I believe it is of great importance to keep up to date with current research and practice, and a good well stocked area for staff is vital. All the books below can be ‘loaned’ from me for up to 2 weeks so swing by and see if one is of interest!
Reading for professional reasons helps us to reflect on our current approaches, methodology and challenges our often ingrained views of education.
The educational landscape is constantly moving beneath our feet and continual reflection based on evidence is one way in which we can stay ahead of the game. We are all lifelong learners and I would be delighted if you could recommend books for this section of the site.
These are not in any particular order and the descriptions are from the authors descriptions:
In When the Adults Change, Everything Changes: Seismic Shifts in School Behaviour, Paul Dix upends the debate on behaviour management in schools and offers effective tips and strategies that serve to end the search for change in children and turn the focus back on the adults.
You can buy in the best behaviour tracking software, introduce 24/7 detentions or scream NO EXCUSES as often as you want but ultimately the solution lies with the behaviour of the adults. It is the only behaviour over which we have absolute control. Drawing on anecdotal case studies, scripted interventions and approaches which have been tried and tested in a range of contexts, from the most challenging urban comprehensives to the most privileged international schools, behaviour training expert and Pivotal Education director Paul Dix advocates an inclusive approach that is practical, transformative and rippling with respect for staff and learners. An approach in which behavioural expectations and boundaries are exemplified by people, not by a thousand rules that nobody can recall.
When the Adults Change, Everything Changes illustrates how, with their traditional sanction- and exclusion-led methods, the punishment brigade are losing the argument. It outlines how each school can build authentic practice on a stable platform, resulting in shifts in daily rules and routines, in how we deal with the angriest learners, in restorative practice and in how we appreciate positive behaviour.
Each chapter is themed and concludes with three helpful checklists Testing, Watch out for and Nuggets designed to help you form your own behaviour blueprint. Throughout the book both class teachers and school leaders will find indispensable advice about how to involve all staff in developing a whole school ethos built on kindness, empathy and understanding. Suitable for all head teachers, school leaders, teachers, NQTs and classroom assistants in any phase or context, including SEND and alternative provision settings who are looking to upgrade their own classroom management or school behaviour plan.
Much of what we do in classrooms is intuitive, steered by what ‘feels right’, but all too often intuition proves a poor, sometimes treacherous guide. Although what we know about the workings of the human brain is still pitifully little, the science of psychology can and has revealed certain surprising findings that teachers would do well to heed.
Over the past few decades, psychological research has made real strides into understanding how we learn, but it’s only in the last few years that education has become aware of these insights. Part of the problem is a tendency amongst teachers to resist being told ‘what works’ if it conflicts with intuition. Whilst we cannot and should not relinquish our professional judgement in the face of outlandish claims, we should at least be aware of what scientists have discovered about learning, thinking, motivation, behaviour and assessment over the past few decades.
This though is far easier said than done. Every year thousands of research papers are published, some of which contradict each other. How can busy teachers know which research is worth investing time in reading and understanding?
Here, David Didau and Nick Rose attempt to lay out the evidence and theoretical perspectives on what we believe are the most important and useful psychological principles of which teacher ought to be aware. That is not to say this book contains everything you might ever need to know – there is no way it could – it is merely a primer. We hope that you are inspired to read and explore some of the sources for yourself and see what other principles can find a home in your classroom. Some of what we present may be surprising, some dubious, but some in danger of being dismissed as ‘blindingly obvious’.
Before embracing or dismissing any of these principles we urge you to interrogate the evidence and think carefully about the advice we offer. While nothing works everywhere and everything might work somewhere, this is a guide to what we consider the best bets from the realm of psychology.
Making Good Progress? is a research-informed examination of formative assessment practices that analyses the impact Assessment for Learning has had in our classrooms. Making Good Progress? outlines practical recommendations and support that Primary and Secondary teachers can follow in order to achieve the most effective classroom-based approach to ongoing assessment.
Written by Daisy Christodoulou, Head of Assessment at Ark Academy, Making Good Progress? offers clear, up-to-date advice to help develop and extend best practice for any teacher assessing pupils in the wake of life beyond levels.
