? The Essential 55 collects together the amazingly effective rules that Ron Clark used to become an extraordinary - and award-winning - teacher. Through trial and error, he has distilled fifty-five ideas that have helped him transform apathetic students, in some of the most deprived and challenging circumstances, into prize-winning scholars. Covering all aspects of life - from the classroom to the world, from human interactions to cafeteria manners - Ron Clark shows that with determination, discipline and regular rewards, the children you stick by will be the children you eventually admire. ''As long as you have the ability to learn, he can do anything with you - he can make you a star'' - sixth-grade student in Harlem, NYTrade Review"'As long as you have the ability to learn, he can do anything with you - he can make you a star' - sixth-grade student in Harlem, NY"
£14.24
John Wiley & Sons Inc Making Thinking Visible
Book SynopsisA proven program for enhancing students' thinking and comprehension abilities Visible Thinking is a research-based approach to teaching thinking, begun at Harvard's Project Zero, that develops students' thinking dispositions, while at the same time deepening their understanding of the topics they study.Table of ContentsList of Figures and Tables ix DVD Contents xi Foreword xiii Preface xvii Acknowledgments xxi About the Authors xxv PART ONE Some Thinking about Thinking 1 ONE Unpacking Thinking 3 Beyond Bloom 6 Beyond Memorization, Work, and Activity 8 A Map of Thinking Involved in Understanding 11 Other Kinds of Thinking 14 Uncovering Students’ Thinking About Thinking 15 TWO Putting Thinking at the Center of the Educational Enterprise 23 How Does Visibility Serve Both Learning and Teaching? 27 How Can We Make the Invisible Visible? 30 PART TWO Using Thinking Routines to Make Thinking Visible 41 THREE Introduction to Thinking Routines 43 ThreeWays of Looking at Thinking Routines 45 How Are the Thinking Routines Organized? 49 FOUR Routines for Introducing and Exploring Ideas 53 See-Think-Wonder 55 Zoom In 64 Think-Puzzle-Explore 71 Chalk Talk 78 3–2–1 Bridge 86 Compass Points 93 The Explanation Game 101 FIVE Routines for Synthesizing and Organizing Ideas 109 Headlines 111 CSI: Color, Symbol, Image 119 Generate-Sort-Connect-Elaborate: Concept Maps 125 Connect-Extend-Challenge 132 The 4C’s 140 The Micro Lab Protocol 147 I Used to Think. . . , Now I Think . . . 154 SIX Routines for Digging Deeper into Ideas 163 What Makes You Say That? 165 Circle of Viewpoints 171 Step Inside 178 Red Light, Yellow Light 185 Claim-Support-Question 191 Tug-of-War 199 Sentence-Phrase-Word 207 PART THREE Bringing the Power of Visible Thinking to Life 215 SEVEN Creating a Place Where Thinking Is Valued, Visible, and Actively Promoted 217 Making Room for Reflection 222 Making Time for Our Own Learning 229 The Making of an Elaborated Conversation 234 The Forces That Shape Culture 240 EIGHT Notes from the Field 247 The Challenges of Making Thinking Visible in a Mathematics Class and Beyond: The Case of Mark Church 250 Content + Routines + Students = A Culture of Thinking: The Case of Sharonne Blum 256 What These Cases Reveal About the Use of Routines 261 Stages of Development in the Use of Thinking Routines 262 Common Pitfalls and Struggles 267 In Conclusion 272 References 275 Index 281 How to Use the DVD 293
£21.24
SAGE Publications Inc Concept-Based Curriculum and Instruction for the
Book SynopsisThink Beyond the Facts! Knowing the facts is not enough. If we want students to develop intellectually, creatively problem-solve, and grapple with complexity, the key is in conceptual understanding. A Concept-Based curriculum recaptures students’ innate curiosity about the world and provides the thrilling feeling of engaging one’s mind. This updated edition introduces the newest thought leadership in Concept-Based Curriculum and Instruction. Educators will learn how to Meet the demands of rigorous academic standards Use the Structure of Knowledge and Process when designing disciplinary units Engage students in inquiry through inductive teaching Identify conceptual lenses and craft quality generalizations Explore deeper levels of learning and become a Master Concept-Based Teacher. "This book is smart, wise, and energizing. It honors the disciplines we teach by reminding us of their inherent meaning. It honors teachers with the belief that they grow as human beings through understanding the power of what they teach. It honors students by expecting them to become thinkers capable of reasoned stewardship of the world they live in and will inherit." Carol Ann Tomlinson, William Clay Parrish, Jr. Professor University of Virginia, Curry School of Education "As factual and procedural knowledge are a click away, education needs to foster contextualization and higher order thinking through a focus on transferable conceptual understandings. This essential book translates the needed sophistication of concept-based learning into actionable classroom practices." Charles Fadel, Author of "Four-Dimensional Education" and "21st Century Skills" Founder, Center for Curriculum Redesign Visiting Scholar, Harvard Graduate School of EducationTrade Review"This book is smart, and wise, and energizing. It honors the disciplines we teach by reminding us of their inherent meaning, rather than allowing us to accept them as collections of data. It honors teachers with the belief that they grow as human beings through understanding the power of what they teach and crafting approaches for sharing