Reading for professional purposes can help us all to develop our practice further, by reviewing a range of ideas and approaches as well as encouraging us to reflect on our own practice. Not only this, but it also sets a great example to our students by allowing them to see us as lifelong learners too. Together we can further support the development of a culture of reading and learning in our school.
It was interesting to note that the feedback from Magic Monday 2 stated that one of the “best things about today” was:
“The recommended websites and education books to read”
Staff also shared in their “hopes and dreams for next time”:
“Have a selection of books on education in the library we can use”
We are delighted therefore, to be able to provide a well resourced, diverse array of books on education dedicated to supporting and improving professional development. All of the books shown below are available to loan from the Learning Resource Centre for a period of 3 weeks at a time. Staff are able to loan two books at a time, with the maximum entire loan period being limited to half a term……….a case of ‘read or return’! This way everyone will be able to access the books they might want to read. You can, of course, use as many books as you like within the Learning Resource Centre itself.
Here’s a list of all the books we have currently available, with a brief description (Amazon’s – not mine) and in no particular order:
“If you feel a bit cross at the presumption of some oik daring to suggest everything you know about education might be wrong, please take it with a pinch of salt. It’s just a title. Of course, you probably think a great many things that aren’t wrong.The aim of this book is to help you ‘murder your darlings’. David Didau will question your most deeply held assumptions about teaching and learning, expose them to the fiery eye of reason and see if they can still walk in a straight line after the experience. It seems reasonable to suggest that only if a theory or approach can withstand the fiercest scrutiny should it be encouraged in classrooms. David makes no apologies for this; why wouldn’t you be sceptical of what you’re told and what you think you know? As educated professionals, we ought to strive to assemble a more accurate, informed or at least considered understanding of the world around us. Here, David shares with you some tools to help you question your assumptions and assist you in picking through what you believe. He will stew findings from the shiny white laboratories of cognitive psychology, stir in a generous dash of classroom research and serve up a side order of experience and observation. Whether you spit it out or lap it up matters not. If you come out the other end having vigorously and violently disagreed with him, you’ll at least have had to think hard about what you believe.The book draws on research from the field of cognitive science to expertly analyse some of the unexamined meta-beliefs in education. In Part 1; ‘Why we’re wrong’, David dismantles what we think we know; examining cognitive traps and biases, assumptions, gut feelings and the problem of evidence. Part 2 delves deeper ‘Through the threshold’ looks at progress, liminality and threshold concepts, the science of learning, and the difference between novices and experts. In Part 3, David asks us the question ‘What could we do differently?’ and offers some considered insights into spacing and interleaving, the testing effect, the generation effect, reducing feedback and why difficult is desirable. While Part 4 challenges us to consider ‘What else might we be getting wrong?’; cogitating formative assessment, lesson observation, grit and growth, differentiation, praise, motivation and creativity.”
“The Knowledge Deficit illuminates the real issue in education today-without an effective curriculum American students are losing the global education race. In this persuasive book. Esteemed education critic, activist and best-selling author ED Hirsch. Jr shows that although schools are teaching the mechanics of reading, they fail to convey the knowledge needed for the more complex and essential skill of reading comprehension. Hirsch corrects popular misconceptions about hot issues in education, such as standardised testing and takes to task educators’ claims that they are powerless to overcome class differences. Ultimately, this essential book gives parents and teachers specific tools for enhancing children’s abilities to fully understand what they read.”
“A good working memory is crucial to becoming a successful learner, yet there is very little material available in an easy-to-use format that explains the concept and offers practitioners ways to support children with poor working memory in the classroom.
This book provides a coherent overview of the role played by working memory in learning during the school years, and uses theory to inform good practice.
Topics covered include:
– the link between working memory skills and key areas of learning (such as literacy & numeracy)
– the relationship between working memory and children with developmental disorders
– assessment of children for working memory deficits
– strategies for supporting working memory in under-performing children
This accessible guide will help SENCOs, teachers, teaching assistants, speech and language therapists and educational psychologists to understand and address working memory in their setting.”
“Comparing math teaching practices in Japan and Germany with those in the United States, two leading researchers offer a surprising new view of teaching and a bold action plan for improving education inside the American classroom.For years our schools and children have lagged behind international standards in reading, arithmetic, and most other areas of academic achievement. It is no secret that American schools are in dire need of improvement, and that education has become our nation’s number-one priority. But even though almost every state in the country is working to develop higher standards for what students should be learning, along with the means for assessing their progress, the quick-fix solutions implemented so far haven’t had a noticeable impact.The problem, as James Stigler and James Hiebert explain, is that most efforts to improve education fail because they simply don’t have any impact on the quality of teaching inside classrooms. Teaching, they argue, is cultural. American teachers aren’t incompetent, but the methods they use are severely limited, and American teaching has no system in place for getting better. It is teaching, not teachers, that must be changed.In “The Teaching Gap” the authors draw on the conclusions of the Third International Mathematics and Science Study (TIMSS) — an innovative new study of teaching in several cultures — to refocus educational reform efforts. Using videotaped lessons from dozens of randomly selected eighth-grade classrooms in the United States, Japan, and Germany, the authors reveal the rich, yet unfulfilled promise of American teaching and document exactly how other countries have consistently stayed ahead of us in the rate their children learn. Our schools can be restructured as places where teachers can engage in career-long learning and classrooms can become laboratories for developing new, teaching-centered ideas. If provided the time they need during the school day for collaborative lesson study and plan building, teachers “will” change the way our students learn. James Stigler and James Hiebert have given us nothing less than a “best practices” for teachers — one that offers proof that how teachers teach is far more important than increased spending, state-of-the-art facilities, mandatory homework, or special education — and a plan for change that educators, teachers, and parents can implement together.”
“‘This Much I Know about Love Over Fear’ is a compelling account of leading a values-driven school where people matter above all else. Weaving autobiography with an account of his experience of headship, Tomsett explains how, in an increasingly pressurised education system, he creates the conditions in which staff and students can thrive. Too many of our state schools have become scared, soulless places. Tomsett draws on his extensive experience and knowledge and calls for all those involved in education to find the courage to develop a leadership-wisdom which emphasises love over fear. Creating a truly great school takes patience. Ultimately, truly great schools don t suddenly exist. You grow great teachers first, who, in turn, grow a truly great school.”
“In The Talent Code, award-winning journalist Daniel Coyle draws on cutting-edge research to reveal that, far from being some abstract mystical power fixed at birth, ability really can be created and nurtured.
In the process, he considers talent at work in venues as diverse as a music school in Dallas and a tennis academy near Moscow to demonstrate how the wiring of our brains can be transformed by the way we approach particular tasks. He explains what is really going on when apparently unremarkable people suddenly make a major leap forward. He reveals why some teaching methods are so much more effective than others. Above all, he shows how all of us can achieve our full potential if we set about training our brains in the right way.”
“Busy school leaders need practical research–based guidance about effective educational leadership: the particular types of leadership practice that have the most pay–off in terms of improved academic and social learning of their students. This book clearly explains how leaders can create the conditions for improved teaching and learning in their schools. Expert author Viviane Robinson presents five dimensions of effective educational leadership. These five dimensions are clearly described, richly illustrated and their principles explained so that school leaders can intelligently adapt them for use in their own schools.”
“In this controversial book, Daisy Christodoulou offers a thought-provoking critique of educational orthodoxy. Drawing on her recent experience of teaching in challenging schools, she shows through a wide range of examples and case studies just how much classroom practice contradicts basic scientific principles. She examines seven widely-held beliefs which are holding back pupils and teachers:
– Facts prevent understanding
– Teacher-led instruction is passive
– The 21st century fundamentally changes everything
– You can always just look it up
-We should teach transferable skills
– Projects and activities are the best way to learn
– Teaching knowledge is indoctrination.
In each accessible and engaging chapter, Christodoulou sets out the theory of each myth, considers its practical implications and shows the worrying prevalence of such practice. Then, she explains exactly why it is a myth, with reference to the principles of modern cognitive science. She builds a powerful case explaining how governments and educational organisations around the world have let down teachers and pupils by promoting and even mandating evidence-less theory and bad practice.
This blisteringly incisive and urgent text is essential reading for all teachers, teacher training students, policy makers, head teachers, researchers and academics around the world.”
“From Ancient Greece to the present day, Trivium 21c explores whether a contemporary trivium (Grammar, Dialectic, and Rhetoric) can unite progressive and traditionalist institutions, teachers, politicians and parents in the common pursuit of providing a great education for our children in 21st Century. Education policy and practice is a battleground. Traditionalists argue for the teaching of a privileged type of hard knowledge and deride soft skills. Progressives deride learning about great works of the past preferring `21c skills (21st Century Skills) such as creativity and critical thinking. Whilst looking for a school for his daughter, the author became frustrated by schools inability to value knowledge, as well as creativity, foster discipline alongside free-thinking, and value citizenship alongside independent learning. Drawing from his work as a creative teacher Robinson finds inspiration in the Arts and the need to nurture learners with the ability to deal with the uncertainties of our age.”
“Written by a highly-skilled practitioner, this practical, classroom-focused guide contains all the support you need to become a great science teacher. Combining a grounded, modern rationale for learning and teaching with highly practical training approaches, the book guides you through all the different aspects of science teaching offering clear, straightforward advice on classroom practice, lesson planning and working in schools.
Teaching and learning, planning, assessment and behaviour management are all covered in detail, with a host of carefully chosen examples used to demonstrate good practice. There are also chapters on organising practical work, the science curriculum, key ideas that underpin science as a subject and finding the right job. Throughout the book, there is a wide selection of ready-to-use activities, strategies and techniques to help you bring science alive in all three main disciplines, including common experiments and demonstrations from biology, physics and chemistry to engage and inspire you and your students.
Celebrating the whole process of engaging young people with the awe and wonder of science, this book is your essential guide as you start your exciting and rewarding career as an outstanding science teacher.”
“Written by a highly-skilled practitioner, this practical, classroom-focused guide contains all the support you need to become a great English teacher. Combining a grounded, modern rationale for learning and teaching with highly practical training approaches, the book guides you through all the different aspects of English teaching offering clear, straightforward advice on classroom practice, lesson planning and working in schools.
Celebrating the values of English teaching, Alex Quigley sets out a ‘steps to success’ model that will help you to go from novice to expert teacher. The English curriculum, planning, assessment, behaviour management, literacy and differentiation are all discussed in detail alongside carefully chosen examples to demonstrate good practice. There are also chapters on dealing with pressure, excelling in observations, finding the right job and succeeding at interview. Throughout the book, there is a great selection of ready-to-use activities and techniques, including effective reading and writing strategies, pedagogies for teaching poetry and Shakespeare, and how to harness the power of debate, dialogue and drama, all of which will help you overcome any challenges and put you on the fast track to success in the classroom.
