Teaching skills and techniques Books

Book SynopsisThe only book you need to understand the who, what, why and how of coaching in schools, with relevance for all teachers whatever their age phase or setting. Coaching is becoming an increasingly hot topic in education, with ideas and principles from sport and business coaching producing successful outcomes for teachers and trainees. This book looks at how coaching works within a school setting and how it can be applied in practice. It discusses a new TEACHER coaching model to develop a coaching culture that improves both teaching and learning, resulting in increased staff happiness and ultimately better support and outcomes for pupils. Packed with research on coaching, happiness and mindset, it focuses on simple lessons for teachers who have limited coaching knowledge as well as information for more experienced teacher-coaches. Reflective exercises are included throughout to encourage a deeper understanding of the relationship between coaching and education.Trade ReviewKirsty Stokes has produced a well-researched and thoughtful book – but most of all one that is accessible and practical...With considerable knowledge Kirsty explains just what it is about coaching, and in particular its application to the teaching community, that is important. Having heard Kirsty speak on coaching I know that her work is compelling and we should all be enthused to take the ideas in this book forwards – for ourselves, colleagues and the children we work with...As Kirsty highlights, coaching has a transformative power which goes far beyond the confines of the classroom, and I absolutely recommend you to look to implement the ideas she discusses – and crucially to reflect on so many powerful ideas and tools. -- James Barnes * General Secretary, Learning Skills Trust *Table of ContentsIntroduction 1: Coaching, what is it? 2: A brief history of coaching 3: The case for coaching in schools 4: The TEACHER coaching model 5: Implementing a coaching culture 6: Being a coach A final note on TEACHER coaching

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Book SynopsisCreated by James Mannion, Louise Stoll, Karen Spence-Thomas and Greg Ross,Activateis a card-based professional learning resource that aims to improve pupils' experiences and outcomes by promoting self-regulated learning among leaders, teachers and pupils.Trade ReviewThis resource is a major step towards a psychologically literate education: one that understands what goes on in learners' minds, what personal beliefs and classroom practices get in the way of their learning, and what smart mind hacks can unleash and augment their learning power. These teaching methods will turn out learners who get better results, but, more than that, they will be better prepared for a long learning life. Exceptionally clearly written and presented, based in robust cognitive science, Activate is really, really, really, really useful and practical. Use the materials, follow what it says on the tin, and a 21st century school worthy of the name can be yours for the asking.Guy ClaxtonWhat a wonderful and timely resource this is! Around the world, there is growing interest in, and understanding of, the importance of agency in powering up our young people's learning. This unique resource makes such an important contribution to global efforts to educate young people in a way that not only enhances their agency at school but builds the capacity to participate successfully in a life of learning beyond school. The cards offer so many possibilities for rich, transformative conversations! This practical resource will help make the sometimes daunting concepts of self-regulation, metacognition and self-efficacy better understood by educators and equip them with some really effective strategies for engaging with students and colleagues alike. I can't wait to use Activate in my own work in schools.Kath MurdochHere's a resource which imaginative and committed school and college leaders will grab as a way of improving the quality of what goes on among teachers and pupils in classrooms, departments and more widely. After all, metacognition and self-regulated learning represent the El Dorado of educators - to be able to identify accurately for yourself where you need to improve and have sufficient control of your behaviour and environment to do it would be the ideal outcome for us all - and a huge benefit to a heathy society if it could be done at scale. This resource could help. Every school and college needs a copy, but they will also need leaders who commit to its thoughtful implementation. It's particularly suited to a multi-academy trust since they will have the resource to enable hands-on coaching, which will be the ideal way of making sure it isn't one of those many good ideas which founder for lack of commitment from leaders.Tim BrighouseHere's a resource which will help teachers think again about their own classroom practice. Cleverly structured, it guides teachers through consideration of how they could refine and transform their approach, in doing so solving some of those long-standing challenges and improving outcomes for pupils ... all in dialogue with colleagues. Brilliant professional learning in action!Mick WatersI love Activate! It combines powerful research with practical activities. This is a wonderful set of resources from which anyone facilitating professional learning can draw. The cards simplify, clarify and deepen understanding, building community and confidence in the process as they demystify self-regulation and metacognition.Bill LucasA modern education should cultivate learners who are able to learn on their own - in school and throughout their lives. Yet it's one thing to espouse the goal of self-directed learning and another to provide the means of achieving this goal. Activate does this by offering a comprehensive approach to teaching and reinforcing the cognitive, metacognitive and dispositional skills needed for independent learning. While its recommended practices are grounded in research, Activate brings theory to life through a comprehensive set of practical tools in the form of strategy cards that serve both teachers and learners. I recommend this resource to educators and parents who seek to develop self-directed learners.Jay McTighe

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Book Synopsis''A riveting read'' - Mary Myatt, Education writer, speaker and curator of Myatt & Co''An honest and courageous treatment of an important facet of human interaction'' - Dr Jill Berry, Education writer and consultant Have you ever felt like workplace politics were distracting you from doing your job? Ever been lost for words in a difficult conversation with a colleague? The Emotionally Intelligent Teacher is a unique guide to managing your emotions in order to enhance teaching, boost wellbeing and combat power struggles in schools.Using scientific research and real-life examples, Niomi Clyde Roberts demonstrates how empathy and clear communication can make every teacher and leader feel motivated, fulfilled and respected. From knowing when to say no and responding to negativity, to working effectively as a team and letting every member know they're valued, Niomi believes emotional intelligence in education is the key to enhanced productivity and superb Trade ReviewThe Emotionally Intelligent Teacher is a riveting read. Niomi explores the range of situations in which emotional intelligence comes into play. A very helpful addition to the literature on school culture. -- Mary Myatt * Education writer, speaker and curator of Myatt & Co, @MaryMyatt *Niomi speaks with passion and purpose about the power of emotional intelligence, and how important it is in education to deal in a compassionate and supportive way with all those with whom we come into contact. This is an honest and courageous treatment of an important facet of human interaction. -- Dr Jill Berry * Education writer, consultant and former headteacher, @jillberry102 *Niomi Clyde-Roberts' book is for everyone in a school setting, whether teacher or leader, as we seek to build strong, empathetic and authentic teams to take our schools forward in an era of great challenge. -- Andrew Cowley * Mental health and wellbeing coach, speaker and author of “The Wellbeing Toolkit” and “The Wellbeing Curriculum” *The Emotionally Intelligent Teacher will guide you through your first few days, weeks, and months at work and will help you navigate a way through the complexities of what it's like to work within a school. -- Andrew Morrish * Makana Leadership *This is a useful book for educators who may want to explore, develop and improve their emotional intelligence skills. Further, the book offers a good starting point to ensure that the skills developed can be used within a school community. -- @digicoled * UKEdChat *This book is certainly not a one stop read, I see it being used in CPDL for discussion based segments and will be a text I can see myself using within school to give padding to those coaching sessions we find ourselves in as leaders. It is also a well written text which gives context to what it means to be "Emotionally Intelligent" -- Nick * Nick's Reading *I don't think I've ever read a book in a day before, but I've just consumed @TeachingAHT's 'The Emotionally Intelligent Teacher' in an afternoon. So much to reflect on and I need to do a lot of work on myself! Thank you to Niomi and all the contributors. -- Jess, Trust Lead for PSHE/RSE * @MissCatcnatch *Reading The Emotionally Intelligent Teacher immediately afterwards, you cannot help thinking that this volume could have changed their world. It is immensely refreshing to read the work of a writer new to the world of educational publishing. -- Dennis Richards * Church Times *This is a fantastic book for school leaders who want to learn more about emotional intelligence and how to improve it. Furthermore, the book provides an excellent beginning point for ensuring that the skills learned may be used in a school setting. -- Jonathan Coy * @HeadTeacherChat *

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Book SynopsisSuperior learning tools for teachers and students, from A to Z.Trade Review"This is an essential book for every teacher and learner. The authors, who are among the world's experts, have done a superb job of condensing a vast amount of research on learning into wonderfully understandable, lively, concise, and above all useful, units." -- Carl Wieman, Carnegie University Professor of the Year 2004, Nobel Laureate in Physics 2001, Professor of Physics and Education, Stanford University "Daniel Schwartz and his co-authors have developed an easy-to-understand, easy-to-use synthesis of the learning literature without oversimplifying the complexity of the teaching and learning process. I am particularly impressed with the inclusion of multiple examples, potential risks, and possible misapplications, along with the acknowledgement that no one technique, by itself, will likely work in every situation. This book does a wonderful job introducing usable knowledge that can be flexibly applied by those seeking to encourage learning." -- David B. Daniel, PhD, Professor of Psychology, James Madison University

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Book SynopsisThis practical guide breaks down the complex and broad field of physical geography, demonstrating how diagrams can be used by teachers to effectively explain the key concepts behind many natural processes and landforms. Featuring over 200 diagrams that cover the key topics taught in Key Stage 3 and 4 Geography, the book shows teachers how they can convey age-appropriate concepts without overwhelming or oversimplifying.Supported by summaries of background knowledge, common misconceptions, questions to check understanding, and extension activities, the concepts and topics explored include: Rocks and weathering Plate tectonics Rivers Coasts Weather and climate Ecosystems Glaciation Backed by research and evidence to support the use of diagrams in the classroom, this is an essential read for any geography teacher or subject lead who wants to support their students in learning key concepts in physical geographyTrade Review'For decades, evidence has been accumulating for the multimedia principle – the idea that people learn better from words and graphics than from words alone. Visualising Physical Geography by Luke Tayler examines why and how to apply the multimedia principle to teaching of physical geography. The book provides examples of how to incorporate graphics to explain a wide variety of topics in physical geography.'Richard E. Mayer, Distinguished Professor of Psychological and Brain Sciences at the University of California, Santa Barbara, and author of 'Multimedia Learning: Third Edition.' 'Geography is a very visual discipline and diagrams are a key way of simplifying the complexities of environmental systems and conveying them to students. In this book Luke Tayler convincingly makes the case for diagrams in pedagogy and provides some excellent examples and ideas for ways to use them in the classroom. A great resource for all geography teachers.'Professor Martin Evans, University of Manchester'Geography, the ill-informed often quip, is about colouring in. In this wonderful book, Luke Tayler, shows us why good drawing matters and how effective visual representation of natural process and landforms can enhance geographical education and learning. This is a volume chock full of suggestions, ideas, and resources – definitely a book every teacher will want at hand when planning or revising learning resources in physical geography.'Professor Alastair Owens, President of The Geographical AssociationTable of Contents1. Why use diagrams; 2. How diagrams support learning; 3. How diagrams support teaching; 4. The diagrams; Rocks and Weathering; Plate Tectonics; Rivers; Coasts; Weather and Climate; Ecosystems; Glaciation