that power with young learners. It honors students by expecting them to become thinkers capable of reasoned stewardship of the world they live in and will inherit. It maps out a path for achieving the twin goals of content understanding and developing thinking—both too long absent in too many schools." -- Carol Ann Tomlinson, Ed.D., William Clay Parrish, Jr. Professor"This revised edition is essential for all educators! If you want to help students deal with the overwhelming rate of complexity and information overload they face, look no further. This practical guide will help you design units for deep learning that lasts." -- Julie Stern, Independent Trainer and Curriculum Designer"This new, updated edition of Erickson’s Concept-Based Curriculum and Instruction for the Thinking Classroom provides deep insights on how to create a thinking classroom by developing intellect and preparing our students for the 21st Century. This is a research-based, practical guide to designing curriculum and instruction that focuses on conceptual understandings through utilizing an inquiry-based approach. This book is bursting with examples and systematic strategies to engage and motivate our students. A must read for all 21st century educators!" -- Jennifer T. H. Wathall, Consultant and Author of Concept-Based Mathematics"The authors are justly intent on advancing the intellect of our students and ensuring schools are places that shape lifelong learners. The Concept-Based approach challenges teachers to think deeply about what and how they are teaching so that students deepen their understanding and retain and apply what they’ve learned. One of the greatest challenges any teacher faces is the transfer of agency from the teacher to the student. Concept-Based Curriculum and Instruction does just that. If we are serious about promoting engaged, motivated, productive, creative citizens, our teacher preparation institutions must provide in-depth guidance in this powerful design process. It is imperative that pre-service teachers understand "how knowledge and processes are structured and the relationship of these structures to teaching, learning, and intellectual development." I know of no better resource to guide pre-service teachers in the development of thinking students than this text and others by these authors." -- Karen L. List, Project Director, PK – 3rd Grade Leadership Program, Executive Coach, LEAD CT"Teachers must be able to engage and motivate learners before they can teach them. However, engagement and motivation only come when learning is relevant and intrinsically interesting. For learning to be relevant and intrinsically interesting, teachers must start by crafting deeper conceptual understandings of personal or transferable significance. Given the pressures of a coverage curriculum, developing students’ critical, creative and conceptual minds is one of the biggest challenges our teachers face today. This brilliant piece of work by Lynn, Lois, and Rachel is what teachers need to address the challenge. The authors have beautifully presented a broad range of theoretically grounded and highly practical strategies to improve student engagement, thinking, and motivation through the principles of Concept-Based Curriculum and Instruction. " -- Ashish Trivedi, MYP School Services Manager, Asia Pacific"What should students know in an age of search engines? As factual and procedural knowledge are a click away, education needs to foster contextualization and higher order thinking through a focus on transferable conceptual understandings. This should be the Holy Grail of a modern education, which needs to crisply redefine what type of content matter is most needed so as to reserve time and space for deeper learning to occur. This essential book translates the needed sophistication of concept-based learning into actionable classroom practices, which every teacher will be enchanted to have." -- Charles Fadel, Author of “Four-Dimensional Education” and “21st Century Skills""A must read for all teacher credentialing programs. A valuable teacher’s guide on creating deep, passionate concept-based units of inquiry. This book artfully engages the reader’s thinking and takes them through a journey merging best practices in teaching and learning with brain based pedagogy. Once again, the authors explicitly demonstrate why Concept-Based teaching and learning is essential for all 21st century learners." -- Guadalupe Arellano, Student Advocate and Instructional Coordinator"The 2nd edition of Concept-Based Curriculum and Instruction effectively brings together Erickson′s Structure of Knowledge and Lanning′s Structure of Process to present a coherent vision for Concept-Based teaching and learning across the disciplines. The enhanced focus on inquiry reiterates the importance of giving children the opportunity to form their own conceptual understandings inductively. I recommend this book to anyone interested in getting to the heart of Concept-Based Curriculum and Instruction!" -- Carla Marschall, Vice Principal and Concept-Based Curriculum and Instruction Consultant"This book provides support for educators implementing a concept-based curriculum. The practical planning steps and concrete examples for a range of grade levels provide an invaluable guide for those who aspire to make learning powerful. The book does not shy away from the reality of what a challenging journey the transition to a concept-based curriculum will be; rather it embraces the challenge as part of the joy of