Teaching skills and techniques Books

Book SynopsisLooking for Learning: Maths through Play is a full-colour, practical guide linked to current policy and the EYFS framework. Laura England, creator of Little Miss Early Years, uses theory, case studies, real-life images and accessible ideas to inspire child-led mathematical learning using play.This book will encourage children to think about maths while playing, using a range of common resources that will spark their curiosity. It is full of creative suggestions for incorporating mathematical concepts counting, comparison, composition, shape, pattern and number into child-led play. The book contains ideas for bringing mathematical learning into children's favourite activities: role play and construction; art and nature; sand and water play and even simple technology-based activities using projectors or torches.Experienced Early Years teacher Laura England, creator of Little Miss Early Years, also provides advice about getting children talking about maths du

Read more less

Book Synopsis''Bursting with fresh ideas, packed with practical tips, filled with wise words, this is an inspiring guide for all teachers.'' Lee Elliot Major, Professor of Social Mobility, University of Exeter and co-author of What Works?50 tried-and-tested practical ideas to help you tackle the top ten issues in your classroom.Ross Morrison McGill, bestselling author of Mark. Plan. Teach. and Teacher Toolkit, pinpoints the top ten key issues that schools in Great Britain are facing today, and provides strategies, ideas and techniques for how these issues can be tackled most effectively.We often talk about the challenges of teacher recruitment and retention, about new initiatives and political landscapes, but day in, day out, teachers and schools are delivering exceptional teaching and most of it is invisible. Ross uncovers, celebrates, and analyses best practice in teaching.Supported by case studies and research undertaken by Ross in ten primary and secondTrade ReviewRoss Morrison McGill has been asking penetrating questions about education policy for over a decade. Just Great Teaching doesn't disappoint. In an era of over-tested young people, a teacher recruitment crisis and grave concerns about workload, we urgently need solutions. This book provides a refreshing new vision of how our schools could be. * Fiona Millar, education writer and commentator, @schooltruth *Listening to teachers about the pressures on their time, their wellbeing and their mental health, Ross offers back to the profession the practical wisdom he has accumulated. In the end, it is much more than Just Great Teaching; it is the hopeful manifesto our profession so urgently needs. * Mark Quinn, Programme Leader, London Centre for Leadership in Learning, UCL Institute of Education *Drawing on his considerable experience as a classroom teacher and senior leader, Ross McGill's book is a must-read for anyone who is interested in improving their teaching practice. This is a powerful working document for a better education system. * Bobby Seagull, Maths Teacher, University of Cambridge Doctoral Student, Author and BBC TV Presenter, @bobby_seagull *Essential reading for anyone involved in teaching and learning, at any level. Ross reminds you what is actually important in the classroom and provides evidence-based strategies to enable these aspects to be effectively implanted. Case studies from real schools lend credence and valuable references for when you implement the ideas yourself. Everything presented is justified, assessed and evaluated by Ross, giving you the confidence to put it into practice in your classroom. * Chris Fletcher, SCITT Director, Yorkshire and Humber Teacher Training, @sciencefletch *Bursting with fresh ideas, packed with practical tips, filled with wise words, this is an inspiring guide for all teachers. * Lee Elliot Major, Professor of Social Mobility, University of Exeter and co-author of 'What Works?', @LEM_Exeter *Ross McGill does it again. Taking a problem-solving approach to key aspects of teachers' work – marking, assessing, planning and pedagogy – he provides a research-informed, practical set of suggestions to ensure Just Great Teaching. This book walks the talk of teacher and student wellbeing. * Stephen Tierney, CEO, blogger and author of 'Liminal Leadership', @LeadingLearner *Just Great Teaching provides an honest, solution-focused account on the current state of teaching in the UK. For teachers determined to make lasting improvements to their practice, this book is an outstanding point of reference supported by evidence-based research findings. * Fabian Darku, further education teacher and blogger, @DarkuFabian *Table of Contents1. Marking and assessment / 2. Planning / 3. Teaching and learning / 4. Teacher wellbeing / 5. Student mental health / 6. Behaviour and exclusions / 7. SEND / 8. Curriculum / 9. Research-led practice / 10. CPD

Read more less

Book SynopsisBig Cat Phonics for Little Wandle Letters and Sounds Revised has been developed in collaboration with Wandle Learning Trust and Little Sutton Primary School. It comprises classroom resources to support the SSP programme and a range of phonic readers that together provide a consistent and highly effective approach to teaching phonics.See the busy, exciting scenes in this highly illustrated wordless story. Can you find the hidden nursery rhymes?

Read more less

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.It''s time for a carnival! Follow a family as they dress up, go on rides and celebrate in this fun wordless story.

Read more less

Book SynopsisBig Cat Phonics for Little Wandle Letters and Sounds Revised has been developed in collaboration with Wandle Learning Trust and Little Sutton Primary School. It comprises classroom resources to support the SSP programme and a range of phonic readers that together provide a consistent and highly effective approach to teaching phonics.See dinosaurs in the wild in this exciting wordless non-fiction book. Which one is your favourite?

Read more less

Book SynopsisA practical, easy-to-read guide on medical education for busy doctors and healthcare professionals. Offering practical advice alongside case studies and scenarios based on experts' educational experiences, it is able to be quickly referenced and applied, particularly when teaching opportunities arise spontaneously.

Read more less

Book SynopsisThe increase in the amount of technology present in our classrooms and the growth in students' levels of digital fluency means educators need to equip themselves with the necessary skills to teach in a digital age.Table of ContentsPART 1: DIGITAL PEDAGOGIES 1. What Is a Digital Pedagogy and Why Do We Need It?2. Theoretical Underpinnings3. Policy and Trends: Preparing Lifelong Learners4. Digital Expectancy: It’s All about BehaviourPART 2: CREATIVE TECHNOLOGIES AND LEARNING 5. The Role of Technology in Emerging Literacy and Numeracy6. Creative Technologies and Play7. Developing a Digital Pedagogy in the Early Years (Foundation to Year 3)8. Developing a Digital Pedagogy in Years 4–10PART 3: DEVELOPING DIGITALLY FLUENT LEARNERS 9. Developing Digital Fluency in Educators10. Developing Digitally Fluent Learners in Primary Schooling11. Developing Digitally Fluent Learners in Secondary SchoolingPART 4: DIGITAL TECHNOLOGIES 12. Understanding the Digital Technologies Curriculum13. Emerging Technologies for the Classroom

Read more less

Book SynopsisHow To Teach Grammar offers accessible and authoritative advice and guidance on teaching grammar. It covers both subject knowledge and classroom practice, providing practical recommendations to help English teachers improve their own depth of understanding of grammar, and their confidence and ability to deliver successful grammar teaching.Trade Review<"With clear and detailed explanations, this is an essential grammar guide for use by new and practicing teachers alike. An easy to use format with practical exercises, this is a valuable resource for use in the secondary classroom.>" * Chris Langmead, Curriculum Leader for English, Tor Bridge High, Plymouth *<"This book is knowledgeable and highly informative, whilst also being eminently readable. For the brand new teacher of grammar with little prior knowledge, it's packed full of clear explanations and worked examples, written in an authoritative but accessible tone. It should be essential reading for every English teacher.>" * Alison Smith, English teacher, Ulverston Victoria High School *

Read more less

Book Synopsis''Extraordinary. This book will inspire you to reach your full potential'' Jason Fox Are you stuck in a rut? Do you have more to give? Do you dream of leading a different life?Ben Williams was struggling with drug addiction and battling suicidal thoughts when he saw an advert for the Royal Marines Commandos that changed his life forever. Serving ten years in the Commandos, he learnt important lessons about purpose, integrity, motivation and teamwork. Leaving the Commandos because of injury, Ben set up a coaching business that has helped high-performance companies and professional sports teams like the England Football Squad, coaching them in the build-up to their outstanding performance at the 2018 World Cup. Now Ben is sharing his principles for success. In Commando Mindset, Ben reveals his process for achieving goals of any size to help you take your life to the next level. Inside you''ll learn how to:- identify your personal inTrade ReviewExtraordinary. This book will inspire you to reach your full potential -- Jason FoxA genuinely game changing book! Commando Mindset holds you to account passing responsibility back to you in the most empowering wayRedefine what impossible means * Daily Mail *A great book * The Sun *

Read more less

Book SynopsisTable of Contents Introduction 1 So what makes a successful Headteacher? 2 Becoming a Headteacher 3 Leading a school 4 Managing a school 5 Challenging situations 6 Working with parents and Governors 7 Self-evaluation, the SDP, the budget and monitoring standards 8 A diverse job 9 Ofsted 10 Preparing for an uncertain future 11 The best job in the world