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Book SynopsisRobin and Joan Shohet are pioneers in supervision training for the helping professions. Much more than a manual, this book embodies the heart, soul, spirit and values of their training courses - a golden treasury of insight, wisdom and practical techniques. Its detailed descriptions of their courses apply directly to the work of the helping professions and the therapeutic relationship; what they say apply also to how we all negotiate relationships in our work and our lives. The book opens with the '23 principles' that form the basis of their beliefs about the role and function of supervision. It goes on to describe in detail five of the courses they have been running for some 40 years. These are vivid scripts taken directly from course recordings, bringing to life the interactions, exchanges and relationships played out in the training process. Here we have the Core Course, the Seven-Eyed Model, the Group Supervision Course, the Advanced Course, and the one-day workshop Fear and Love in Supervision. The book ends with a bank of resources drawn from Robin's published writings over the years. These are bold, brave, sometimes raw and always deeply honest accounts of the Shohets' inspirational supervision training - each accompanied by one of Joan's cake recipes.Trade ReviewThis is a breath-taking treasure trove of a book. Robin and Joan share their lives' work in developing, practising and teaching the art of supervision. They describe in detail not only the models they have developed and the principles behind them but how they teach them - right down to the detailed design of their programmes, the exercises and experiments they use - and even the recipes for the cakes Joan bakes for the participants. But not only that. The book is a delightful read - it zings engagingly along, full of stories and vignettes, quotations and anecdotes. One feels privileged to meet the authors in all their humanity - their mistakes as well as their brilliance, their feelings and their experience. I feel deeply appreciative. - Professor Charlotte Sills, Ashridge Business School and Metanoia Institute, London. I shall return to the book regularly in order to savour each reflection and continue learning from the wisdom and humanity contained within it. - Els van Ooijen, psychotherapist, counsellor and supervisor in private practice in Bristol, a former visiting lecturer to the counselling and supervision courses at the University of South Wales, and author of Clinical Supervision Made Easy.Table of ContentsPreface - Michael Carroll. Foreword - Ben Fuchs. PART 1: SOURCES, 1 Supervision: a way of life, 2 Core propositions and principles. PART 2: COURSES, 3 The core course, 4 The seven-eyed model of supervision, 5 The group supervision course, 6 The advanced course, 7 The 'fifth' module: the inquiry process, focusing on the supervisory relationship, 8 Love and fear in supervision: a one-day workshop, 9 The Beast from the East: an account of a challenging supervision training, 10 Beyond otherness: supervision as spiritual practice. PART 3: RESOURCES, The versatility of the seven-eyed model - Joseph Wilmot, Paralleling in the supervision process - Joan Wilmot and Robin Shohet, Exploring the dynamics of complaints - Robin Shohet, How green is your mind? - Robin Shohet, Using improv as a therapeutic and supervisory technique: a beginner's view - Robin Shohet, Residential supervision training - Joan Shohet.

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Book SynopsisEven the best software cannot teach your child to read. You need books and the most important tool of all - the kitchen table - where you sit and do the lessons. This book gives you an easy to follow recipe for teaching your child to read.Trade Review"Five Star Excellent!... Simply spectacular! Extremely resourceful. Take my advice. This book works!" --Jennifer LB Lesse, A StoryBook Weaver's Book Reviews"I found it to be a very appealing program that would be especially beneficial to homeschoolers." --Terri Bittner, bellaonline.com"This sensible early reading system introduces young children to letter sounds and to simple words, sight words, and basic stories to read. Parents will appreciate the book's refreshingly straightforward approach and uncluttered format." -- Discovery Education"I've used a few different reading programs, and this is by far the easiest to use. If you want a simple, inexpensive reading program, then I'd encourage you to look at The Reading Lesson!" --Teisha Priest, Home Educating Family Assocation"Refreshingly straightforward approach and uncluttered format. Highly recommended." -- Library Journal

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Book SynopsisThis book equips SENCOs and aspiring SENCOs to engage in high level continuing professional development activity associated with studying for mandatory qualifications, and supports critical and innovative practice and career progression. Written by a multi-disciplinary team, it embraces sociological, medical and post-modern perspectives. It will be of interest to researchers and practitioners as it also critiques current theory, legislation, policy and research and how these can be transferred into settings. The book considers issues that SENCo's will experience both in their role and as part of this professional development, identifying the complexity of issues they have to consider and priorities in their role. A range of pedagogic and interactive features are used to support the development of study skills when working at postgraduate level such as: research and literature searching; knowledge building and skills development in SENCo; the ability to galvanise change in their context including difficult and respectful conversations about SEN provision and the development of leadership skills. This book is unique in its link between the academic and professional dimensions of the mandatory qualification - a bridge between engaging in CPD and practice of the SENCo role.Trade Review"...a book that is relevant to all SENCOs. The authors and editors have deftly drawn together expertise spanning research, policy and practice in a way that is both relatable and accessible for SENCOs at all stages of their career. SENCOs often have significant demands on their time, but applying the wisdom shared in this book will undoubtedly save them time as they become more effective in the role. Throughout, the authors emphasise the agency of SENCOs and the critical leadership role they play, not just for those with SEND for inclusion across the entire setting. Above all, this book acts as a North Star for SENCOs, with its ethical golden thread guiding them to do what is right rather than what is easy. If you are a SENCO, this book should be at the top of your reading list." -- Professor Adam Boddison, OBE"The editors/authors of Developing you Expertise as a SENCO have clearly made a great effort to produce an up-to-date text that can be read cover-to-cover or dipped into when a specific aspect of SEN coordination is being evaluated in depth. This has paid off - short, well-designed chapters with case studies, resource information and good quality references allow readers to examine key issues in a manageable way. Well done to everyone involved, editors, chapter authors, and the many SENCo case study contributors." -- Christopher Robertson * Chair, the SENCo-Forum Advisory Group *"This is a useful book for SENCOs new to post and those with experience in the role. The chapters cover key aspects of being a SENCO, linking theory and practice throughout. The thread of inclusion runs through each, reminding the reader of how this ongoing journey should underpin all of the work they do. Chapters cover a range of relevant topics, offering a balanced critique on current thinking about SEN and inclusion. Topics are diverse and encourage critical reflection and the development of useful knowledge and skills to enable them to be a successful SENCO, supporting staff and pupils. An informative text which will be an essential resource for SENCOs." -- Jo Winwood * Programme Lead: Education, Serco UK&E Local Regional Government *Table of ContentsPart One: Examining the SENCo role Chapter 1 – Examining the SENCo role Chapter 2 – SENCo professional identity and development Chapter 3 - SENCos and inclusive pedagogy Chapter 4 – The SENCo as leader: speaking up and speaking out Chapter 5 – SENCos engaging with theory Part Two: The SENCo at work Chapter 6 - The SENCo role across age phases Chapter 7 – Working with children and young people experiencing additional challenges Chapter 8 – Working with parents Chapter 9 – Working with other professionals Chapter 10 – Working with critical reflection on professional practice Chapter 11 – SENCos using data Chapter 12 - Evidence based practice to promote advocacy for learners with SEND

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Book Synopsis_______________The 50 Fantastic Ideas series is packed full of fun, original, skills-based activities for Early Years practitioners to use with children aged 0-5. Each activity features step-by-step guidance, a list of resources, and a detailed explanation of the skills children will learn. Creative, simple, and highly effective, this series is a must-have for every Early Years setting._______________A collection of 50 fun and effective activities to help explore and bring to life themes around farming and food production.The ideas in this book will develop a child''s confidence, curiosity and connection with the land that sustains them and supports their development within the Early Learning Framework, including new vocabulary, mathematical skills, development of fine motor skills and making healthy food choices. Activities such as ''explore fruit browning,'' ''balloon sheep sheering'' and ''discover your dinner plate'' provide real-life co

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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.Humpty Dumpty has fallen off the wall! Follow a cast of familiar fairy tale characters as they try to help him.

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Book SynopsisWhen Ron Clark walked into his fifth-grade class in rural North Carolina, he was confronted with a tremendous challenge. The children had little interest in learning, and were sorely lacking in guidance. How would he transform a group of apathetic kids into disciplined, thoughtful, and curious students? He quickly realized that they needed to learn some basic rules. Clark compiled a list of 55 lessons, and soon, his fifth-grade students--who once struggled to read at the third-grade level--were reading at the sixth-grade level . . . and loving it. What''s more, they were gaining something crucial-self-respect. Those 55 lessons evolved into what Clark calls The Essential 55 -- guidelines for living and interacting with others.The Essential 55 will prepare parents and educators to teach students the rules for life -- everything from knowing how to say thank you, to acing an interview.

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Book SynopsisCalm the chaos and transform your home into a space that fosters curiosity, creativity, and independenceToo often, the toys, games, and other materials meant to educate young children end up being a detriment instead. If you''re overwhelmed and your kids are overstimulated, it''s time to reset your space by applying the principles of the Montessori method at home so you can be a calmer, more attentive parent.Author and certified Montessori guide Ashley Yeh tackles each room of the home and explains how to provide young children with the accessibility they need to complete practical life skills on their own, tapping into their innate desire to do it myself. Whether your child is an infant, toddler, or preschooler, there are simple and inexpensive changes you can make to foster indpendence and reduce the stress around mealtimes, bedtime, and leaving the house.Includes:- Introduction to the Montessori method, which emphasizes whole-child developme

