How to Read a Book a Day by Jordan Harry #reading #books #study #JordanHarry

After a childhood speech impediment left him struggling to read, Jordan learned strategies from world leading speed readers to dramatically enhance his reading ability. Jordan now helps others unleash their potential to learn anything faster. Because he knew that spending hours reading books and watching seminars was not as effective as it could be. This talk was given at a TEDx event using the TED conference format but independently organized by a local community. Learn more at https://www.ted.com/tedx

That Oxford Girl: A Real Student’s Guide to Oxford University #books #Oxford #edchat #UCAS

Ever wondered what it’s like to study at Oxford University? Former student and famous blogger Tilly Rose, a.k.a. ‘that Oxford girl’, gives you all the insider tips on what to expect at one of the world’s top universities.

Follow Tilly as she steers you through everything – from applying to Oxford, choosing a college, and preparing for interviews, to college life, the different societies and student events on offer, and coping with study commitments.

This is a fun and accessible guide, packed full of quirky illustrations and beautiful photographs of the colleges and the city itself, giving you a truly unique insight into what it’s really like to be a student at Oxford University.

Cleverlands by Lucy Crehan – The Secrets Behind the Success of the World’s Education Superpowers #books #education #teaching #learning #teachers

As a teacher in an inner-city school, Lucy Crehan was exasperated with ever-changing government policy claiming to be based on lessons from ‘top-performing’ education systems. She resolved to find out what was really going on in the classrooms of countries whose teenagers ranked top in the world in reading, maths and science.

Cleverlands documents Crehan’s journey around the world, weaving together her experiences with research on policy, history, psychology and culture to offer extensive new insights into what we can learn from these countries.

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Why School INSET persistently fails to raise teaching and learning standards. #Education #Books #Schools #INEST

I would preface my remarks here by saying that the basis for my observations in this article come from practice in the UK. However, conversations with colleagues in Australia, Canada and the United States suggest the same features appear in their systems.

In the UK 1988 was a decisive turning point in education history. The Education Reform Act introduced by Kenneth Baker introduced many new features to the learning and teaching landscape and has shaped development for the last thirty years.

The first and possibly most negative aspect was the introduction of the National Curriculum.  This attempted to codify WHAT was to be taught to every student across their student career. It set the education direction as being primarily concerned with curriculum content.

The world, his wife and all their relations were invited to contribute to the National Curriculum and the result was an overly bloated curriculum, often lacking relevance or coherence. The mantra of the time was that the curriculum should be ‘broad and balanced’, which it was. Unfortunately everyone knew what they wanted in the curriculum, but no-one could agree what should be dropped to accommodate it!

The second great innovation was the advent of five days per school year set aside for the In Service Training of Teachers (INSET). Initially, this was a very popular innovation with teachers, as it recognised their requirement to have days of professional study, development an interaction (this was less popular with parents who had to find five extra days of childcare!).

Having previously had no statutory professional development days, school leadership teams were free to invent their own professional development programme and some were very innovative. Initially there was some funding called TVEI (Technical and Vocational Educational Initiative) designed to encourage collaborations and some schools coordinated their INSET days to enable staff to attend events in a number of schools.

Within that sentence was the major issue with INSET days. They became a stage-managed EVENT which, for the most part still holds true today.  Rather than addressing issues at a fundamental cultural level, the pattern of the day fragmented around what came to be a familiar pattern. The school, apart from those staff on externally accredited external courses, would have their professional development opportunities constrained to this five day model.

The first element, usually occupying the early part of the day was an inspirational visiting speaker, the content of whose talk may, or may not have had any bearing on the development priorities of the school. The talk element meant that the teachers for the most part were passive participants in the process.  Many would describe the experience of the guest speaker as seeing their favourite comedian live… intensely engaging, compelling, humorous and insightful. But the next day, they could not recall what they had heard and it certainly was not going to impact on their practice on a daily basis.

Following the talk there would be some pressing whole school based business such as the implications of new national initiatives on school processes, or some urgent training related to pupil welfare or health.

The afternoon session, when most people were soporific after a good lunch, tended to be devoted to curriculum/departmental time when rather than moving the school forward, teachers were engaged in preparing for the term starting the next day, or closing down the term just past. Important administrative work indeed, but not work designed to professionally challenge and develop teachers.

There was no PROCESS in these events, no reflection and development, little sharing of practice, good, developing or bad and no centrality of the learner in planning.

