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Blaster is a fun, fast-paced card game to develop children's problem solving skills and social awareness. Players will learn to approach challenging situations with constructive thoughts, communication and actions and are encouraged to consider the consequences of different choices in a safe environment. The game includes examples of everyday situations which might happen in school, at home or with friends, and is a great way to faciliate discussion about appropriate and inappropriate behaviours through friendly competition. The game includes playing cards and over 100 scenario cards, some of which can be customised for different players. Full instructions are provided alongside tips for adults to support, personalise and extend the game, and a players' prompt mat is available for download from www.routledge.com/9781138337053. Easy to learn and play, this game is ideal for secondary aged children with neurodevelopmental disorders including Autism and Asperger's Syndrome, as well as children with anxiety, emotional and behavioural difficulties, language difficulties or mild cognitive difficulties. It can be used by teachers, teaching assistants, SENCOs or therapists supporting children.
Fairness in educational assessment has become a major talking point and allegations that assessments are unfair are commonplace on social media and in the press. But what does fairness mean in practice and how can we evaluate it? This book offers a timely and necessary investigation, exploring the concept through the lenses of: measurement theory, social justice, the law and philosophy in order to put forward a template for fairness in educational assessment. Drawing on international examples from the UK, US, Australia and South East Asia, this book offers a commentary on fairness that is highly relevant to the changing context of assessment today. This book will be of interest to anyone with a professional or academic interest in educational assessment, to education policymakers and to all who are working to make assessment fair.
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This book shows how principles of self-regulated learning are being implemented in secondary classrooms. The 14 chapters are theoretically driven and supported by empirical research and address all common high school content areas. The book comprises 29 lesson plans in English language arts, natural and physical sciences, social studies, mathematics, foreign language, art, music, health, and physical education. Additionally, the chapters address students with special needs, technology, and homework. Each chapter begins with one or more lesson plans written by master teachers, followed by narratives explaining how the lesson plans were implemented. The chapters conclude with an analysis written by expert researchers of the self-regulated learning elements in the lessons. Each lesson and each analysis incorporate relevant educational standards for that area. Different types of high schools in several states serve as venues. This powerful new book edited by Maria K. DiBenedetto provides a unique and invaluable resource for both secondary teachers and researchers committed to supporting adolescents in the development of academic self-regulation. Each chapter is jointly written by teachers who provide a wealth of materials, including lesson plans, and researchers who situate these lesson plans and academic self-regulation goals within the larger work on self-regulation. The topics covered are far broader than any other book I have seen in terms of developing academic self-regulation, covering over a dozen content areas, including literacy, mathematics, social studies, the sciences, and the arts. Teachers and scholars alike will find this book a must read. Karen Harris, EdD, Arizona State University A practical and magnificent blend of educational research and application. This book goes beyond presenting the findings of research on self regulation by connecting detailed strategies that align with the standards to the research. DiBenedetto et al. clearly illustrate how to develop self regulated learners in the classroom. A refreshing must read for all secondary educators and educational researchers seeking to be well grounded in education research and practical application techniques. Heather Brookman, PhD, Fusion Academy- Park Avenue Self-regulated learning is a research-based process by which teachers help students realize their own role in the learning process. Connecting Self-Regulated Learning and Performance with Instruction Across High School Content Areas consists of model teachers' lessons and analyses by prominent educational psychologists in the field of self-regulated learning. The book provides teachers with the tools needed to increase students' awareness of learning and inspires all educators to use self-regulated learning to promote engagement, motivation, and achievement in their students. The book also provides administrators with the principles needed to infuse evidenced based self-regulated learning into their curriculum and instruction. I highly recommend the book! Marty Richburg, Northside High School
Helen Curran's invaluable book aims to support new and experienced SENCOs with the task of developing and leading special educational needs provision and inclusive practice, through the exploration of practical strategies and approaches. This book takes a pragmatic approach to the issues which have historically been associated with the role of the SENCO; namely a lack of time, a lack of resources and often a lack of seniority. The book seeks to provide SENCOs with tried and tested ideas and strategies to support both the operational and strategic aspects of the role, to help SENCOs develop their role as a leader in school. The book covers the following areas: The SENCO role in policy and practice The SENCO as a leader Developing relationships with pupils and parents Challenges and opportunities within the role of SENCO A must read for any SENCO, this book draws upon case studies and real life examples, considering the ways in which SENCOs can shape and develop the status of not only their role, but also SEN and inclusive provision in their setting.
This book looks at two years in the life of the UK's first Specialist Music College - the Northampton School for Girls - and sets the development of this school against what we know about other schools often described as 'musical'. The author also sets out a wider context of local and national developments in education, and challenges myths about musical children and the idea that some children never succeed in music. This book does not provide easy answers but, in an entertaining and thought-provoking way, challenges the reader to think hard about the issues surrounding music provision in schools and to reflect on and help develop their practice. Foreword by Howard Goodall.