Covering everything you need to know, this book is your essential guide as you start your exciting and rewarding career as an outstanding English teacher.”
“In this latest and most important collaboration, Andy Hargreaves and Michael Fullan set out a groundbreaking new agenda to transform the future of teaching and public education. Ideas-driven, evidence-based, and strategically powerful, Professional Capital combats the tired arguments and stereotypes of teachers and teaching. It includes action guidelines for classroom teachers, administrators, schools and districts, and state and federal leaders. This is a book that no one connected with schools can afford to ignore.”
“Why do some people achieve so much more than others? Can they lie so far out of the ordinary?
In this provocative and inspiring book, Malcolm Gladwell looks at everyone from rock stars to professional athletes, software billionaires to scientific geniuses, to show that the story of success is far more surprising, and far more fascinating, than we could ever have imagined.
He reveals that it’s as much about where we’re from and what we do, as who we are – and that no one, not even a genius, ever makes it alone.
Outliers will change the way you think about your own life story, and about what makes us all unique.”
“How do you judge the quality of a school, a district, a teacher, a student? By the test scores, of course. Yet for all the talk, what educational tests can and can’t tell you, and how scores can be misunderstood and misused, remains a mystery to most. The complexities of testing are routinely ignored, either because they are unrecognized, or because they may be – well, complicated. Inspired by a popular Harvard course for students without an extensive mathematics background, “Measuring Up” demystifies educational testing – from MCAS to SAT to WAIS, with all the alphabet soup in between. Bringing statistical terms down to earth, Daniel Koretz takes readers through the most fundamental issues that arise in educational testing and shows how they apply to some of the most controversial issues in education today, from high-stakes testing to special education. He walks readers through everyday examples to show what tests do well, what their limits are, how easily tests and scores can be oversold or misunderstood, and how they can be used sensibly to help discover how much kids have learned.”
“To most of us, learning something “the hard way” implies wasted time and effort. Good teaching, we believe, should be creatively tailored to the different learning styles of students and should use strategies that make learning easier. Make It Stick turns fashionable ideas like these on their head. Drawing on recent discoveries in cognitive psychology and other disciplines, the authors offer concrete techniques for becoming more productive learners. Memory plays a central role in our ability to carry out complex cognitive tasks, such as applying knowledge to problems never before encountered and drawing inferences from facts already known. New insights into how memory is encoded, consolidated, and later retrieved have led to a better understanding of how we learn. Grappling with the impediments that make learning challenging leads both to more complex mastery and better retention of what was learned. Many common study habits and practice routines turn out to be counterproductive. Underlining and highlighting, rereading, cramming, and single-minded repetition of new skills create the illusion of mastery, but gains fade quickly. More complex and durable learning come from self-testing, introducing certain difficulties in practice, waiting to re-study new material until a little forgetting has set in, and interleaving the practice of one skill or topic with another. Speaking most urgently to students, teachers, trainers, and athletes, Make It Stick will appeal to all those interested in the challenge of lifelong learning and self-improvement.”
“Packed with practical teaching strategies, Making Every Lesson Count bridges the gap between research findings and classroom practice. Shaun Allison and Andy Tharby examine the evidence behind what makes great teaching and explore how to implement this in the classroom to make a difference to learning. They distil teaching and learning down into six core principles challenge, explanation, modelling, practice, feedback and questioning and show how these can inspire an ethos of excellence and growth, not only in individual classrooms but across a whole school too. Combining robust evidence from a range of fields with the practical wisdom of experienced, effective classroom teachers, the book is a complete toolkit of strategies that teachers can use every lesson to make that lesson count. There are no gimmicky ideas here just high impact, focused teaching that results in great learning, every lesson, every day. To demonstrate how attainable this is, the book contains a number of case studies from a number of professionals who are successfully embedding a culture of excellence and growth in their schools. Making Every Lesson Count offers an evidence-informed alternative to restrictive Ofsted-driven definitions of great teaching, empowering teachers to deliver great lessons and celebrate high-quality practice. Suitable for all teachers including trainee teachers, NQTs, and experienced teachers who want quick and easy ways to enhance their practice and make every lesson count.”
“Lesson planning is a requirement of every teacher. Whether you are planning your day-to-day lessons or a formal observation, planning is a skill that can be refined and improved to ensure your workload is manageable and your lessons exceptional.
Aimed at committed and reflective teachers who want to develop their practice, this book introduces Tweaks for Teachers: small changes that make a big difference! It encourages you to review your current lesson planning practice and develop lessons that enable students to make outstanding learning gains. The book focuses on making practical, small changes that, over time, can make a real difference to the quality of learning and teaching in the classroom.
Organised around real lesson snippets and full lesson plans covering every secondary subject, the book focuses on the key areas you need to plan for every lesson: assessment for learning, questioning, stretch and challenge and commitment to learning, as well as covering the importance of developing a good marking practice. Real examples of successful lessons are provided as well as a commentary of missed opportunities and practical ‘tweaks’ that could be made to improve students’ learning and to develop outstanding teaching. This format means that the book is not only useful to those teachers wanting to develop their practice, but it is also a really useful training tool for those with responsibility for training new teachers or devolving a school s CPD provision.
Lesson Planning Tweaks for Teachers takes a highly original approach to improving your lesson planning. Mel and Debbie s down to earth and accessible style will help every secondary teacher, whatever your level of experience, to make the planning process more meaningful and manageable, and one that leads to outstanding progress over time.”
“In the twenty-first century, educators around the world are being told that they need to transform education systems to adapt young people for the challenges of a global digital knowledge economy. Too rarely, however, do we ask whether this future vision is robust, achievable or even desirable, whether alternative futures might be in development, and what other possible futures might demand of education.
Drawing on ten years of research into educational innovation and socio-technical change, working with educators, researchers, digital industries, students and policy-makers, this book questions taken-for-granted assumptions about the future of education. Arguing that we have been working with too narrow a vision of the future, Keri Facer makes a case for recognizing the challenges that the next two decades may bring, including: the emergence of new relationships between humans and technology; the opportunities and challenges of aging populations; the development of new forms of knowledge and democracy; the challenges of climate warming and environmental disruption; the potential for radical economic and social inequalities.
This book describes the potential for these developments to impact critical aspects of education – including adult-child relationships, social justice, curriculum design, community relationships and learning ecologies. Packed with examples from around the world and utilising vital research undertaken by the author while Research Director at the UK’s Futurelab, the book helps to bring into focus the risks and opportunities for schools, students and societies over the coming two decades. It makes a powerful case for rethinking the relationship between education and social and technological change, and presents a set of key strategies for creating schools better able to meet the emerging needs of their students and communities.
An important contribution to the debates surrounding educational futures, this book is compelling reading for all of those, including educators, researchers, policy-makers and students, who are asking the question ‘how can education help us to build desirable futures for everyone in the context of social and technological change?'”
“This book is for any teacher who’s interested in improving their lesson planning and practice.
It outlines a set of mindsets and habits you can use to help you identify the most impactful parts of your teaching, and put them centre stage.
It’s about doing less to achieve more.
But it’s also about being happier and more confident in the classroom. Building stronger routines around the essentials will give you more time and space to appreciate and think creatively about your work.”
“This is a book designed for teachers and school leaders with a full-enough workload. It’s not a pep talk delivered from the heights of academia, out to justify its own existence, but a collection of diverse (sometimes clashing) views on the current and often vexed drive for schools to become ‘research-engaged’. The contributors include teachers, journalists, researchers, senior academics, policy advisers and CPD consultants, and they ask difficult questions. They each write, however, with the primary aim of supporting schools as they grapple with the challenges of using (and generating) evidence effectively. Each chapter opens with a brief overview to allow you to assess its usefulness to you, and includes resource boxes (signposting extra information and case studies) and take-out messages summarizing the key areas of discussion. The book closes with a checklist that provides both a summary of the core themes and an opportunity for leaders to take stock of the progress they have made in embedding successful research-engagement in their schools.”
“Embed minute-by-minute, day-by-day classroom formative assessment.
Effective classroom formative assessment helps educators make minute-by-minute, day-by-day instructional decisions, but putting it into practice requires both a robust collection of techniques and an understanding of how to use them. In Embedding Formative Assessment, authors Dylan Wiliam and Siobhán Leahy deliver a clear, practical guide for teachers, centered on the five key strategies for improving teacher practice and student achievement:
1) Clarifying, sharing, and understanding learning intentions and success criteria
2) Engineering productive discussion and activities that elicit evidence of learning
3) Providing feedback that moves learners forward
4) Activating students as learning resources for each other
5) Activating students as owners of their own learning
Then, for each strategy, the authors provide an overview of the strategy and a number of very practical formative assessment techniques for implementing it in K–12 classrooms. Along with guidance on when and how to use the specific techniques, they provide tips, cautions, and enhancements to sustain formative assessment. A student reflection form, peer observation form, and self-reflection checklist accompany each strategy.”
No known practice is more effective than classroom formative assessment for producing a significant positive impact on student achievement. Wiliam and Leahy provide the necessary tips and techniques to put it into practice immediately.”
“Educating Ruby: what our children really need to learn is a powerful call to action by acclaimed thought-leaders Guy Claxton and Bill Lucas. It is for everyone who cares about education in an uncertain world and explains how teachers, parents and grandparents can cultivate confidence, curiosity, collaboration, communication, creativity, commitment and craftsmanship in children, at the same time as helping them to do well in public examinations. Educating Ruby: what our children really need to learn shows, unequivocally, that schools can get the right results in the right way, so that the Rubys of tomorrow will emerge from their time at school able to talk with honest pleasure and reflective optimism about their schooling. Featuring the views of schoolchildren, parents, educators and employers and drawing on Guy Claxton and Bill Lucas’ years of experience in education, including their work with Building Learning Power and the Expansive Education Network, this powerful new book is sure to provoke thinking and debate. Just as Willy Russell’s Educating Rita helped us rethink university, the authors of Educating Ruby invite fresh scrutiny of our schools.”
“”Every teacher in English is a teacher of English,” said George Sampson, one of the early school inspectors, back in 1921. It’s never been truer, or more relevant.
Literacy has a major impact on young people’s life-chances and it is every teacher’s responsibility to help build their communication, reading and writing skills. However, this book isn’t just about literacy; it’s also about what great teachers do in their classrooms, about applying knowledge consistently across classrooms, in order to help pupils to become more confident in their subjects.
