Practitioner and teacher confidence in their own mathematical understanding is often low - the book helps the reader to recognise the mathematics taking place in children's play. Provides guidance on building on children's existing knowledge to introduce new concepts and address misconceptions linking mathematical development to other key aspects of early years pedagogy Explores the meaning of Mastery in depth and shows clearly what this looks like in children's play and continuous provision It is a practice based book - includes full colour photographs, case studies, links to practice and reflective questions It includes examples from the TFMM exemplification which show how to build on and extend children's mathematical development and learning - giving ideas for the adults role, the enabling environment and home learning

How school reformers in the Progressive Era-who envisioned the public school as the quintessential American institution-laid the groundwork for contemporary battles over the structure and curriculum of public schools. Around the turn of the twentieth century, a generation of school reformers began touting public education's unique capacity to unite a diverse and diffuse citizenry while curing a broad swath of social and political ills. They claimed that investing in education would equalize social and economic relations, strengthen democracy, and create high-caliber citizens equipped for the twentieth century, all while preserving the nation's sacred traditions. More than anything, they pitched the public school as a quintessentially American institution, a patriotic symbol in its own right-and the key to perfecting the American experiment. In Making Schools American, Cody Dodge Ewert makes clear that nationalism was the leading argument for schooling during the Progressive Era. Bringing together case studies of school reform crusades in New York, Utah, and Texas, he explores what was gained-and lost-as efforts to transform American schools evolved across space and time. Offering fresh insight into the development and politicization of public schooling in America, Ewert also reveals how reformers' utopian visions and lofty promises laid the groundwork for contemporary battles over the mission and methods of American public schools. Despite their divergent political visions and the unique conditions of the states, cities, and individual districts they served, school reformers wielded nationalistic rhetoric that made education a rallying point for Americans across lines of race, class, religion, and region. But ultimately, Making Schools American argues, upholding education as a potential solution to virtually every societal problem has hamstrung broader attempts at social reform while overburdening schools.

This volume introduces theory-to-practice based critical pedagogy grounded in Paulo Freire's scholarship to language and literacy learning settings. Chapters present authentic experiences of teacher-scholars, feature real-world examples and activities ready for implementation in the classroom and provide nuanced guidance for future teachers. The examples and activities from teacher-scholars place critical pedagogy at the heart of classroom contexts, and cover key topics, including place-based pedagogy, contemplative pedagogy, technology within the classroom, and translingual and multimodal paradigms. Chapters include further readings and discussion questions that challenge assumptions and promote deeper reflection, and can be modified for different teaching contexts. This cutting edge and practical volume is essential reading for students and scholars in TESOL and critical pedagogy.

What knowledge will make you most effective as a teacher? New teachers are often bombarded with information about the concepts they should understand and the topics they should master. This indispensable book will help you navigate the research on curriculum, cognitive science, student data and more, providing clarity and key takeaways for those looking to grow their teaching expertise. What Do New Teachers Need to Know? explores the fundamentals of teacher expertise and draws upon contemporary research to offer the knowledge that will be most useful, the methods to retain that knowledge, and the ways expert teachers use it to solve problems. Written by an educator with extensive experience and understanding, each chapter answers a key question about teacher knowledge, including: * Does anyone agree on what makes great teaching? * How should I use evidence in my planning? * Why isn't subject knowledge enough? * What should I know about my students? * How do experts make and break habits? * How can teachers think creatively whilst automating good habits? * What do we need to know about the curriculum? * How should Cognitive Load Theory affect our pedagogical decisions? Packed with case studies and interviews with new and training teachers alongside key takeaways for the classroom, this book is essential reading for early career teachers, those undertaking initial teacher training and current teachers looking to develop their expertise.