Read more less

Book SynopsisOffers helpful advice on how teachers, administrators, and career advisers in science and engineering can become better mentors to their students. This guide covers topics on career planning, time management, writing development, and responsible scientific conduct. It also includes a list of bibliographical and Internet resources on mentoring.Table of Contents1 Front Matter; 2 1 What is a Mentor?; 3 2 The Mentor as Faculty Adviser; 4 3 The Mentor as Career Adviser; 5 4 The Mentor as Skills Consultant; 6 5 The Mentor as Role Model; 7 6 Recommendation: Improving the Quality of Mentoring; 8 7 Resources; 9 Report Brief: Reshaping the Graduate Education of Scientists and Engineers

Read more less

Book SynopsisD'Anieri's INTERNATIONAL POLITICS: POWER AND PURPOSE IN GLOBAL AFFAIRS, 5th Edition, helps you make the connection between academic theories and real-world issues and events. Comparing international politics to a series of intellectual puzzles, the text emphasizes the importance of examining problems from multiple perspectives. Its unique focus on power and purpose involves both the goals that players have in international politics and the ways they have to achieve them. Detailed, up-to-date discussions cover populism and trade wars, critical international relations theory, international hierarchy, the impact of social media and bias, Brexit, U.S.-China trade conflict and much more. Thought-provoking case studies and features on history, policy and geography let you see the world from numerous perspectives while sharpening your critical thinking skills. Also available: MindTap.Table of ContentsPreface. Part I: INTRODUCTION. 1. Introduction: Problems and Questions in International Politics. 2. The Historical Evolution of International Politics. Part II: THEORETICAL APPROACHES: EXPLAINING SYSTEM AND STATE BEHAVIOR. 3. Theories of International Relations: Realism and Liberalism. 4. Theories of International Relations: Economic Structuralism, Constructivism, and Feminism. Part III: ACTORS IN THE INTERNATIONAL SYSTEM. 5. The State, Society, and Foreign Policy. 6. Bureaucracies, Groups, and Individuals in the Foreign Policy Process. 7. International Organizations and Transnational Actors. Part IV: INTERNATIONAL CONFLICT AND SECURITY. 8. International Insecurity and the Causes of War and Peace. 9. The Use of Force. Part V: INTERNATIONAL POLITICAL ECONOMY. 10. Fundamentals of International Political Economy. 11. The Globalization of Trade and Finance. 12. The Problem of Global Inequality. Part VI: INTERNATIONAL LAW AND POLICY. 13. International Law, Norms, and Human Rights. 14. The Global Environment and International Politics. 15. Conclusion: Power and Purpose in a Changing World.

Read more less

Book Synopsis

Read more less

Book Synopsis

Read more less

Book SynopsisGain a clear understanding of the basic principles of learning and behavior and how you can apply this information to better understand and improve today's world with Powell/Honey/Symbaluk's INTRODUCTION TO LEARNING AND BEHAVIOR, 6E. This engaging, student-friendly behavioral approach to psychology uses examples derived from both animals and humans to vividly illustrate the relevance of behavioral principles in comprehending and impacting human behavior. Updated, expanded coverage and a dedicated appendix address self-control and behavior self-management in detail with specific tactics you can immediately apply. "Study Tip" guide you in strategies, from effectively reading texts to using procedures to increase concentration and reduce procrastination. You also see how principles apply to managing relationships and raising children. Numerous innovative and updated review, self-testing, learning and independent study features further your understanding of key concepts.Table of Contents1. Introduction. 2. Research Methods. 3. Elicited Behaviors and Classical Conditioning. 4. Classical Conditioning: Basic Phenomena and Various Complexities. 5. Classical Conditioning: Underlying Processes and Practical Applications. 6. Operant Conditioning: Introduction. 7. Schedules and Theories of Reinforcement. 8. Extinction and Stimulus Control. 9. Escape, Avoidance, and Punishment. 10. Choice, Matching, and Self-Control. 11. Observational Learning and Rule-Governed Behavior. 12. Biological Dispositions in Learning. 13. Comparative Cognition. Appendix: A Brief Guide to Behavior Self-Management. Quick Quiz Answers. Glossary. References. Index.

Read more less

Book SynopsisIf you're an educator experiencing burnout, compassion fatigue, or vicarious trauma, this book will help you embrace tangible self-care practices to improve your well-being both in and out of the classroom. Using the framework of the window of capacitythe zone of the nervous system arousal in which a person is able to function most effectivelythe authors illustrate not only the why of self-care, but also the how. Chapters explore how stress at school impacts personal life, the way teacher self-care benefits students, and ways in which schools can implement and support well-being. The book includes a variety of tips and interactive activities to help you identify your own needs and implement helpful practices. You'll leave with a toolbox of information and simple practices to effectively advocate for your well-being in educational spaces and beyond.Table of Contents1. Introduction 2. Stress at Home and School 3. The Impact of Teacher Self-Care on Students 4. Implementation and Support for Teacher-Wellbeing

Read more less

Book SynopsisThis proceedings volume of InCoTEPD 2018 covers many ideas for handling a wide variety of challenging issues in the field of education. The outstanding ideas dealing with these issues result in innovation of the system. There are many innovation strategies resulting from recent research that are discussed in this book. These strategies will become the best starting points to solve current and future problems.This book provides an in-depth coverage of educational innovation developments with an emphasis on educational systems, formal or informal education strategies, learning models, and professional teachers. Indeed, those developments are very important to be explored for obtaining the right way of problem-solving.Providing many ideas from the theoretical foundation into the practice, this book is versatile and well organized for an appropriate audience in the field of education. It is an extremely useful reference for students, teachers, professors, practitioners, and government representatives in many countries.Table of ContentsEducation System; Formal & Informal Education; Learning Models; Professional Teachers

Read more less

Book SynopsisLearning to Teach Design and Technology in the Secondary School is a core text for all those training to teach design and technology in the secondary school. It helps you develop subject knowledge, acquire a deeper understanding of the role, purpose and potential of design and technology within the secondary curriculum, and provides the practical skills needed to plan, teach and evaluate stimulating and creative lessons.This fully updated fourth edition includes information on all areas of design and technology, and on new subject requirements relating to exam qualifications. It includes three new chapters on the role of critiquing in design and technology education, transitions after secondary design and technology, and using and producing design and technology education research. Designed to be read as a course or dipped into for support and advice, it covers: Each area of design and technology: materials, textiles, electronics and food Integrating new curriculum topics, such as emerging technologies, into your teaching Developing areas of subject knowledge Health and safety Planning lessons Organising and managing the classroom Teaching wider issues through design and technology Assessment issues Your own professional development. Bringing together insights from current educational theory and the best contemporary classroom teaching and learning, this book will prove an invaluable resource for students on all training routes â as well as their mentors â who aspire to become effective, reflective design and technology teachers. Table of ContentsIntroduction Part 1 Design and technology in education Introduction 1 Design and technology in the Secondary School 2 Design and technology in the primary school Part 2 Design and technology curriculum Introduction 3 Designing in design and technology 4 Teaching design communication skills 5 Preparing to teach materials technology 6 Preparing to teach textiles 7 Preparing to teach electronics and control technologies 8 Preparing to teach food within the secondary school curriculum 9 Teaching about disruption: a key feature of new and emerging technologies 10 The role of critiquing in design and technology education 11 Health and safety in design and technology Part 3 Teaching design and technology Introduction 12 Planning lessons in design and technology 13 Key pedagogies in design and technology 14 Planning for progression in design and technology 15 Assessing design and technology 16 Developing links with other subjects Part 4 Developing your design and technology teaching and career Introduction 17 Values in design and technology 18 Transitions after secondary design and technology 19 Your professional development 20 Using and producing design and technology education research