I’ve observed this as a trainer, guest speaker, school leader and departmental head across the country. The same meagre developmental diet served up repeatedly despite the lack of impact.

Given these experiences I began working on a different approach to teacher professional development. You will notice I avoid the word training from this point, as I believe training has unfortunate connotations and impacts.

Over several years I pulled a template together for a model of Continuous Professional Development that any school could adopt and adapt to suit their development purposes.

The model works irrespective of context, cultural, national or sector.

I’ve been able to condense over a decade work of development work into a coherent whole in a book to be published in March 2019.

Please contact me if you would like to know more, including some sample templates for how to implement the model to address the quality of teaching and learning in your school.

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The Danish Way of Parenting #Books #Parenting #Education

‘A shining alternative to high-stress modern parenting, and families from New Delhi to New York will shout with joy’ Heather Shumaker, author of It’s OK Not to Share and It’s OK to Go Up the Slide

DISCOVER THE PARENTING SECRETS OF THE HAPPIEST PEOPLE IN THE WORLD

What makes Denmark the happiest country in the world — and how do Danish parents raise happy, confident, successful kids, year after year? This upbeat and practical guide reveals the six essential principles that have been working for parents in Denmark for decades:

– Play: essential for development and well-being
– Authenticity: fosters trust and an ‘inner compass’
– Reframing: helps kids cope with setbacks and look on the bright side
– Empathy: allows us to act with kindness towards others
– No ultimatums: no power struggles or resentment
– Togetherness: a way to celebrate family time, on special occasions and every day

A revealing and fresh take on parenting advice, The Danish Way of Parenting will help parents from all walks of life raise the happiest, most well-adjusted kids in the world.

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Ten good reads for teachers #Teaching #Books #Education

Plato’s Republic, Rousseau’s Émile and Dewey’s Democracy and Education – there’s a strong case to be made, as Dennis Hayes has, that these are the only books on education that teachers need to read.

But if I was about to enter the classroom as a teacher for the first time or was looking to improve my practice, I would probably want to read something with more practical advice on what I should be doing and, more importantly, on what I shouldn’t.

Much of what happens in a classroom is highly variable and hard to define, but over the last 10 years a wealth of books has sought to draw together evidence from other fields and provide a series of “best bets” on what might have the greatest impact on student learning. Here are just a few of them.

Read on from The Guardian

Outstanding Teaching: Teaching Backwards #Education #Teaching #Books

n an era when schools and teachers often seem to operate at one hundred miles an hour, Teaching Backwards offers a more reflective and measured approach to teaching and learning. Where many teachers focus on delivering content in a linear fashion, those who teach backwards start with the end in mind. This means that they know in advance what levels of knowledge, attitude, skills and habits they expect their learners to achieve, they define and demystify ambitious goals, and they establish their students starting points before they start to plan and teach. Teaching Backwards ensures that learners consistently make great progress over time, and offers a practical, hands-on manual for teachers to further develop their attitudes, skills and habits of excellence both for themselves and for their learners.

This book is the follow-up to the best-selling Outstanding Teaching: Engaging Learners. It is based on the analysis of thousands of hours of primary and secondary lessons, part of Osiris Education s Outstanding Teaching Intervention p rogramme over the last seven years.

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Getting into Oxford & Cambridge 2019 Entry #Oxbridge #University #Education

Do you want to study at one of the most prestigious universities in the country? To succeed in your application to Oxford or Cambridge, you not only need to secure top grades, but also demonstrate real commitment to and enthusiasm for your subject, with admission based on your academic potential alone.

Updated annually to include all the vital details of the latest admissions procedures, and packed with essential advice to help you win one of the fiercely sought-after places at Oxbridge, Getting into Oxford and Cambridge tells you everything you need to know to get on to the course of your choice. It will also give you a good idea of what it’s really like to study there.

With practical, step-by-step guidance, the book will lead you through every step of the application process, including:

  • Full profiles of each college and advice on choosing the best one for you
  • Invaluable guidance on writing an effective UCAS personal statement for Oxbridge
  • Ways to shine at interview, with advice and tips from current students
  • Details of the written tests you will face prior to or during interviews, with sample questions
  • Case studies and sample personal statements from successful Oxbridge applicants

Founded in 1973, Mander Portman Woodward (MPW) is one of the UK’s best-known groups of independent sixth-form colleges, with centres in London, Birmingham and Cambridge. MPW has one of the highest number of university placements each year of any independent school in the country. It has developed considerable expertise in the field of applications strategy and has authored Getting into guides covering entrance procedures for many popular university courses

How to Survive Your First Year in Teaching #Teaching #NQT #Books

So you’ve finished your teacher training and found yourself a jobSo you’ve finished your teacher training and found yourself a job . . . the hard bit is over right? But, hold on, how do you actually survive your FIRST YEAR in teaching?!