As a teacher in an inner-city school, Lucy Crehan was exasperated with ever-changing government policy claiming to be based on lessons from ‘top-performing’ education systems. She became curious about what was really going on in classrooms of the countries whose teenagers ranked top in the world in reading, maths and science.
Determined to dig deeper, Lucy set off on a personal educational odyssey through Finland, Japan, Singapore, Shanghai and Canada, teaching in schools, immersing herself in their very different cultures and discovering the surprising truths about school life that don’t appear in the charts and graphs.
Cleverlands documents her journey, weaving together her experiences with research on policy, history, psychology and culture to offer extensive new insights and provide answers to three fundamental questions:
How do these countries achieve their high scores? What can others learn from them? And what is the price of this success?
In this controversial new 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.
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.
At Michaela, teachers think differently, overturning many of the ideas that have become orthodoxy in English schools. In this book, over 20 Michaela teachers explore controversial ideas that improve the lives of pupils from disadvantaged backgrounds. Michaela is blazing a trail in education, defying many of the received notions about what works best in schools.
Michaela teachers, from founders to classroom teachers to senior leaders, lead readers through different aspects of what makes Michaela unique. The school gets hundreds of visitors a year. So many ask: what’s the secret? But the reality is that it isn’t only one thing that makes Michaela work.
This book raises challenging questions for teachers and school leaders about how they see education. How can we help new Year 7 pupils get their bearings in secondary school quickly? How do we teach pupils to remember rather than forget what they’ve learned? How do didactic teaching, drill and memorisation boost motivation and academic achievement? How do we get pupils to be considerate, kind and caring to each other? How do we make lunchtime a calm, happy time every day? How do we ensure new teachers are just as respected as veteran teachers? How can we ensure the weakest readers do the most reading rather than the least? How can we make sure all teachers love teaching in our schools, and want to stay in teaching? How can we prevent teachers from overworking and burning out? What do we do about parents that push back against the school’s rules? These questions cut to the core of how we educate and how we see the world.
The Sunday Times No.1 Bestseller
From the Bestselling Author of Bounce
What links the Mercedes Formula One team with Google?
What links Team Sky and the aviation industry?
What connects James Dyson and David Beckham?
They are all Black Box Thinkers.
Black Box Thinking is a new approach to high performance, a means of finding an edge in a complex and fast-changing world. It is not just about sport, but has powerful implications for business and politics, as well as for parents and students. In other words, all of us.
Drawing on a dizzying array of case studies and real-world examples, together with cutting-edge research on marginal gains, creativity and grit, Matthew Syed tells the inside story of how success really happens – and how we cannot grow unless we are prepared to learn from our mistakes.
TEACH YOUR STUDENTS TO READ LIKE CHAMPIONS – WITH RIGOR, INDEPENDENCE, PRECISION, AND INSIGHT
The world we are preparing our students to succeed in is one bound together by words and phrases. Our students learn their literature, history, math, science, or art via a firm foundation of strong reading skills. When we teach students to read with precision, rigor, and insight, we are truly handing over the key to the kingdom. Of all the subjects we teach reading is first among equals.
Grounded in advice from effective classrooms nationwide, enhanced with more than 40 video clips, Reading Reconsidered takes you into the trenches with actionable guidance from real-life educators and instructional champions. The authors address the anxiety-inducing world of Common Core State Standards, distilling from those standards four key ideas that help hone teaching practices both generally and in preparation for assessments. This ‘Core of the Core’ comprises the first half of the book and instructs educators on how to teach students to: read harder texts, ‘closely read’ texts rigorously and intentionally, read nonfiction more effectively, and write more effectively in direct response to texts.