Read more less

Book SynopsisThis practical, engaging book offers design educators a comprehensive, hands-on introduction to design education and pedagogy in higher education. Featuring instructional strategies and case studies from diverse design disciplines, including fashion design, architecture, and industrial design, from both the US and abroad, award-winning author Steven Faerm contextualizes design pedagogy with student developmenta critical component to fostering successful teaching, optimal learning, and student success in this ever-evolving industry. Features include the following:          Advanced pedagogical methods and strategies to improve design students' learning, holistic development, and design school experience.         Insights into the changing nature of the design industries and future challenges faced by design educators within higher education, and how design programs can be strengthened tTrade ReviewThis comprehensive guide is expressly for those charged with leading the next generation of design innovators while also advancing their pedagogy successfully and meaningfully.- Jackie Mallon, Fashion UnitedFull book review is here for referencePrescient in timing, Introduction to Design Education is an enlightening book that discusses many of the reasons why dedicated and advanced pedagogical approaches are more vital than ever in the contexts of the changing design school, student generation and industries.Faerm does a brilliant job of bringing his rigorous and compelling research to us in an approachable yet authoritative book that should be recommended to both new and experienced teachers of design.- Noel Palomo-Lovinski, Art, Design & Communication in Higher EducationTable of ContentsSection I Design Industries 1. Introduction to Design Industries: Growth, Responsibility, and Uncertainty 2. A Study of the Fashion Industry as a Model of Widespread Systemic Change 3. The New Design Entrepreneurs 4. The Future of the Design Industries Section II Design Education 5. Introduction to Design Education: The Historical and Contemporary Contexts of US Higher Education 6. The Design School Experience 7. Speculations on the Future Design School Structure 8. The Future of Design Education 9. Global Directions: Unique Approaches to Design Education Section III Design Pedagogy 10. Introduction to Design Pedagogy 11. Young Adult Development 12. Students’ Transition from High School to Design School 13. Developing Competent Pedagogy: A Web of Practices Section IV Design Classrooms 14. Introduction to Design Classrooms: A Workbook of Effective and Strategic Teaching Methods for Design Educators 15. A Practical Guide to Teaching the New Design Undergraduates 16. Teaching as Performance 17. Classroom Dynamics: Trust and Conflict 18. Motivation and Design Students 19. The Inclusive Design Classroom 20. Designing the Learning Experience: The Syllabus 21. Assessment as Learning 22. Faculty Mentorship

Read more less

Book SynopsisCommunication at the Heart of the School introduces a simple, practical approach for communication development in schools, with a specific focus on children with Severe Learning Difficulties (SLD) or Profound and Multiple Learning Difficulties (PMLD). The tried-and-tested framework offers a shared approach to communication development between teachers and speech and language therapists, moving through three crucial stages: the communication assessment, the communication pathway and the classroom environment. It provides a clear structure for the role of each professional and explains how they contribute to every aspect of the childâs communication development. Key features include: A communication pathway that follows a yearly cycle of assessment, plan and intervention, identifying specific communication needs and offering advice on creating communication-friendly environments A focus on the shared vision of teachers and speech and language therapists, creating a united and team-led approach to communication development, ensuring that both therapists and teachers feel supported in tackling complex communication challenges effectively Photocopiable and downloadable assessment forms for accurately measuring outcomes in a time-friendly and accessible way Underpinned by the Communication and Cognitive Framework currently used by teachers, speech and language therapists and families, this resource offers a complete package of communication support. It is an essential tool for speech and language therapists and teachers supporting children communicating at early developmental levels. Trade Review'Throughout the book the author’s experience and dedication to both the children in their care and their colleagues, shines through. From the careful explanation of the framework, how to assess and build meaningful individual plans, to creating successful communicative and learning classrooms, this book is clear; it inspires and it is inclusive.'Clare Latham, MRCSLT'Communication at the Heart of the School is really accessible and, from the perspective of a school leader wanting an inclusive approach, it is very straightforward. CATHS could be easily implemented into any School Improvement Plan.' Lisa Leonard, Head Teacher The Chiltern SchoolTable of ContentsWorking Together The Framework Assessment The Pathway to Successful Intervention Communication Rich Classrooms Specialist Intervention Putting Communication at the Heart of the School into Practice

Read more less

Book SynopsisThis pioneering volume provides a thorough understanding of children's spirituality from a holistic development perspective and explores the ways early childhood educators can nurture spirituality in the secular classroom. Making a critical distinction between spirituality and religion, this book draws on conceptual and empirical research, as well as authentic classroom vignettes to explore how theory translates into practice. Inviting readers to examine how their beliefs inform their practices, Children's Spirituality in Early Childhood Education offers a purposeful window into supporting children's learning and development with a focus on their souls, making it important reading for teachers, teacher candidates, researchers, and teacher educators in the field of early childhood education.Table of ContentsList of Figures Acknowledgments Forward by John Hochheimer Preface Introduction Section I – What is Children’s Spirituality? Chapter 1 - Defining Spirituality and Differentiating it from Religion Chapter 2 - Understanding Children’s Spirituality in the Literature and Research Section II – Spirituality in the Classroom - What do the Teachers say? Chapter 3 - Looking into Early Childhood Teachers’ Perceptions of Nurturing Spirituality Chapter 4 - How Ms. Escarfuller’s Spirituality Informs Her Pedagogy Chapter 5 - Spiritual Vignettes from Ms. Escarfuller’s Classroom Section III – Tying it All Together Chapter 6 - How can we nurture children’s spirituality in secular settings? Chapter 7 - Spirituality as the North Star for Early Childhood Education: Where do we go from here?

Read more less

Book SynopsisThis book examines a range of contemporary issues related to the global delivery of sport management education. At a time of unprecedented change in Higher Education, the book looks closely at how sport management education can and should deliver positive outcomes in sport business and management outside of the university. The book brings together sport management academics from around the globe and examines how their practice in education has been shaped by the cultural, religious, and political context of the national regions in which they work. It aims to identify core principles in sport management education and implementation, and discusses the key aspects of sport management programmes, from curriculum design and pedagogy to issues around unified accreditation and the needs of employers. It also focuses in on what sport management education might look like in an increasingly digital post-COVID world. This is essential reading for all sport management edTable of ContentsGlobal Perspectives on Sport Management Education: Implications for Practice – An Introduction, Part I: Theme 1 - Teaching Sport Management, 1. Digital Literacy Capabilities and Curriculum Design in Sport Management Programmes, 2. Community Sport Event Management in New Zealand: Planning, Promotion and Partnership, 3. The Case Method for Use in Modern Sport Management Education, 4. The Role of ePortfolios in Shaping Professional Identity and Employability, 5. EconFantasy Simulation and Practice: Implications of Research-Led Teaching, Part II: Theme 2 - Learners and Learning in Sport Management Education, 6. Learners and Learning in the Global Industry of Sport Management, 7. Developing, Designing, and Delivering a High-Impact Short-Term, Faculty-Led Study Abroad for Sport Management Students: Going Global, 8. Study Abroad Opportunities: The Impact upon Learning, 9. Learning Abroad in Action: A Case Study of Sport in England, 10. TED Talks as an Instrument of Learning, Part III: Theme 3 - Developing Professional Competencies within Sport Management Education, 11. Enhancing Professional Competencies through Work-Integrated Learning: Principles, Practice, Pedagogies, and Partnerships, 12. Accreditation and COSMA: The Influence on Curriculum Design, 13. Sport Management Associations and their Contribution to Education, 14. Sport Management Education in Denmark and its Relationship with Professional Sporting Bodies: Football as a Case Study, Part IV: Theme 4 - Learning in Lockdown – Sport Management Education Responses to COVID-19, 15. Assessing Dynamic Curriculum Change due to COVID-19 for UK Academics and Students, 16. Sport Management Education in Response to COVID-19 Pandemic: An Atlantic Canada Perspective, 17. How Can Universities Learn from COVID-19 and Reinvent Learning Environments?: A Case Study from South Korea, 18. A Glimpse into Sport Management Education in India during COVID-19, Future Directions for Sport Management Education

Read more less

Book SynopsisThis book provides a framework, concrete examples, and tools for designing a high quality, academically-robust preservice teacher preparation program that empowers teachers with the depth of professional knowledge and the skills required to become adaptable, responsive K-12 teachers ready to engage with diverse groups of students, and to achieve consistent learning outcomes. Renowned teacher educators Etta R. Hollins and Connor K. Warner present a systematic approach for developing a teacher preparation program characterized by coherence, continuity, consistency, integrity, and trustworthiness, as well as one that is firmly grounded in collaboration between faculty, community members, and other school practitioners. This book offers an evidence-based roadmap relevant for teacher educators, administrators, scholars, agencies at the state and national levels, and any organization that serves teacher educators.Trade ReviewPolicy mandates for program improvement in teacher education abound. However, even highly motivated change initiatives are often absorbed or marginalized by university norms of individualism and autonomy that work against the kind of collective work that is essential to program level coherence and improvement. Hollins and Warner offer the field a comprehensive, empirically-grounded and practical model for how teacher educators might navigate these challenges. The book begins with a well-articulated moral imperative for change, grounded in evidence of inequitable educational opportunities and outcomes for many students, particularly those in historically under-served communities of color. The authors integrate useful theoretical perspectives on teacher learning with very concrete examples and tools for program design, course alignment, and pedagogical collaboration between university and p-12 educators. The book will be an extremely valuable resource for teacher educators undertaking the practical work of program renewal and improvement. Charles (Cap) PeckProfessor of Teacher Education and Special EducationUniversity of WashingtonWhen teacher educators and leaders take on change efforts, they often feel isolated, as if theirs is the only institution experiencing the challenge of change. Historically, there have been very few comprehensive approaches to designing teacher preparation programming. Through this book, Hollins & Connor aim to provide teacher educators with practical tools and processes to build program coherence, continuity, and consistency for the purpose of preparing teachers who meet grade-level and subject matter expectations. Sarah BealExecutive DirectorUS Prep Teacher Preparation Texas Tech UniversityTable of Contents1 Academically Based Teacher Preparation; 2 Collaboration Among Teacher Educators and with Stakeholders; 3 Framework for Program Design; 4 Program Explication; 5 Course Alignment; 6 Clinical Experiences in Authentic Contexts; 7 Monitoring and Assessing Progress Towards Competent Teaching; 8 Responding to Needs, Mandates, and Standards; 9 Epilogue

