Through the lens of sensory affect, this book offers a new way of thinking about day-to-day teaching and student engagement within learning spaces in design education. The book examines the definitions, concepts, ideas and overlaps of a repertoire of learning spaces prevalent in higher education and addresses the pedagogical gap that exists between broader learning structures and spaces, and the requirements of specialist design education. Recognising that mainstream teaching environments impact upon design studio learning and student engagement, the book positions creative learning spaces at the heart of practice-based learning. It defines the underlying pedagogical philosophy of a creative learning space in design education and reports on how practical strategies incorporating sensory affect may be implemented by educators to foster better student engagement in these spaces within higher education. Bringing much needed attention to specialist design teaching and learning spaces in higher education, this book will be of interest to educators, researchers and post graduate students immersed in design education, pedagogy and learning spaces more broadly.

What distinguishes an Outstanding Teacher? A question asked in numerous interviews - and one that's much easier to ask than to answer. Many teachers will admit they don't actually know what 'Outstanding' looks like. It's not about creating 'jazz hands' lessons for a one-off observation, through "prepping, stressing and box-ticking". It isn't something that can be achieved in a single lesson. It is a craft that needs developing like any other skill. This guide expands on previous works by discussing long-term development, the benefits of embedding skills, learner attributes and the impact of COVID. Influenced by John Hattie's Visible Learning research, So...What does an Outstanding Teacher Do? provides practical guidance and opportunities for self-reflection for teachers who want to maximise their positive impact on students' learning. Areas covered include: Feedback Student voice Self-regulation Teachers working collectively Differentiated learning objectives SOLO taxonomy Questioning and observation Cat Chowdhary provides teachers with recommendations for enhancing practice that easily apply to any classroom, regardless of their subject, speciality or position. Whether you are a PGCE Student, an ECT or a practising teacher, this book is a practical and accessible guide for any teacher who aspires to maximise their positive impact and become truly outstanding.

Becoming an Outstanding Music Teacher shows how music teachers can provide a curricular and co-curricular experience to inspire and engage students, deliver memorable music lessons, and give every child access to great music. Drawing on a decade of education research, this book focuses on the three facets of music teaching: performance, composition, and how to listen, understand, and explain. This practical book argues that the future of music teaching is best assured by filling classrooms with knowledge and with passion, by informing teaching through intentional use of good research, and by building effective relationships. Exploring what makes music teachers stand out, as well as that which links them with all other teachers, this book covers a vital and diverse range of lesson ideas and practical guidance, including: Teaching music through composition Making the most of the rehearsal room and directing an ensemble How to make best use of classroom time Setting goals, assessment, deliberate practice, and feedback Mastery in music Encouraging all music teachers to reflect upon and develop their craft, this text is essential reading for both newly qualified and experienced music teachers alike.

* Aimed at anyone involved or thinking about being involved in teaching and learning mathematics at school * Packed full of practical and fun lesson ideas and activities. * Explores the broader goals and issues of mathematics education challenging some of the stereotypical misunderstandings. * Each chapter focuses on My lesson and how it works, What happens and why it matters, and How could it be different? * Lessons and activities are informally differentiated for age under three main headings - older primary, younger secondary and more advanced.

Underachievement is approached from a broad, integrated perspective in this insightful look at the talented adolescent who always performs below his or her optimum level of achievement. Professor Griffin examines the psychological, social, and scholastic reasons behind the phenomenon of the distracted and disengaged high school student. The result of this in-depth study: A unique volume describing effective student learning behavior, providing curricular and instructional proposals for motivating underachievers, and offering a construct that provides the basis for understanding the various factors that account for academic achievement.

-Offers a cutting-edge introduction to current interdisciplinary studies of teaching and learning to teach-does not prescribe teaching, but rather invites readers into nuanced understandings of the current range of beliefs and cultural understandings of teaching, along with an overview of the historical and conceptual influences on educational practice. -Structured around four prominent "moments" in formal education: Standardized Education; Authentic Education; Democratic Citizenship Education; and Systemic Sustainability Education. -Draws readers into new ways of thinking about and responding to the ideas and information presented through a variety of sophisticated, interactive pedagogical features and graphic displays.