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Book SynopsisDiscover new strategies to create equitable, engaging, interactive classroom environments where students from all backgrounds are motivated to take risks, share their unique perspectives, and develop their own identities as powerful life-long learners.Table of Contents Contents Preface vii Acknowledgments ix Introduction 1 1. Educators Are Experts, Improvisational Artists, Researchers 5 Instructors Are Experts and Improvisational Artists 5 Instructors Are Researchers 8 2. Community College Students: Their Stories,  Challenges, and Resilience 13 Challenges Community Colleges Face 14 Student Identities, Backgrounds, and Intersectionality 15 Community College Students: Stories from the Edge 16 3. Instructor and Student Mindsets That Bolster Student Success 23 Instructor Beliefs and an Equity Mindset 24 Fostering a Growth Mindset Classroom 26 Alleviating Stereotype Threat 37 Other Equity Moves 44 4. Ed Psych Theory 2.0 51 Four Approaches to Learning and Teaching 51 Five Key Theories for 21st-Century Learning and Teaching 56 5. 21st-Century Learning: Active, Inquiry-Based, Collaborative 71 Two Examples: One in English, One in Math 72 The Neuroscience Behind Interactive, Inquiry-Based Learning 77 Launching an Inquiry-Based, Interactive Learning Class 80 Principles, Practices, Preparation 81 Building a Community of Learners 90 6. Improving Retention and Engagement for First-Year  Black Male Students in Higher Education 104 Michael L. Washington Discussing Marginalization 105 Institutional Challenges: Racial Demographics 106 Anti-Grit Narrative 108 Sociological Challenges 111 Psychological Challenges 113 Final Recommendations 115 7. Moving Beyond Access: Cultivating College Skills and Persistence for Latinx Students 119 Victoria Christine Rodriguez Introduction 119 Background—the Aspiration–Attainment Gap 121 Charters and School-Level and Policy Interventions 122 Case Study of Bay Area Charter School 124 Imposter Syndrome 125 Teaching Undergraduate Students 128 Five Strategies 130 8. Supporting the Success of Multilingual Students 132 Luz Navarette García An Introduction to the Power of Language 132 A Crash Course in Language Development Theories 137 Nine Suggestions to Support Multilingual Learners 139 9. Teaching College and Career Skills in Ways That Dignify Students 142 Bolstering College and Career Skills 142 Supporting Students with Learning Disabilities 150 Providing Support for Anxiety, Stress, and Trauma 15510. Beyond the Classroom 159 Toward the Next Course, Degree, Career, Life 159 Online and Hybrid Teaching and Learning 161 The Power of a Community of Practitioners 162References 167 Index 179 About the Authors 193

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Book SynopsisDealing with poor behaviour is exhausting and stressful. But it doesn't have to be! Some teachers keep their students in line with apparent ease. They defuse tricky situations with discreet words and almost imperceptible gestures. They extract work from the most reticent students. Yet even experienced teachers are not immune to the impact of bad behaviour on both the classroom environment and their own well-being. In this exciting new book, bestselling author Mark Roberts shares the secrets of how behaviour whispering can improve 100 common classroom problems, from the student who is always late to the class that is unsettled by a wasp.Divided into two sections, Part A features 80 common behaviour scenarios that teachers are likely to encounter. Roberts reframes ineffective responses to these scenarios by using language that helps students feel supported, and helps you succeed in regaining control of the situation. Part B introduces 20 non-verbal forms

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Book SynopsisIn Great Teaching by Design, the authors explore what future and new teachers need to know and should know about teaching in today’s classrooms.Trade Review"In order to maximize their learning, which will help them move beyond their own expectations, students need impactful teaching. No one has done more research in this area than John Hattie. In Great Teaching by Design Hattie and his co-authors show us that there is so much more we can learn about great teaching, and they provide us with step-by-step instructions on how to do that." -- Peter DeWitt, Ed.D., Author/Consultant"Teaching techniques are not universal—their outcomes are too contextual. The impact of even the most credible strategy will, in large part, be determined by why it is selected, when it is applied, and how it is received. An understanding of evidence will, of course, help—and there is no one in the world who has helped educators identify what works best more than John Hattie has—but even the best evidence leaves us with the challenge of implementation. That is why this book is so important. The authors show readers how to turn a good idea into great learning for all students. It is a book so practical, profound, and timely that I recommend it as seminal reading for all educators." -- James Nottingham, Creator of the Learning Pit and author of 9 books about teaching and learning"Great Teaching by Design puts the teacher at the heart of the decision-making process, demonstrating that the deliberate actions teachers take can and do propel students forward in their learning. It demystifies the idea that excellent teachers are born knowing what to do to ensure excellence in their classrooms. The authors encourage concrete and specific action, supported by an easily understood model and underscored by quality research, that will enable a teacher to experience confidence and success in designing quality learning experiences for all learners." -- Nicole Lafreniere, Director of Curriculum and Assessment"Impactful teaching and learning must not be left to chance! The practical applications inherent in Great Teaching by Design, particularly through the DIIE model, cast clarity on how to implement what makes the biggest impact on student learning." -- Timothy P. Cusack Ed.D., Deputy Superintendent"Great Teaching by Design uses an asset-based lens that allows educators to gain insight and further extend their understanding of using evidence and intention to design learning. There are multiple examples that show educators how to find a relatable connection from their own learning journey. This book provides strategies and tools to ensure educators are intentionally designing programs that meet the needs of a diverse student population." -- Brandon Pachan, Elementary School TeacherTable of ContentsTables, Figures, and QR Codes Acknowledgments About the Authors Introduction Chapter 1: Implementing What Works Best The DIIE Model as Shared Language for Implementation Ways of Thinking and Motivations Teacher Decision Making Ways of Thinking and Decision Making Motivation and Decision Making Teacher Motivation Motivation and Implementation A Shared Language for Great Teaching Chapter 2: Diagnosis and Discovery The Who Behind the Learning Standards of and for Learning as the Starting Point Initial Assessments Development of Initial Assessments Teacher Noticing Chapter 3: Intervention This Is Not Deficit Thinking Identifying the Skill, Will, and Thrill: Where Are Our Learners Now? Applying the Goldilocks Principle High-Probability Interventions Aligning High-Probability Interventions With Skill, Will, and Thrill High-Probability Interventions for Enhancing Skill High-Probability Interventions for Enhancing Will High-Probability Interventions for Enhancing Thrill Chapter 4: Implementation Fidelity to Clear and Visible Learning+® Goals Student Awareness of Success Criteria Success Criteria and Aligning the Intervention Necessary Dosage of an Engaging, Challenging, and Authentic Learning Experience Adaptations Through Adaptive and Compensatory Approaches Quality Delivery in an Environment for Implementation Fostering an Environment of Mistakes Chapter 5: Evaluation A Broader View of Evaluation Planning for Evaluation Evaluating the Evidence The Role of the Post-Assessments in Evaluation Collecting Evidence From Post-Assessments Evaluating the Evidence From Post-Assessments Conclusion References Index

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Book SynopsisTrade ReviewWith over 30 years of experience in education, you learn to recognize those practices that make a difference in your teaching. The Success Criteria Playbook is one of those books. Focusing on developing high-quality success criteria, John Almarode, Douglas Fisher, Kateri Thunder, and Nancy Frey take success criteria to the next level by laying out a step-by-step process that helps teachers ensure every student has clarity and can be successful in meeting the learning intentions. Each module walks you through the process of developing success criteria that help break down barriers and maximize student learning. This book is a must-have in providing your students a clear understanding of what success looks like! -- Barbara J. Lane * Curriculum Coordinator and K–12 Coordinator, San Bernardino County, Superintendent of Schools, San Bernardino, CA *Educators, this book is your next MUST-READ whether you are just hearing about success criteria for the first time or are looking to hone your students’ abilities to articulate how they will know they have mastered your learning intentions. The Success Criteria Playbook is ideal for engaging in collaborative reflection through PLCs or personal reflection as you seek to make learning visible to your students. With a focus on equity in learning for all students, including those participating in distance learning, this book could not be more relevant to schools today. -- Kathryn Campbell * Teacher, Hanover County Public Schools, Mechanicsville, VA *Not sure how to know if your students are learning? Wondering if your students even know what success looks like for your lessons? The Success Criteria Playbook: A Hands-On Guide to Making Learning Visible and Measurable has your answers and more! As a classroom teacher it can be hard to know if your students are learning. It’s even harder to know how to adjust for differing assignments, tasks, projects, and evolving expectations. Not all learning is the same, and this book offers clear, teacher-friendly examples that I could immediately take and apply to my own classroom, in whatever scenario I found myself. This book offers wonderful examples from real classrooms that made visualizing this in my own classroom effortless. I was able to easily transfer this text into reality in my classroom. My students know what we are learning, but more importantly they know when they’ve got it, and those lightbulb moments are what it’s all about! -- Christen Wenger * Third-Grade Teacher, Rockingham County Public Schools, Rockingham, VA *From classroom, school, and district implementation, The Success Criteria Playbook provides guidance to navigating the hub for all aspects of quality teaching and learning. John Almarode, Douglas Fisher, Kateri Thunder, and Nancy Frey provide the foundation for developing scaffolded tasks and assessments while incorporating opportunities for feedback. This publication is a hands-on, practical compilation of realistic experience gleaned from classrooms across the world. Standard deconstruction and lesson planning processes start with success criteria. Keys to every learner knowing what they are learning, knowing where they are in their learning, and knowing where they ultimately need to be are found here. The Success Criteria Playbook is a true game-changer! -- Josh Maples * Vice Principal, Barren County Public Schools, Glasgow, KY *Table of ContentsIntroduction Module 1: What are success criteria? Module 2: What are the challenges to creating and implementing success criteria? How do we overcome those challenges? Module 3: How do success criteria pave the way for equity? Module 4: Creating and implementing effective "I Can"/"We Can" statements Module 5: Creating and implementing single-point rubrics Module 6: Creating and implementing rubrics Module 7: Creating and implementing success criteria through teacher modeling Module 8: Creating and implementing success criteria through exemplars Module 9: Co-constructing criteria for success Module 10: Different types of success criteria for different aspects of learning Module 11: How do we use success criteria to foster meta-cognition Module 12: How do success criteria support deliberate practice and transfer of learning? Module 13: What is the relationship between success criteria and feedback? Module 14: How do we use success criteria to fulfill the promise of equity? References

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Book SynopsisSet children on a path to success by understanding and nurturing the power of the brain Children's brains develop faster in the early years than at any other time in their lives. If you want to make the most of this pivotal period, there is no time to waste. With newly updated research, the second edition of this bestseller provides parents and educators with strategies for building a brain-compatible environment where young learners can develop the skills they need to be successful. Inside you'll find: How to design a brain-friendly environment, including the use of music, color, and lighting The effects of verbal communication, reading aloud, and discussion on children's development Strategies for developing character and responsible behaviors An action plan to help parents follow through with implementation at home Multiple examples of best practices in action Based on the latest research on human growth and development and written by a nationally-known education expert, Preparing Children for Success in School and Life helps you satisfy a child's natural hunger for learning and ensure that every child gets the best possible chance at success.Table of ContentsForeword PART One: Preparing Children for Success in Life Chapter 1. Develop a Relationship With Your Child Chapter 2. Hug, Rock, and Love Your Child Chapter 3. Surround Your Child With a Calming Environment Chapter 4. Give Your Child a Brain-Healthy Start Chapter 5. Talk To and With Your Child Chapter 6. Read To and With Your Child Chapter 7. Provide Opportunities for Creative Play Chapter 8. Teach Your Child Rules, Rituals, and Responsibility Chapter 9. Accentuate the Positive Chapter 10. Deemphasize the Negative Chapter 11. Identify Chronic Behavior and Mood Disorders Chapter 12. Laugh and Have Fun; It’s Good for You and Your Child Chapter 13: Expect the Best and Visualize Success PART TWO: Preparing Children for Success in School Chapter 14. Prepare Your Child from Before Birth to Age Three Chapter 15. Prepare Your Child for Prekindergarten and Kindergarten (Ages 4 and 5) Chapter 16. Prepare Your Child for Primary Grades (1st, 2nd, 3rd) Chapter 17. Prepare Your Child for Intermediate Grades (4th, 5th) Chapter 18. Prepare Your Child for Middle Grades (Grades 6th, 7th, 8th) Chapter 19. Prepare Your Child for High School Grades (Grades 9th, 10th, 11th, 12th) Chapter 20. Partner With Your Child’s Teachers

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Book SynopsisThis Element draws on critical theories of education, play and identity to argue active Shakespeare teaching is a playful co-construction with learners and holds rich potential towards furthering social justice-oriented approaches to teaching the plays.Table of ContentsIntroduction; 1. Active Shakespeare as critical pedagogy; 2. Critical pedagogy: core principles; 3. Playing as reading the text; 4. Identity and care in the active Shakespeare classroom; 5. Critical active Shakespeare as restorying; References.