learning." -- Caroline Joslin-Callahan, Primary School Principal"Concept-Based Curriculum and Instruction for the Thinking Classroom starts with a brief introduction on how our brains work and why it is important to look at each unit of study with a conceptual focus. The authors discuss the difference between inductive and deductive instruction and also show us how structured versus guided inquiry differ. There are lesson templates, examples of lessons, checklists, and even most frequently asked questions to guide us in continuing our challenging but rewarding journey into concept-based teaching." -- MiddleWebTable of ContentsIntroduction 1. The Thinking Classroom 2. The Structures of Knowledge and Process 3. Designing Concept-Based Instructional Units 4. Inquiry in Designing Concept-based Lessons 5. The Developing Concept-based Teacher and Self Assessments Resources A. Concept-Based Curriculum Glossary of Terms B. Sample Verbs for Level 2 and 3 Generalizations C. Concept-Based Graphic Organizers D. Unit Design Steps E. Checklist for Evaluating Concept-based Units F. Mathematics Generalizations for Secondary Grade Levels G. 3D American History Unit Web References
£29.44
National Association for the Education of Young Children Big Questions for Young Minds: Extending
Book SynopsisQuestions are powerful tools, especially in the classroom. Asking rich, thoughtful questions can spark young children’s natural curiosity and illuminate a whole new world of possibility and insight. But what are “big” questions, and how do they encourage children to think deeply? With this intentional approach—rooted in Bloom’s Taxonomy—teachers working with children ages 3 through 6 will discover how to meet children at their individual developmental levels and stretch their thinking. Featuring contributions from respected names in the field, this bookOffers a foundation for using high-level questions in preschool and kindergarten interest areasProvides tips for getting started and examples of questions at each of the six levels of questioningExplores the use of high-level questions during daily classroom routines and in a variety of contextsRecommends picture books that support the use of high-level questionsIncludes an extensive resource section for teachers and familiesWith the guidance in this book as a cornerstone in your day-to-day teaching practices, learn how to be more intentional in your teaching, scaffold children’s learning, and promote deeper understanding.Trade ReviewFor anyone eager to become more adept at engaging children in meaningful conversations, Big Questions for Young Minds provides a clear and relevant guide to the craft of asking high-level questions to support development of critical thinking skills. Teachers, coaches, mentors, directors, providers of professional development, and families will find this book an invaluable resource. —Polly Smith, Early Childhood Consultant and Mentor of Directors Finally, a resource to help teachers develop and ask questions that encourage children to think, imagine, and generate ideas! Strasser and Bresson show how to build on what children know by asking questions that support rather than derail their play and exploration. This gem of a book should be in every classroom. —Beth Graue, Sorenson Professor of Early Childhood Education, University of Wisconsin-Madison Listening, questioning, and learning are essential ingredients to good decision making. This contribution by Strasser and Bresson will help ensure that educators won’t wait until children are in high school before asking them high-level, thought-provoking questions. —Vincent J. Costanza, Superintendent in Residence, Teaching Strategies, LLC As a teacher with more than 15 years of experience in early childhood education, I found this book to be practical, inclusive, and culturally relevant. I highly recommend Big Questions to educators who are looking for a resource that bridges the gap between theory and practice. —Dawn M. Durham, Pre-Kindergarten Teacher, Passaic, NJTable of ContentsIntroduction Part 1: Using Questions in Classroom Interest Areas Chapter 1: Dramatic Play Area Chapter 2 : Block Area Chapter 3: Mathematics/Manipulatives Area. Chapter 4: A Makerspace in the Science Area Chapter 5: Writing Area Chapter 6: Art Area Part 2: Using Questions During Other Parts of the Daily Routine Chapter 7: Class Meetings Chapter 8: Read-Alouds Chapter 9: Exploring and Making Music Chapter 10: Large Motor Activities Chapter 11: Outdoors Chapter 12: Mealtimes Part 3: More Learning Opportunities with Questions Chapter 13: Supporting Emotional Development During the First Months of School Chapter 14: Kickstarting the School Year: Exploring Change Through Long-Term Studies Chapter 15: Using Featured Materials Chapter 16: Multiday Explorations Chapter 17: Supporting Children’s Understanding About Diversity Chapter 18: Making the Most of Classroom Displays Chapter 19: Documenting Children’s Learning Part 4: Resources References Acknowledgments About the Authors About the Contributors
£28.38
HarperCollins Publishers Seasons
Book SynopsisBig Cat Phonics for Little Wandle Letters and Sounds Revised has been developed in collaboration with Wandle Learning Trust and Little Sutton Primary School. It comprises classroom resources to support the SSP programme and a range of phonic readers that together provide a consistent and highly effective approach to teaching phonics.See how the view from a family''s window changes in spring, summer, autumn and winter. Which season is your favourite?