The NQT year is notoriously difficult and hard work. Challenges include meeting your new colleagues and making the right first impression, preparing and planning your lessons, managing the mountain of marking and most scary of all . . . being in charge of a whole class by yourself for the first time!

But don’t panic – help is at hand from expert teacher and education writer Sue Cowley. In this new edition of her bestselling book, she supports new teachers through the stresses and strains, and the highs and lows of their first year in teaching.

She’s there to guide you right from the start of day one, lesson one, with the acknowledgement that ‘your stomach feels like lead and your mouth feels as dry as the Sahara desert’. She’s there through each term advising on time-saving lesson plans, easy to implement behavior management tips and how to help children who have special educational needs. She’s there right until the end of the year when she ensures that you feel triumphantly on top of report writing and your first parents’ evening. All of her methods are tried-and-tested and real life case studies exemplify how (and how not) to put them in to practice.

This new edition has been fully updated with new diagrams and checklists to boost your organisational and time management skills. It also includes refreshed and up-to-date case studies and extra examples for primary school teachers.

Written in Sue Cowley’s honest, accessible and down to earth style, How to Survive your First Year in Teaching is a must have for all new teachers embarking on their NQT year. . . . the hard bit is over right? But, hold on, how do you actually survive your FIRST YEAR in teaching?!
The NQT year is notoriously difficult and hard work. Challenges include meeting your new colleagues and making the right first impression, preparing and planning your lessons, managing the mountain of marking and most scary of all . . . being in charge of a whole class by yourself for the first time!
But don’t panic – help is at hand from expert teacher and education writer Sue Cowley. In this new edition of her bestselling book, she supports new teachers through the stresses and strains, and the highs and lows of their first year in teaching.
She’s there to guide you right from the start of day one, lesson one, with the acknowledgement that ‘your stomach feels like lead and your mouth feels as dry as the Sahara desert’. She’s there through each term advising on time-saving lesson plans, easy to implement behavior management tips and how to help children who have special educational needs. She’s there right until the end of the year when she ensures that you feel triumphantly on top of report writing and your first parents’ evening. All of her methods are tried-and-tested and real life case studies exemplify how (and how not) to put them in to practice.
This new edition has been fully updated with new diagrams and checklists to boost your organisational and time management skills. It also includes refreshed and up-to-date case studies and extra examples for primary school teachers.
Written in Sue Cowley’s honest, accessible and down to earth style, How to Survive your First Year in Teaching is a must have for all new teachers embarking on their NQT year.

Making Every Lesson Count: Six principles to support great teaching and learning #Education #Teaching #Learning

This award-winning title has now inspired a whole series of books. Each of the books in the series are held together by six pedagogical principles challenge, explanation, modelling, practice, feedback and questioning and provide simple, realistic strategies that teachers can use to develop the teaching and learning in their classroom.

Packed with practical teaching strategies, Making Every Lesson Count bridges the gap between research findings and classroom practice. Shaun Allison and Andy Tharby examine the evidence behind what makes great teaching and explore how to implement this in the classroom to make a difference to learning. They distil teaching and learning down into six core principles challenge, explanation, modelling, practice, feedback and questioning and show how these can inspire an ethos of excellence and growth, not only in individual classrooms but across a whole school too. Combining robust evidence from a range of fields with the practical wisdom of experienced, effective classroom teachers, the book is a complete toolkit of strategies that teachers can use every lesson to make that lesson count. There are no gimmicky ideas here just high impact, focused teaching that results in great learning, every lesson, every day. To demonstrate how attainable this is, the book contains a number of case studies from a number of professionals who are successfully embedding a culture of excellence and growth in their schools. Making Every Lesson Count offers an evidence-informed alternative to restrictive Ofsted-driven definitions of great teaching, empowering teachers to deliver great lessons and celebrate high-quality practice.

Suitable for all teachers including trainee teachers, NQTs, and experienced teachers who want quick and easy ways to enhance their practice and make every lesson count.
ERA Educational Book of The Year Award Winner 2016. The Judges said: A highly practical and interesting resource with loads of information and uses to support and inspire teachers of all levels of experience. An essential staff room book.