This book shows every teacher – whatever your subject – the simple steps which could transform your students into better speakers, listeners, readers and writers. Harnessing a range of straightforward, but powerful techniques, it shows you how to help each student in your subject to improve their spelling, to use the key vocabulary of your subject more accurately and to speak, read and write with confidence like a historian, scientist, designer or mathematician.
The book is structured into clear sections which are then divided into short, easy-to-absorb units on the classroom implications of what we know about literacy. Don’t Call it Literacy! also includes:
- language commentaries which exemplify points made by the author;
- talking points at the end of each unit for self-assessment;
- a glossary for non-specialists;
- subject specific vocabulary for building students’ word power;
- tutor time spellings lists;
- a reading list on teaching, language, literacy and education.
Written by a leading authority in the field, this book will help both trainee and practising secondary school teachers to turn their classroom into literacy-friendly environments, increasing the motivation and achievement of their students.”
“In this inspiring, empowering book, Robinson argues for an end to the outmoded, industrial systems of mass schooling and proposes a highly personalised, organic approach that draws on today’s unprecedented technological and professional resources to engage all students and develop their individual abilities and love of learning.
Written with Robinson’s trademark wit and engaging style, and filled with practical examples, anecdotes and groundbreaking research, Creative Schools highlights the people and projects that are already revolutionising education through innovative approaches to teaching, learning and school culture. This book will inspire teachers, parents, and policymakers alike to be part of the change our children urgently need.”
“This book tells the story of how one primary school community worked to build a learning environment that is inclusive, humane and enabling for everybody, a place free from the damaging effects of fixed ability thinking and practices. Drawing on compelling accounts of everyday life in the school, it describes how, in just a few years, the school (once in special measures) grew into a thriving community, with distinctive views of learning, curriculum and pedagogy, monitoring and accountability that found expression in every aspect of school life.
The work of the school community was guided by the findings of a previous project, ‘Learning without Limits’ (Hart, Dixon, Drummond and McIntyre 2004), an empirical study of the classroom practice of individual teachers who had rejected the concept of fixed ability. ‘Creating Learning without Limits’ explores what becomes possible when the same ideas and principles are used creatively to guide and inspire whole school improvement. This book is not simply a celebration of the success of the school; it engages with the struggles and difficulties encountered by the staff as they set about learning to reshape pedagogy and curriculum by reference to their shared values of inclusion, social justice and human educability. It gives a detailed analysis of how the headteacher harnessed the power of collective action.
The insights generated by this study have enduring relevance and applicability to people in other contexts – for staff groups craving for more equitable school improvement; for individual teachers wondering how best to foster children’s learning capacity; for school leaders and teacher educators who find their values increasingly compromised.”
“This timely new book outlines a whole-school approach to embedding a sustainable model of teaching and learning that puts the learner at the heart of the system. It provides an entire framework for ensuring all students achieve above their expectations; incorporating school vision, teacher professional development, assessment models, school culture, leadership and management, and core classroom practices.
It takes what the current research suggests does – and does not – work and builds it into a practical approach that has been tried, tested and proven to work. Each section incorporates the research, a model of how this can be embedded across a school and then a training section that allows senior leaders in schools to teach the skill-set to others to ensure it can be embedded and reviewed.
Covering all aspect of teaching and learning including curriculum design, teacher practices, assessment and leadership, the book features: a clear planning framework that is easy to implement; subject based case studies to exemplify good practice; diagrams to clarify and consolidate information; training activities throughout each chapter, also available to download at http://www.routledge.com/9780415831178.
Designed to be used as a training tool for both new and established teachers, this book is essential reading for senior leaders that want to equip their teachers with the skills and knowledge to create a school of outstanding classrooms.”
“Based on the author’s personal experience and observation of lessons, this analysis of classroom technique advises teachers on maintaining sound discipline, working out an effective learning procedure, and establishing good relationships with the pupils. Its topics include presentation and questioning techniques, shaping a lesson effectively, classroom layout and displays, establishing good working procedures and conventions and routines, report writing, relationships with parents, and handling the pressures of the teaching year.”
“This best-selling and beloved teacher’s companion looks at the everyday behaviour issues facing teachers working in today’s classrooms. Describing real situations and dilemmas, Bill Rogers provides theoretically sound strategies and best practices to support you in meeting the challenges of the job, as well as building up a rapport with both students and colleagues to enable positive and productive learning environments.
Written jargon-free in Bill’s accessible and empathetic voice it includes in-depth strategies, practical examples, case studies and pragmatic hints and tips to put in to practice. This will make for informative and inspiring reading to all those involved in educating our children and young people.
The new edition has been revised and updated and now also includes access to an interactive website packed with a host of extra material to take you further. Visit https://study.sagepub.com/rogers4e to access:
- Videos of Bill demonstrating his behaviour strategies in real classroom settings
- Podcasts where Bill explains his ideas and ethos in more detail as well as answering teachers’ FAQs
- Extra reading material for even more support on difficult subjects
- Behaviour Management Tool Templates to use with students in the everyday classroom
- Role-play scenario cards to help understand and prepare for challenging situations”
“Why young people (and teachers) need their school leader to be brave now more than ever. School leadership brings with it tremendous pressure from the government for results at all costs. It`s the outcome that counts (and the league tables) not the process. Which means, now more than ever, for genuine leaders leading schools in the right direction for the right reasons, bravery is key. Dave Harris is well placed to write the ultimate guide to bravery in school leadership. As the principal of a high-profile brand-new Academy he has had to stand by his beliefs about the role of school and the community `It`s a marathon, not a sprint` despite the pressure to forget genuinely educating young people and just focus on `floor targets`. A book for every head teacher who wants to make a genuine difference (and get great results as Dave has done)!”
“Do the findings from educational science ever really improve the day-to-day practice of classroom teachers?
Education is awash with theories about how pupils best learn and teachers best teach, most often propped up with the inevitable research that ‘proves’ the case in point. But what can teachers do to find the proof within the pudding, and how can this actually help them on wet Wednesday afternoon?.
Drawing from a wide range of recent and popular education theories and strategies, Tom Bennett highlights how much of what we think we know in schools hasn’t been ‘proven’ in any meaningful sense at all. He inspires teachers to decide for themselves what good and bad education really is, empowering them as professionals and raising their confidence in the classroom and the staffroom alike. Readers are encouraged to question and reflect on issues such as:
- the most common ideas in modern education and where these ideas were born
- the crisis in research right now
- how research is commissioned and used by the people who make policy in the UK and beyond
- the provenance of education research: who instigates it, who writes it, and how to spot when a claim is based on evidence and when it isn’t
- the different way that data can be analysed
- what happens to the research conclusions once they escape the laboratory.
Controversial, erudite and yet unremittingly entertaining, Tom includes practical suggestions for the classroom throughout. This book will be an ally to every teacher who’s been handed an instruction on a platter and been told, ‘the research proves it.”
“Ever since the emergence of Teach Like a Champion, teachers across the globe have practiced, refined, and adapted Doug Lemov’s simple, yet powerful teaching techniques to improve their teaching practice and help their students become college and career ready. Teach Like a Champion 2.0, inspired by these champion teachers, is much more than a new edition. The techniques are still practical, engaging, and easy to implement, but include more concrete guidance, thoughts on rigour, and useful tools. The revised book also includes seventy-five new video clips of real teachers modelling the techniques in the classroom. Once the reader learns the ins and outs of the techniques, and after watching the accompanying clips, author Doug Lemov encourages educators to make these techniques their own–and to participate in the champion community.
Among the techniques:
- TECHNIQUE 8: CULTURE OF ERROR. Work to normalise error. Create an environment where it’s safe to be wrong, so that you can spend less time hunting for errors and more time fixing them.
- TECHNIQUE 11: NO OPT OUT. Turn “I don’t know”, into a success by helping students who won’t try or can’t succeed practice getting it right (and being accountable for trying).
- TECHNIQUE 16: BEGIN WITH THE END. Progress from unit planning to lesson planning. Define the objective, decide how you’ll assess it, and then choose appropriate lesson activities.
- TECHNIQUE 39: SHOW CALL. Create a strong incentive to complete all writing with quality and thoughtfulness, and build accountability for written work by periodically showcasing and working through student work.
- TECHNIQUE 47: STAR/SLANT. To maximise students’ ability to pay attention, use sticky acronyms to teach students key baseline behaviours for learning, like such as STAR (Sit up, Track the speaker, Ask and answer like a scholar, and Respect those around you) or SLANT (Sit up, Listen, Ask and answer, Nod your head, and Track the speaker).
- TECHNIQUE 56: STRONG VOICE. Affirm your authority through intentional verbal and nonverbal habits, especially at moments when you need control.
- TECHNIQUE 62: JOY FACTOR. Celebrate the work of learning as you go.
“This book introduces readers to the development of Lesson Study (LS) in the UK, making historical connections to the growth of Lesson Study in Japan, East Asia, the US and Europe. It explains how to conduct LS in schools and educational institutions, providing examples of compelling, externally evaluated impact outcomes for both primary learners and teacher learners, and vivid exemplars of LS in action across age ranges and curricular contexts.
Each chapter presents international research outcomes that clearly demonstrate how and why LS has a place within teacher learning approaches that have the greatest impact and the greatest capacity building potential for creating outstanding teaching. This is supported by primary research evidence, and linked with contemporary and recent high quality research worldwide into pupil learning, teacher learning, school improvement and system improvement. The book illustrates the diverse application of LS for innovating or transferring highly effective practices in a variety of contexts to boost learning for children with a range of challenges and specific needs.”
It maps out easy-to-follow steps for usefully applying an action research approach and is full of practical tips and examples of real practitioner research projects from a range of schools, colleges and universities.
This book will help you to understand and apply practitioner inquiry; enhance your problem-solving skills; locate your activity in a wider context; maximise opportunities to develop practice and evaluate the needs of your learners.”