Read more less

Book SynopsisA practical, classroom-oriented guide to best-practice teaching.Trade Review"Tracey Tokuhama-Espinosa synthesizes a vast, comprehensive compendium of neuroscientific research-based practices into a pragmatic handbook for teachers, featuring vivid descriptions, helpful activities, and easily employed classroom applications." -- Arthur Costa, EdD, Emeritus Professor of Education, California State University; co-editor of Learning and Leading with Habits of Mind"Tracey Tokuhama-Espinosa powerfully presents, as promised, 50 practical applications of Mind, Brain, and Education Science for the classroom. With her background in neuroscience and research analysis, and her knowledge of the needs of educators and students, this highly accessible book will be a valuable source of information and inspiration for all educators." -- Judy Willis, MD, MEd neurologist; author of Inspiring Middle School Minds and Research-Based Strategies to Ignite Student Learning"An excellent job of relating findings in psychology and neuroscience to education." -- Michael Posner, PhD, Professor Emeritus, Institute of Neuroscience, University of Oregon"The different disciplines covered in the areas of Mind, Brain, and Education are vast. In this very unique book, the author proposes practical applications in the classroom, without compromising scientific validity, successfully creating a bridge between the various disciplines." -- Hideaki Koizumi, PhD, Executive Board, Chair on International Affairs, The Engineering Academy of Japan; Board, Research Center for Advanced Science and Technology, The University of Tokyo"This book exceptionally translates up-to-date scientific studies into useable knowledge and practical tools to be utilized by anyone concerned with optimizing learning outcomes in individuals of all ages and within many contexts. A stimulating resource full of solid information for improving learning and understanding." -- Stephanie Peabody, PsyD, Neuropsychologist-Course Director: Mind, Brain, Health and Education and Course Director: Neurobiology of Positive Psychology at Harvard UES"This is a must-read for every educator who is willing to question and enhance their practice to deliver a better, research-based curriculum with improved methods for the benefit of their students. It blends learning theory and research (the why) with strategies for clearly identified instructional goals (the how). A worthy goal for every teacher would be to add one of the 50 best practices to their repertoire until they finish the reading." -- Elizabeth Helfant, Upper School Coordinator of Pedagogical Innovation at the Mary Institute and St. Louis Country Day School (MICDS), Missouri"As a true transdisciplinary diplomat, Tracey Tokuhama-Espinosa invites us to participate in her ‘interactive feature film’ about MBE Science, bringing education to the center of the fields of pedagogy, neuroscience, and psychology." -- Renata Menezes Rosat, MD, PhD, Professor, Department of Physiology at the Federal University of Rio Grande do Sul, Brasil"This book is fundamental for anyone who cares about increasing the benefits that students can reap from education as well as improving their experience while in school. Teachers, education leaders, policy-makers, graduate students, researchers, parents, and others interested in improving education are extremely lucky to have access to this wealth of up-to-date, research-based information in such an enjoyable read." -- Daniela Bramwell, Master’s student from the University of Toronto