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Book SynopsisEnergize your classrooms with these key techniques for college teaching Students say the best teachers get them excited about learning, stretch their thinking, and keep them actively involved in class.Table of ContentsPreface ix Acknowledgments xix About the Author xxi 1. Experiencing Teaching 1 2. The Core Assumptions of Skillful Teaching 15 3. Understanding Our Classrooms 27 4. What Students Value in Teachers 41 5. Understanding and Responding to Classroom Emotions 55 6. Lecturing Creatively 69 7. Using Discussion Methods 83 8. Teaching in Diverse Classrooms 97 9. Teaching About Racism 111 10. Using Imagination, Play, and Creativity 125 11. Teaching in Teams 141 12. Teaching Students to Think Critically 155 13. Teaching Online 169 14. Giving Helpful Evaluations 185 15. Helping Students Take Responsibility for Learning 199 16. Understanding Students’ Resistance to Learning 213 17. Responding to Students’ Resistance to Learning 227 18. Exercising Teacher Power Responsibly 239 19. Negotiating the Politics of Teaching 253 20. Staying Sane: 16 Maxims of Skillful Teaching 265 References 279 Name Index 297 Subject Index 303

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Book SynopsisLaurence French has over thirty years' teaching experience, specialising in teaching English, Media Studies and Film Studies in Key Stages 3, 4 and 5.  He was Head of Language and Communications Faculty, Head of English and Head of Sixth Form (twice) in his teaching career.  For the past four years Laurence has been working as a supply teacher in the secondary sector, and more recently as a one-to-one tutor for GCSE English candidates, as well as being a freelance writer. Laurence has written a number of articles over the years, the most recent being Are You a Real Teacher?' which was published in The Teacher magazine and Breaktime magazine.  Trade Review"Brilliant Supply Teacheroffers an invaluable guide for teacherswho are new to supply work, as well as to those with more experiencewanting some extra guidance on how to be most effective in this role." - Robert Jennings, Supply TeacherTable of Contents1 What are supply teachers and who becomes one? 2 Finding work and getting started 3 The life of a supply teacher 4 It’s just a phase I’m going through 5 Lesson planning 6 Make friends with the internet 7 Survival in the classroom 8 'Would you mind leaving the staffroom …?' 9 The future of supply teaching

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Book SynopsisAt some point in every teacher's career he/she will encounter the `hard class' and from day one the countdown to the end of the day, term and year is on in earnest. But as demanding as it may be, a difficult class does not have to dominate and permeate through all waking moments. Bill Rogers, in Cracking the Hard Class, Second Edition, highlights many practical strategies that can be implemented to overcome the hard class syndrome. These include: identifying what makes a class `hard'; developing a class behaviour plan; developing colleague support; following up on disruptive students; changing patterns of bad behaviour; and assisting relief teachers and the hard class. As well as constructive ideas and strategies, Cracking the Hard Class, Second Edition also highlights the normality of the pressures and stress felt by teachers dealing with these classes.Trade Review′The book offers a very practical approach to building specific skills that will give teachers confidence in dealing with their toughest customers′ - Debate ′Teachers struggling to manage "difficult" pupils may be relieved to learn that the author, along with many other educationalists, believes that effective teaching can be developed by acquiring the necessary skills - you don′t have to be born with them! This book is full of those skills and how to put them into practice. With stress levels apparently rising amongst teachers, Bill Rogers′ calm approach to tackling even the most extreme behavioural problems in the classroom, to create a "more positive working environment", will come as a relief to many teachers′ - Youthinmind Table of ContentsIntroduction Habituation Support-Not Blame Habituation and ′Distribution of Behaviour′ Credibility by ′Proxy′ Bad Day Notwithstanding PART ONE: WHAT MAKES A CLASS ′HARD′? What Is A Hard Class? Common Factors in Hard-To-Manage-Classes Put Them All In One Class? Labelling the Class Shouting a Class Down (Or Up) Classes That Aren′t Listening Short-Term Colleague Support (Safety Valve) Making Changes A Healthy Whinge Action Planning Tracking Students across Classes Changing the Seating Plan The Repairer and Rebuilder PART TWO: CLASSROOM MEETINGS Holding a Classroom Meeting Open Meetings Closed Meetings Mini-Class Meetings Meetings to Deal with Put-Downs Put-Downs and Teasing In Class A Class Meeting To Deal with Negative Language and Put-Downs Class Meeting and Group Establishment PART THREE: DEVELOPING A CLASSROOM BEHAVIOUR AGREEMENT Basic Steps in Developing Behaviour Agreement Rights Basic Responsibilities Class Rules Consequences Support for Behaviour Change The Consequential Chain PART FOUR: DEVELOPING A CLASS BEHAVIOUR PLAN USING GROUP REINFORCEMENT Introduction The Process Preparation Presenting the Programme Formation of Groups The ′Reward′ System The Process in Operation Behaviour Modification at Lower Primary Level Maintaining the Program Support from Colleagues Students in Co-Operative Working Teams PART FIVE: ESTABLISHING A CLASS AT THE OUTSET Introduction ′Lining Up′ and Entry to Class Positional Placing (In Whole-Class Teaching Time) Communicating Calmness Clarifying Cues for Questions, Discussion, Attention and Help Calling Out In Class Tactical Pausing Cues for On-Task Teacher Assistance The Teacher-Help Board Planning For Transitions Students without Equipment Helpful Hints Gaining Attention Monitoring ′Working Noise′ Dealing with Disruptive Behaviour In the Whole-Class/Instructional Phase of the Lesson Corrective Language in Behaviour Management Discipline in the On-Task Phase of the Lesson Closing the Lesson Encouraging the Individual and the Class Motivation Core Routines Being ′Overly Friendly′ With A New Class PART SIX: FOLLOWING UP WITH DISRUPTIVE STUDENTS Guidelines for Follow-Up Mirroring Behaviour The 4W Form Managing a Crisis Situation: Time-Out Time-Out Practices A Time-Out Room Staff Survey: Exit/Time-Out Policy Review Classroom Rotation Follow-Up and Three-Way Facilitation Students Who Refuse To Stay Back After Class Apologies Detentions Suspension and Expulsion Expulsion PART SEVEN: PATTERNS OF BEHAVIOUR AND CHANGING BEHAVIOUR First Principles of Behaviour Management Case Study Developing an Individual Behaviour Management Plan with Students Who Present With Behaviour Disorders Behaviour Profile Case-Management (Adult-Mentoring) Context for Behaviour Planning Sessions Covering Behaviour, Behaviour Skills Evaluating the Program-A Case Study Subsequent Sessions Goal-Directed Behaviours Key Questions Completing the Goal Disclosure Behaviours Associated With Attention Deficit Disorder Case Example PART EIGHT: RELIEF TEACHERS AND THE HARD CLASS Challenges Facing Relief Teachers Colleague Support Supporting Relief Teachers A Brief Word to Supply/Relief Teachers When Your Class Has Given a Relief Teacher a Hard Time Thoughts of Three Relief Teachers PART NINE: SUPPORTING COLLEAGUES Offering Support Supporting Colleagues Who Struggle With a Hard Class Shared Struggle Case Study Developing Skills of Confidence Developing Skills: Key Questions Organisational Factors Teacher Beliefs, Attitudes and Change Skills and Self-Talk Bullying (Students Who Bully Teachers) Case Study Individual and Group Bullying Dealing With the Bullying Of Teachers Addressing Bullying/Harassment: A Whole-School Approach PART TEN: CONCLUSION APPENDICES Colleague Support-Staff Questionnaire The 3W Form Stop/Start Behaviour Plan The 4W Form No Put Down Zone We All Have a Right to Learn We All Have a Right to Respect BIBLIOGRAPHY