“In a dynamic and ever changing education climate it is important to re-evaluate practice in schools on a regular basis in order to ensure that we are doing the right thing for our children. With questions being raised over the value of homework, Mark Creasy advises teachers and parents on how to get the most out of homework without letting it get in the way of their lives. This book questions the necessity of homework while recognising that most teachers have a statutory duty to provide it. The author provides suggestions for how teachers can make homework more effective, applicable and less pointless; organising classroom learning to allow children to set their own homework and creating opportunities for learning out of everyday situations. Founded on over 10 years’ of Mark’s real teaching practice in both primary and secondary schools Unhomework is entertaining as well as informative, being underpinned by personal anecdotes from his teaching career. It challenges the current status quo of traditionally set homework and provides an insight for parents and educators about how homework can be done differently, for greater effect as an extension to classroom practice. Unhomework is based on the 5Rs and these are detailed for teachers to implement to secure Unhomework successfully. With practical ideas for teachers across year groups and subjects to use Unhomework is for teachers (Year 3-13) at all stages of the profession, senior managers in primary and secondary phases, independent and state sectors, parents, teacher trainers.”
“From Expeditionary Learning Schools comes a proven approach to student assessment Leaders of Their Own Learning offers a new way of thinking about assessment based on the celebrated work of Expeditionary Learning Schools across the country. Student–Engaged Assessment is not a single practice but an approach to teaching and learning that equips and compels students to understand goals for their learning and growth, track their progress toward those goals, and take responsibility for reaching them. This requires a set of interrelated strategies and structures and a whole–school culture in which students are given the respect and responsibility to be meaningfully engaged in their own learning. It includes everything teachers and school leaders need to implement a successful Student–Engaged Assessment system in their schools. It outlines the practices that will engage students in making academic progress, improve achievement, and involve families and communities in the life of the school. It describes each of the book′s eight key practices, gives advice on how to begin, and explains what teachers and school leaders need to put into practice in their own classrooms. Leaders of Their Own Learning shows educators how to ignite the capacity of students to take responsibility for their own learning and reach higher levels of achievement.”
“Literacy? That’s someone else’s job, isn’t it? This is a book for all teachers on how to make explicit to students those things we can do implicitly. In the Teachers’ Standards it states that all teachers must demonstrate an understanding of, and take responsibility for, promoting high standards of literacy, articulacy, and the correct use of standard English, whatever the teacher’s specialist subject. In The Secret of Literacy, David Didau inspires teachers to embrace the challenge of improving students’ life chances through improving their literacy. Topics include: Why is literacy important? Oracy improving classroom talk, How should we teach reading? How to get students to value writing, How written feedback and marking can support literacy.”
“Tony Blair said his three priorities were Education, Education, Education. Andrew Adonis played a decisive role in turning this slogan into a reform programme. This book describes his quest to transform standards and opportunities in England s schools, and his ambition to make English education truly world-class. The reinvention of the comprehensive school was the central Blair project. In 1997 a majority of comprehensives were failing or seriously underperforming, with calamitous consequences for society and the economy. Academies replaced comprehensives by a radically new form of independent state school characterised by strong leadership and an ethos of aspiration, success and social mobility. Adonis tells the story of academies, from the germ of a reform idea in the late 1990s to the national movement for educational transformation they have become today. Wider and bolder reform are now imperative to make England s schools world-class. Adonis sets out a manifesto for change, including higher salaries and better training and selection to make teaching the nation s most prestigious profession, and further radical innovation in the creation of new and better schools to tackle school drop-out and the challenges of the future. Andrew Adonis was a radical reformer at the heart of government for more than a decade. He explains how to mobilise government behind change. His book is optimistic about the power of politics to transform society for the better, and practical about the ways to make it happen.”
“Technology is at the heart of learning for all of us and every teacher needs to be using social media, mobile technologies and transformational digital learning opportunities as an integral part of their range of strategies for helping students make the maximum progress. In this book in the Perfect series, Mark Anderson, the ICT Evangelist, takes the technology-related elements of all the recent subject reports from Ofsted and using them offers clear and practical strategies that are proven to be successful in classrooms and offers up ideas for how they can be turned into a daily reality for all teachers. The key subject is the use of ICT, however many other subjects are covered, i.e. the book is applicable to all subject areas across all key stage areas and readers will learn about how ICT can be used in every lesson across both Primary and Secondary phases. Includes: Practical advice and examples set against backdrop of real life examples,practical advice on how to cope with the Esafety aspect of an Ofsted inspection and the use of education hash tags including: EdTech, MLearning, iPaded etc.”
“Paul Bambrick–Santoyo (Managing Director of Uncommon Schools) shows leaders how they can raise their schools to greatness by following a core set of principles. These seven principles, or “levers,” allow for consistent, transformational, and replicable growth. With intentional focus on these areas, leaders will leverage much more learning from the same amount of time investment. Fundamentally, each of these seven levers answers the core questions of school leadership: What should an effective leader do, and how and when should they do it. Aimed at all levels of school leadership, the book is for any principal, superintendent, or educator who wants to be a transformational leader. The book includes 30 video clips of top–tier leaders in action. These videos bring great schools to you, and support a deeper understanding of both the components of success and how it looks as a whole. There are also many helpful rubrics, extensive professional development tools, calendars, and templates. Explores the core principles of effective leadership Author′s charter school, North Star Academy in Newark, New Jersey, received the highest possible award given by the U.S. Department of Education; the National Blue Ribbon. Print version includes an instructive DVD with 30 video clips to show how it looks in real life. Please see the section: “How to Access DVD Contents” Bambrick–Santoyo has trained more than 1,800 school leaders nationwide in his work at Uncommon Schools and is a recognised expert on transforming schools to achieve extraordinary results.”
“How to Teach is the most exciting, most readable, and most useful teaching manual ever written. It is not the work of a dry theorist. Its author has spent half a lifetime working with inner city kids and has helped them to discover an entirely new view of themselves. This book lets you into the tricks of the trade that will help you to do the same, from the minutiae of how to manage difficult classes through to exactly what you should be looking for when you mark their work. How to Teach covers everything you need to know in order to be the best teacher you can possibly be.”
“Dancing About Architecture is a compendium of outrageous ideas: ideas about how to take more risks and ideas about how to come up with better ideas. Ideas about how to plan experiences that leave people who are in the same room as those ideas awestruck, and ideas to help you avoid the textbook, the worksheet, the barely stifled yawn. From using The Book of Revelation as a planning device; to seeing every experience through the prism of physical activity or song; to measuring a poem to find its real heart: it outlines a methodology that, if you use it, will make you an even greater creative force than you already are.”
“How to make that whole school inspection practically perfect in every way. What is it that makes a `good` school an `outstanding` one? What are the inspectors looking for? What is it that the outstanding schools do that catches the Ofsted inspector`s eye? To answer these questions, Jackie has combined her extensive experience in education with research done in schools recently awarded that `outstanding` gold star. This book shares her findings in a practical, down-to-earth way that is as much about world-class quality in teaching and learning as it is about surviving an inspection. With it, you can be confident of revealing your school in the best possible light and, who knows, you may even enjoy the process.”
“Drawing from his own remarkable experience as a veteran classroom teacher (still in the classroom), Ron Berger gives us a vision of educational reform that transcends standards, curriculum and instructional strategies. He argues for a paradigm shift – a schoolwide embrace of an “ethic of excellence.” A master carpenter as well as a gifted teacher, Berger is guided by a craftsman’s
passion for quality, describing what’s possible when teachers, students and parents commit to nothing less than the best. But Berger’s not just idealistic, he’s realistic – he tells exactly how this can be done, from the blackboard to the blacktop to the school boardroom.”
“This book is about how teachers can help young people become better learners, both in school and out. It is about creating a climate or a culture in the classroom and in the school more widely that systematically cultivates habits and attitudes that enable young people to face difficulty and uncertainty calmly, confidently and creatively. Building Learning Power explains what this means and why it is a good idea, and introduces some of the small, do-able things that busy teachers can do to create such a climate. Students who are more confident of their own learning ability learn faster and learn better. They concentrate more, think harder and find learning more enjoyable. They do better in their tests and external examinations. And they are easier and more satisfying to teach. Even a small investment in building learning power pays handsome dividends for a school. But it also prepares youngsters better for an uncertain future. Today s schools are educating not just for exam results but for lifelong learning. To thrive in the twenty-first century, it is not enough to leave school with a clutch of examination certificates. You have to have learnt how to be tenacious and resourceful, imaginative and logical, self-disciplined and self-aware, collaborative and inquisitive. So Building Learning Power is for anyone who wants to know how to get better results and contribute to the development of real-life, lifelong learners both at once. In other words, it is for teachers, advisers, teacher trainers, parents and anyone else involved in formal or informal education. It is particularly for people who want more than sound-bites and quick fixes. Some of the early approaches to
learning to learn were appealing but unsatisfying. They were built on shaky scientific foundations, and they did not lead to cumulative growth in students real-life self-confidence or ingenuity. Building learning power BLP is firmly grounded in both solid science and practical experience; it takes root and develops over time, and its results are therefore all the more robust.”
“What’s the Point of School? takes the reader beyond the sterile debates about City Academies and dumbed-down exams in order to reveal the key responsibility of education today: to create students who enjoy learning. With their emphasis on stressful exams and regurgitation of information, Guy Claxton claims that schools are currently doing more harm than good, primarily making students fear failure. Instead, schools must encourage students to develop their curiosity, ask stupid questions, and think for themselves. He explains scientists latest theories about how the human brain learns, and reveals some of the core habits needed to create a strong, supple mind. He then goes on to explain how these are already being successfully implemented into some schools – all without chucking out Shakespeare or the Periodic Table.”
“‘It’s been over a decade since I sat down in a small back bedroom in Somerset and wrote this book. Since then, I’ve been fortunate enough to work with literally thousands of people in the world of education. Through all these experiences, I’ve picked up loads more great ideas about how to manage behaviour. I’ve also gained an insight into what works in different settings, with different young
people, and for different kinds of staff. The basic tenets of this book remain faithful to the original. What I’ve done though is adapt and develop the ideas so that they apply to more practitioners, in more diverse situations: to those
working in early years and further education, as well as primary and secondary schools. And for those of you working in the most challenging schools or colleges, I’ve included a new section on coping in really difficult circumstances. I’ve also taken advantage of new developments in the world of technology. So, there’s a companion website offering you extra material, links and ideas.’ Sue Cowley
“The Little Book of Big Stuff About the Brain is the users, manual that your brain didn`t come with. What it is, how it works, what it looks like, where it came from it s all here in this light-hearted and easy-to-read little book that will guarantee that you will never think about your own thinking in quite the same way ever again. Whatever role you have in life, every action you undertake, every thought you entertain, every memory you hold, every hang up you possess, every quirk, foible, idiosyncrasy and knack, it s all the result of chemistry and electricity working across a network of squidgy organic matter that you have helped shape throughout your life. So, enjoy this little book about your amazing brain, but remember, as someone once said, If our brains were simple enough to understand them, we would be too simple to understand them .”