Reconceptualizing Early Career Teacher Mentoring as Reggio-Inspired presents an innovative approach to early career art teacher mentoring informed by both the philosophy of Reggio Emilia and an ontology of immanence while simultaneously illuminating the experiences of the teacher-participants as co-inquirers within the contemporary milieu of public education in the United States. Readers are invited to travel with a group of teacher educators and early career PK-12 art teachers across a four-year journey to experience the evolving nature of a collaborative inquiry through mentoring-as-research, the Teacher Inquiry Group (TIG). The authors share significant insights regarding what it means to be an early career art teacher--especially in an educational climate steeped in neoliberal agendas, standardization, and accountability--and make potent suggestions for re-visioning entrenched approaches to mentoring and professional learning that better account for the inherent complexities of teaching in schools. Advocating for more complex understandings regarding teacher subjectivity and the contextual forces at work in schools, the authors provoke an expanded vision of how mentoring can be imagined, practiced, and lived in current educational contexts. The authors employ key orientations grounded in the Reggio Emilia philosophy to reimagine an under-researched and undertheorized area of study in art education---early career teacher mentoring--that has implications for teachers at all levels and across all disciplines. This volume is essential reading for scholars and professionals across the fields of art education, teacher preparation, teacher education, and mentoring. It will appeal to educational researchers, K-12 practitioners, teacher educators, and administrators working with new teachers, as well as those interested in mentoring, Reggio Emilia, professional learning and development, art and aesthetic education, and emergent, process-oriented research methodologies.

Creativity in the English Curriculum is essential reading for anyone involved or interested in the teaching of English, offering both a detailed history of how creativity has informed the tradition of teaching English, and how it should be used to position this teaching in the future. Highlighting the need to promote creativity as a rich, intellectual pursuit, Creativity in the English Curriculum celebrates artistry in English past and present, and argues for its restoration to the curriculum. It emphasises that creativity is at the core of a humane education, not only through stimulating and enhancing the growth of the individual, but also through developing understanding of the importance of community, society and collaboration. Smith presents the historical relationship between curriculum policy and creativity, demonstrating that creativity has and always will be the life blood of teaching and learning. Including dialogues between expert English teaching practitioners and leading professionals concerning the place of creativity in English, Creativity in the English Curriculum includes practical, research-informed ideas for effective creative practice for any English classroom. It is a must-read for teachers, educators, parents and guardians to prepare all learners for life in and beyond school.

Weaving together reading pedagogy and social emotional learning (SEL) frameworks, this text presents an integrated, research-based approach to reading instruction grounded in instructional and collaborative strategies that address students' social emotional needs. The text features real stories from the classroom to invite readers to learn alongside the students, teachers, families, and professionals as they experience journeys of growth. The authentic case studies cover best practices in reading instruction in a way that centers students, promotes the whole child, and supports reading growth. Following a cyclical framework-discovering, nurturing, growing-each chapter address typical student reading needs and explains the role of collaborative relationships in effective instruction. Through the medium of storytelling, readers gain profound insights into key topics, including teaching multilingual students, phonological awareness, reading fluency, and more. Accessible and comprehensive, this book steers away from a prescriptive recipe for instruction but rather leaves readers with an effective framework for incorporating data-based decision-making, collaboration and research-supported literacy practices to foster each students' social and emotional skills in the classroom. With a targeted focus on K-3 classrooms, this text is a key resource for pre-service and in-service educators in literacy education and elementary education, enriching the perspectives of all educators.

Bridging the world of reading instruction and applied cognitive neuroscience, this book presents research-backed reading instructional methods and explains how they can be understood through the lens of brain processes. Dispelling myths about neuroscience, Spence and Mitra explore how brain-based research informs literacy research in a way that is clear and accessible to pre-service teachers. Chapters address theories of reading, social emotional learning, phonological processes, embodiment, multilingualism, reading comprehension, and more. Featuring pedagogical strategies and consistent "Did you know?" and "Food for thought" sections, readers will come away with a greater understanding of the reading brain and how neuroscience can facilitate effective instruction. Delving into the extent to which neuroscience can underpin reading research, this text is ideal for pre-service teachers, educators, and students in the fields of language arts and literacy, as well as cognitive neuroscience.