This popular textbook introduces prospective and practicing English teachers to current methods of teaching literature in middle and high school classrooms. It underscores the value of providing students with a range of different critical approaches and tools for interpreting texts and the need to organize literature instruction around topics and issues of interest to them. Throughout the textbook, readers are encouraged to raise and explore inquiry-based questions in response to authentic dilemmas and issues they face in the critical literature classroom. New in this edition, the text shows how these approaches to fostering responses to literature also work as rich tools to address the Common Core English Language Arts Standards. Each chapter is organized around specific questions that English educators often hear in working with pre-service teachers. Suggested pedagogical methods are modelled by inviting readers to interact with the book through critical-inquiry methods for responding to texts. Readers are engaged in considering authentic dilemmas and issues facing literature teachers through inquiry-based responses to authentic case narratives. A Companion Website [http://teachingliterature.pbworks.com] provides resources and enrichment activities, inviting teachers to consider important issues in the context of their current or future classrooms.
Educational practice does not, for the most part, rely on research findings. Instead, there's a preference for relying on our intuitions about what's best for learning. But relying on intuition may be a bad idea for teachers and learners alike. This accessible guide helps teachers to integrate effective, research-backed strategies for learning into their classroom practice. The book explores exactly what constitutes good evidence for effective learning and teaching strategies, how to make evidence-based judgments instead of relying on intuition, and how to apply findings from cognitive psychology directly to the classroom. Including real-life examples and case studies, FAQs, and a wealth of engaging illustrations to explain complex concepts and emphasize key points, the book is divided into four parts: Evidence-based education and the science of learning Basics of human cognitive processes Strategies for effective learning Tips for students, teachers, and parents. Written by "The Learning Scientists" and fully illustrated by Oliver Caviglioli, Understanding How We Learn is a rejuvenating and fresh examination of cognitive psychology's application to education. This is an essential read for all teachers and educational practitioners, designed to convey the concepts of research to the reality of a teacher's classroom.
Violence in schools has more potential to involve large numbers of students, produce injuries, disrupt instructional time, and cause property damage than any other form of youth violence. Burning Dislike is the first book to use direct observation of everyday violent interactions to explore ethnic conflict in high schools. Why do young people engage in violence while in school? What is it about ethnicity that leads to fights? Through the use of two direct observational studies conducted twenty-six years apart, Martin Sanchez-Jankowski documents the process of ethnic school violence from start to finish. In addition to shedding light on what causes this type of violence and how it progresses over time, Burning Dislike provides strategic policy suggestions to address this troubling phenomenon.
Exam Board: AQA Academic Level: GCSE Subject: History: Power and the people: c1170 to the present day First teaching: September 2016 First Exams: Summer 2018 Designed for hassle-free, independent study and priced to meet both your and your students' budgets, this combined Revision Guide and Workbook is the smart choice for those revising for AQA GCSE (9-1) History and includes: A FREE online edition One-topic-per-page format 'Now Try This' practice questions on topic pages Exam skills pages including Worked examples with exemplar answers Exam-style practice pages with practice questions in the style of the exams Guided support and hints providing additional scaffolding, to help avoid common pitfalls Full set of practice papers written to match the specification exactly
Education has become a political, economic and social priority for Australia, with the success of schools (and teachers) being an integral part of the economic and social future of the country. As a result, quality assurance for learning and teaching has become increasingly debated among policy-makers and the broader public, with a call for more evidence, data and standards to ensure that schools and teachers are held accountable for students' learning outcomes. In response, this book provides a snapshot of the types of evidence and data relating to learning outcomes that are being collected in our classrooms within Australia. The chapters in this book seek to interrogate current views of learning and teaching, beyond what is measured in external assessments that only capture a limited view of student learning outcomes. The chapters explore a range of fundamental topics within education, including positive learning environments, student voice and assessment. They explore and articulate the vital knowledge and skills needed for current and future teachers. In addition, these chapters make clear links between teaching, learning and the theories that frame, shape and inform these learning and teaching processes. The research presented in this book provides practical and theoretical insights into learning and teaching in early years, primary, secondary and tertiary education.
This Britain: Power and the People c1170-Present Day Revision Guide is part of the popular Oxford AQA GCSE History series. Written by our original author team to match the new AQA specification, this guide covers exactly what your students require to succeed in the Paper 2 Power Thematic Study exams. - Recap key events with clear visual diagrams and brief points - Apply knowledge with targeted revision activities that tests basic comprehension, then apply understanding towards exam-style questions - Review and track revision with progress checklists, suggested activity answers and Exam Practice sections - Step-by-step exam guidance based on the popular 'How to' student book feature - Examiner Tip features most up-to-date expert advice and identifies common exam mistakes - Boost student confidence on all AQA GCSE Power question types with revision activities such as Source Analysis and Significance - Perfect for use alongside the Student Book and Kerboodle or as a stand-alone resource for independent revision. This revision guide helps your students Recap, Apply, and Review their way towards exam success.