Read more less

Book SynopsisTalk is the medium through which children learn; and yet children may not realise why their contributions to classroom talk are so important. This book provides teachers with resources for developing children's understanding of speaking and listening, and their skills in using talk for learning.The Essential Speaking and Listening will: help children to become more aware of how talk is valuable for learning raise their awareness of how and why to listen attentively and to speak with confidence encourage dialogue and promote effective group discussion integrate speaking and listening into all curriculum areas help every child make the most of learning opportunities in whole class and group work contexts The inclusive and accessible activities are designed to increase children's engagement and motivation and help raise their achievement. Children will be guided to make the links between speaking, listening, thinking and learning and through the activities they will also be learning important skills for future life.Teachers, education students and teacher educators will find a tried-and-tested approach that makes a difference to children's understanding of talk and how to use it to learn.Trade ReviewJanet WhiteEducation Consultant, former English subject adviser at the Qualifications and Curriculum Authority (a) Do you agree with the author’s rationale for this book? In principle, the rationale is sound: to help teachers understand and manage whole class discussion. The realization of this aim – on the basis of the material for review – seems less successful. I can find very little address of the whole class dynamic, in the mode of dialogic teaching, in the lessons outlined for Chapter 1, where a series of pair and larger group activities are described. Crucially missing is an appraisal of the role of the teacher in using whole class work in ways distinct from ‘ordinary’ effective teaching strategies against a background of devoting more space to exploratory work around the use of spoken language. It is questionable if this proposed book offers an advance on Mercer et al (2002), Thinking Together: Activities for Key Stage 2 children and teachers, despite the claims made that it switches attention from group to whole-class talk. (b) Do you think teaching children to speak and listen will help their thinking and learning? Yes. There is ample evidence to support the view that developing children’s speaking and listening with help their thinking and learning. A recent large-scale study of pre-school children’s language experiences conducted by the London Institute of Education (Blatchford et al), confirmed that later school achievement was closely linked with the amount of active engagement children had with the vocabulary and concepts of spoken language by the age of 3. Other work in Australia carried out by researchers at Macquarie University in NSW in the 90’s (Hasan and Cloran et al; Williams et al), also showed a significant qualitative difference in attainment in literacy depending on the quality and range of verbal interactions children engaged with in their homes with adult carers. The essential point of these and similar studies is that what matters is not just talking to children, but talking with them as active conversational partners. Do you think that with the new literacy framework there is a higher expectation on teachers to teach speaking and listening? Definitely: the close tie-up between the requirements of the statutory curriculum and the PNS guidance makes expectations about teaching far more explicit than previously. The renewed PNS framework has adopted the same strands as the English national curriculum, placing Speaking and Listening as the first programme of study. Speaking and listening in the new PNS framework is likewise organised around the 4 main strands of the English national curriculum and the learning objectives for each year group are very little changed from those published in the QCA/DfES materials: Speaking, Listening, Learning: Working with children in Key Stages 1 and 2. London: HMSO. It is notable that the author of the proposed book makes cross references to some of the teaching objectives in these materials, but without explanation of why the selection is made, or whether there is any progression implied in making the links. Only passing reference seems to be made to the new framework which has been available in draft form for nearly a year. These are shortcomings for a book aimed at a primary teachers. An expectation, especially for an apparently experienced author in the field, would be a demonstrable acquaintance with the ‘official’ materials already available to schools. I note in addition that the author has a rather outdated idea of how primary classrooms are structured: it is not at all common for 6 lessons a day to follow the 3-part structure first introduced by the strategies in the 90’s. Is there a market for this book? Do teachers need help teaching ‘talk’? Teachers do need help in teaching talk - and also in teaching about it and through it. There may be a market for some aspects of this book, but it will be one of many other forms of support and guidance on talk coming out for teachers over the next year or two. Government agencies such as the PNS and QCA are actively working on classroom materials to run alongside the new framework. These will include teaching sequences additional to those already published as part of Speaking, Listening, Learning (referred to above) with the new feature of linking to ongoing teacher assessment.4. Do you know what a ‘dialogic’ teaching style is? Does this book help you understand this term? Would you want this term to be used in the book? If not, why not?My knowledge of ‘dialogic’ teaching style stems from acquaintance with the work of Robin Alexander (2004) Towards Dialogic Teaching: rethinking classroom talk.The concept is a useful and challenging one: it presupposes a fundamental shift in teaching style, and in pupil-teacher relationships, stemming from the practice of giving a single child the role of spokesperson for many as he/she engages in an extended conversation (‘dialogue’) with the teacher. The idea has a place in a book about speaking and listening designed to move practice on. However, the proposed book offers a more limited account of the term than found in Alexander’s research, and comes to rest on more general notions of talk and assertions about its value: ‘Dialogue is talk in which everyone’s ideas are openly shared, and discussed respectfully. Dialogue has a real impact on learning; such talk helps children to articulate their own ideas, hear new ideas, and so move on in their thinking’. The definition of ‘dialogic teaching’ is similarly informal: ‘Dialogic teaching means using talk most effectively for carrying out teaching and learning. Through dialogue, teachers can find out what children think, engage with their developing ideas and help them to overcome misunderstandings. When children are given opportunities to contribute to classroom dialogue in extended and varied ways, they can explore the limits of their own understanding. At the same time they can practice new ways of using language as a tool for constructing knowledge’.This is all true as far as it goes, but does not seem to me to warrant the term ‘dialogic’ in the sense used by Alexander. The emphasis seems to fall more on what the teacher does than on seeking to expand ideas about what teacher and pupils need to do together to make effective dialogue. For example, the author offers an account of teacher’s role that does not appear different from everyday expectations of most teachers when she suggests that ‘by engaging children in dialogue, teachers can: explain ideas; clarify the point and purpose of what the children will do in class; ‘model’ useful ways of using language; help children grasp new ideas and new ways to describe their thoughts’. This book is mainly for primary classroom teachers. Do you think the author’s writing style is appropriate. and accessible? Accessible style, appropriate for a ‘tips for teachers’ type of book. Not able to engage with deeper issues. For example, there is a cursory and rather patronizing mention under ‘language-disadvantaged children’ of children not speaking English as a home language. This strikes a discordant note and does not play well against current inclusive practices around different modes of communication, and appears to take little account of the cognitive advantages frequently demonstrated by multilingual speakers.5. What do you think of the book’s contents (the chapters)? Are the topics meaningful? Is their order sensible? Not easy to generalise from the one sample chapter. On balance, my view is that content is light and not enough for a book. 6. Please read the sample chapter included (this will be chapter 1 in the book). Are the concepts explained well? What do you think of the sessions? Is the activity set out well? Would you be able to follow one of the sessions in a classroom?The suggestions for doing things with talk in the classroom are all plausible and potentially fun. Beginning with a resume of children’s perceptions about talk is an engaging opening, followed by an explanation of how a teacher might use the same approach to get started. The main strength here is in making talk visible as a tool for representing thoughts and feelings. As a concept this comes across clearly, although no mention is made of what type of language children will actually use in the process of the work. The sessions are described clearly and in a practical way, in each case linked with simple resources or to children’s own experiences. In addition to the lack of specificity about the language likely to be used, a weakness of the approach is the lack of connection to what else might be planned in the curriculum or any hint as to what year groups these activities are best suited to. There are no suggestions about how long any of these activities might take or what might come after having done them in any given year group (progression?). Hence they appear more as a set of bright ideas for things to do, offered in a free-floating way that does not chime with the way most primary classrooms are organized. 7. Are you aware of other books on the market that focus on dialogic teaching?Robin Alexander’s original international research published as a book, and subsequent articles written by him. Within Speaking, Listening and Learning there is a strand of work devoted to developing dialogic uses of language from Y1 to Y6. Also, there is a DVD entitled ‘Opening up Talk’ (QCA 2005), which demonstrates dialogic talk in the context of classroom teaching in KS2. Do you think that this book will help teachers teach speaking and listening in the classroom? As noted above, there are useful ideas about getting talk going in the classroom, which if not particularly novel, are practically based and clearly explained. There is an absence of wider curriculum reference and little detailed attention to the nature of the language needed in carrying out the proposed activities. The suggestions may be found helpful in some classrooms. Are you aware of this author’s previous publications? No Do you have any other comments to make? For a proposed book on speaking and listening, there is surprisingly little attention to language. This weakens the central claim made by the author about filling a gap in the market: there are many ‘tips for teachers’ about talk in the classroom but very few which engage in detail with the nature of the language needed for talk to be a strong and progressive part of learning in all areas of the curriculum. There is similarly little explicit attention to the changing role of the teacher in effective whole-class work in the sample materials provided. On balance, the positive features appear to be more along the lines of ‘things to do’ in the short term, rather than offering a serious challenge to alleged shortcomings in current practice.Michele OtwayTeacher, Lingwood First School, Norfolk1. It is true that although there has been much interest and development in developing children’s abilities to communicate more effectively in a range of functional talk forms, there is little recognition of the importance of talk for learning and how many children may need substantial support to participate more fully in classroom learning dialogues and hence further their own learning and that of their peers. The author’s rationale is supported by substantial learning theory that points to how dialogue between a child and a more skilled person, in the form of the teacher, has the powerful potential to extend their pupils learning. What the author is attempting to provide are practical suggestions about how teachers can scaffold and extend children’s participation in these learning dialogues. Accordingly, I would certainly agree with the author’s rationale.2. The new literacy framework has certainly raised the profile of speaking and listening by its explicit inclusion in the actual framework itself rather than its former appendage in separate documents of speaking and listening guidance. 3. I think there is certainly a market for a well-written book that addresses the need to build up teacher’s understanding of how important it is to actively teach the skills that enable children to participate productively in classroom discussions. At the present time there seems to a flood of ‘bright ideas’ books for teachers that give suggestions for activities but do not provide any theoretical background for these ideas or show the importance of modelling and making explicit how children should talk together in learning conversations. I think teachers would appreciate some kind of theoretical ‘meat’ that would be the basis for in-school staff discussions as well as some well-thought-out material that could be adapted to meet the needs of ongoing curriculum work.4. In the course of my own research I do know what a ‘dialogic’ teaching style is in terms of reading Robin Alexander’s work, but I pretty sure most of my teaching colleagues do not. I think it is appropriate to talk about dialogic teaching but I think the author’s definition is sparse and would benefit from some more description of what dialogic teaching actually looks like. Robin Alexander’s booklet (in her references) is actually clear to read and it might be useful if she used some of his examples to convey what is special about this form of teaching e.g. its interactive focus with much modelling.5. The author’s style is clear and generally accessible and I feel that most class teachers or trainee teacher would understand its main message. It does have rather a prescriptive tone that experienced teachers might find a bit restrictive e.g. the lesson plans are a bit script-like and don’t leave much scope for individual teacher interpretation. I do think teachers can respond to a bit of theory and the idea of ‘theoretical boxes’ are a good idea.Table of ContentsIntroduction 1. Class Talk Skills 2. Talking Points 3. Listening 4. Dialogic Teaching 5. Group Work 6. Speaking 7. Assessment 8. Summary: The Educated Child