Now in its 5th edition, this popular text offers practical, interesting, exciting ways to teach social studies and a multitude of instructional and professional resources for teachers. Theory, curriculum, methods, and assessment are woven into a comprehensive model for setting objectives; planning lessons, units, and courses; choosing classroom strategies; and constructing tests for some of the field's most popular and enduring programs. The reflective and integrative framework emphasizes building imagination, insight, and critical thinking into everyday classrooms; encourages problem-solving attitudes and behavior; and provokes analysis, reflection, and debate. Throughout the text, all aspects of curriculum and instruction are viewed from a tripartite perspective that divides social studies instruction into didactic (factual), reflective (analytical), and affective (judgmental) components. These three components are seen as supporting one another, building the groundwork for taking stands on issues, past and present. At the center is the author's belief that the heart and soul of social studies instruction, perhaps all teaching, lies in stimulating the production of ideas; looking at knowledge from others' viewpoints; and formulating for oneself a set of goals, values, and beliefs that can be explained and justified in open discussion. This new edition is heavily revised and condensed to promote ease of use. "Build Your Own Lesson" additions to each chapter encourage improvisation and inquiry-based teaching and learning across subjects. A Companion Website offers additional activities, lessons, and resources for pre-service and practicing social studies teachers.

'Why study the arts at school?' This book offers a fresh perspective on this question. Informed by rigorous research, the book argues that the arts help young people to develop key skills, knowledge and practices that support them to become both critical appreciative audiences and socially engaged cultural producers. Drawing on a three-year study in partnership with the Royal Shakespeare Company and Tate art museum, Schools and Cultural Citizenship sets out an ecological model for cultural citizenship that goes beyond the classroom to include families, the media and popular culture. The authors introduce new, interrelated concepts to change how we consider arts education. Chapters provide fresh insights, guidance and practical recommendations for educators, including: An introduction to the Tracking Arts Learning and Engagement research Detailed case studies featuring arts-rich schools and arts-broker teachers Analysis of the importance of immersive professional development for teachers and the benefits of partnerships with arts organisations An ecological model for cultural citizenship Focusing on the ways in which cultural citizenship can be taught and learnt, this is an essential read for arts educators, education staff in arts organisations, researchers, postgraduate students, arts education activists and policy makers.

* A dedicated teacher-friendly text to teaching grammar in K-2 classrooms with mentor texts, following the same model as Sean Ruday's popular books The Elementary School Grammar Toolkit and The Middle School Grammar Toolkit * Includes many practical resources, charts, tools, and guidance, including infographics, to help explain grammatical concepts * Features instructional practices to guide teachers * Standards- and grade-level aligned

Critical Pedagogies in Physical Education, Physical Activity and Health explores critical pedagogy - and critical work around the body, health and physical activity - within physical education. By examining the complex relationships between policies and practice, and how these are experienced by young people, it elucidates the need for critical pedagogy in contemporary times. With contributions from leading international experts in health and physical education, and underpinned by a critical, socio-cultural approach, the book examines how health and physical education are situated across various international contexts and the influence of policy and curriculum. It explores how health is constructed by students and teachers within these contexts as well as how wider spaces and places beyond formal schooling influence learning around the body, health and physical activity. Finally, it considers what progressive pedagogies might 'look like' within health and physical education. Chapters utilise empirical work within the field to explore various topics of relevance to critical pedagogy, drawing on theoretical insights while providing practical applications and concluding with reflection points to encourage readers to consider the relevance for their own contexts. Designed to support pedagogical study in a range of contexts, this book will be of particular interest to undergraduate and postgraduate students, teachers and researchers with an interest in physical education, physical activity and health and the role they play in young people's lives.