The second half of Reading Reconsidered reinforces these principles, coupling them with the ‘fundamentals’ of reading instruction—a host of techniques and subject specific tools to reconsider how teachers approach such essential topics as vocabulary, interactive reading, and student autonomy. Reading Reconsidered breaks an overly broad issue into clear, easy-to-implement approaches. Filled with practical tools,
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 looking 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
‘Don’t Change the Light Bulbs’ offers tips and hints on how to be the best teacher you can be, and is written by some of the most respected leaders in education today. It covers primary, secondary and post 16 phases, in addition to cross curricular sections on leadership, ICT, inclusion, creativity, SEN and tutoring. It also presents the practical advice of those who have been there and done it and who now want to share their collective wisdom with you. The aim of which is to make education better, not just in your classroom but for everyone
Educating Ruby: what our children really need to learn – the book, linked to authors Guy Claxton and Bill Lucas’ campaign, is for teachers, parents, grandparents, employers and anybody interested in the current education system. Read it and have the confidence to stand up and have your say on the future of education.
Everyone knows schools need rethinking – our political and educational worlds teem with critiques and proposals. But few speak from the heart: from the perspectives and concerns of teachers, children and families as human beings (rather than as deliverers or recipients of the curriculum).
“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”.
“Whatever it is that makes you you, can you affect it? Your answer to that question gives us a glimpse into your ‘mindset’. People with fixed mindsets believe that fundamental qualities like intelligence are essentially stable; people with growth mindsets believe that such qualities can be developed and nurtured. As teachers, if we can foster growth mindsets in our students the results will be transformative. Barry Hymer and Mike Gershon begin by explaining how learners with growth mindsets are: more open to challenges and constructively critical feedback; resilient in the face of obstacles and initial failure; convinced that effort makes a difference; able to learn well with and from others; likely to rise to the top – and stay there. Practical strategies for developing this kind of learner is the focus of the rest of the book throughout which cartoons, diagrams and visual prompts support the text. The chapter Trial and Error is about high challenge tasks and the value of errors, mistakes and initial failure. Later chapters cover what exactly is meant by effort and how to make it appeal to students; the theory and practice of feedback (as opposed to praise and prizes); acquiring meta-cognitive tools for ‘thinking about thinking’ and ‘learning about learning’; the power of language and drama to raise awareness of growth mindsets; and growing group growth mindsets. Former teacher Barry Hymer is now Prof. of Psychology in Education at the University of Cumbria. He wrote the Gifted & Talented and P4C Pocketbooks. Education consultant Mike Gershon’s online teaching tools have been viewed/downloaded more than 2 million times by teachers in over 180 countries”.
“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.”
“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.”
“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?’”
“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.”
“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.”
Teach Like a Champion 2.0 is a complete update to the international bestseller. This teaching guide is a must–have for new and experienced teachers alike. Over 700,000 teachers around the world already know how the techniques in this book turn educators into classroom champions. With ideas for everything from classroom management to inspiring student engagement, you will be able to perfect your teaching practice right away.
The first edition of Teach Like a Champion influenced thousands of educators because author Doug Lemov′s teaching strategies are simple and powerful. Now, updated techniques and tools make it even easier to put students on the path to college readiness. Here are just a few of the brand new resources available in the 2.0 edition:
- Over 70 new video clips of real teachers modeling the techniques in the classroom
- A selection of never before seen techniques inspired by top teachers around the world
- Brand new structure emphasizing the most important techniques and step by step teaching guidelines
- Updated content reflecting the latest best practices from outstanding educators
With the sample lesson plans, videos, and teachlikeachampion.com online community, you will be teaching like a champion in no time. The classroom techniques you′ll learn in this book can be adapted to suit any context. Find out why Teach Like a Champion is a “teaching Bible” for so many educators worldwide.
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.”
‘Talent. You’ve either got it or you haven’t.’ Not true, actually.
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 demostrate 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.
Alastair Campbell knows all about winning. As Tony Blair’s chief spokesman and strategist he helped guide the Labour Party to victory in three successive general elections, and he’s fascinated by what it takes to win.
How do sports stars excel, entrepreneurs thrive, or individuals achieve their ambition? Is their ability to win innate? Or is the winning mindset something we can all develop? Drawing on the wisdom of an astonishing array of talented people – from elite athletes to top managers, from rulers of countries to rulers of global business empires – Alastair Campbell uses his forensic skills, as well as his own experience of politics and sport, to get to the heart of success. He examines how winners tick. He considers how they build great teams. He analyses how they deal with unexpected setbacks and new challenges. He judges what the very different worlds of politics, business and sport can learn from one another. And he sets out a blueprint for winning that we can all follow
“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.”
