Teaching Happiness

Teaching Happiness Review

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Teaching Happiness is a brand new resource designed to help you teach young people the attitude change, knowledge, practice and skill developments that are essential for building happiness in a creative and engaging manner. Ten interactive sessions cover different aspects of happiness. Each session is largely based on group discussions and partner work encouraging pupils to learn about themselves and others. Throughout the programme pupils are introduced to positive psychology insights including: * Flexible learning skills * Learned optimism * Concepts of signature strengths * Developing a 'growth' mindset. The Teaching Happiness programme is designed to be delivered with a sense of fun and celebration to engage and inspire all learners. Young people are encouraged to practice the skills and ideas introduced throughout the sessions in their everyday lives, with a core element of the programme being the home-practice activities. The programme is suitable for a range of ages. Examples of feedback from pupils are included throughout the text to reflect real-life experiences and to help support staff in their delivery of the programme.

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Beyond Survival: Thriving in Your First Years of Teaching (Volume 1)

Beyond Survival: Thriving in Your First Years of Teaching (Volume 1) Review

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Beyond Survival: Thriving in Your First Years of Teaching (Volume 1) Feature

Overwhelming demands are accepted as a rite of passage for teachers, but are leading to high rates of burn-out. What if we no longer have to accept the idea that the first few years of teaching are all about survival, about keeping your head afloat? What if instead, we could GO BEYOND SURVIVAL? This book offers a thoughtful look at the ideas, expectations, and situations that face a beginning teacher. Through stories of ups and downs and lessons learned, you will come away from reading this book a stronger educator, with deep roots that will allow you to thrive and not merely survive your first few years and beyond!

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Teaching from the Middle of the Room

Teaching from the Middle of the Room Review

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Teaching from the Middle of the Room Feature

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Teaching and Assessing 21st Century Skills: The Classroom Strategies Series

Teaching and Assessing 21st Century Skills: The Classroom Strategies Series Review

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Teaching and Assessing 21st Century Skills: The Classroom Strategies Series Feature

As the 21st century unfolds, the pace of change in the world is accelerating while education in the United States remains stagnant or, at best, progresses in isolated pockets. Concern over the effects of an inadequate education system on the nation s economy and innovative potential is growing, and it seems a crisis point is near when the negative aspects of the education system will outweigh the benefits. The consequences of a poorly educated population would be dire, and in order to correct this trajectory, every level of the education system will have to undergo massive changes. Teachers and administrators must lead this cultural shift, which is perhaps as important and massive as the industrial revolution.

In Teaching and Assessing 21st Century Skills the authors present a model of instruction and assessment based on a combination of cognitive skills (skills students will need to succeed academically) and conative skills (skills students will need to succeed interpersonally) necessary for the 21st century. Specifically, this book addresses three cognitive skills (analyzing and utilizing information, addressing complex problems and issues, and creating patterns and mental models) and two conative skills (understanding and controlling oneself and understanding and interacting with others). The authors believe both cognitive and conative skills will be vital to the success of all citizens living and working in the highly varied and quickly changing knowledge economy of the 21st century.

Part of The Classroom Strategies Series, this clear, highly practical guide follows the series format, first summarizing key research and then translating it into recommendations for classroom practice. In addition to the explanations and examples of strategies, each chapter includes helpful comprehension questions to reinforce the reader s understanding of the content to create both short- and long-term strategies for teaching and assessing 21st century skills.

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Teaching Learning and Assessment

Teaching Learning and Assessment Review

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Teaching Learning and Assessment Feature

"This down-to-earth and timely book demonstrates that assessment is at the very heart of the teaching and learning process. It gives highly practical ideas and strategies to help make learning powerful and effective. It reminds us not only about what works in classrooms but also about what works in adult learning and informal learning too."
Steve Munby, Chief Executive, National College for School Leadership, UK

This book deals with formative assessment, that is, assessment designed to inform and enhance learning, rather than simply produce test results and qualifications. Formative assessment considers how pupils learn, what they learn and why, and encourages pupils to direct their own learning.

Based on real life experiences of students and teachers, this book develops a practical framework for thinking about formative assessment, based on a five-year research project undertaken by Portsmouth Local Authority schools and the University of Sussex. Rich in case studies, quotations, examples and recommendations collected from the project, the book offers practical advice for making formative assessment work.

Its key features include:

A framework for formative assessment

Focus on professional and whole-school development

Prompts for reflection

Real-life examples and case studies from work carried out by pupils, teachers, assistants and leaders The central message is that assessment should be fundamental to the whole learning process, and is as relevant to early years as to primary, secondary and post-compulsory settings across the curriculum.

Teaching, Learning and Assessment is important reading for all teachers whether undertaking initial teacher training or continuing professional development.