The combined impact of linguistic, cultural, educational and cognitive factors on mathematics learning is considered in this unique book. By uniting the diverse research models and perspectives of these fields, the contributors describe how language and cognitive factors can influence mathematical learning, thinking and problem solving. The authors contend that cognitive skills are heavily dependent upon linguistic skills and both are critical to the representational knowledge intimately linked to school achievement in mathematics.

* An original book with instructional practices and tools targeted specifically for the ELA middle and high school classroom * Ready-to-implement tools, strategies, and guidance from leading author Sean Ruday * Each chapter includes real-world examples, and key recommendations for implementation in remote, hybrid, and hyflex learning * Covers essential topics: writing and reading instruction, assessment, differentiation, culturally relevant teaching, family engagement, technology and more

This book tells about an exemplary high school Chinese language arts teacher's effort in nurturing life-long readers and writers under the test-driven culture in China's society. It looks closely at his everyday literacy practices, focuses on his ways of creating authentic reading and writing spaces for students beyond test preparation. With the lens of social constructivism, the case study reveals his efforts of creating safe learning environment, modeling his literate life, connecting real life with literacy learning and building a school-wide literate life for students. Furthermore, he also collaborates with other Chinese language arts faculty, reaches out to school administrators and educators to gain any potential teaching resource for students. The findings indicate exemplary teachers are not only equipped with professional knowledge but also inter/intrapersonal knowledge and practical knowledge in their teaching career, which might be enlightening in today's high-stakes testing culture. The book will appeal to scholars of literacy education and teacher education, as well as pre-service & in-service teachers.

This volume is comprehensively designed to help prospective English Language Teaching (EFL) teachers specializing in EFL mainly in South Asian countries. It analyses the application of ELT theories, concepts, and methods to sharpen their understanding of the various techniques used for teaching English effectively in the EFL context. The book discusses the basic concepts of language aimed to develop a sense of the language phenomenon as a unique human attribute. It covers the theories of language from various disciplines such as biology, sociology, psychology, and linguistics. The book explains the underlying structures or components that shape the edifice of languages such as phonology, morphology, syntax, grammar, phonetics, semantics, and pragmatics. While taking the reader through language learning theories with a focus on English as the second language, it discusses the different teaching methods that can be adopted by teachers in classroom settings. The book will be of interest to teachers, students and researchers of education, teacher education, and English Language Teaching. It will also be useful for educators, English language teachers, language learners, professionals working in the field of education and language, and those who aspire to teach and learn English in Foreign context.

- It fills the gap in the research on ethics and Literature teaching in schools - It integrates theory with rich on-the-ground case studies of Literature classrooms in different countries - Written in an engaging and thought-provoking way - Including case studies of high school Literature teachers in Australia, Singapore and the United States

This book is a godsend , a moving portrait for anyone wanting to go beyond the simplified labels and metrics and really understand an urban high school, and its highly individual, resilient, eager and brilliant students and educators." ,Dave Eggers, co-founder, 826 National and ScholarMatchDarrell is a reflective, brilliant young man, who never thought of himself as a good student. He always struggled with his reading and writing skills. Darrell's father, a single parent, couldn't afford private tutors. By the end of middle school, Darrell's grades and his confidence were at an all time low. Then everything changed.When education journalist Kristina Rizga first met Darrell at Mission High School, he was taking AP calculus class, writing a ten-page research paper, and had received several college acceptance letters. And Darrell was not an exception. More than 80 percent of Mission High seniors go to college every year, even though the school teaches large numbers of English learners and students from poor families.So, why has the federal government been threatening to close Mission High,and schools like it across the country?The United States has been on a century long road toward increased standardization in our public schools, which resulted in a system that reduces the quality of education to primarily one metric: standardized test scores. According to this number, Mission High is a low-performing" school even though its college enrollment, graduation, attendance rates and student surveys are some of the best in the country.The qualities that matter the most in learning,skills like critical thinking, intellectual engagement, resilience, empathy, self-management, and cultural flexibility,can't be measured by multiple-choice questions designed by distant testing companies, Rizga argues, but they can be detected by skilled teachers in effective, personalized and humane classrooms that work for all students, not just the most motivated ones.Based on four years of reporting with unprecedented access, the unforgettable, intimate stories in these pages throw open the doors to America's most talked about,and arguably least understood,public school classrooms where the largely invisible voices of our smart, resilient students and their committed educators can offer a clear and hopeful blueprint for what it takes to help all students succeed.