Read more less

Book SynopsisFor more than a decade, there has been growing interest and research on the pivotal role of emotions in educational settings. This ground-breaking handbook is the first to highlight this emerging field of research and to describe in detail the ways in which emotions affect learning and instruction in the classroom as well as students’ and teachers’ development and well-being.Trade Review"The richness embedded in each chapter exemplifies the diverse experiences of the contributing authors and their pioneering efforts to bring the topic of emotions in the forefront of education. This handbook should be a reliable reference for all practitioners and parents alike who are seeking a comprehensive review and evidence-based techniques to effectively address factors associated with human emotiond and learning acquisitions ... Summing Up: Recommended. General readers, upper-division undergraduate students, and above." - M. Wong-Lo, Northeastern Illinois University, in CHOICE, December 2014"The book provides a comprehensive and far-reaching, international overview. On almost 700 pages, 64 distinguished and acclaimed educationalists relate various aspects of emotions in educational contexts.A ‘must-have’ for everyone interested in the emotions within educational practice and/or educational research."-Mirsky, H., CambridgeshireLiveTable of Contents Part I. Introduction Introduction to Emotions in Education Reinhard Pekrun & Lisa Linnenbrink-Garcia Part II. Fundamental Principles Concepts and Structure of Emotions Vera Shuman & Klaus Scherer Affect and Cognitive Processes in Educational Contexts Klaus Fiedler & Susanne Beier The Experience of Emotions During Goal Pursuit Charles S. Carver & Michael F. Scheier Implicit Motives, Affect, and the Development of Competencies: A Virtuous-Circle Model of Motive-Driven Learning Oliver C. Schultheiss & Martin G. Köllner An Attributional Approach to Emotional Life in the Classroom Sandra Graham & April Z. Taylor Control-Value Theory of Achievement Emotions Reinhard Pekrun & Raymond P. Perry Achievement Goals and Emotions Lisa Linnenbrink-Garcia & Michael Barger Emotional Intelligence: From Pop to Emerging Science Veleka Allen, Carolyn MacCann, Gerald Matthews, & Richard D. Roberts Emotion Regulation in Education: Conceptual Foundations, Current Applications, and Future Directions Scott E. Jacobs & James J. Gross Part III. Emotions and Emotion Regulation in Classroom Settings Interest and Enjoyment Mary Ainley & Suzanne Hidi Curiosity Amanda Markey & George Loewenstein Shame and Pride and Their Effects on Student Achievement Geraldine V. Oades-Sese, Tara A. Matthews, & Michael Lewis Anxiety in Education Moshe Zeidner Confusion Sydney K. D’Mello & Arthur C. Graesser Academic Boredom Thomas Goetz & Nathan C. Hall The Role of Emotion in Engagement, Coping, and the Development of Motivational Resilience Ellen Skinner, Jennifer Pitzer, & Heather Brule Regulating Emotions Related to Testing Paul A. Schutz, Heather A. Davis, Jessica T. DeCuir-Gunby, & David Tillman Transforming Students’ Lives with Social and Emotional Learning Marc A. Brackett & Susan E. Rivers Part IV. Content Domain, Context, and Culture Perspectives on Emotion in Mathematical Engagement, Learning, and Problem Solving Gerald Goldin Emotions in Science Education Gale M. Sinatra, Suzanne H. Broughton, & Doug Lombardi Emotion During Reading and Writing Catherine M. Bohn-Gettler & David N. Rapp Situating Emotions in Classroom Practices Debra K. Meyer Emotions in Advanced Learning Technologies Arthur C. Graesser, Sidney K. D’Mello, & Amber C. Strain Teacher Emotions Anne C. Frenzel Caregiving Influences on Emotion Regulation: Educational Implications of a Biobehavioral Perspective Susan D. Calkins & Jessica M. Dollar The Influence of Culture on Emotions: Implications for Education Jessica T. DeCuir-Gunby & Meca R. Williams-Johnson Part V. Measurement of Emotions in Academic Settings Self-Report Measures of Academic Emotions Reinhard Pekrun & Markus Bühner Observational Approaches to the Measurement of Emotions Rainer Reisenzein, Martin Junge, Markus Studtmann, & Oswald Huber Neuroscientific Contributions to Understanding and Measuring Emotions in Educational Contexts Mary Helen Immordino-Yang & Joanna A. Christodolou Autonomic Nervous System Measurement of Emotion in Education and Achievement Settings Sylvia D. Kreibig & Guido H. E. Gendolla Measuring Situated Emotion Julianne C. Turner & Meg Trucano

Read more less

Book SynopsisTap into the power of graphic organizers for classroom success Veteran educator and NCTE trainer Katherine McKnight shows how students can use graphic organizers as an important tool to organize new information. Providing a visual representation that uses symbols to express ideas, concepts, and convey meaning, graphic organizers help to depict relationships between facts, terms, and ideas. The author demonstrates how graphic organizers have proven to be a powerful teaching and learning strategy. Includes 100 graphic organizers-more than any comparable book Included graphic organizers can be used before-, during-, and after-learning activities across the content areas Contains easy-to-follow instructions for teachers on how to use and adapt the book''s graphic organizers Offers strategies for teachers to create their own graphic organizers for different grade levels The author Katherine McKnight is a noted literacy educatoTable of ContentsAcknowledgments viii About the Author ix Chapter One Why Are Graphic Organizers Such Important Tools for Teaching and Learning? 1 Chapter Two Graphic Organizers for Brainstorming and Idea Generation 5 1: Power Thinking (Levels of Brainstorming) 6 2: ABC Brainstorm 8 3: Carousel Brainstorm 10 4: Venn Diagram 12 5: Compare and Contrast 14 6: KWL 16 7: KWS 18 8: KWHL 20 9: KWLT 22 10–17: Topic Generation Graphic Organizers 10: Topic Generation with 3 Ideas–Linear Model 24 11: Topic Generation with 4 Ideas–Linear Model 26 12: Topic Generation with 6 Ideas–Linear Model 28 13: Topic Generation with 3 Ideas–Circle Model 30 14: Topic Generation with 4 Ideas–Circle Model 32 15: Topic Generation with 6 Ideas–Circle Model 34 16: Character Traits Web 36 17: Topic Generation: Hand Model 38 18: Anticipation Guide 40 19: Hypothesis Guide 42 20: Idea Web 44 21: Fishbone 46 22: Spider 48 23: Herringbone 50 24: Y Diagram 52 Chapter Three Graphic Organizers for Vocabulary Development 55 25: Vocabulary Slide 56 26: Concept or Vocabulary Map I 58 27: Concept or Vocabulary Map II 60 28: Concept or Vocabulary Map III 62 29: Concept or Vocabulary Map IV 64 30: Word Detective 66 31: Six-Column Vocabulary Organizer 68 32: Vocabulary Tree 70 33: Cyber Vocabulary Detective 72 Chapter Four Graphic Organizers for Note Taking and Study Skills 75 34: Cornell Notes 76 35: Three-Column Notes 78 36: T Notes 80 37: Analysis Notes 82 38: Summary Organizer 84 39: Journalist Graphic Organizer 86 40: Story Board Notes: Three Frame 88 41: Story Board Notes: Six Frame 90 42: Outline Notes 92 43: The Five Senses 94 44: Cycle or Food Chain 96 45–48: Graphic Organizer Bookmarks 98 45: Bookmark for Reading Fiction 99 46: Reading Reminders Bookmark 100 47: Bookmark for Questions During Reading 101 48: Textbook Reminders Bookmark 102 49: Individual Performance in a Cooperative Group 104 50: Cooperative Group Planner 106 51: Portfolio Tracker 108 52: Independent Reading Log 110 53: Assignment Tracker 112 Chapter Five Graphic Organizers for Supporting Reading Comprehension 115 54: Questioning the Author 116 55: Question-Answer-Relationship (QAR) 118 56: Gist 120 57: Survey, Question, Read, Recite, Review (SQ3R) 122 58: Survey, Question, Read, Recite, Review, Reflect (SQ4R) 126 59: Fix-Up Strategies 130 60: Reading Connections 132 61: ReQuest 134 62: Story Trails and History Trails 136 63: Text-Think-Connect (TTC) 138 64: REAP 140 65: PLAN 142 66: PACA 144 67: DRTA 146 68: Text Structures 148 69: Reference Frames 150 70: Prior Knowledge 152 71: Inference Prompter 154 72: List-Group-Label 156 73: Think-Pair-Share 158 74: The Five Ws 160 Chapter Six Graphic Organizers for Writing 163 75: Autobiographical Poem 164 76: Historical Bio Poem 166 77: Inquiry Chart 168 78: Peer Review 170 79: Entrance Slip 172 80: Exit Slip 174 81: Writer Checklist 176 82: Sensory Starter 178 83: Story Map I 180 84: Story Map II 182 85: Chain of Events 184 86: Beginning-Middle-End 186 87: Climax Ladder 188 88–91: Persuasive Writing Organizers 190 88: Persuasive Writing I 191 89: Persuasive Writing II 192 90: Persuasive Writing III 193 91: Persuasive Writing IV 194 92: Writing Revision Organizer 196 93: Prewriting Organizer 198 94: What Happens? 200 95: Character Creator 202 96: Conflict and Solution Organizer 204 97: Getting Ready to Write 206 98: Writing Process 208 99: Story Pyramid 210 100: RAFT 212 References 214

Read more less

Book SynopsisBy considering The Virtuoso Teacher and how a teacher might attain virtuoso status, renowned educator and writer Paul Harris delves into the core issues of being a teacher and the teaching process.Trade ReviewHarris shows how to develop pupils’ responsibility and musical confidence, focusing on empathy, flexibility, enthusiasm, energy, and consistent involvement. No matter if you are teaching a beginner the first steps or working on a major concerto, his principles of supremely effective teaching remain the same. Harris’ inspirational book is one that had to be written and is certain to raise the benchmark for experienced teachers and the aspiring novices alike. Strings Magazine, June 2013 It is a book to be read and re-read...It does say that it is an 'inspirational guide for instrumental and singing teacher', but it is also excellent for those employing such teachers. It would also be excellent for class music specialists to read to gain insight into excellent instrumental and singing teaching. Why limit something so good?. Jackey Birch, SMA Guild of Adjudicators & Workshop Presenters This is a book which all teachers of whatever instrument should read. The book contains a mine of information and sheer common sense. I know Paul to be a wonderful teacher and he should be encouraged to run courses which would be extremely useful and beneficial to aspiring teachers. Kit Shepherd, Director (National Youth Wind Orchestra of Great Britain) The Virtuoso Teacher wears its considerable knowledge and inslight lightly, and is the antidote to other hefty tomes on music education....and is undoubtedly a must-read for any enlightened instrumental or vocal teacher. Christopher Walters, Music Teacher Magazine, July 2012Table of ContentsBeing a virtuoso; What we do; The Virtuoso Teacher as master communicator; Getting the best out of pupils; Dealing with challenging pupils; The lesson; The core of the matter; Asking the right questions; Creating the masterplan; The trouble with practice; Do teachers need to practice?; Progress; Group teaching; The journey continues; Moving on