“The Perfect Ofsted English Lesson` is designed to help bring out the best in all English departments during that all-important Ofsted visit. Packed full of ideas, strategies and simple yet effective innovations, this book is an essential part of the toolkit of every English department and not just for the inspection either!”
“This practical, skills-based book provides a wealth of behaviour management strategies that can be used in any classroom. Taking Care of Behaviour will help you to develop your existing skills, build your confidence and create realistic action plans for effective behaviour management. Paul Dix’s unique, positive approach will help you manage even the most challenging behaviour with care and control.”
“World-renowned Stanford University psychologist Carol Dweck, in decades of research on achievement and success, has discovered a truly groundbreaking idea-the power of our mindset. Dweck explains why it’s not just our abilities and talent that bring us success-but whether we approach them with a fixed or growth mindset. She makes clear why praising intelligence and ability doesn’t foster self-esteem and lead to accomplishment, but may actually jeopardize success. With the right mindset, we can motivate our kids and help them to raise their grades, as well as reach our own goals-personal and professional. Dweck reveals what all great parents, teachers, CEOs, and athletes already know: how a simple idea about the brain can create a love of learning and a resilience that is the basis of great accomplishment in every area.”
“`Full On Learning` provides a blueprint for educators in all settings to construct the ideal conditions for effective learners to grow and develop. This is a no-compromise approach to the architecture of learning, creating quality learning experiences that foster a love of learning. The start point is your end-point: the learner. What kind of learner do you want to develop? What are the characteristics of an effective learner and how can we teach to support the development of these characteristics? If future employers are looking for people who can solve problems, think creatively and be innovative, what can we do, as part of our current curriculum provision to enable students to deliberately practise this skill? If being intelligent is not, in fact, measured by your IQ score, and has far more to do with the ability to apply higher order thinking to unfamiliar contexts and create new solutions to existing problems, then what learning challenges can we design for Year 9 on a sunny Wednesday afternoon that will allow them to develop the emotional and intellectual resilience required to be able to do this? Full On Learning offers a range of tried & tested practical suggestions and ideas to construct the ideal conditions for the characteristics of effective learners to flourish.”
“Education is the platform for our success or failure. Is our system still fit for purpose? This fascinating study examines this and other key questions in the primary education environment. We live in a world dramatically different from the one we grew up in, the one we were educated in; a world that is changing at an accelerated rate. Education is the platform for our success or failure. The critical question is: is our system still fit for purpose? Will our children be equipped to face the challenges the future holds; the rapidly changing employment patterns and the global environmental, economic and social crises
ahead of us? Or will our children grow up to resent their school years and blame them for their unfulfilled potential and achievement? “Leading Tomorrow’s Schools Today” explores these questions in the context of early schooling, primary education, some of the most formative and important years of our children’s lives. The book presents powerful arguments that suggest an imperative for change and will explore the possible strategies and thinking that can offer a solution. The author provides real context and concrete examples based on the incredible journey taken by one primary school, Grange. He shows how, by developing a creative and futures facing system, it not only evolved from being a school on the verge of failure to a school globally recognised for its success and innovation in two years but more importantly created a system that has equipped its children to be not only prepared for but confident in their futures.”
“‘Why do I need a teacher when I’ve got Google? is just one of the challenging, controversial and thought-provoking questions Ian Gilbert poses in his long-awaited follow-up to the classic Essential Motivation in the Classroom. Questioning the unquestionable, this book will make you re-consider everything you thought you knew about teaching and learning, such as:
Are you simply preparing the next generation of unemployed accountants? What do you do for the ‘sweetcorn kids’ who come out of the education system in pretty much the same state as when they went in? What’s the real point of school? Exams – So whose bright idea was that? Why ‘EQ’ is fast becoming the new ‘IQ’? What will your school policy be on brain-enhancing technologies? Which is the odd one out between a hamster and a caravan?
With his customary combination of hard-hitting truths, practical classroom ideas and irreverent sense of humour, Ian Gilbert takes the reader on a breathless rollercoaster ride through burning issues of the twenty-first century, considering everything from the threats facing the world and the challenge of the BRIC economies to the link between eugenics and the 11+. As wide-ranging and exhaustively researched as it is entertaining and accessible, this book is designed to challenge teachers and inform them – as well as encourage them – as they strive to design a twenty-first century learning experience that really does bring the best out of all young people. After all, the future of the world may just depend on it.”
“Independent Thinking Ltd is a unique network of educational innovators and practitioners who work throughout the UK and abroad with children and their teachers and school leaders. It was established in 1993 by Ian Gilbert to enrich young people s lives by changing the way they think and so to change the world by delivering in-school training, development, coaching and consultancy. Ian achieved his objective by gathering together a disparate group of associates specialists in the workings of the brain, discipline, emotional intelligence, ICT, motivation, using music in learning, creativity and dealing with the disaffected. This book is a collection of the best work from his associates, including: How the Brian Works by Andrew Curran, Consultant Paediatric Neurologist at Alder Hey Children s Hospital Living a Creative Life by Roy Leighton, author, coach, trainer and lecturer at the European Business School Build the Emotionally Intelligent School by Michael Brearley, author, trainer, coach and former head teacher On Love, Laughter and Learning by David Keeling, actor, drummer, magician, comedian and educationalist Music and the Mind by Nina Jackson, opera-trained music teacher and a specialist in special needs, music therapy and teacher training The Disciplined Approach by Jim Roberson, former American football player, coach and teacher Peek! Copy! Do! The Creative Use of IT in the Classroom by Guy Shearer, Director of the Learning Discovery Centre, Northampton The Best is the Enemy of the Good by Matt Gray, theatre director and teacher at Carnegie Mellon University The motto of Independent Thinking Ltd is to do things no one does or do things everyone does in a way no one does . With a chapter from each of the associates plus an introduction and commentary by Ian Gilbert, this book is meant to be dipped into and to get you thinking for yourself thinking about what you do, why you do what you do and whether doing it that way is the best thing at all.”
“Packed with practical classroom strategies this teacher’s resource will enable you to: – meet the needs of different learning styles – stimulate your own creativity – add spice to your teaching – challenge the gifted – and the disruptive! Whatever subject you teach, this comprehensive volume will help you to develop thinking skills in your students; promote citizenship and an understanding of democracy; fine-tune study skills and help students acquire the attitude and skills for true independence. Drawing on neuroscience, psychology and sociology “The Teacher’s Toolkit” provides an overview of recent thinking innovations in teaching and presents over fifty learning techniques for all subjects and age groups, with dozens of practical ideas for managing group work, tackling behavioural issues and promoting personal responsibility. It also presents tools for checking your teaching skills – from lesson planning to performance management. “This is one of those rare and precious books which has that uncanny knack of revealing explicitly to you things about teaching which you knew instinctively all along but had never thought about so clearly.” – Professor Tim Brighouse, Chief Education Officer, Birmingham Education Authority. “Paul Ginnis has constructed a toolkit for teachers which is the finished article. Well informed, well researched and well written, this is a book which every teacher in the land should get their hands on.” – Alistair Smith, author and leading educational trainer.”
“In November 2008, John Hattie’s ground-breaking book Visible Learning synthesised the results of more than fifteen years research involving millions of students and represented the biggest ever collection of evidence-based research into what actually works in schools to improve learning.
Visible Learning for Teachers takes the next step and brings those ground breaking concepts to a completely new audience. Written for students, pre-service and in-service teachers, it explains how to apply the principles of Visible Learning to any classroom anywhere in the world. The author offers concise and user-friendly summaries of the most successful interventions and offers practical step-by-step guidance to the successful implementation of visible learning and visible teaching in the classroom.
- links the biggest ever research project on teaching strategies to practical classroom implementation
- champions both teacher and student perspectives and contains step by step guidance including lesson preparation, interpreting learning and feedback during the lesson and post lesson follow-up
- offers checklists, exercises, case studies and best practice scenarios to assist in raising achievement
- includes whole school checklists and advice for school leaders on facilitating visible learning in their institution
- now includes additional meta-analyses bringing the total cited within the research to over 900
- comprehensively covers numerous areas of learning activity including pupil motivation, curriculum, meta-cognitive strategies, behaviour, teaching strategies, and classroom management.
Visible Learning for Teachers is a must read for any student or teacher who wants an evidence based answer to the question; ‘how do we maximise achievement in our schools?’”
“SOLO Taxonomy: A Guide for Schools is appearing in more and more classrooms as teachers experience the marked improvement in student outcomes thanks to this valuable tool. This resource will introduce you to a clear, simple robust way of differentiating learning outcomes as well as provide your students with an effective method of self-assessment. SOLO taxonomy will provide both you and your students with a means of enhancing feedback and developing feed forward to inspire further learning. Included are numerous examples, rubrics, templates and other resources designed to help make SOLO Taxonomy an indispensable part of your planning and classroom practice.”
“This book continues to build on your understanding of the clear, simple robust way of differentiating learning outcomes as introduced in Book 1, as well as provide your students with an effective method of self-assessment. Packed with templates and examples, this book shows how to translate an innovative, viable model into practical programmes. SOLO Taxonomy is sure to become an indispensable part of your planning and classroom practice.”
“Closing the Learning Gap is about eliminating the discrepancy between what we know constitutes effective learning and what we know goes on in classrooms. If attainment is to rise, this Learning Gap has to close. This book provides a structured approach to improvement by setting out the steps needed to identify the gap and to implement strategies to close it. What the book covers helps teachers, departments and schools to identify and close the Learning Gap between what we know about effective learning and what actually goes on in the classroom; Encourages teachers to reflect upon the ways in which they teach, and to implement strategies for improving their practice; Helps teachers to apply recent research findings about the brain and learning; Thoroughly grounded in reality, and full of practical advice for improvement, from individual to whole-school level; Carefully developed over ten years, and moulded by feedback from teachers: all of the strategies outlined have been used effectively and successfully in a wide range of secondary schools; Written in a light and engaging style designed to encourage teachers to spend ten minutes of their lunch hour reading it! The school effectiveness series Closing the Learning Gap is part of The School Effectiveness Series, which focuses on practical and useful ideas for individual teachers and schools. The series addresses issues of whole-school improvement and new knowledge about teaching and learning, and offers straightforward solutions that teachers can use to make life more rewarding for themselves and for those they teach.”