A comprehensive guide to support, challenge and develop understanding of evidence-based teaching. Trainee teachers need to understand what is meant by 'evidence based teaching' and how this influences and shapes teaching in classrooms today. This book explores what we mean by 'evidence' in education and how education researchers trial and evaluate teaching methods. It introduces key contemporary strategies used in schools and links back to the research and literature to help trainees connect theory to practice. Supports new teachers to have the confidence to critically evaluate new teaching strategies and to understand how to discern what works for them in their classroom.

Written from a critical perspective, this volume provides teachers, teacher educators, and classroom researchers with a conceptual framework and practical methods for teaching and researching the disciplinary literacy development of English language learners (ELLs). Grounded in a nuanced critique of current social, economic, and political changes shaping public education, Gebhard offers a comprehensive framework for designing curriculum, instruction, and assessments that build on students' linguistic and cultural resources and that are aligned with high-stakes state and national standards using the tools of systemic functional linguistics (SFL). By providing concrete examples of how teachers have used SFL in their work with students in urban schools, this book provides pre-service and in-service teachers, as well as literacy researchers and policy makers, with new insights into how they can support the disciplinary literacy development of ELLs and the professional practices of their teachers in the context of current school reforms. Key features of this book include the voices of teachers, examples of curriculum, sample analyses of student writing, and guiding questions to support readers in conducting action-oriented research in the schools where they work.

This groundbreaking text provides practical, contextualized methods for teaching and discussing topics that are considered "taboo" in the classroom in ways that support students' lived experiences. In times when teachers are scapegoated for adopting culturally sustaining teaching practices and are pressured to "whitewash" the curriculum, it becomes more challenging to create an environment where students and teachers can have conversations about complex, uncomfortable topics in the classroom. With contributions from scholars and K-12 teachers who have used young adult literature to engage with their students, chapters confront this issue and focus on themes such as multilingualism, culturally responsive teaching, dis/ability, racism, linguicism, and gender identity. Using approaches grounded in socioemotional learning, trauma-informed practices, and historical and racial literacy, this text explores the ways in which books with complicated themes can interact positively with students' own lives and perspectives. Ideal for courses on ELA and literature instruction, this book provides a fresh set of perspectives and methods for approaching and engaging with difficult topics. As young adult literature that addresses difficult subjects is more liable to be considered "controversial" to teach, teachers will benefit from the additional guidance this volume provides, so that they can effectively reach the very students these themes address.

The aim of this book is to contribute a dramaturgical perspective to education. The authors write from a dramaturgical perspective about the planning of teaching, leadership in the classroom, the teacher-body, the teacher's oral skills and ethics, communication, and about the spaces in which teaching takes place. The book is written with the pre-understanding that the ways in which art creates knowledge need to be illuminated and articulated more clearly in educational thinking, thereby enhancing artful engagement in education. Dramaturgical perspectives are presented as such a way - a form of knowledge that the artform of drama/theatre can contribute to teaching and learning in general. Through examples and analyses of empirical material, as well as through theoretical perspectives, the authors show chapter by chapter how dramaturgy and a dramaturgically inspired language and concepts create more possibilities of choice for teachers in planning and carrying out their teaching. Teaching and Learning through Dramaturgy brings to the forefront what will be enabled in teaching and planning of teaching, by making use of a dramaturgically inspired language and action, what in principle is possible in every subject.