This text introduces an original, scalable instructional framework called Telling Our Stories (TOS), an approach for supporting culturally informed literacy instruction in the elementary classroom. Connecting the theory to practice, the TOS framework centers the cultural heritage and experiences of students and offers a roadmap to scientifically and pedagogically sound instruction. Aligned with current curriculum standards, chapters feature authentic examples and case studies, reflection questions, and writing activities that will foster a culture of inclusion, community, and academic rigor. The many practical strategies promote students' learning and appreciation of diversity through academic reading and writing as well as positive school-family and school-community relations. Readers will come away with new ideas, tools, and a thorough understanding of how to integrate culturally informed practices in ways that support the learning of all children. Accessible and comprehensive, this is an essential text for pre-service teachers in courses on ELA methods and literacy instruction, as well as practicing teachers.

It could happen in the morning during homework review. Or perhaps it happens when listening to students as they struggle through a challenging problem. Or maybe even after class, when planning a lesson. At some point, the question arises: How do I influence students' learning-what's going to generate that light bulb "aha" moment of understanding? In this sequel to the megawatt best seller Visible Learning for Mathematics, John Almarode, Douglas Fisher, Nancy Frey, John Hattie, and Kateri Thunder help you answer that question by showing how Visible Learning strategies look in action in the mathematics classroom. Walk in the shoes of elementary school teachers as they engage in the 200 micro-decisions-per-minute needed to balance the strategies, tasks, and assessments seminal to high-impact mathematics instruction. Using grade-leveled examples and a decision-making matrix, you'll learn to Articulate clear learning intentions and success criteria at surface, deep, and transfer levels Employ evidence to guide students along the path of becoming metacognitive and self-directed mathematics achievers Use formative assessments to track what students understand, what they don't, and why Select the right task for the conceptual, procedural, or application emphasis you want, ensuring the task is for the right phase of learning Adjust the difficulty and complexity of any task to meet the needs of all learners It's not only what works, but when. Exemplary lessons, video clips, and online resources help you leverage the most effective teaching practices at the most effective time to meet the surface, deep, and transfer learning needs of every student.

Deck Ahoy! contains over 100 activities and games to teach primary maths skills with a deck of cards. Topics covered are not only the main operations - addition, subtraction, multiplication and division - but also fractions, statistics, time, ratios, squares and cubes and graphs. The ideas are great for homework as there are no worksheets needed (or marking to do!) and the whole family can get involved, any where any time.

Jam-packed with inspiring lessons and ideas, this book will help you access and enhance your own creativity in the classroom and inspire your students to become motivated language learners. Top authors Blaz and Alsop share practical strategies to channel your creative impulses and transform them into effective lessons that will energize students of all levels. Aligned with ACTFL and CEFR standards, the resources in this book support creativity as a practical process, with step-by-step guidance on goal-setting, implementation, evaluation and feedback. Examples come from many world languages and cover fun and original topics, including tapping into students' own interests through cooking, memes, online videos, sports, arts and crafts, and more. Relevant for all levels of language instruction, this text includes plentiful photocopiable charts, templates, and samples to use in the classroom.

Since the elementary school years, the power of the play has been used in cognitive, social, motor, and affective ways to overcome students' anxiety of mathematics. This book examines the effect of play-based learning method on the achievements of 1st-grade students within the scope of 8 different math plays prepared for objectives in the primary mathematics curriculum. Supported by students' views on different math plays, including theoretical reflections on play-based learning and thoughts about methodological, empirical, and experimental approaches as well as analyses of various play studies, the research examines the role of child-centered teaching methods in primary school math curriculum from planning to play evaluation processes. Practical examples of different types of plays in teaching primary mathematics are presented to researchers and classroom teachers.

This wonderful collection consists of 50 school-based assembly stories about characters that Key Stage 2 pupils can relate to. Each story links to a moral theme/value. Topics range from learning from experience, listening and cooperation to achievement, determination and courage. The stories can be used at specific times of the year, when issues arise, or whenever you are suddenly called upon to do an assembly.