£7.43
Taylor & Francis Ltd (Sales) Managing Extreme Behaviours in the Early Years
Book SynopsisIncreasing numbers of children attending pre school provision have led to increasing referrals to the advisory services for behavioural issues. Children appear to be having difficulty conforming to social expectations in educational settings and are presenting us with more extreme behaviours. In spite of much advice already available in the form of written material, books and TV programmes there appears to be an increase in behaviours reported and in practitioners searching for managing strategies. The suggested strategies are based upon long, varied experiences in real life situations and have a grounding in practice, designed to be manageable, realistic and relevant to educational settings. They cover the following behaviours: Self harm Hitting Running away Sexualised behaviour Refusal to talk Uncooperative behaviour Aggressive behaviour Managing Extreme Behaviours in the Early Years, the fifth of the Tried and Tested Strategies series, is a ready-to-hand and easy to read guide for those dealing with problem behaviour and who do not always have the time to search for solutions. Trade Review'The book is laid out well and is an easy read; I particularly liked the "What can help" boxes which stand out well on a page. I liked the way each section gave a clear explanation of its focus topic followed by a range of suggestions for future action. The authors are explicit about their aims for their book, recognising that there are no "quick fixes", but that it will begin to address the issue, providing possible reasons for extreme behaviours in young children and practical suggestions for handling such. I would happily recommend this book to colleagues in education; in fact have already started to do so.' - Jill McMinn, Advisory Teacher Speech, Language, Communication, WrexhamTable of ContentsSection 1 What are extreme behaviours? Section 2 Case studies - some specific and in depth examples Section 3 Extended case studies Section 4 Promoting positive behaviour
£27.99
Taylor & Francis The Visualiser Handbook
Book SynopsisThe Visualiser Handbook explores how live modelling can be used to break down the barrier between the expert and the student by inviting them to take part in the teacherâs thinking process and learn how to do it themselves.With practical support and examples for all stages of planning and delivering lessons, this guide takes you through how to share your disciplinary expertise with your students via thought narration and structured routines. It shows how you can model thinking, reading and writing tasks in a way that moves students onto increasing levels of independence, builds their metacognitive skills and helps them to feel successful and in control of their own thinking as they approach their work. Chapters cover:â Preparing the classroom and the resources to live model effectivelyâ Building the conditions â attention and routinesâ The âI do, we do, you doâ approachâ Feedback and reflectionâ Inclusion and live modellingDesi
£18.99
Hodder Education What is Geography Teaching Now
Book SynopsisWhat is Geography Teaching, Now? is a comprehensive guide compiling teaching methods for over 40 aspects of geography teaching, from everyday topics such as assessment, pedagogy and resources, to the challenges facing modern geography teachers such as environmental education, decolonising the geography curriculum and geography in relation to gender and sexuality. Catherine Owen and Jennifer Monk have drawn on the classroom practice and experience of a range of practitioners to tackle the most difficult topics in a concise but enthralling manner, highlighting the importance of professional development in the geography classroom. Practical strategies are woven throughout the book, alongside questions for reflection and suggestions for further research and reading, making this must-have volume perfect for geography teachers at any stage of their careers.
£19.00
Shell Educational Publishing 180 Days SocialEmotional Learning for
Book Synopsis
£17.25