In this highly practical book, Rona Tutt and Paul Williams explore how schools and other educational settings can provide students with the right environment to support their emotional wellbeing and hence to maximise their learning potential. Encouraging collaboration between education and healthcare professionals, as well as other services, and with families, they show how to develop resilience in young people and provide them with the tools for coping with mental health issues. Based on a range of practical experiences from many different schools and practitioners, How to Maximise Emotional Wellbeing and Improve Mental Health discusses several crucial aspects of wellbeing in educational settings, including: Changing attitudes surrounding wellbeing and mental health Nurturing resilience, and its application Creating a healthy and constructive ethos and environment Providing extensive case studies, and featuring insightful conversations with school leaders and other professionals, this book will be an essential resource for staff in schools, including those leading in mental health, as well as trainee teachers and anyone with a wider societal concern about mental wellbeing in young people.

Having a positive understanding of yourself is empowering and boosts wellbeing. The young people's workbook is written with the young people at the forefront, so it is autism-friendly and has a positive focus on difference. When a young person receives an autism diagnosis, many parents and professionals do not know how to talk to them about this, and this book pairing gives them the tools and confidence to do that. There isn't currently a book on the market that enables a lead adult to feel skilled enough to have these conversations with a young person. Rebecca Duffus has years of experience using this format with young people, with positive outcomes, as well as 14 years of experience of working with young people, families and education settings.

Studying Fiction provides a clear rationale alongside ideas and methods for teaching literature in schools from a cognitive linguistic perspective. Written by experienced linguists, teachers and researchers, it offers an overview of recent studies on reading and the mind, providing a detailed guide to concepts such as attention, knowledge, empathy, immersion, authorial intention, characterisation and social justice. The book synthesises research from cognitive linguistics in an applied way so that teachers and those researching English in education can consider ways to approach literary reading in the classroom. Each chapter: draws on the latest research in cognitive stylistics and cognitive poetics; discusses a range of ideas related to the whole experience of conceptualising teaching fiction in the classroom and enacting it through practice; provides activities and reflection exercises for the practitioner; encourages engagement with important issues such as social justice, emotion and curriculum design. Together with detailed suggestions for further reading and a guide to available resources, this is an essential guide for all secondary English teachers as well as those teaching and researching in primary and undergraduate phases.

The second in The Essential SENCO Toolkit series, this resource clarifies and explores the key distinctions between quality first teaching adjustments, resources/support and interventions. It allows practitioners to develop their practice effectively and strategically to capture the true impact of SEND provision, by shifting the focus from the 'who and when' to the 'what and why'. Chapters also include original frameworks - the 4 Functions of Learning Support - to help with the deployment of teaching assistants and to provide a shared language of support, as well as resources that support the application of the 7 Cs Learning Portfolio (introduced in the first book in the series, SEND Assessment) and an intervention index to fully understand the purpose and effectiveness of interventions. Key features offered: An introduction to the 4 Functions of Learning Support, providing a measurable language of learning support to help practitioners to organise and deploy teaching assistants as part of their SEND provision An intervention index to enable individual or MAT-based SENCOs to capture their own evidence base regarding the purpose and impact of interventions Intervention action cards and targeted outcomes for all 49 themes within the 7 Cs Learning Portfolio A photocopiable and downloadable programme of materials that can be used by readers to gain a better understanding of interventions. SEND Intervention will promote confidence and clarity regarding the rationale for SEND provision. This essential resource provides a practical toolkit to support both new and experienced SENCOs and SEN practitioners.

Cognitive load theory is a vital model for understanding how school students learn, but it's often misunderstood and difficult to use effectively in the classroom. Greg Ashman guides you through the details with a clear jargon-free focus on how an understanding of cognitive load theory can enhance your teaching. The Little Guide for Teachers series is little in size but BIG on all the support and inspiration you need to navigate your day-to-day life as a teacher. Authored by experts in the field Easy to dip in-and-out of Interactive activities encourage you to write into the book and make it your own Read in an afternoon or take as long as you like with it!