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Book SynopsisThe leading experts in system change and learning, with their school-based partners around the world, have created this essential companion to their runaway best-seller, Deep Learning: Engage the World Change the World. This hands-on guide provides a roadmap for building capacity in teachers, schools, districts, and systems to design deep learning, measure progress, and assess conditions needed to activate and sustain innovation. Dive Into Deep Learning: Tools for Engagement is rich with resources educators need to construct and drive meaningful deep learning experiences in order to develop the kind of mindset and know-how that is crucial to becoming a problem-solving change agent in our global society. Designed in full color, this easy-to-use guide is loaded with tools, tips, protocols, and real-world examples. It includes: • A framework for deep learning that provides a pathway to develop the six global competencies needed to flourish in a complex world — character, citizenship, collaboration, communication, creativity, and critical thinking. • Learning progressions to help educators analyze student work and measure progress. • Learning design rubrics, templates and examples for incorporating the four elements of learning design: learning partnerships, pedagogical practices, learning environments, and leveraging digital. • Conditions rubrics, teacher self-assessment tools, and planning guides to help educators build, mobilize, and sustain deep learning in schools and districts. Learn about, improve, and expand your world of learning. Put the joy back into learning for students and adults alike. Dive into deep learning to create learning experiences that give purpose, unleash student potential, and transform not only learning, but life itself. Trade ReviewSlow down to go fast. Joanne Quinn and her colleagues take the guess work out of Deep Learning by showing how we can transform our schools into Deep Learning cultures steeped in rigor and joy. This is the rare book that concretely shows how to build classrooms and schools infused with Deep Learning. Chock-full with resources, tips, rubrics, and more, this book provides both a road map and a set of tools that will accelerate the work of educators around the world who are transforming our industrial-age structures into passion-filled deeper learning environments. -- Jal MehtaAt a time when many schools are searching for ways to ensure equity in academic and developmental outcomes, this book will be a helpful guide and an invaluable resource. Dive Into Deep Learning provides educators with practical insights that can be applied at the classroom, school, and district level, to assess the impact of strategies aimed at developing the higher-order thinking skills of students. Written in a clear, accessible manner, this book will be a helpful guide to educators who seek to ensure that they are meeting the needs of all of their students. -- Pedro NogueraDrawing on experiences, expertise, and evidence from a "living laboratory" consisting of educators from across the globe, Quinn and her colleagues paint a clear picture of how to construct Deep Learning in ways that impact all students. The examples shared throughout this book not only demonstrate the different ways in which Deep Learning can be realized, but they also provide evidence of impact in places where it’s actually occurring. This book is a must-read for teams who are collaborating in an effort to make significant improvements in educational settings. -- Jenni DonohooJoanne Quinn, Joanne McEachen, Michael Fullan, Mag Gardner, and Max Drummy have created a critical companion to Deep Learning: Engage the World Change the World. Having done a masterful job laying out the need for educators, schools, and districts to embrace and move to a continuous improving system that embraces deeper learning, the authors have now have taken the critical next step in the process. It’s one thing to document the need; the real trick is providing practical solutions. In this companion, Quinn and her colleagues have given educators a practical guide to implementing lasting change for improvement. This should be required reading (and implementing) in districts throughout the country. -- Rich MillerThe perennial question of school and system improvement is how do we do this work? We’re convinced of the why—yes, we want to make a profound difference in the learning lives of young people—and we know the what—a knowledge-rich curriculum that attends to the needs of diverse learners—but please explain how to do this work well. This is a page turner for leaders and teachers, laying out with clarity and precision how to create powerful learning environments for deeper learning. -- Bruce ArmstrongTable of ContentsSection One. Diving Into Deep Learning Chapter 01. GOOD AT LEARNING AND GOOD AT LIFE The Urgency What Is Deep Learning? Why Deep Learning Works Systems Change and the Way Forward Getting Started Chapter 02. HOW TO USE THIS GUIDE Getting Started Organization of the Guide Building Capacity for Deep Learning Section Two. A Framework for Deep Learning Chapter 03. THE DEEP LEARNING FRAMEWORK The Deep Learning Framework Final Thoughts Chapter 04. THE GLOBAL COMPETENCIES FOR DEEP LEARNING Defining the Competencies Unique Characteristics of the Global Competencies (6Cs) Global Competencies in Action Emerging Insights Getting Started Final Thoughts Chapter 05. THE FOUR ELEMENTS OF LEARNING DESIGN Learning Partnerships Learning Environments Leveraging Digital Pedagogical Practices Final Thoughts Chapter 06. THE COLLABORATIVE INQUIRY PROCESS What Is Collaborative Inquiry? Collaborative Inquiry in Learning Design Collaborative Assessment Collaborative Assessment of School and District Conditions Final Thoughts Section Three. Learning Progressions Chapter 07. USING LEARNING PROGRESSIONS Organization Designing Learning Assessing Learning Feedback Final Thoughts Section Four. Designing Deep Learning Chapter 08. DEEP LEARNING DESIGN Learning Design: The Key Components Backward Design The Learning Design Rubric Final Thoughts Section Five. Assessment Practices Chapter 09. COLLABORATIVE ASSESSMENT The Collaborative Assessment Process Establishing Norms Managing the Process Final Thoughts Section Six. Building Capacity for Deep Learning Chapter 10. TEACHER CAPACITY FOR DEEP LEARNING Reflective Practice Coaching for Success Final Thoughts Chapter 11. SCHOOL CAPACITY FOR DEEP LEARNING The School Conditions Rubric Getting Started With Deep Learning Planning for Deep Learning Final Thoughts Chapter 12. DISTRICT CAPACITY FOR DEEP LEARNING The District Conditions Rubric Developing a District Deep Learning Plan Leveraging the Power of School Visits Final Thoughts Epilogue: Act Now References Acknowledgments About the Authors

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Book Synopsis Help students move from surface-level learning to the transfer of understanding. How do social studies teachers maximize instruction to ensure students are prepared for an informed civic life? VISIBLE LEARNING® for Social Studies, Grades K-12 shows how the field is more than simply memorizing dates and facts—it encapsulates the skillful ability to conduct investigations, analyze sources, place events in historical context, and synthesize divergent points of view. The Visible Learning framework demonstrates that learning is not an event, but rather a process in which students move from surface-level learning to deep learning, and then onto the transfer of concepts, skills, and strategies. Encouraging learners to explore different facets of society, history, geography, and more, best practices for applying visible learning to social studies curriculum are presented through: · A scaffolded approach, including surface-level learning, deep learning, and transfer of learning · Examples of strategies, lessons, and activities best suited for each level of learning · Planning tools, rubrics, and templates to guide instruction Teachers must understand the impact they have on students and select approaches to maximize that impact. This book will guide you through the process of identifying the right strategy for the right time to successfully move students through surface, deep, and transfer learning. Trade ReviewAs I read this book I became increasingly aware of my own self-talk saying: ′yes, of course, that’s absolutely right, that’s what we must do, now I get it.′ The authors reassert a vital humanist approach to what, how and why students learn about their societies, history, culture and the wider world around them. It reminds us that we have a duty to prepare young minds for complex global challenges with a deep, critical and nuanced understanding. -- Neville KirtonThis book is a wonderful addition to any busy teacher or curriculum writer’s library. Meant for K-12, it is easy to read and implementable at any point in the year. The strategies provided teach students to utilize their background knowledge but dare to think critically in unfamiliar situations. -- Heather Giustiniani,Visible Learning for Social Studies will inspire teachers, guide curriculum coordinators and instructional coaches, and will help educators bring transfer and thinking back into the humanities classroom. This book will help humanities teaches rediscover the value of their subject and will revitalize their approach to designing learning. -- J. Rafael ÁngelThis is that unicorn of education books; it combines compelling classroom stories with accessible, relevant information about the research undergirding the change ideas. It is rich with resources and tools that teachers can use to make immediate changes in their units, but more than that, it will inspire teachers to pursue their own change ideas and research as they work to create just and equitable classroom communities. -- Angela WilcoxWhile most books on educational pedagogy focus on areas outside of social studies, Visible Learning for Social Studies takes John Hattie’s critical work and makes it accessible for social studies teachers. The authors provide a clear and practical guide to implementing the most effective, evidence-based teaching strategies that will engage your social studies students. This book is a must-read for social studies teachers of all grade levels. -- Kevin LopuckHaving a resource like this – with so many applicable strategies and examples – will assert a conversation around social studies education in my division. This resource aligns with our division’s goal of more rigorous and relevant assessment, paired with appropriate feedback. -- Vince BustamanteVisible Learning for Social Studies is an instructional treasure trove for teachers of social studies. The authors offer practical, usable and specific instructional strategies that work best at the surface, deep and transfer phases of learning with examples from kindergarten to grade 12. In today’s world of mass media, social studies lessons must engage students in learning at deeper levels and help them develop a fluency in critical literacy skills. With that purpose, this book is a must-have, must-use text for all social studies teachers. -- Cathy J. LassiterAs a nationwide movement grows to provide greater support for K-12 social studies education, books like this provide first-hand, data-driven recommendations for how educators can enhance student learning in this space. If you are part of the effort to improve social studies education in this country, you should read this book. -- Julie SilverbrookVisible Learning for Social Studies is an essential addition to the learning library of all social studies educators who are looking to connect research-based best practices with the different ways we engage our students in learning. Best of all, the research is clearly connected to classroom-ready examples that give K-12 teachers the support they need to implement the ideas from the book in order to best support moving their student learning forward. I would highly recommend this book to social studies educators at all grade levels as it cleanly synthesizes decades of research into usable examples based on the different learning levels (surface, deep, and transfer), with support around understanding the importance of the research and the impact in your own classroom. -- Joe SchmidtTable of ContentsList of Figures List of Videos About the Authors Acknowledgments Chapter 1. Laying the Groundwork for VISIBLE LEARNING® for Social Studies The Evidence Base Noticing What Works Learning From What Works General Learning Practices Conclusion Chapter 2. Surface Learning in Social Studies Why Surface Learning Is Essential Surface Acquisition and Consolidation Acquisition of Social Studies Learning Made Visible Consolidation of Social Studies Learning Made Visible Conclusion Chapter 3. Deep Learning in Social Studies Moving From Surface to Deep Deep Acquisition and Deep Consolidation Deep Acquisition of Social Studies Learning Made Visible Deep Consolidation of Social Studies Learning Made Visible Conclusion Chapter 4. Teaching for Transfer in Social Studies Moving From Deep Learning to Transfer Types of Transfer: Near and Far The Paths of Transfer: Low-Road Hugging and High-Road Bridging Setting the Conditions for Transfer of Learning Teaching Students to Organize Conceptual Knowledge Teaching Students to Transform Conceptual Knowledge Conclusion Chapter 5. Determining Impact, Responding, and Knowing What Does Not Work Determining Impact Responding When There Is Insufficient Impact Learning From What Doesn’t Work Conclusion References Index