“Improving teaching is the key to genuine and sustainable school improvement. Improvement involves persuading teachers to change and develop their practice but, as anyone who has ever tried will testify, this is far from easy. The focus of Tweak to Transform is what head teachers and school leaders can do to manage the change process and improve the quality of teaching in a school. Essentially, Tweak to Transform is a practical handbook that seeks to address three questions. What do we know about change? What do we know about learning? What do we know about leading and managing the improvement process? While there is no single successful recipe for improving teaching in a school, this book attempts to establish some key principles. The result is a collection of thoughts, activities strategies and models that have been developed and successfully implemented in a wide range of schools.”
* But what difference do teachers make? * Why do some teachers succeed where others fail? * Is there some kind of magic involved? * Can anyone do it? * What skills need to be learned?
Sir John Jones explores issues about social injustice and challenges our thinking about why some children get more chances than others. He goes beyond the moral justification and shows us practical ways forward. In this ground-breaking book, Sir John digs deep into the heart of learning and teaching. For parents, mentors, coaches and teachers, this is essential reading.”
“Dramatically increase student learning. Transform your classroom and school into a cooperative and caring learning environment. How? Easy! With Kagan Cooperative Learning. After decades of training and working with hundreds of thousands of teachers, Kagan has refined and perfected the most widely used and respected form of cooperative learning ever—Kagan Cooperative Learning. This classic best seller is your definitive guide to everything Kagan. Learn the practical and proven Kagan Structures, including Numbered Heads Together, RoundTable, and Three-Step Interview—direct from the man who invented cooperative learning structures. Receive ready-to-do teambuilding and classbuilding activities to make your class click. Discover hundreds of helpful management tips, teacher-friendly activities and forms, and up-to-date research on proven methods. Hear how schools have used Kagan Cooperative Learning to boost academics, close the achievement gap, improve student relations, and create a more kind and caring school community. This book is your blueprint to full student engagement!”
“Rules for developing talent with disciplined, deliberate, intelligent practice. We live in a competition loving culture. We love the performance, the big win, the ticking seconds of the clock as the game comes down to the wire. We watch games and cheer, sometimes to the point of obsession, but if we really wanted to see greatness—wanted to cheer for it, see it happen, understand what made it happen—we’d spend our time watching, obsessing on, and maybe even cheering the practices instead. This book puts practice on the front burner of all who seek to instill talent and achievement in others as well as in themselves. This is a journey to understand that practice, not games, makes champions. In this book, the authors engage the dream of better, both in fields and endeavors where participants know they should practice and also in those where many do not yet recognize the transformative power of practice. And it’s not just whether you practice. How you practice may be a true competitive advantage. Deliberately engineered and designed practice can revolutionize our most important endeavors. The clear set of rules presented in Practice Perfect will make us better in virtually every performance of life. The “how–to” rules of practice cover such topics as rethinking practice, modeling excellent practice, using feedback, creating a culture of practice, making new skills stick, and hiring for practice. Discover new ways to think about practice. Learn how to design successful practice. Apply practice across a wide range of realms, both personal and professional The authors include specific activities to jump–start practice Doug Lemov is the best–selling author of Teach Like a Champion A hands–on resource to practice, the rules within will help to create positive outliers and world–changing reservoirs of talent.”
“Teach Like a Champion offers effective teaching techniques to help teachers, especially those in
their first few years, become champions in the classroom. These powerful techniques are concrete, specific, and are easy to put into action the very
next day. Training activities at the end of each chapter help the reader further their understanding through reflection and application of the ideas to
their own practice. Among the techniques: Technique #1: No Opt Out. How to move students from the blank stare or stubborn shrug to giving the right answer every time. Technique #35: Do It Again. When students fail to successfully complete a basic task—from entering the classroom quietly to passing papers around—doing it again, doing it right, and doing it perfectly, results in the best
consequences. Technique #38: No Warnings. If you′re angry with your students, it usually means you should be angry with yourself. This technique shows how to effectively address misbehaviors in your classroom. The print version includes a DVD of 25 video clips of teachers demonstrating the techniques in the classroom.”
“Maximise the achievement of your students in Science. Every teacher is keen to seize opportunities to improve learning for their students but the numerous and diverse interventions on offer can be overwhelming and oftentimes, disheartening. With SOLO Taxonomy, which provides a clear structure that can be applied to all aspects of teaching and learning, this situation has changed. This resource will introduce you to a clear, simple, robust way of differentiating learning outcomes as well as provide your students with an effective method of self-assessment. Drawing on science examples, Using SOLO as a Framework for Teaching demonstrates how thinking can be challenged at all
levels in the classroom and is a method for enhancing feedback and developing feed forward that actually means something to your students. Included are numerous examples, rubrics, templates and other resources designed to help make SOLO Taxonomy an indispensable part of your planning and classroom practice.”
“Conflicting government diktat and changeable Ofsted frameworks means that navigating the path to outstanding can be challenging. However, the integrity of an outstanding lesson will always be the same and this book attempts to bottle that formula so that you can recreate it time and time again.
In his first book, Twitter phenomenon and outstanding teacher, Ross Morrison McGill provides a bank of inspirational ideas that can be picked up five minutes before your lesson starts and put into practice just as they are, or embedded into your day-to-day teaching to make every lesson an outstanding lesson! In his light-hearted and enthusiastic manner Ross guides you through the ideas he uses on a daily basis for managing behaviour, lesson planning, homework, assessment and all round outstanding teaching. Whether you are an experienced teacher or someone who has little practical teaching experience, there are ideas in this book that will change the way you think about your lessons.
Ideas include: Snappy starters, Open classroom, Smiley faces, Student-led homework, Monday morning mantra and the popular five-minute lesson plan.
The 100 ideas series offers busy secondary teachers easy to implement, practical strategies and activities to improve and inspire their classroom practice. The bestselling series has been relaunched with a brand new look, including a new accessible dip in and out layout. Features include: Teachers tips, Taking it further tips, Quotes from the Ofsted framework and teachers, Bonus ideas, Hashtags and online resources.”
“Understanding by Design poses the core, essential questions of understanding and design, and provides readers with practical solutions for the
teacher-designer. The book opens by analyzing the logic of backward design as an alternative to coverage and activity-oriented plans. Though backward from habit, this approach brings more focus and coherence to instruction. The text
proposes a multifaceted approach, with the six “facets” of understanding. The facets combine with backward design to provide a powerful, expanded array of practical tools and strategies for designing curriculum, instruction, and assessments that lead students at all grade levels to genuine understanding.
The second edition, a refined work, has been thoroughly and extensively revised, updated, and expanded, including improvement of the UbD Template, the key terms of UbD, dozens of worksheets, and some of the larger concepts. The authors have successfully put together a text that demonstrates what best practice in the design of learning looks like, enhancing for its audience their capability for creating more engaging and effective learning, whether the student is a third grader, a college freshman, or a faculty member.”
“The Hidden Lives of Learners takes the reader deep into the hitherto undiscovered world of the learner. It explores the three worlds which together shape a student’s learning – the public world of the teacher, the highly influential world of peers, and the student’s own private world and experiences. What becomes clear is that just because a teacher is teaching, does not mean students are learning. Using a unique method of data collection through meticulous recording – audio, video, observations, interviews, pre- and post-tests – and the collation and analysis of what occurred inside and outside the classroom, Graham Nuthall has definitively documented what is involved for most students to learn and retain a concept. In the author’s lifetime the significance of his discoveries and the rare mix of quantitative and qualitative methods were widely recognised and continue to be one of the foundation stones of evidence-based quality education. This book is the culmination of Professor Graham Nuthall’s forty years of research on learning and teaching. It is written with classroom teachers and teachers of teachers in mind. But realising time was short and that his life’s work was laid out in learned papers for fellow researchers, he wrote this brief but powerful book for a much wider audience as well: for all those who seek a better understanding of classroom learning.”
aa“Make learning more meaningful by teaching the “whole game”David Perkins, a noted authority on teaching and learning and co-director of Harvard′s Project Zero, introduces a new, practical, and research–based framework for teaching. He describes how teaching any subject at any level can be made more effective if students are introduced to the “whole game,” rather than isolated pieces of a discipline. Using real–world examples, Perkins explains how learning academic subjects should be approached like learning baseball—or any game, and he demonstrates this with seven principles for making learning whole: from making the game worth playing (emphasizing the importance of motivation to sustained learning), to working on the hard parts (the importance of thoughtful practice), to learning how to learn (developing self–managed learners).”aaaaaaaaa
“The book includes: A complete overview of teaching methods and how to use them. How to plan and resource lively lessons and motivate your students. Thought provoking checklists and practical exercises. How to create a disciplined but enjoyable environment for your learners. How to Differentiate including an overview of the main strategies. Use Information and Learning Technology/ICT to help students learn. Use Learning styles to plan interesting and effective activities. Help students with dyslexia and other specific learning difficulties. Write and learn from your professional development journal. Assess learners’ needs, including initial advice and guidance and individual learning plans. Monitor and support learners including tutorials and action planning. Realise professional values such as inclusivity, and widening participation. Teaching Today is an invaluable resource for those teaching or training to teach in schools, colleges, universities, or in work-based training.”
“Teaching is about to embark on a revolution and, like medicine, abandon custom and practice, and fashions and fads to become evidence-based. Half a million
experiments in real classrooms have uncovered the teaching methods that work best. These can improve students’ attainment by two grades compared with
conventional practice. Over 50 of these top teaching methods are examined in this book and these methods, some old, some new:
* can each raise pass rates by 20 per cent to 30 per cent.
* are creative, challenging, and greatly enjoyed by students.
* require the learner to do more in class …. and the
* equip students for progression, by ‘teaching intelligence’.
Petty argues that only teachers can lead the evidence-based revolution, and they must do so at their own pace, using as a guide the ultimate evidence – what works best in their own classrooms. Teachers have as much to gain as students in meeting this professional challenge. The methods make teaching less draining and more interesting, as well as more effective.
This book is a road map into this exciting new territory.”
abcdef“This book is about engaging learners in great learning. It`s about the dance that happens behind positive engagement the cool moves and steps a teacher needs to choreograph in order to create a context where great learning can happen and about the importance of relationships in engagement and how rapport can be learned. The book also shines a spotlight on the role of the teacher and how he or she can do the right things to get the absolute best from students. Some of
the best learning takes place when, rather than imposing on young people a pre-determined curriculum, you find the stimulus that is relevant and engaging for them and build from there. Then the curriculum starts to emerge in a way that simply hooks students into learning almost despite themselves. There is nothing for them to push against (What`s the point?! This is boring..! ) as they have helped shape the direction of the lesson in a way that makes it real and useful to them. All this without them even realising what is going on! They have been lured into learning and the process is shared with teachers in this book, with examples as to how it can be done and how the author has done it. Reading this book will support teachers in developing ideas that motivate everybody in the classroom, from infants to secondary and beyond. Whether you`re new to teaching or have vast experience you will find in this book inspiration to raise achievement, improve behaviour and enhance creativity in the classroom and you will change the way you approach lesson planning forever.”