Exam Board: AQA Level: GCSE (9-1) Subject: Science First Teaching: September 2016 First Exams: June 2018 Target Grade 7 workbooks build skills from Grade 6 and extend into Grade 8 to help students to catch up, keep up and make expected progress in GCSE (9-1) Science. This workbook: targets key misconceptions and barriers to help students get back on track addresses areas of underperformance in a systematic way, with a unique approach that builds, develops and extends students' skills gets students ready for the GCSE (9-1) assessments with exercises focused around exam-style questions provides ready-to-use examples and activities addresses an area of difficulty in each unit with a unique approach, to develop and extend students' skills.
The Essential Guide to Secondary Teaching is the complete guidebook for the secondary school teacher. Including practical guidance on planning lessons, writing reports, formative assessment, being a good form tutor and using learning support assistants effectively, this book will also provide information on the school as an effective organisation and the teacher's part within it to help you become an excellent classroom practitioner.
Cognitive Behaviour Therapy (CBT) is a specific, goal-orientated therapy which often results in positive change within a short period of time, unlike traditional psychotherapy which can take many years to produce positive results. CBT emphasises the role that thoughts play in regard to both emotions and behaviours. It advocates that changing thought processes can have a significant effect upon altering behaviours. CBT offers individuals a way of talking about themselves, their world and other people and about how what they do affects their thoughts and feelings. Unlike many other 'talking treatments' CBT focuses upon the here and now and ways to improve the individual's state of mind in the present time as opposed to focusing on causes of distress of past symptoms. This programme for young people introduces and teaches the key elements and skills of a Cognitive Behavioural Approach. Participants are taught that by changing thought processes they can have a significant effect in altering behaviours. Change Your Mind - Skills-based Learning There is a wealth of recent research to show that CBT is both a promising and an effective intervention for treating children's psychological difficulties and problems. It also involves problem-solving skills training and social skills work. Given the increasing awareness and prevalence of mental health problems amongst young people, this programme aims to articulate these concerns whilst also providing 12 sessions of skill-based learning. The sessions introduce key elements and techniques of the CBT approach and encourage young people to reconsider their negative assumptions and learn how to change their self-perceptions in order to improve their mental and emotional state. The programme is not intended to be delivered as individual 'therapy' per se, but rather as a small group or whole class intervention providing facilitators with a series of tried and tested resources for use with young people. The idea is not to target only those regarded as exhibiting behavioural problems, low self-esteem and anxiety but to include all young people in order to prevent escalation of any difficulties and to provide them with a range of CBT problem-solving strategies and techniques. The programme is both educational and therapeutic in design but is not, in any sense, a substitute for individual interventions delivered by appropriate clinicians. However, the resources can and do provide useful tools for the clinician engaged in such individual interventions and the Learning Mentor, SENCO or Inclusion Manager wishing to develop a programme of support for an individual student.
Teaching U.S. History offers an innovative approach to social studies teaching by connecting historians to real-world social studies classrooms and social studies teachers. In an unusual, even unprecedented, dialogue between scholars and practitioners, this book weds historical theory and practice with social studies pedagogy.
Seven chapters are organized around key US History eras and events from the time of slavery through the Civil Rights Movement and are complemented by detailed discussions of a particular methodological approach, including primary source analysis, oral history and more. Interviews with historians open each chapter to bring the reader into important conversations about the most cutting edge issues in U.S. history today and are followed by essays from expert teachers on the rewards and challenges of implementing these topics in the classroom. Each chapter also includes a wealth of practical resources including suggested key documents or artifacts; a lesson plan for middle school and another suitable for high school; and suggested readings and questions for further study.
Teaching U.S. History is a must read for any aspiring or current teacher who wants to think critically about how to teach U.S. history and make historical discussions come alive in the school classrooms where the nation's students learn.
Winner of the Grawemeyer Award "In their brave search for depth in American high schools, scholars Jal Mehta and Sarah Fine suffered many disappointments...Undeterred, they spent 750 hours observing classes, interviewed more than 300 people, and produced the best book on high school dynamics I have ever read." -Jay Mathews, Washington Post "A hopeful, easy-to-read narrative on what the best teachers do and what deep, engaging learning looks like for students. Grab this text if you're looking for a celebration of what's possible in American schools." -Edutopia "This is the first and only book to depict not just the constraints on good teaching, but also how good teachers transcend them. A superb book in every way: timely, lively, and entertaining." -Jonathan Zimmerman, University of Pennsylvania What would it take to transform our high schools into places capable of supporting deep learning for students across a wide range of aptitudes and interests? To find out, Jal Mehta and Sarah Fine spent hundreds of hours observing and talking to teachers and students in and out of the classroom at thirty of the country's most innovative schools. To their dismay, they discovered that deeper learning is more often the exception than the rule. And yet they found pockets of powerful learning at almost every school, often in extracurriculars but also in a few mold-breaking academic courses. So what must schools do to achieve the integrations that support deep learning: rigor with joy, precision with play, mastery with identity and creativity? In Search of Deeper Learning takes a deep dive into the state of our schools and lays out an inspiring new vision for American education.