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Book SynopsisMake the most of every instructional minute with engaging literacy activities Time—or lack thereof—may be the most precious commodity in the classroom. From covering all the necessary curriculum and imparting life skills to attending meetings and answering emails, educators are faced with real challenges when there never seems to be enough time to do it all. Although teachers don’t have the power to create more minutes in the school day, they do have the power to be effective and efficient with the time given. Molly Ness asks teachers first to examine their use of time in the classroom in order to make more space for literacy. She then introduces 40 innovative activities designed to replace seatwork. These literacy-rich alternatives for classroom transitions are presented alongside Research on instructional time in K–5 classrooms Strategies for how to maximize every minute of instruction Suggestions for improving efficiency to expand independent reading and writing time Reflective practices to help teachers examine how they use the time they have The instructional day is ripe for redesign with a thoughtful and authentic time audit. Every Minute Matters guides educators through that process by outlining literacy-rich activities to optimize transitional times and minimize lost instructional minutes.Trade Review"‘Bell-to-bell teaching’ can be full of variety and delight, and Molly Ness offers teachers of all grade levels a huge assist here with her trove of concrete, wide-ranging activities to enhance and lighten the hard work of any class. My favorites are the Reading Graffiti and Sticky Sort, and her conversational style leaves even a seasoned teacher reminded of old favorites like ‘Hink Pinks’ and recommitted to use every moment we have with our young ones. I will be recommending this book widely." -- Gretchen Bernabei"Have you been looking for sensible ways to enrich and energize your transition times? Stop searching and simply turn these pages! In Every Minute Matters, Molly Ness has carefully curated a menu of literacy-linked ideas that will engage learners and maximize instructional time. Once you start using Ness’s ideas, your students will surely be asking for more." -- Maria Walther"Molly Ness is a fierce advocate for literacy, dedicated to amplifying and improving the learning lives of children everywhere. In Every Minute Matters, Ness continues this vital mission. I greatly appreciate that this smart, practical resource is centered on a common challenge: it often feels like there’s never enough time. The included explanation of ‘time audits’ helps readers prepare to rethink current practices and uncover hidden minutes. Ness then provides forty practical learning routines to make each ‘found’ minute matter. Perhaps what I most appreciate is the joy and playfulness inherent in each research-supported suggestion! The flexible instructional practices detailed throughout the book are a powerful antidote to worksheets and workbooks. Additionally, in the Minute Mentor feature, Ness points readers in the direction of where they can find more, read more, learn more, and do more. I am confident this multifaceted resource will be well-loved by hardworking educators as they rethink and reimagine the infinite opportunities for meaningful, integrated literacy learning that could be tucked into every day." -- Pamela Koutrakos"Molly Ness has written a book that belongs in every teacher’s hands. Through both cited and her own research, she reminds us of the importance of instructional minutes. Maybe even more important, she challenges readers to consider how they spend their time, and she provides authentic, relevant, and fun activities that are so much more than time fillers. Every activity has a specific purpose and explanation, and she has designed them to fit into and enhance the structure of our students’ learning lives. This book is not only valuable and practical for enhancing instruction, it will bring fun and joy into classrooms!" -- Melanie Meehan"Every Minute Matters is loaded with practical activities that teachers can use to insert meaningful literacy instruction into those precious minutes otherwise lost to transitions. But this is so much more than an activity book. It’s a guide to reflecting upon how we use our students’ most precious resource: time." -- Lauren Prosoff"Every Minute Matters is a tremendous resource for educators looking to enhance their literacy curriculum and provide purposeful instruction. Dr. Molly Ness has expertly curated an engaging catalog of games and activities to support the development of a child’s reading, writing, speaking, and listening skills. I’ve already found a few favorites my students love!" -- Gary Wellbrock, PhDTable of ContentsGuide to Literacy-Rich Experiences Acknowledgments Introduction: So Much to Do, So Little Time Activity Walkthrough PART ONE: Thinking Through Instructional Time Time Audits: Why and How Maximize Your Routines and Transition Times Think Flexibly PART TWO: Literacy-Rich Experiences at Your Fingertips Rotate Your Writing Reader’s Notebook Tours Library Love Be a Book Matchmaker “I Wonder” Writing Beach Ball Bonanza Laughing Through Rereadings Read, Record, Reflect Book Tasting Go Fish Concentration Lining Up With Literacy I Spy Category Chain Ghost Writing Build a Word Classroom Charades Telephone Would You Rather? Hink Pinks Human Hungry Hippos Spelling Connect Four Vocabulary Vase Book Pass Parking Lot Sink or Spell Headbands Twister Letter Formation Sight Word Search Letter Tile Table Tower Tumble Checkers A to Z About Sticky Sort Reading Graffiti Jot Lot Wordoodle Wordo Character Cards Categories Character Chats Blackout Poetry Appendix References Index

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Book SynopsisOne of the keys to a happy and creative classroom is getting out of it and this book will give you the confidence to do just that. Drawing on academic research, Juliet explains why learning outdoors is so beneficial and provides plenty of tips and activities to help you to integrate outdoor learning into your teaching practice, providing a broad range of engaging outdoor experiences for your students. There is no need for expensive tools or complicated technologies: all you need is your coat and a passion for learning - oh, and you'd better bring the kids too! Topics covered include: forest schools, learning outside the classroom, outdoor education, nature activities, caring for the environment, play in schools, investigative play, urban outdoor activities, problem solving, creative thinking and strategies for supporting curriculum objectives. For all primary practitioners who want to shake up their usual classroom routine and discover the benefits of teaching outdoors. Dirty Teaching was a finalist in the Non-Fiction People's Book Prize Winter 2014 collection.Trade Review"Dirty Teaching recognizes that the most effective way to embed teaching and learning in the outdoors is not to create huge quantities of resources but to plant seeds so that teachers can grow their own ideas. Easy to dip into for inspiration but also compelling to read as a narrative that engages and informs in equal measure." -- Juno Hollyhock "Executive Director, Learning through Landscapes"Table of ContentsContents: Introduction The Golden Principles of Teaching Outdoors Before You Go Outside The First Few Sessions Thinking, Reflecting and Reviewing Creating and Constructing A Sense of Adventure Exploring What's Out There Caring for Nature What to do in Concrete Jungles Keeping the Momentum Going Nagging Doubts, Fears and Worries Embedding Outdoor Learning Cross Reference of Ideas to Subject Areas Bibliography Index

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Book SynopsisBill Laar and Jackie Holderness’ Reclaiming the Curriculum examines the nature of a broad-ranging, content-rich primary school curriculum and presents case studies that exemplify how it can be effectively delivered. Many schools believe that the value of their work is undermined by a test-driven agenda that limits the breadth of the education they provide – and who can blame them? In Reclaiming the Curriculum Bill and Jackie inspire teachers to escape such narrow confines by unearthing a rich seam of case study examples from schools who are broadening their provision with specialist content that transcends the core curriculum: taking pupils into the realms of exploration and enquiry while also providing for higher attainment in the core subjects. Featuring a variety of exciting initiatives, ranging from the development of an IT-enabled collaborative learning space to the artful application of storytelling across the curriculum, this book will embolden primary schools to identify and enhance their own creative practice and more effectively prepare pupils for the tests of life, not a life of tests. The 18 case studies – written by a diverse line-up of contributors including school leaders, teachers and special-ist coaches – are sourced from a mixture of different settings and offer detailed descriptions of the initiatives’ unique backgrounds: their genesis and inspiration, their underpinning aims and objectives, and the ways in which they were resourced, realised and, eventually, evaluated. At the beginning of each chapter, Bill and Jackie briefly summarise the educa-tional value of each example of curriculum development, the significance of specific aspects and the ways in which they are likely to help maintain full and relevant learning. Each case study then presents the contributors’ first-hand perspectives as they: describe in detail the structure that underpins the provision – including the number of staff involved and the time and resources allocated share interesting insights into the level of pupil involvement and, where relevant, the extent of parental and community participation paint a vivid picture of how the initiatives have been made compatible with their school’s wider educational programme provide practical guidance, useful links and relevant resources to aid readers’ own pursuit of curriculum development. Suitable for primary school teachers and leaders.Table of ContentsChapters include: 1. Learning With and Through Nature 2. The Window 3. A STEAM Curriculum Initiative 4. The Broad and Balanced Curriculum Enriched by IT 5. An Enriched and International Curriculum 6. Learning Outside the Classroom 7. Partnership Enrichment Through Shared Stories, Creativity and Gardening 8. Languages in the Primary Curriculum 9. Role Play and Stories 10. Creating a Community of Learners 11. Writing Reclaimed 12. Dance and Music in the Classroom 13. Drama Across the Primary Curriculum 14. Chess in the Curriculum 15. Building Goblin Cars 16. A Creative Approach to History in the Curriculum 17. Artists in School: Specialist Teaching in the Arts 18. The Reclaimed Curriculum

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Book Synopsis** Business Book Awards 2023 Finalist **Coaching Outdoors offers a journey of professional development, personal development and enriched wellbeing.Coaching Outdoors supports practitioners to step outside and make the most of what nature can offer the coach, client, organisation and planet. It contains essential practical advice and activities, together with engaging case studies and research – all laid out in an accessible and logical format.Discover how to: Articulate the benefits of coaching outdoors from a place of experience Contract for psychological safety outdoors Find resources in nature Collaborate with nature as a coaching co-facilitator Engage with nature when working remotely with clients Coaching Outdoors is the first handbook specifically on the value of coaching with nature. It is an invitation to leave the fast-paced, technology-focused world and reconnect with what really matters, in an environment where we were born to thrive.LESLEY ROBERTS BEd, MSc is an executive coach and adventurer who has been coaching outdoors since 1999. Her academic research focused on how nature can support coach and client. After 16 years with Mars Inc she founded Brave Conversations, working with global teams and individuals to unlock their potential. In 2019 she founded Coaching Outdoors to bring the benefits of partnering with nature to as many people as possible.Trade ReviewAn interesting approach to coaching...Nicely done. * Netgalley *Does exactly what is says on the tin. The ultimate guide to this subject. Essential for any coach. * Amazon *This book is essential reading for anyone interested in getting the best out of themselves and others, insightful and inspiring.Table of ContentsTable of ContentsPRELIMS Foreword by Neil Reynolds, Mars Inc What you will find in this book MAIN CONTENTPART 1 – Setting the Scene About the author and introduction A brief orientation to coaching in general What is coaching outdoors? & Coaching outdoors in the context of other types of coachingWhy has Coaching Outdoors become Topical? Why has being outdoors become so talked about now – a comment on society today Today’s business world Covid-19 Peter Hawkins challenge Benefits from Being Outdoors The evolutionary human connection with nature Benefits of being outside Positive effects of nature Research into walking outside and coaching and walking PART 2 – Getting StartedChoosing the Right LocationThe differences between extreme adventures, hill walking and a walk in the park City, rural, office grounds Where to go, what is appropriate and what isn’t? What practicalities need to be considered? Green space/blue space research ACTIVITY - Self-coaching walk Contracting What’s different to indoors? What do I need to include? ACTIVITY - Practice with a client Weather Where’s your comfort zone? Where’s your clients comfort zone? ACTIVITY – Self-exploration walk Kit What to wear What to take ACTIVITY – Self-exploration walk/Reflection exercise Psychological Safety Considerations How locations can support a variety of issues ACTIVITY – Plan for a client session & re-tweak contract if necessary Give it a GoACTIVITY – Prompt to give it a go in a client session & reflectPART 3 – The Circle of BenefitsBenefits for the Coachee Space Perspective Creativity Presence Side by side Benefits for the Coach Nature as Co-facilitator/The Evoked Companion Speed of connection Depth of conversation Presence Bravery Benefits for the Organization Making the business case Overcoming resistance Wellbeing/Resilience A new way of working for faster results Longevity of impact It’s all about how you introduce it Benefits for the Planet It all starts with our relationship with nature Personal responsibility Personal choice PART 4 – Who am I to Coach Outdoors?Your purpose ACTIVITY – Self-Coaching & JournalingYour personal outdoor practiceModel for time outdoorsYour outdoor coaching practiceACTIVITY – Elevator pitchPART 5 – Nature as Co-FacilitatorOpportunities for The Coach – Making the most of the outside environmentMore than just taking the worksheet outsideNature as a mirror Stories and examples ACTIVITY Metaphor Stories and examples ACTIVITY Constellations Stories and examples ACTIVITY Seasons Stories and examples ACTIVITY Give it a Go Trust your intuition ACTIVITY – Prompt to give it a go in a client session & reflect PART 6 – Teams & Remote WorkWorking Outdoors with Teams What is the difference to working with an individual? What to be aware of Opportunities for teams/team coaches Stories and examples Working Remotely with Nature Over the phone Over computer (including examples, ideas and top tips) PART 7 – Final ThoughtsThe Future of Coaching OutdoorsConclusionCoaching Outdoors is accessible and multi-beneficial for most and appropriate for many, brining benefits to both coach, client and organization.END MATTERAppendices Sample map of an outdoor space for coaching Check-list of things to inform client about Check-list of things to bring; coach and client List of ideas for working with nature indoors Risk Assessment form AcknowledgementsReferences