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Software Goes to School: Teaching for Understanding with New Technology

Software Goes to School: Teaching for Understanding with New Technology Review

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Software Goes to School: Teaching for Understanding with New Technology Feature

As American students confront the multiple challenges of standardized tests, international comparisons, and drop-out pressures, educators and policy makers are seeking bold new teaching approaches with increasing urgency. One such approach--the introduction of innovative computer technologies into the classroom--has met with enthusiasm among students and instructors alike. Software Goes to School brings together leading experts to offer an in-depth examination of how computer technology can play an invaluable part in educational efforts through its unique capacities to support the development of students' understanding of difficult concepts. Focusing on three broad themes--the nature of understanding, the potential of technology in the classroom, and the transformation of educational theory into practice--the contributors discuss a wealth of subjects central to any efforts that intend to improve our schools. Topics range from the difficulties students encounter when learning new ideas (especially in science and mathematics), to how the right software allows for hands-on manipulation of abstract concepts, to the social realities of the educational environment. Lively and engaging, the book is must reading for students, researchers, and professionals in educational psychology, developmental psychology, software design, and for others who hope to see new technologies have a positive impact on our schools.

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Teaching and Learning: Lessons from Psychology

Teaching and Learning: Lessons from Psychology Review

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Teaching and Learning: Lessons from Psychology Feature

Drawing on educational and psychological research and adhering closely to QTS standards, trainee teachers will find this easy-to-read book an invaluable guide to child psychology and the psychology of teaching.

• a realistic and in-depth account of different kinds of learning;
  
• summarises reliable knowledge about how teaching can aid learning in schools;
  
• addresses issues of interest to all teachers – including the repertoire of teaching, the main phases of learning, the classroom environment, keeping order, and lesson planning – in a practical and accessible manner;
  
• also covers more complex topics such as intelligence, special educational needs, bullying, child abuse, gender, ethnicity, teacher expectations and assessment;
  
• gives examples of practice across all four key stages and different school subjects;
  
• would form a suitable part of the government-led continuing professional development project: Excellence and Enjoyment - A Strategy for Primary Schools.

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Learning and Teaching in the Primary Classroom

Learning and Teaching in the Primary Classroom Review

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Learning and Teaching in the Primary Classroom Feature

Providing a framework for understanding the individual needs of pupils, this book describes how you can tailor your teaching methods to maximise learning. You will learn how to take account of your pupils' knowledge, skills and attitudes when selecting and applying principles of instruction, in order to make learning in your classroom as successful as possible.

Packed with informative case studies and classroom examples, this book explores how learning is conceptualised, direct instruction, interactive teaching, teaching as scaffolding, and how to overcome obstacles to learning.

This is a must-read for all practitioners and students of primary education who wish to understand how to best apply theories of instruction, and provide effective, dynamic teaching.

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Motivating Primary-Grade Students (Solving Problems in Teaching of Literacy)

Motivating Primary-Grade Students (Solving Problems in Teaching of Literacy) Review

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Motivating Primary-Grade Students (Solving Problems in Teaching of Literacy) Feature

What is that intangible force that makes some classrooms positively buzz with interest, attention, and excitement about learning? While motivation can't easily be quantified, few would dispute its essential role in promoting academic engagement and achievement. This uniquely practical book is the first how-to guide on motivating students in grades K-3. Presented are research-based strategies and techniques that are brought to life in three extended case studies of highly successful motivators. Vividly demonstrating how these exemplary teachers flood their classrooms with motivation, the book provides inspiration and practical ideas that readers can implement in their own work. It also guides teachers in recognizing and avoiding key pitfalls--the attitudes, instructional methods, and classroom management approaches that may inadvertantly undermine student motivation.

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The Unified Learning Model: How Motivational, Cognitive, and Neurobiological Sciences Inform Best Teaching Practices

The Unified Learning Model: How Motivational, Cognitive, and Neurobiological Sciences Inform Best Teaching Practices Review

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The Unified Learning Model: How Motivational, Cognitive, and Neurobiological Sciences Inform Best Teaching Practices Feature

This cutting-edge synthesis of ideas and concepts from the cognitive, motivation, and neurobiological sciences sets out a unique theory of learning that should be of interest to everyone from education practitioners to neuroscientists. The authors base their Unified Learning Model, or ULM, on three core principles. Firstly, that learning requires working memory allocation (attention). Second, that working memory’s capacity for allocation is affected by prior knowledge. And finally, that working memory allocation is directed by motivation. These three principles guide a complete model of learning that synthesizes what is known from research in brain function, cognition, and motivation.

This, then, is a book about how humans learn. Its focus is on classroom learning although the principles are, as the name of the book suggests, universal. The text’s scope covers learning from pre-school to post-graduate, as well as training in business, industrial and the military. It addresses all learning described by the word "thought", as well as anything we might try to teach, or instruct in formal educational settings.

The book presents a model of learning that the authors offer as scientists rather than educators. They assert that more than enough is known to sustain a "scientific" model of learning. Rather than being a mere review of the literature, this work is a synthesis. Many scholars and teachers will have heard much if not most or even all of the information used to develop the model. What they will not have come across is a model – designed to be both accessible and usable – that puts together the information in just this way.

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