This book examines how working-class high school students' identity construction is continually mediated by discourses and cultural practices operating in their classroom, school, family, sports, community, and workplace worlds. Specifically, it addresses how responding to cultural differences portrayed in multicultural literature can serve to challenge adolescents' allegiances to status quo discourses and cultural models, and how teachers not only can rouse students to clarify and change their value stances related to race, class, and gender, but also provide support for and validation of students' self-interrogation. br br Highlighting the influence of sociocultural forces, the book contributes to understanding the role of institutions in shaping adolescents' lives, and identifies needs that must be addressed to improve those institutions. Current theory and research on critical discourse analysis, cultural models theory, and identity construction is meshedwith specific applications of that theory and research to case-study profiles and analysis of classroom discussions. The instructional strategies described enable pre-service and in-service teachers to develop their own literature curriculum and instructional methods.
Most pre-service education students are enthusiastic about the progressive, constructivist, and student-centered theory and practice advocated in many teacher education programs and by the National Council of Teachers of English. Yet in actual day-to-day practice, teachers often have trouble thinking of ways in which such student-centered and constructivist practices in literacy instruction can be implemented in classrooms which are increasingly driven by high stakes tests, increased accountability, and mandated and even 'teacher proof' scripted curricula. Teaching Authentic Language Arts in a Test-Driven Era provides a powerful and much-needed counterargument to the assumption that test-driven curricula preclude meaningful instruction and authentic student engagement within a Language Arts curriculum. Providing teachers with the theoretical stances and pedagogicals tools to develop a Language Arts practice which can be personally rewarding as well as beneficial to students,Teaching Authentic Language Arts in a Test-Driven Era empowers teachers to be effective even within the confines of a testing- and accountability-driven curriculum.
A compelling new book by Angela Browne, star of the BBC2 documentary series School Amidst the voices questioning the efficacy and morality of the UK's current education system comes a compelling book by Angela Browne, star of the BBC2 documentary series School, offering a new, positive, ground-up approach to leading a school in times of challenge. This essential guide presents a crucial approach to ethical school leadership that places primary and secondary school leaders at the forefront of change in the education system. It provides an in-depth, realistic look at the current system, enabling school leaders to understand and contextualise their roles, before offering practical solutions to help them develop their leadership style, navigate the challenges they face and have a significant impact on their school and wider community. Written in the context of an education system on the edge of a crisis, with students burning out, staff walking out and schools under increasing pressure to singlehandedly provide the social care so many young people desperately need, Lighting the Way argues that schools stand on the threshold of a new way forward. Angela uses her wealth of experience to show school leaders the path to being torchbearers, leading children with purpose, staff with integrity and the community towards wisdom with practical strategies, optimism and guidance.
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Skillstreaming the Adolescent employs a four-part training approach-modeling, role-playing, performance feedback, and generalization-to teach essential prosocial skills to adolescents. This book provides a complete description of the Skillstreaming program, with instructions for teaching 50 prosocial skills. Part 1: Skillstreaming Program Content and Implementation: Chapters on effective Skillstreaming arrangements, Skillstreaming teaching procedures, refining skill use, teaching for skill generalization, managing behavior problems, Skillstreaming in the school context, and more. Part 2: Skill Outlines and Homework Reports: Skill outlines are handy one-page summaries for each skill, including skill steps, guidelines for skill instruction, and suggested situations for modeling displays. Homework reports list skill steps and guide students in practicing the skills and evaluating skill use outside the Skillstreaming group. Skill Areas Classroom Survival Skills Friendship-Making Skills Skills for Dealing with Feelings Skill Alternatives to Aggression Skills for Dealing with Stress Appendixes provide all program forms needed to ensure a successful Skillstreaming intervention, plus leader and observer checklists to ensure program integrity.
50 Instructional Routines to Develop Content Literacy, 3/e helps adolescents read more and read better. Middle and high school teachers can immediately put to use its practical information and classroom examples from science, social studies, English, math, the visual and performing arts, and core electives to improve students' reading, writing, and oral language development. Going above and beyond basic classroom strategies, the instructional routines recommend simple changes to teachers' everyday procedures that foster student comprehension, such as thinking aloud, using question-answer relationships, and teaching with word walls.
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