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Book SynopsisPositive education has grown and evolved, first as a discipline and then a perspective. Since its first wave of development as an application of positive psychology within education, where the focus was primarily on students, the second wave brought with it recognition of the importance of wellbeing for all those involved in education too. Now entering the third wave, with this comes positive education not as a discipline but as a perspective. In particular, a perspective which embraces the challenges of culture and diversity alongside already positively oriented programs, structures and frameworks within education that, with continued refinements, can bring out the best of what could be (Kern & Wehmeyer, 2021). With this third wave still in its infancy, therefore, Positive Education at all Levels brings the reader to where we are today, showcasing positive education across all three levels of UK education: primary, secondary, and tertiary. With chapters for parents as well as for educators, this book will be of interest for all those involved in positive education, including those who may be learners of positive education too.Table of ContentsChapter 1. Introduction; Michelle Tytherleigh and Jerome Carson Chapter 2. Positive Education in Primary Schools; Claudine McFaul Chapter 3. Positive Education in Secondary Schools; Ian Platt Chapter 4: Positive Education in Higher Education; Rosie Allen and Chathurika Kannangara Chapter 5. How do we know educational interventions work?; Kevin D. Hochard Chapter 6. Parents' Role in Positive Education and Positive Psychology Parenting; Claudine McFaul, Ian Platt, and Michelle Tytherleigh Chapter 7. Positive Education for Positive Educators; Michelle Tytherleigh and Hannah Dunn Chapter 8. Conclusions and Next Steps Forward; Michelle Tytherleigh

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Book SynopsisA class can be skilled and motivated to learn without a teacher always having to lead. Engaging learners in this way unpicks intrinsic motivation, the foundation that underpins a productive learning environment and helps to develop independent learning, creativity and improved behaviour management. Based on five years of intensive research through Osiris Educational's award-winning Outstanding Teaching Intervention programme, during which the authors have trained more than 500 teachers to teach over 1,300 lessons in schools nationwide, this book is packed with proven advice and innovative tools developed in these successful outstanding lessons. Written in the same humorous, thought-provoking style with which they both teach and train, Andy and Mark aim to challenge all who teach, from NQTs to seasoned professionals, to reflect on their day-to-day practice and set an agenda for sustainable teacher and leadership improvement. Shortlisted for the Education Resources Awards 2013, Educational Book Award category. Click here to view the related paperback title Outstanding Teaching: Teaching Backwards, 14.99.

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Book SynopsisThis book guides students and practitioners through the wealth of information on cognition and language development by breaking the area down into manageable chunks and drawing these together into a full understanding of the holistic nature of child development. Children with communication difficulties are at risk of poor outcomes educationally, socially and in employability. Whilst there may be a range of interventions which can help children, it is the practice of those working with them that is the key to success. Therefore a firm understanding of communication development and the ability to adapt teaching to support children’s individual needs are vital. The text offers a balanced approach to the theories and research into the development and acquisition of language and literacy in the early years. It examines how practice can be improved and the impact that language and literacy development has on learning outcomes. It also, importantly, addresses the particular pedagogy related to bilingual and multilingual learners. Carefully structured activities are provided and the text clearly relates theory to practice. Pedagogical features encourage a questioning, challenging and reflective approach, promoting critical thinking throughout.Table of ContentsForeword About the author Chapter 1 – Origins of Language Chapter 2 – Receptive Language and Listening Chapter 3 – The Oral Tradition Chapter 4 – Scribblers to Scribes Chapter 5 – The Foundations of Reading Chapter 6 – Specific Learning Difficulties Chapter 7 – Gender Influences Chapter 8 – Living with Language---The Literate Environment Chapter 9 - Books and Stories Chapter 10 –The Holistic Child ----A Whole Brain Approach to Language Acquisition Glossary Index

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Book Synopsis'The New Middle Leader's Handbook' is the definitive go-to guide for all educators looking to take the leap into middle leadership, those wanting to become better middle leaders, or senior leaders seeking an authoritative manual for their school's middle leadership. Innovatively organised into chapters around the school year, taking readers from August to July and covering the full range of problems, challenges and opportunities they face in one of the most important roles in the school, and providing them with a framework to strategically plan and shape their year. Readers can use the book to structure their work into manageable portions while tailoring its content to their own personal school context, and its many activities and resources will provide opportunities for reflection, analysis and creative thinking.Operating as a practical manual and designed for easy reference, the book proposes methods, systems and procedures for: developing a personal leadership style; managing and driving dynamic change; building a successful team and challenging resistance; challenging underperformance of staff and students; using performance management to drive improvement; monitoring the quality of teaching and learning; tracking and measuring progress; preparing for inspection or internal review, including the self-evaluation process; organising meetings and leading professional development, including the use of the coaching model; prioritising workload and maintaining a work/life balance; developing a strategic learning and development plan; creating a culture of positive behaviour, aspiration and high expectations; innovating in teaching and learning; and designing a creative curriculum and curriculum enrichment. In addition, the book will guide those wishing to step up to middle leadership through the application and interview process, providing common-sense advice on the experience and skills required to become a successful middle leader. At its core, the book will be a source of stability for middle leaders that helps them to establish working principles that transcend changes to examinations, inspection criteria or DfE guidance. It offers inspiration and enable a reflective approach to the role. The book is comprehensive and knowledgeable, but crucially, accessible, written in a style that will eschew overly academic theorising, trendy soundbites or patronising waffle. In its final chapters, it looks beyond the first year to provide guidance on long-term strategic planning, career development and bridging the gap between middle and senior leadership. In short, 'The New Middle Leader's Handbook' will be the only book that an aspiring or current middle leader will ever need.

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Book Synopsis Are you involved in assessing the new apprenticeships? Are you clear about your role and responsibilities in the context of the new apprenticeships? Do you need support in being an effective learning facilitator? One of the key features of the new standards-based apprenticeships is the role of learning mentors and coaches and the need to support apprentices throughout their journey and prepare them for end-point assessment. This book takes you through the essentials of learning and development, and the principles and practice of mentoring, coaching and assessing learning. Whatever your vocational subject, this accessible and concise text provides you with an in-depth understanding of these areas and how to effectively apply them to practice. Trade ReviewThis is an excellent introduction to the new apprenticeships for both existing teachers and those who are looking to move into teaching. It provides an overview of the qualifications available and walks the reader through learning and teaching, mentoring apprentices and assessment. The authors have included useful activities and scenarios for the reader to work through. Overall an excellent book. -- Dr Lynn SeniorI can thoroughly recommend this highly current, practical guide for learning mentors, coaches, staff development managers, and teacher educators wanting to learn more about how to support their apprentices. It is written by two highly experienced teacher educators who have very effectively woven together the history, theory and practice of high quality mentoring into five highly accessible and concise chapters…. As someone who is trying to plan how my ITE partnership manages and supports colleges to be effective training providers for the new apprenticeships in education and training, this is my go-to reference book. -- David Powell * Amazon Review *Table of ContentsIntroduction Chapter 1 The new apprenticeships Chapter 2 Learning and development Chapter 3 Mentoring processes Chapter 4 Mentoring and coaching skills Chapter 5 Assessment References Index

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Book SynopsisBehaviour is the number one concern for most early career teachers so this accessible book provides a range of research informed and road-tested strategies to support the development of positive classroom systems and structures. It offers key psychological insights into the factors that lie behind different behaviours, helping you understand and manage your own behaviours as well as those of the children and young people you teach. Chapters cover understanding individuals, the classroom environment and the wider school context, as well as working with parents and carers. Ultimately the book enables you to successfully work with groups of children and young people so that they can learn effectively and make progress. The Essential Guides for Early Career Teachers series provides accessible, carefully researched, quick reads for early career teachers, covering the key topics you will encounter during your training year and first two years of teaching. They complement and are fully in line with the new Early Career Framework and are intended to assist ongoing professional development by bringing together current information and thinking on each area in one convenient place.Trade ReviewThe book is an excellent resource both for early career teachers and those who support them. As the author says, behaviour is so often the area that new teachers worry about the most and sadly can be a reason why some leave the profession. This book is an excellent combination of really practical, actionable advice and the broader theoretical frameworks and perspectives that underpin why it is likely to work. The focus on helping teachers to understand their own behaviour and triggers and responses to situations is particularly welcome as this so often unlocks the best, most productive way forward in both the short and longer term -- Professor Samantha Twiselton, Sheffield Hallam UniversityIf only this essential guide had been available when I was an Early Career Teacher, it would have prevented me from falling into the many pit-falls I found myself in. Patrick offers a wealth of practical advice and guidance for developing positive behaviour in both primary and secondary schools. His experience of working with colleagues at all ages and stages of their career has been collated in this easy-to-read guidebook bursting with ideas and advice. -- Tracey Smith, University of BuckinghamThis is a gem of a book. It demystifies behaviour management in the classroom through a series of reading, reflection and practical tasks, supplemented with case studies, which walk the reader through the theory and practice of positive behaviour management in a way which is entirely accessible and engaging. An essential read for any early career teacher. We will be ordering copies straight away! -- Rachael Warwick, Executive Headteacher, Ridgeway Education Trust and ASCL President 2020-21When I say that this book's best feature is it brevity, I mean that as a true compliment. Early career teachers are bombarded with recommended reading, and Patrick Garton engagingly cuts to the chase. As one of the lead authors of the 'Teachers' Standards' I applaud the way this text places centre-stage teachers' focus on developing students' positive attitudes to learning. Without those, the teacher is lost. Winningly for the busy reader, Garton includes real stories by teachers and leaders which give a truth to this book about life in contemporary classrooms. I warmly recommend this title - and the wider Essential Guides series - to trainee teachers and those new to the profession. Experienced colleagues might find a few refresher tips too. -- Roy Blatchford CBE, Deputy Chair of the Teachers Standards Review (2011Table of Contents Behaviour matter Understanding how your behaviours influence the behaviour of others Whole class systems, structures and routines Behaviour management as part of the classroom environment Understanding individuals Behaviour management in a wider school context Working with parents and carers to support positive