Offering a wealth of art-based practices, this volume invites readers to reimagine the joyful possibility and power of language and culture in language and literacy learning. Understanding art as a tool that can be used for decolonizing minds, the contributors explore new methods and strategies for supporting the language and literacy learning skills of multilingual students. Contributors are artists, educators, and researchers who bring together cutting-edge theory and practice to present a broad range of traditional and innovative art forms and media that spotlight the roles of artful resistance and multilingual activism. Featuring questions for reflection and curricular applications, chapters address theoretical issues and pedagogical strategies related to arts and language learning, including narrative inquiry, journaling, social media, oral storytelling, and advocacy projects. The innovative methods and strategies in this book demonstrate how arts-based, decolonizing practices are essential in fostering inclusive educational environments and supporting multilingual students' cultural and linguistic repertoires. Transformative and engaging, this text is a key resource for educators, scholars, and researchers in literacy and language education.

Teaching and Learning with Technology sets out key principles for digital learning underpinned by research evidence. It explores the ways in which technology can help teachers to achieve their goals and support good pedagogy and offers practical strategies for using technology when planning and delivering effective lessons. Drawing on examples from across the curriculum and highlighting a wide range of key technologies, chapters cover: Live remote teaching Delivering content and instruction Using technology to assess learning Alternative learning platforms Ensuring accessibility and personalising learning E-safety, safeguarding and legal compliance Written by a leading expert in digital education and filled with easy to implement tips, this book is an essential guide for all teachers delivering lessons online.

When peer-on-peer sexual abuse becomes commonplace in schools, society has a problem. The toxic attitudes and behaviour some boys display towards girls and women begin with the way those boys relate to each other, especially in school. This book offers an in-depth analysis of the problems facing boys, and gives teachers the tools to help boys create relational cultures that are mutually respectful. Part One of the book looks at how boys relate to each other and how that affects the way they relate to girls and women. The second section outlines a programme that can be delivered, lesson by lesson, to pupils aged 9 to 18. The programme covers specific lesson topics that can be adapted for different age groups, including: * Anger * Banter * Fear of humiliation * Boy hierarchies * Jostling and consent * Crying and emotional expression * Lifestyle choices Working with Boys is a whole-school, iterative programme of study that uses guided reflection to empower boys to self-regulate their attitudes and behaviour. This book is essential reading for school leaders and teachers who want to promote a school environment in which boys are consistently principled, honourable, noble, trustworthy, upright and dignified.

This textbook is a comprehensive resource for teaching multicultural children's literature. Providing foundational information on how and why to integrate diverse children's literature into the classroom, this book presents a necessary historical perspective on cultural groups in the United States and context for how to teach children's literature in a way that reflects and sustains students' rich cultural backgrounds. The historical insights and context on diverse cultural groups at the heart of the book allow readers to deepen their understanding of why teaching about cultural diversity is necessary for effective and inclusive education. Part I offers foundational information on how to teach children's literature in a diverse society, and Part II overviews pedagogy, resources, and guidance for teaching specific culturally and linguistically marginalized groups. Each chapter contains book recommendations, discussion questions, and additional resources for teachers. With authentic strategies and crucial background knowledge embedded in each chapter, this text is essential reading for pre-service and in-service teachers and is ideal for courses in literature instruction, multicultural education, and English methods.

When the original Visible Learning published in 2008 it instantly became a publishing sensation. Interest in the book was unparalleled; it sold out in days and was described by the TES as revealing 'teaching's Holy Grail'. Now John Hattie returns to this ground-breaking work. The research underlying this book is now informed by more than 2,100 meta-analyses (more than double that of the original), drawn from more than 130,000 studies and involving more than 400 million students from all around the world. But this is more than just a new edition. This book is a sequel that highlights the major story, taking in the big picture to reflect on the implementation in schools of Visible Learning, how it has been understood - and at times misunderstood - and what future directions research should take. Visible Learning: The Sequel reiterates the author's desire to move beyond claiming "what works" to "what works best" by asking crucial questions such as: Why is the current 'grammar of schooling', so embedded in so many classrooms and can we improve it? Why is the learning curve for teachers after the first few years so flat? How can we develop teacher mind-frames to focus more on learning and listening? How can we incorporate research evidence as part of the discussions within schools? Areas covered include: * The evidence base and reactions to Visible Learning * The Visible Learning model * The intentional alignment of learning and teaching strategies * The influence of home, students, teachers, classrooms, schools, learning and curriculum on achievement * The impact of technology Building upon the success of original, this highly anticipated sequel expands Hattie's model of teaching and learning based on evidence of impact and is essential reading for anyone involved in the field of education either as a researcher, teacher, student, school leader, teacher trainer or policy maker.