Read more less

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

Read more less

Book Synopsis

Read more less

Book SynopsisIn this practical and funny book, an experienced teaching consultant offers many creative strategies for dealing with typical problems. Original, useful, and hopeful, this book reminds you that teaching what you don’t know, to students whom you may not understand, is not just a job. It’s an adventure.Trade ReviewThis is one of the best books I've read on university teaching and learning in a long time. It addresses an issue that's seldom discussed, in a book that's both carefully researched and wonderfully sparkling in style. The author makes a strong case that teaching outside your area of expertise is a serious and extensive problem, and she offers some highly practical advice about how to meet the challenges. I would make this book a standard text for both our new faculty program and teaching fellows program, and I suspect that many other programs will want to do the same. -- Ken Bain, author of What the Best College Teachers DoMoving behind the reassuring public image of professorial expertise, Huston exposes a growing but still largely hidden academic reality: university teachers—sometimes even full professors—teaching outside of their field. Interviews with dozens of university faculty convincingly establish the prevalence of the practice and clarify the institutional reasons that it will likely increase in the years ahead. But many readers will quickly move past the analysis of why university faculty must teach outside their specialty to consider the helpful advice on how to do such teaching well...It may surprise librarians how many teachers and administrators seek out this book. -- Bryce Christensen * Booklist *As [Huston] demonstrates, teaching outside your area of competence is almost the norm in the U.S. academy...The hints and tips provided here will be valuable perhaps everywhere that there is a higher education system...Teaching What You Don't Know will find a good audience as a rescue manual for the young, as it assuages the anxieties facing the postgraduate or the postdoctoral teacher. The book, which clearly draws on a wide range of teaching experience on the U.S. scene, offers good advice and outlines some useful strategies. Huston does, moreover, dig up issues that have become ever more pressing over the past few years. -- Leslie Gofton * Times Higher Education *Sometimes teachers might find themselves filling in, and Teaching What You Don't Know is a handy book to help them deal with unexpected situations. * Bookseller and Publisher *When top-down support and open communication become the norm, teaching outside one's expertise can cease to be the nightmarish experience many feel it to be and become the illuminating and rewarding experience that Huston describes. While this is undoubtedly important, Huston's consistently optimistic treatment of this subject and her clear suggestions for struggling teachers remain the book's greatest strengths. Teaching What You Don't Know is a pleasure to read and should be required reading in graduate pedagogy classes across disciplines. -- Adam Pacton * Pedagogy *Have you ever been asked to deliver a lecture at short notice on a topic that is outside your comfort zone? ...If so, read this book. In fact, ever found yourself wondering how you could improve your teaching, even of topics well within your expertise? Again, if so, read this book. -- Celia Popovic * Innovations in Education and Teaching International *Table of Contents* Introduction * The Growing Challenge * Why It's Better Than It Seems * Getting Ready * Teaching and Surviving * Thinking in Class * Teaching Students You Don't Understand * Getting Better * Advice for Administrators * Appendixes * Notes * Acknowledgments * Index

Read more less

Book SynopsisJohn Holt's tender and acute observation of how small children gobble up the world have never been surpassed. A class of child development

Read more less

Book SynopsisReflection is a technique for aiding and reinforcing learning, used in education and professional development. This volume offers practitioners and students guidance that cuts across theoretical approaches, enabling them to understand and use reflection to enhance learning in practice.

Read more less

Book SynopsisThe second edition of the seminal text designed to empower educators with an innovative conceptual framework for teaching. The book is grounded in the synergy of five big ideas for connecting mind, brain, and education research to classroom practice: neuroplasticity, potential, malleable intelligence, the Body-Brain System, and metacognition.Table of Contents Foreword by Robert Calfee  ix Acknowledgments  xi Preface xiii Introduction 1 Teacher Education and Professional Development: Preparing, Developing, and Supporting Teachers by Providing Them with a Firm Foundation 1 Teachers as Learners: Enhancing Mindsets and Methods 4 Five Big Ideas from Research to Application 5 Prologue: Challenges and Opportunities in 21st Century Schooling 9 In Support of a Gold Standard for Educational Professionals: Teachers as Adaptive Experts and Lifelong Learners 11 Challenges in the Current System of Teacher Education and Schooling 12 Tools for Learning and Teaching in the 21st Century 14 Brain, Plasticity, Potential, and Intelligence 15 The Body-Brain System 17 Metacognition 19 The Challenges of Teaching Today 21 Opportunities Knock for Lifelong Learners 24 Connecting the Science of Learning to the Art of Teaching 27 1. Big Idea 1: Implications of Neural Plasticity for Learning and Teaching 28 Understanding the Science of Neural Plasticity 30 Brain Development Over the Life Span 33 Plasticity Research and the Classroom 37 From Research to Classroom Practice: Plasticity in Action 41 What's the Big Idea? 45 2. Big Idea 2: Recognizing Human Potential 48 Misunderstanding Potential: The Fixed Mindset 50 Defining Potential in the Classroom 51 Teacher Expectations About Their Students' Learning Potential 54 Educational Leadership: Beyond the Classroom 59 From Research to Classroom Practice: Guiding Students to Actualize Their Learning Potential 61 What's the Big Idea? 62 3. Big Idea 3: Understanding Intelligence 65 Conceptions of Intelligence 68 Dynamic, Changeable Intelligence 73 Malleable Intelligence, Growth Mindsets, and Student Learning 73 Malleable Intelligence, Motivation, and Effort  75 Rehearsal: Talent vs. Deliberate Practice 79 Using Formative Assessment for Intelligence-Building 81 Educational Leadership: Beyond the Classroom 82 From Research to Classroom Practice: Intelligence and a Growth Mindset for 21st Century Success 82 What's the Big Idea? 89 4. Big Idea 4: The Body-Brain System at Work for Learning 92 Social and Emotional Learning 93 Modeling and Teaching Practical Optimism 97 Managing Stress 99 Stronger Bodies, Sharper Minds 100 The Search for Causal Connections 103 High-Octane Fuel for Learning 105 Preparing for Learning with a Good Night's Sleep 107 From Research to Classroom Practice: Putting the Body-Brain System to Work 108 What's the Big Idea?  111 5. Big Idea 5: Metacognition as a Path to Becoming Functionally Smarter 115 Metacognition Through the Ages 116 Thinking About Thinking: Two Layers of Learning 117 Connecting Metacognition and Executive Function 119 Teaching and Facilitating the Use of Cognitive Strategies 121 Connecting Cognitive Strategies to Current Rigorous Standards 123 Gathering Information 124 Exploring and Elaborating 128 Communicating What You Have Learned 134 Teaching Cognitive and Metacognitive Strategies by Example 138 A Metacognitive Approach to Social and Emotional Learning 140 From Research to Classroom Practice: Learning by Teaching and Reflecting on Your Professional Practice 144 What's the Big Idea? 145 6. Teaching, Learning, and Neuroeducation Myth Busting 148 Becoming an "Apprentice" of Effective Education 149 There Is More to 21st Century Education Than the 3 Rs—A Lot More 150 You Can Get Better at Almost Anything If You Set Your Mind to It 152 Your Brain Is a Learning Muscle—Build It 153 Early Intensive Reading Instruction Can Open New Worlds 154 The Little Engine That Could Had the Right Idea 155 Don't Forget: You Can Remember 157 Support Physical Activity to Support Learning 160 Your Role as a Myth Buster 161 7. Your Journey of Learning and Teaching 162 The Importance of Learning Together 163 Connecting with a Worldwide Professional Learning Community  170 The Joy of Informal Learning 172 Rising to the Hope and Challenges of Your Professional Practice 173 References 176 Index 196 About the Authors 209