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Book SynopsisHave you ever wondered why your students don’t revise? Or why they revise ineffectively? Often, they simply don’t know how. This is where The Revision Revolution comes in. What if, instead of just telling students to revise, we taught them explicit study skills from Year 7? What if we made revision enjoyable, even irresistible? The aim is not just to help students pass exams, but to embed their learning and help them grow into knowledgeable and informed young adults. In this book, Helen Howell and Ross Morrison McGill guide you step by step through how to start and sustain a revision revolution in your school, building a culture of effective study that flows through all aspects of school life.

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Book SynopsisAn introduction to critical pedagogy for all those working within higher education. Critical Pedagogy is an approach that is fundamentally democratic, informal, non-hierarchical, determined by participants, privileges the oppressed and their perspectives and is committed to action. Higher education (HE), conversely, is often un-democratic, formal, hierarchical, determined by tutors and national bodies, re-inscribes existing privileges and is distant from lived experience. The book starts from the premise that critical pedagogies are possible in HE, while recognising the tensions to be ameliorated in trying to enact them. It re-examines the concept and explores its practical application at an institutional level, within the curriculum, within assessment, through learning and teaching and in the spaces in-between. The Critical Practice in Higher Education series 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 Review"This book is for all those who are still hopeful about the role higher education plays in improving life chances, and in trying to make the World a kinder place in which to live and thrive. Mike Seal and Alan Smith have produced a book of great beauty: they have skilfully made complex ideas concerning critical pedagogy accessible to all, whilst conveying an underlying passion which engages - indeed entices - readers to think critically and carefully about their own practice in a variety of contexts. If you want to make a positive difference in the way higher education should evolve democratically and accountably, you should read it, learn from it, apply it. Each day and – most importantly – collectively. This is a book that everyone should read!" -- Stella Jones-Devitt, * Professor of Critical Pedagogy, SCoLPP (Staffordshire Centre of Learning and Pedagogic Practice) Staffordshire University, UK. *"Through the lens of Enabling Critical Pedagogy, education is envisioned as an informal, shared and negotiated experience in which the roles of student and educator are flexible and interchangeable. Within this space, rich, organic learning can truly take place…From a student perspective, higher education lacks a sense of togetherness, transparency and accountability… This book instills faith in oneself as practitioner and student and offers the possibility of genuinely fulfilling experiences in higher education. Readers are left with the message of, “we don't know if we don't try”. Whether it be creating an inclusive space for honest dialogue within daily practice or becoming actively accountable for academia’s debt to the colonial world - the book offers a sense of hope that pedagogues can create radical change and transformation within higher education." -- Hannah Poklad * Freelance Photographer & Leeds Beckett Youth and Community Work MA Level 7 Student *Table of ContentsIntroduction: the challenge of critical pedagogy in higher education What is critical pedagogy Critical pedagogy in higher education Institutions Critical pedagogy and curriculum Critical pedagogy and assessment Critical pedagogy and learning and teaching Critical pedagogy in the spaces in-between Conclusion: conditions for a future agenda for critical pedagogy in higher education

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Book SynopsisHow to develop young people's leadership skills. A practical guide for anyone involved in nurturing, mentoring or educating young people or those interested in youth development. With the help of this book, coaches, teachers, and those working within youth organisations can apply new coaching techniques and ideas to support and fulfil the leadership potential of young people, exploring how to provide them with the skills to transition into adulthood and prepare them for leadership roles. This book introduces a three-stage coaching programme - authentication, development and ambition - as a framework for nurturing and developing young people. This book also draws on real-life case studies of leadership experiences at individual, community and societal levels as well as using reflective exercises to promote critical thinking. It emphasises the importance of acknowledging young people's roles in leadership and examines how to mentor future leaders by examining what current youth leadership looks like today and a vision for the future. It substantiates the claim that young people are an underused and underdeveloped leadership resource.Trade ReviewThe world has an immense deficit of wise leaders. Leaders of the future need Compassion, Courage, Curiosity and Connectedness — yet none of these attributes are typically taught in leader education. The time to acquire these attributes is at an early stage in a leadership career and the coaching profession has a responsibility for making that happen. If we don’t, we will have failed not just the young leaders, but the great social, economic and environmental challenges that can only resolved by visionary, engaged leaders. Here is a starter kit… -- David Clutterbuck, David Clutterbuck PartnershipTable of ContentsPrologue Part 1: Theory - Making the case for youth leadership Chapter 1: A new definition of leadership Chapter 2: The opportunity Chapter 3: Why we need youth leadership and what qualifies young people to lead Part 2: Practical - How to coach young leaders Chapter 4: Coaching approaches for distinct leadership groups Chapter 5: The youth leadership coaching model Chapter 6: Stage 1 - Authentication Chapter 7: Stage 2 - Development Chapter 8: Stage 3 - Ambition Chapter 9: Impact and conclusions - interviews with young leaders

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Book SynopsisThis is a book about teaching mathematics in schools. There are many excellent books about teaching mathematics that are driven by pedagogy, psychology or research. This book is different. It is driven by the mathematics that underpins the school mathematics curriculum, informed by the authors' experiences and opinions. In the field of pedagogy, there are very few fixed "knowns". Mathematics, on the other hand, is a well-founded rock. So, the thoughts and advice provided by Keith Parramore and Joan Stephens are anchored to that rock. Lessons Learned from Maths Lessons is based on observations in secondary schools, and many sections are relevant to primary school mathematics. The authors are a husband-and-wife team of practising mathematicians, with a wealth of experience in supporting trainee teachers. They have learned something new and/or interesting from every mathematics lesson they have observed. One objective of this book is to share some of that learning with the reader. A second objective is to promote an approach to teaching mathematics that empowers pupils and promotes understanding. Trainee teachers often identify specific topic areas that they perceive they need to develop. Parramore and Stephens argue that the greater need is for them to develop depth rather than breadth, to truly explore the mathematical foundations of what they are teaching.

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Book SynopsisWayfinder: Leading curriculum vision into reality offers a clear framework and method for school leaders to support long lasting curriculum change that is successful and positive for staff and students.Drawing on a decade of experience of leadership in schools and the armed forces, Matthew Lane guides us through the foundational knowledge to be a successful leader of change. Building on this, we walk through a step-by-step model of delivering change, with classroom examples, and based upon the best research in the field. Covering fields as diverse as design testing, overcoming resistance to change, and using coaching to support staff, Wayfinder is your indispensable guide and framework to leading curriculum change. Whether you are a new subject lead or an experienced headteacher, this is your essential guide to leading and delivering curriculum change.Trade ReviewMatthew's synthesis of the key theoreticians in the field of change leadership is impressive ... Rushed change doesn't work: Wayfinder shows us how to give the process justice. -- Mary Myatt, authorW. Edwards Deming, the American industrialist, had a simple rule about change: 'Of all changes I've observed, about 5% were improvements, the rest, at best, were illusions of progress'. In his book Wayfinder, Matthew Lane gives us a practical process for implementing curriculum change which is rooted in theory. Its attention to detail will guide school leaders through the implementation process so that the on-going development of the school curriculum results in genuine improvements which enrich the lives of both teachers and pupils. Read it - it will help you disprove Deming's rule! -- John Tomsett, authorThis is an excellent book, exploring leadership through a unique lens and linking leadership at all levels to effective curriculum change and implementation. Wayfinder is an enjoyable, interesting, and ultimately helpful book for educators, one I can wholeheartedly recommend. -- Kate Jones, Evidence Based EducationAn informed, sensible, yet inspiring guide to navigating change. Matthew's open but authoritative writing style helps distil years of experience and scholarship into a book I wish had been published before I started my own subject leadership. -- John Semmens, chair of Norfolk SACRE

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Book SynopsisDesigned to integrate best practices, research insights, and valuable learning experiences for all those supporting the training of police officers - including police lecturers within HE, tutors, trainers, mentors, and coaches. It provides comprehensive guidance on developing policing students throughout their educational journey. Shaping the next generation of policing students requires a unique set of skills, preparing individuals for a challenging profession and using effective teaching, coaching and mentoring. This book is a one-stop resource for educators in both HEIs and forces to develop their own skills in order meet the needs of their policing students. It takes a subject specific approach to supporting policing students, relating coaching models and theories and to the policing context and offeringinsightful teaching tips including effective feedback strategies and guidance on addressing difficult topics such as domestic abuse and courtroom appearances. Reflective exercises and real-life policing examples will help you apply theory to practice, creating an enriching learning experience for both you and your students.

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Book SynopsisA concise "go to" guide for new language educators that provides basic practical information, suggestions, and templates, without going into the detail found in a more comprehensive methods textbook. Since the publication of the first edition in 2007, concepts of planning, instruction, and grading have evolved, proficiency-based NCSSFL-ACTFL Can-Do Statements have been created, and, of course, the available tools and resources have changed a great deal. When this text was originally published, overhead projectors were common in classrooms, students rarely had their own cell phones, and social media were still relatively new. Today the instructional environment is different, as are the tools and resources available to teachers.Amid all the ways in which teaching has changed, much remains the same. Learners still need to be meaningfully engaged with the language. Educators must plan opportunities for learning that are relevant for learners. Students must believe that teachers care for them as individuals. Language and intercultural skills are increasingly important in our global society. Teaching is difficult, and educators new to the profession need support and guidance.New teachers must learn a great deal, regardless of the amount of preparation they need before entering the classroom. This second edition of The Keys to the Classroom captures the changes and additions that meet the needs of language educators in today's rapidly changing environment.

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Book Synopsis

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