* Outlines ten different ways in which drama can both stimulate and provide contexts, audience and purpose for writing. * Provides step by step guidance on how to use drama to facilitate the teaching of writing * Offers a wide range of ideas from simple classroom strategies to more complex units of work * Suitable for all teachers, including those with limited experience in using drama as a learning medium. * Includes definitions of the drama strategies and advice on how to set up and manage the drama process. lesson

100+ Fun Ideas for Practising Primary Languages through Drama and Performance provides teachers with effective and creative language learning activities based on drama, dance and performance. The activities are linked to the Foreign Language Programmes of Study in the September 2014 National Curriculum and show how drama, performance and art can be used to achieve substantial progression in all four language learning skills. The 100+ fun ideas are clearly laid out and simple to deliver, providing an invaluable resource to non-specialist and specialist teachers alike.

Bring myths and legends alive in your classroom. *20 myths and legends from across the UK are presented here as model texts for teaching writing in Key Stages 1 and 2; *Teaching ideas and activities are included in all chapters alongside writing tasks for your class, based on parts of the stories; *The activities support children to bring their own voices alive through their writing; *They are encouraged to imagine characters, create settings, develop storylines and weave themes and challenges into their narratives. A 'how to' guide for teaching children in primary schools to write their own myths and legends.

This book has been designed to provide teachers with the tools they need to include cooking in the classroom. With relative ease, teachers will be able to undertake a variety of healthy and fun food activities. Many of the recipes do not even require access to an oven! The book will help teachers meet the criteria of the September 2014 National Curriculum for all primary school children to learn cookery and about healthy eating. It provides a step-by-step approach, developing skills in food handling and understanding of the part food plays in the world around us, along with a range of cross-curricular links. Each of the 15 recipes is made as an individual mixture so children make and see their own achievements. The results are designed to go home with the child to share and demonstrate their new skills to siblings, parents, relations and friends. This can provide an excellent opportunity for celebrating achievement and lead to discussion about new foods and flavours at home. The teacher's notes also offer suggestions of both how to increase the skill demand of the recipe and how to make it easier, meaning that you can use the recipes through the whole age range of the school.

The Brilliant Support Activities series contains reproducible activities for use with slower learners or pupils with various learning difficulties operating at the lower levels of understanding at Key Stage 1 and Key Stage 2. The activities in the books follow the areas of science outlined in the Programmes of Study of the 2014 Science National Curriculum for years 1-3 and selected topics of years 4 and 5. The books introduce one concept per sheet, using simple language and clear, black line illustrations making them easy to read and understand. Understanding Living Things contains 41 reproducible sheets to help pupils understand some aspects of 'Everyday Biology - Plants and Animals'. The activities included in the book will help to develop the essential scientific enquiry skills as outlined in the National Curriculum (Working Scientifically), namely those of Observation, Predicting, Recording and Drawing Conclusions. The worksheets focus on life processes common to all living things, humans and other animals and green plants, as well as on how living things relate to their environment.

The Brilliant Support Activities series contains reproducible activities for use with slower learners or pupils with various learning difficulties operating at the lower levels of understanding at Key Stage 1 and Key Stage 2. The activities in the books follow the areas of science outlined in the Programmes of Study of the 2014 Science National Curriculum for years 1-3 and selected topics of years 4 and 5. The books introduce one concept per sheet, using simple language and clear, black line illustrations making them easy to read and understand. Understanding Materials contains 46 reproducible sheets to help pupils understand some aspects of 'Everyday Materials'. The activities included in the book will help to develop the essential scientific enquiry skills as outlined in the National Curriculum (Working Scientifically), namely those of Observation, Predicting, Recording and Drawing Conclusions. The worksheets focus on grouping and classifying materials, changing materials, and separating mixtures of materials. Other concepts such as forces, heat and magnetism are included within the context of understanding the properties of materials.