“The authors of Make Just One Change argue that formulating one’s own questions is “the single most essential skill for learning”—and one that should be taught to all students. They also argue that it should be taught in the simplest way possible. Drawing on twenty years of experience, the authors present the Question Formulation Technique, a concise and powerful protocol that enables learners to produce their own questions, improve their questions, and strategize how to use them. Make Just One Change features the voices and experiences of teachers in classrooms across the country to illustrate the use of the Question Formulation Technique across grade levels and subject areas and with different kinds of learners.”
“What is it that inspirational teachers do differently? In short, they plan for their pupils to be inspirational. Many teachers who join the teaching profession do so because they were taught by inadequate teachers and they feel they can provide a far better and more exciting education for youngsters than they received themselves. Other teachers speak with clarity of detail about stimulating and influential teachers who inspired their lives and now they want to do the same. This book is an examination of what our most inspirational teachers do in order to get creative and inspirational responses from children. It aims to put fun back into teaching, provide a framework for creativity in the twenty-first century and act as a book of hope for the a new rich and vivid curriculum.”
“It started with a simple observation: Students need their teachers present to answer questions or to provide help if they get stuck on an assignment; they don’t need their teachers present to listen to a lecture or review content. From there, Jonathan Bergmann and Aaron Sams began the flipped classroom: Students watched recorded lectures for homework and completed their assignments, labs, and tests in class with their teacher available. What Bergmann and Sams found was that their students demonstrated a deeper understanding of the material than ever before.This is the authors’ story, and they’re confident it can be yours too.
Learn what a flipped classroom is and why it works, and get the information you need to flip a classroom. You’ll also learn the flipped mastery model, where students learn at their own pace, furthering opportunities for personalized education. This simple concept is easily replicable in any classroom, doesn’t cost much to implement, and helps foster self-directed learning. Once you flip, you won’t want to go back!
Features An argument for and overview of the flipped and flipped mastery classrooms; the logistics of conducting a flipped classroom, from the equipment needed to create videos to what to do during class to student assessment; a FAQ section that addresses important topics, including computer access, administrator buy in, and making sure your students are reliably accessing content on their own time”
“Ever wondered what would happen if you stopped teaching in your lessons? You might be surprised. If you want your students to learn more and you to work less, then this book provides you with all the arguments and evidence you need to become a lazy, but outstanding teacher. Gathered over 10 years in the classroom, this handbook of tried-and-tested techniques shifts the emphasis away from the teaching and onto the learning, and makes your life so much easier in the process. Fed up missing out on those sunny Sundays? Maybe your marking could be done by the local community instead? Sick of planning lesson? Get the students to plan them for you. (After all, personalised learning can’t involve 30 lesson plans!). This powerful little book is packed full of easy-to-apply and highly effective strategies. What’s more, they all have the seal of approval of real students in real classrooms. In fact, many of them have been thought up by the students themselves, but that’s why Jim Smith is called the Lazy Teacher. So, next time someone says to you to get a life, this book will make it possible.”
“Based on Jim Smith’s learning and leadership work with schools across the country, this book is packed with highly practical solutions and suggestions that are proven to help you improve the quality of learning (and therefore progress!) both in your classroom and across the school. And as it`s all done in the laziest possible way, it will be the pupils working harder, not you! Following on from the acclaimed `The Lazy Teacher’s Handbook`, `Whole school progress the LAZY way` applies Jim Smith’s lazy philosophy to the thorny issue of making progress . Aimed at improving learning both in the classroom and across the school, this book once again shows how you can use Jim’s renowned lazy way to put student’s learning first rather than your teaching or paranoia about progress. And the result? Outstanding progress in your lessons without even a hint of traffic lights, mini-whiteboards or thumbs up! Be it planning for progress, capturing evidence of progress in a lesson or using lesson observation techniques that make progress explicit, the book offers lots of new techniques which have led to outstanding judgements during Ofsted inspections. Just ask the author! What s more, Jim extends his ideas across the whole school. Drawing on his experience with lazy leadership he shows how his philosophy can have a dramatic impact on areas such as lesson observations, performance management and professional development. It’s not about leading the learning. It s about the learning leading you. And when you let it, your school is never the same again.”
“What makes twenty of the top performing state schools so successful? Alistair Smith visited them to find out. He asked the same questions in each school and in this book he shares his findings with us. High Performers is a practical how to guide, packed with tips and drawing on original research. For school leaders and classroom practitioners, it gives sound evidence-based guidance on what some of the best schools have done to succeed on the learning journey. It focuses on:
Core purpose; Student outcomes; Learner engagement; Classroom teaching; Roles and responsibilities; Professional development; Managing data; The school as a community.”
“A positive atmosphere permeates everything that happens in a school. In Winning the H Factor Alistair Smith and his co-authors show how happiness itself leads to successful outcomes, rather than simply being a result of them. This practical guide is packed with strategies for coping with the pressures of everyday life in schools. An original evaluation model lets you quickly assess levels of happiness at the individual, classroom and whole school level, before giving simple tips to help you to reflect on your own attitudes and how you can influence the well-being of others. The book includes: What the research tells us about happiness; How to change expectations; Advice on building better relationships; How to create a positive learning environment, and; The benefits of a happy school. Through an impressive combination of theory, practical guidance and case studies, this important and exciting book will enable you to create a lasting culture of happiness in your school.”
“Bestselling author Alistair Smith brings you the definitive learning to learn resource book for all schools, whether already running a learning to learn programme, considering implementing one or just interested in the benefits of creating truly motivated independent learners. This detailed re-evaluation introduces 12 essentials of learning to learn and explains their impact for students, schools, teachers and parents. Packed with easy to apply common sense ideas and guidance, Learning to Learn in Practice: Shows you how to develop a learning to learn approach across your school Provides guidance at classroom, school and community level Shows how to involve parents Gives case studies from schools at different stages of the journey Gives guidance on embracing Web 2.0 technologies Explains what works and what doesn t Move away from teacher dependence towards learner independence and prepare your students for the challenges of the 21st Century”
What are the real secrets of sporting success, and what lessons do they offer about life? Why doesn’t Tiger Woods “choke”? Why are the best figure skaters those that have fallen over the most and why has one small street in Reading produced more top table tennis players than the rest of the country put together.
Two-time Olympian and sports writer and broadcaster Matthew Syed draws on the latest in neuroscience and psychology to uncover the secrets of our top athletes and introduces us to an extraordinary cast of characters, including the East German athlete who became a man, and her husband – and the three Hungarian sisters who are all chess grandmasters. Bounce is crammed with fascinating stories and statistics.
Looking at controversial questions such as whether talent is more important than practice, drugs in sport (and life) and whether black people really are faster runners, the mind-bending Bounce is a must-read for the hardened sports nut or brand new convert.”
“11+, GCSEs, A levels – it sometimes seems like the story of our children’s lives is of one academic test after another. We’re convinced that a good performance in these exams will lead to success later on in life. But what if we’re wrong?
In fact, studies are increasingly showing that the qualities most likely to ensure a better degree, a better job and, ultimately, a more fulfilling life are perseverance, curiosity, conscientiousness, optimism, and self-control. These are qualities known to economists as ‘non-cognitive’, to psychologists as ‘personality traits’ but to the rest of us as ‘character’.
How Children Succeed introduces us to a new generation of researchers and educators who are using the tools of science to peel back the mysteries of character. Through their stories – and the stories of the children they are trying to help – acclaimed journalist Paul Tough traces the links between childhood stress, childhood cosseting, and life success. He uncovers the surprising ways in which parents prepare – or fail to prepare – their children for adulthood. And he provides new insights into the best ways to help children growing up in poverty.
Early adversity, scientists have come to understand, not only physically affects children’s lives, it can also alter the neurological development of their brains. But now educators and doctors are using that knowledge to develop innovative interventions that allow children to overcome the constraints of poverty. And with the help of these new strategies, as Tough’s eye-opening reporting makes clear, even children who grow up in the most painful circumstances can go on to achieve amazing things.
This is a provocative and profoundly hopeful book that will change the way you think about raising and educating children.”
“Nothing strikes such fear into the heart of the over-worked, under-valued teacher as the prospect of inspection. Perhaps it is because we feel it often involves being measured against and boxed into a de-humanizing four-point scale. Few of us glow with pride when we are awarded the dubious title of SATISFACTORY; even more frustrating sometimes can be arriving second at the finishing line with a ‘didn’t-quite-make-it’ GOOD. So how do we ensure that the much coveted OUTSTANDING box gets ticked? And why do an elite few keep it such a privileged fellowship? Pimp Your Lesson! reveals, in detail, the secrets to impressing the pants off your observer, whether it be your Head of Department, Headteacher, Mentor or – worse still – Ofsted! This new edition contains guidance on addressing and incorporating current government initiatives and strategies, and lots of additional innovative ideas to enhance your lessons. Updated in line with the latest Ofsted criteria, this edition will help you to meet the outstanding mark, both in observed lessons and your daily teaching.”
“This work takes the principles of how to enhance learning, as established in many other books in this series, one step further. It applies these principles to staff, to staff development and finally to management and leadership. It seeks out, and applies, a coherence of approach to the whole learning community. Furthermore it explains how the American Critical Skills Programme incorporates all the key principles of learning in a comprehensive, practical and outstandingly effective teaching programme, which can also be used to promote staff and organizational development.”
“If we want our students to thrive in the impossibly complex, unpredictable world of the 21st century, we must concentrate on increasing educational achievement by increasing the quality of the teachers in our schools. In this book Dylan Wiliam argues that quality of teachers is the single most important factor in the education system. He outlines the many possible ways in which we could seek to develop the practice of serving teachers and concludes that of these, formative assessment has the biggest impact on student outcomes. He looks at some of the popular initiatives that aim to increase student achievement, such as learning styles, and presents research that shows formative assessment practices have a much greater impact on educational achievement than most other reforms. Formative assessment functions to the extent that evidence about student achievement is elicited, interpreted and used by teachers and learners to make decisions about the next steps in instruction that are likely to be better than the decisions they would have made in the absence of that evidence. The five key strategies of formative assessment that Wiliam outlines are: Clarifying, sharing and understanding learning intentions and criteria for success; Engineering effective classroom discussions, activities and learning tasks that elicit evidence of learning; Providing feedback that moves learners forward; Activating learners instructional resources for one another; Activating learners as the owners of their learning. Wiliam presents a summary of the research evidence that shows the impact of each of the above strategies, and offers over fifty practical techniques that teachers can use to incorporate the strategies into their classroom practice.”