How to design a powerful learning environment so that learners can thrive in the 21st century? OECD’s Innovative Learning Environments (ILE) is an ambitious international study that responds to this challenging question. The study earlier released the influential publication The Nature of Learning: Using Research to Inspire Practice. This companion volume is based on 40 in-depth case studies of powerful 21st century learning environments that have taken the innovation journey.
Innovative Learning Environments presents a wealth of international material and features a new framework for understanding these learning environments, organised into eight chapters. Richly illustrated by the many local examples, it argues that a contemporary learning environment should:
- Innovate the elements and dynamics of its “pedagogical core”.
- Become a “formative organisation” through strong design strategies with corresponding learning leadership, evaluation and feedback.
- Open up to partnerships to grow social and professional capital, and to sustain renewal and dynamism.
- Promote 21st century effectiveness through the application of the ILE learning principles.
In conclusion it offers pointers to how this can be achieved, including the role of technology, networking, and changing organisational cultures. This report will prove to be an invaluable resource for all those interested in schooling. It will be of particular interest to teachers, education leaders, parents, teacher educators, advisors and decision-makers, as well as the research community.
“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
“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.”
“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.”
“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.”
“‘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
“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.”
“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.”
“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.”
“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”
“`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.”
“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.”
Mentoring is a compulsory teaching requirement. This volume provides a practical and up-to-date mentoring guide for all practising mentors working in schools at primary and secondary levels, as well as those responsible for initial teacher training.
“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.”
“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.”
“An art expert sees a ten-million-dollar sculpture and instantly spots it’s a fake. A marriage analyst knows within minutes whether a couple will stay together. A fire-fighter suddenly senses he has to get out of a blazing building. A speed dater clicks with the right person…
This book is all about those moments when we ‘know’ something without knowing why. Here Malcolm Gladwell explores the phenomenon of ‘blink’, showing how a snap judgement can be far more effective than a cautious decision. By trusting your instincts, he reveals, you’ll never think about thinking in the same way again”
“If you are looking for a creative opening, energising middle or big finish to a lesson then this book provides over a hundred activities which have been developed over ten years and have worked with thousands of students in hundreds of schools. Start your lesson with a quick game of Thumb Wars, Anagrammer or throw in a Thought Grenade. Break a lesson up with a round of Bagsnatcher or make it unforgettable with Quizzical and Pass the Exam. Bring the lesson to an end with School Disco, Homework Lottery or Lesson Trailer. This book is for the curious and enthusiastic and for anyone who is stuck in a learning environment wishing they were somewhere else. The activities are designed to develop communication, teamwork, creative thinking, confidence, and provide the dopamine release required for effective learning. This book shamelessly entertains whilst at the same time engaging young people in the creative arena by putting a Rocket Up Your Class!”
“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.”
“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.”
“At the end of every week many teachers leave school exhausted. In an era when responsibility for exam results lies with them and not their students it’s time to redress the balance so that students take more of the responsibility for their learning and progress. A class can be skilled and motivated to learn without a teacher always having to lead. Engaging learners in this way unpicks intrinsic motivation, the foundation that underpins a productive learning environment and helps to develop independent learning, creativity and improved behaviour management. Based on five years of intensive research through Osiris Education’s award-winning Outstanding Teaching Intervention programme, during which the authors have trained more than 500 teachers to teach over 1,300 lessons in schools nationwide, this book is packed with proven advice and innovative tools developed in these successful outstanding lessons. Written in the same humorous, thought-provoking style with which they both teach and train, Andy and Mark aim to challenge all who teach, from NQTs to seasoned professionals, to reflect on their day-to-day practise and set an agenda for sustainable teacher and leadership improvement. Outstanding Teaching: Engaging Learners was short listed for Educational Resources best Educational Book Award 2013”