Read more less

Book SynopsisThis text offers innovative, multi-disciplinary perspectives on the subject of play in a range of environments: the classroom, playground, home, and local community. Chapters include observation notes, case studies and comprehensive illustrations of ideas in action, as well as encouragement for the reader to stop and reflect on their own practice with questions for consideration. Extensively revised and with new contributions, this third edition explores the theory and clearly demonstrates how to take the theory from the academic classroom and apply it to practice in a child's setting. New features include: an up-to-date exploration of the latest policy developments and research, including Ofsted's 2015 Early Years Report and the 2017 EYFS Statutory Framework an exploration of globalisation and technology, and critical analysis of childrenâs leisure time, screen interaction and virtual experiences international perspectives on plTable of ContentsForeword Introduction Section 1: The Value of Play? Psychological, Educational and Playwork Perspectives Chapter 1. Three Perspectives on Play Pam Jarvis, Avril Brock, Fraser Brown Chapter 2. ‘We Don’t Play Like That Here’: Social, Cultural and Gender Perspectives on Play Yinka Olusoga Section 2: Children at Play: A Journey through the Years (0–11) Chapter 3. Curriculum and Pedagogy of Play: A Multitude of Perspectives? Avril Brock Chapter 4. Born to Play: Babies and Toddlers Playing Avril Brock, Pam Jarvis Chapter 5. Playing in the Early Years: At Liberty to Play – Not Only Legal but also Statutory! Avril Brock Chapter 6. Play, Children and Primary Schools Yinka Olusoga, Bev Keen Section 3: Supporting Children’s Play Chapter 7. Building ‘Social Hardiness’ for Life: Rough and Tumble Play in the Early Years of Primary School Pam Jarvis Chapter 8. Play for Children with Special Educational Needs Verna Kilburn, Kären Mills Chapter 9. Playwork Fraser Brown Chapter 10. Opening Play: Research into Play and Dramatherapy Phil Jones, Sue Elmer Section 4: Concluding Perspectives Chapter 11. A Place to Play: Online and Offline in the 21st Century Pam Jarvis Glossary Index

Read more less

Book SynopsisUnderstanding the HighScope Approach is a much-needed source of information for those wishing to extend and consolidate their understanding of this innovative education programme. It will enable the reader to analyse the essential elements of the HighScope approach to early childhood and its relationship to high-quality early years practice.This second edition contains all the original content, which covers all areas of the curriculum including learning environment, plan-do-review, adult-child interaction and assessment, but has been updated to be fully in line with the latest changes to research, policy and practice. New topics and features include:â outdoor play and learningâ using the HighScope approach with children with special needs and who speak English as an additional languageâ managing the approach with bigger class sizesââthe implementation of technology with children in HighScope settingsâ a selection of new photographsWritten to support the work of all those in the field of early years education and childcare, this is a vital text for students, early years and childcare practitioners, teachers, early years professionals, childrenâs centre professionals, lecturers, advisory teachers, head teachers and setting managers.Table of ContentsIntroduction 1. History and research 2. An overview of HighScope 3. Active Learning 4. The learning environment 5. The daily routine 6. Adult-child interaction 7. Assessment and teamwork 8. The future Index

Read more less

Book SynopsisThese talks were given in 1923-three and a half years after the founding of the first Waldorf school-to an audience of Swiss school teachers, most of whom have little knowledge of anthroposophy. This is the context of these lectures, among Steiner''s most accessible on education.A teacher who attended the lectures wrote in the Berne School Paper: Every morning, as we listened anew to Dr. Steiner, we felt we had come closer to him and understood better what he had to say and how he had to say it. Daily, we newcomers gathered, asking ourselves, Why are more of our colleagues not here? It is untrue that anthroposophy limits a person, develops blinkers, or avoids real life.... For step-by-step Dr. Steiner shows its application to life ... illuminating the details, disclosing their connection with profound questions of life and existence. I came to the conference to stimulate my school work. I found benefit in abundance. But also, I unexpectedly received a greater richness for heart and soul-and, from this in turn shall stream richness for my classes. In other words, these lectures are ideal for anyone first approaching Waldorf education. Using language that any teacher or parent can understand, Steiner goes into the essentials of his educational philosophy, providing many examples and anecdotes to convey his meaning. In this way, against the background of the developing child, he allows the curriculum and the method of teaching to emerge as the commonsense conclusion of practical experience.

Read more less

Book Synopsis

Read more less

Book Synopsis

Read more less

Book SynopsisHe helps us understand that the political relationship between schools and society is neither artificial nor neutral nor necessarily negative. Choice Offers educators ways for reflecting critically on their own practices and the relationship between schools and society.Table of ContentsForeword by Peter McLaren Editor's Introduction Introduction Rethinking the Language of Schooling Rethinking the Language of Schooling Toward a New Sociology of Curriculum Social Education in the Classroom: The Dynamics of the Hidden Curriculum Overcoming Behavioral and Humanistic Objectives Literacy, Writing, and the Politics of Voice Writing and Critical Thinking in the Social Studies Mass Culture and the Rise of the New Illiteracy: Implications for Reading Critical Pedagogy, Cultural Politics, and the Discourse of Experience Culture, Power, and Transformation in the Work of Paulo Freire: Toward a Politics of Education Teaching, Intellectual Work, and Education as Cultural Politics Teachers as Transformative Intellectuals Curriculum Study and Cultural Politics The Need for Cultural Studies Teacher Education and the Politics of Democratic Reform Toward a Language of Critique and Possibility Crisis and Possibilities in Education Reproducing Reproduction: The Politics of Tracking Antonio Gramsci Solidarity, Ethics, and Possibility in Critical Education Index

Read more less

Book Synopsis

Read more less

Book SynopsisThis activity-based coursebook for classroom use is clearly organised into three parts: text types, global issues and assessment. The first section defines and analyses a range of literary and non-literary text types. The global issues section integrates all three areas of exploration from the revised syllabus, into meaningful units. The coursebook includes curated video links and samples of Paper 1, Paper 2, the individual oral and the higher level essay. Higher level extension activities are included in each unit, with key concepts and guiding questions integrated throughout. Answers are in the teacher''s resource.

Read more less

Book Synopsis

Read more less

Book SynopsisThis volume offers foundational information and research-based strategies for meeting theneeds of deaf and hard of hearing learners with disabilities. The disabilities covered in thisvolume include developmental delays, autism spectrum disorder, intellectual and learningdisabilities, deafblindness, emotional and behavioral disorders, attention deficit hyperactivitydisorder, and a variety of high incidence syndromes. Contributors examine the literaturewithin each disability category, share best practices, and consider demographics/characteristics,intervention/identification, placement, communication/language, psychosocial issues,assistive technologies/accommodations, assessments, and transition/post-secondary outcomes.Each chapter begins with learning objectives and concludes with discussion questions anda resource list.Deaf and Hard of Hearing Learners with Disabilitiesis an essential bookfor courses at the undergraduate and graduate level, and in workshops and webinarTable of Contents1. Approaches and Frameworks That Support Students Who Are d/Deaf or Hard of Hearing With Disabilities 2. Infants and Toddlers Who Are d/Deaf or Hard of Hearing With a Developmental Delay or Are at Risk for Developmental Delays 3. Learners Who Are Deaf or Hard of Hearing With Autism Spectrum Disorders 4. Understanding the Needs of Children Who Are d/Deaf or Hard of Hearing With Disabilities Due to Genetic Causes 5. Deaf and Hard of Hearing Learners With Intellectual Disabilities: Current Understandings and Remaining Challenges 6. Future Directions in the Field of Deafblindness 7. Learners Who Are d/Deaf and Hard of Hearing With a Learning Disability 8. Assessment and Strategies for Learners Who Are d/Deaf or Hard of Hearing With Emotional and Behavioral Challenges 9. Supporting Students Who Are Deaf and Hard of Hearing and Have Attention Deficit Hyperactivity Disorder: Strategies for Success 10. Cycles of Support and Tenets of Effective Practice for Learners Who Are d/Deaf or Hard of Hearing With Disabilities

Read more less

Book SynopsisThis edited book investigates the input provided by lecturers in English-Medium Instruction (EMI) to reveal the characteristics of both written and oral inputs in EMI settings and their pedagogical implications.The book works on two assumptions: firstly, that field exposure to input is the prime mover of the teaching-learning process and secondly, that its quality is fundamental for the development of discipline-specific knowledge with particular reference to university settings. The volume is timely as it contains original research addressing both theoretical reflections and practical information on how content lecturers can enhance the effectiveness of their teaching practice through English including a relatively unexplored and increasingly relevant topic represented by the synergy between spoken input and written and multimodal materials.Moreover, it provides insight for EAP teachers and EMI training professionals into how lecturer training programmes and activities can be improved by focusing on communicative functions and presentation strategies that can selectively address and improve studentsâ mastery of disciplinary discourse.

Read more less