“Easy–to–apply, scientifically–based approaches for engaging students in the classroom Cognitive scientist Dan Willingham focuses his acclaimed research on
the biological and cognitive basis of learning. His book will help teachers improve their practice by explaining how they and their students think and learn. It reveals the importance of story, emotion, memory, context, and routine in building knowledge and creating lasting learning experiences. Nine, easy–to–understand principles with clear applications for the classroom Includes surprising findings, such as that intelligence is malleable, and that you cannot develop “thinking skills” without facts How an understanding of the brain′s
workings can help teachers hone their teaching skills “Mr. Willingham′s answers apply just as well outside the classroom. Corporate trainers, marketers and, not least, parents –anyone who cares about how we learn–should find his book
valuable reading.” —Wall Street Journal”
“The author demonstrates that there exist many human “intelligences”, common to all cultures – each with its own pattern of development and brain activity, and each different in kind from the others. These potentials include linguistic, musical and logical/mathematical capacities, as well as spatial and bodily intelligences, and the ability to arrive at an emotional and mental sense of self and other people. Rather than reducing an individual’s potential to a single score on an IQ test, it is the fostering and education of all these intelligences that should be our concern.”
“In writing The Intelligent School, Second Edition, the authors offer a practical resource to schools to help them maximise their improvement efforts. The aim is to help schools to be intelligent organisations; to be the type of school that can synthesise different kinds of knowledge, experience and ideas in order to be confident about current achievements, and to be able to decide what to do next.
This Second Edition has been fully revised and updated particularly in terms of new research evidence about how to improve the quality of learning and teaching in classrooms. The authors set out fresh thinking about the nine intelligences and provide a new framework for school improvement which includes the exploration of spiritual, ethical and emotional intelligence. The book also includes examples of Intelligent Schools in action.”
“Enduring in its appeal to teachers at all ages and stages, Essential Motivation in the Classroom remains the definitive one-stop guide for teachers who want to know how to motivate children – and how children learn to motivate themselves. In the ten years since this book was first published, it has proven to be a best-selling text that informs, inspires and amuses educationists around the world.
This updated and revised tenth anniversary edition continues to take the reader on a rollercoaster ride through the theories of teaching, learning and thinking. Ian Gilbert highlights his famous ‘seven keys’ of motivation, offering a range of strategies, ideas and insights to help learners become motivated from within.
An entertaining and inspiring read, this book is full of useful, practical advice, ranging from motivational research from leading theorists to philosophical gems from Homer Simpson. Teachers in all sectors of education will find this book indispensable, helping them to change the culture of their classrooms and improve the effectiveness of their teaching forever.”
“Alistair Smith’s latest book is the product of three year’s research. If you want to know more about the brain and learning, this is the book you need. With separate sections on the development cycle of the learning brain from conception to old age, the book sets out to separate fact from fallacy, findings from fads. Clear guidance is given as to what helps and what hinders learning. Highly readable, illustrated throughout and well researched; the book will appeal to parents, educators and policy-makers. The Brian’s Behind It promises to become the definitive book on the brain and learning.”
“Reflective Teaching” is the definitive textbook for reflective classroom professionalism. It offers exceptional support for trainee teachers, mentors,
newly qualified teachers and for those engaged continuing professional development and performance review.”
“20th Century schools presumed that students’ intelligence was largely fixed. 21st century science says that intelligence is expandable – and in a variety of ways. New Kinds of Smart argues that this shift in the way we think about young minds opens up hitherto unexplored possibilities for education.
For the first time ever, New Kinds of Smart brings together all the main strands of research about intelligence in one book and explains these new ideas to practising teachers and educators. Each chapter presents practical examples, tools and templates so that each new strand of thinking can be woven into their work as teachers and into their lives as learners.
Topics covered include:
- Composite intelligence
- Distributed intelligence
- Expandable intelligence
- Social intelligence
- Practical intelligence
- Strategic intelligence
- Intuitive intelligence
- Ethical intelligence”
“Margaret Donaldson’s seminal work on child development, first published in 1978, has become a classic inquiry into the nature of human thought.
In this concise and brilliantly readable book, Margaret Donaldson shows that context is key when it comes to the development of language and thought, and how the right support can ensure children are skilled in these areas before they even start school. She revisits earlier theories of child development, notably those of Jean Piaget, to expose flaws in the accepted wisdom on child psychology and to suggest a range of new strategies to help children combat difficulties.
As wise and perceptive today as it was when it first appeared, Margaret Donaldson’s bestselling work is essential reading for anyone interested in child development and child psychology.”
“Learning how to learn is an essential preparation for lifelong learning. Whilst this is widely acknowledged by teachers, they have lacked a rich professional knowledge base from which they can teach their pupils how to learn.
This book makes a major contribution to the creation of such a professional knowledge base for teachers by building on previous work associated with ‘formative assessment’ or ‘assessment for learning’ which has a strong evidence base, and is now being promoted nationally and internationally. However, it adds an important new dimension by reporting the conditions within schools, and across networks of schools, that are conducive to the promotion, in classrooms, of learning how to learn as an extension of assessment for learning.”
“Learning Intelligence describes how children’s general ability to process information – their ‘intelligence’ – can be significantly improved by appropriate cognitive acceleration methods. The authors show how teachers have mastered the art of cognitive acceleration in a variety of contexts, from Year 1 to Year 9 and in science, mathematics, and arts subjects. Each chapter draws on research or development experience to describe effects of cognitive acceleration
programmes, their nature, and some of the qualitative differences between stimulating and unstimulating classrooms. The book also looks at the psychological theory that underlies cognitive acceleration.”
“This highly practical guide focuses on learning objectives, effective questioning and feedback as the key elements of formative assessment – assessment for learning – in the secondary classroom. Taking forward core themes developed in Unlocking Formative Assessment, Shirley Clarke shows how marking and feedback complete the ‘learning loop’ which starts with learning intentions and success criteria.
The ways in which pupils are told what is expected of them, how well they are doing, and how their efforts are appraised, lie at the heart of effective assessment for learning. Shirley Clarke explains first how to formulate, and communicate, clear learning intentions and the types of success criteria to which pupils can relate. She then explores the use of questioning as a tool for effective teaching, before looking at classroom interaction and how pupils respond to written, oral and ‘incidental’ feedback. Different approaches to marking, including self and paired marking, are then considered as one aspect of feedback, which in turn can underpin pupil self-evaluation and target setting.
Down to earth and direct, and with examples from across the secondary curriculum, this book shows how formative assessment can bring a dramatic culture shift to teaching and learning in your own classroom.”
“Learning how to learn is an essential preparation for lifelong learning. This book offers a set of in-service resources to help teachers develop new classroom practices informed by sound research. It builds on previous work associated with ‘formative assessment’ or ‘assessment for learning’. However, it adds an important new dimension by taking account of the conditions within schools that are conducive to the promotion, in classrooms, of learning how to learn as an extension of assessment for learning. Among the materials included you will find:
- an introductory in-service session
- self-evaluation questionnaires
- an action planning activity
- tools for school development
- a network mapping activity
- guidance about different ways of using the resources
- teachers descriptions of ways they have used of adapted them
- references to further information and advice.
In addition, there is a support website and examples of how individual schools have used or adapted these materials to maximize their benefits.”
“This book focuses on the ‘learning’ in Accelerated Learning. It provides over 200 ideas and activities for putting theory into practice. ACCELERATED LEARNING: A User’s Guide answers the following questions: In what ways are today’s learners different from their predecessors? What is Accelerated Learning? Can Accelerated Learning be used in any learning situation? Will Accelerated Learning actively engage learners? Is there a smarter way to mark and set homework? How does Accelerated Learning link to thinking skills? How do I use the new technologies? ACCELERATED LEARNING: A User’s Guide supplies the solid background to make learning happen. The authors have used their combined experience to write an accessible guide to the Accelerated Learning method based on their own successes. Their message is ‘Take the ideas and turn them into your own success story.’ Beautifully designed in an easy-to-read summary format, this book ‘walks the talk’. ACCELERATED LEARNING: A User’s Guide contains: A new and updated Accelerated Learning Cycle; Practical activities for each stage of the cycle; An outline of why Accelerated Learning should be used; How to work in groups; Worthwhile ways of integrating new technologies; Independent learning and problem solving; How to improve marking – so you do less and students learn more; Examples of staff development approaches; Guidelines on how to get started”
“In MapWise you will find out how Model Mapping: infuses thinking skills into subject delivery; supports each stage of the accelerated learning process; can be used to measure and develop intelligence; supports students of any preferred learning style in developing essential learning skills; supports teacher explanation and student understanding; makes planning, teaching and reviewing easier and more effective.”
“Think you can’t see someone’s thinking? Think again! This book reveals what happens when the normally private, hidden and undefined act of thinking is transformed into one that is public, available and explicit. “Thinking Skills & Eye Q” is a lexicon of visual tools – once tooled up, you can transform teaching and learning in your classroom. This book shows how to use 40 different visual tools to: infuse the teaching of Thinking Skills into subject teaching; develop writing skills in all six genres; show pupils how to be independent and creative thinkers and learners; make speaking and listening, questioning and responding an integral part of all lessons; and raise IQ.”a
“In their witty and very practical book, Phil Beadle and John Murphy guide teachers through the dos and don’ts of behaviour management based on their decades of experience teaching in the most challenging schools. They highlight the importance of managing your own behaviour, as well as really understanding that of your students, and provide practical strategies for embedding positive behaviour management techniques into teaching practice. Self-assessment questionnaires throughout the book prompt the reader to pause and reflect, while the authors offer encouragement and support, using humorous and often candidly honest anecdotes based on their own teaching experience. Why are you shouting at us? is essential reading for anyone preparing to work in a challenging school as well as for any teacher who wants to improve their behaviour management skills.”
It would be great, once you have read a book, if you wrote a short review which we could then place next to the book and add to this page for others to see. Angela will provide you with a small card to record a few sentences on when you loan a book, which you can then return with the book – it’s not compulsory – the choice is yours!
As well as all the new purchases we have made, I’m very grateful to staff who have donated their own personal copies of books on education to our collection. Any further donations will be most welcome, as would recommendations for any additional books you think we should stock.