Classroom Management

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This book is fully photocopiable but may not be scanned and shared

This ‘no-frills’ book contains 10 units of work on very popular themes, jam-packed with graded vocabulary-building, character writing practice (featuring beautiful hand-drawn artwork by co-author Pauline Livreau), listening, reading, translation, retrieval practice and writing activities. Key vocabulary, lexical patterns and structures are recycled and interleaved throughout.

Each unit in the book includes:

• a sentence builder modelling the target constructions, introduced by questions to guide communication;
• a section for practising the writing of key characters (that are used in the book)
• a set of Listening-As-Modelling activities to train decoding skills, sound awareness, speech-segmentation, lexical-retrieval and parsing skills;
• a set of reading tasks focusing on both the meaning and structural levels of the text;
• a set of translation tasks aimed at consolidation through retrieval practice;
• a set of writing tasks targeting essential writing micro-skills such as spelling, functional and positional processing, editing and communication of meaning.

Based on the E.P.I. principle that learners learn best from comprehensible and highly patterned input flooded with the target linguistic features, the authors have carefully designed each and every text and activity to enable the student to process and produce each item many times over. Alongside the units you will find: No Snakes No Ladders tasks created to practise speaking skills with an engaging and fun board game that can be photocopied and played in groups of 3 students.

Sentence Builders – Online Versions
Please note that users who subscribe to the SentenceBuilders.com website can gain access to online, editable, versions of the Sentence Builders in this book, including numerous self-marking, interactive listening, reading and writing activities based on vocab chunks + Sentence Builder sentences.

This book is fully photocopiable but may not be scanned and shared

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“A great little book for teachers based on robust evidence.” Carl Hendrick, Head of Learning and Research at Wellington College

This book is for any teacher who’s interested in improving their lesson planning and practice. It has been carefully constructed to be a highly efficient reading experience. It is short, sparse and you should be able to read it in about an hour.

However, it is not about quick fixes. If you’re looking for ways to short-cut the amount of time you spend planning lessons, then this book is not for you. Lean Lesson Planning draws on the best available evidence from educational research and cognitive science to provide a coherent set of mindsets and ‘habits of planning’ that will help you power up the learning experiences and outcomes in your classroom, in ways that make your life easier and more enjoyable. In short, it’s about doing less, but better.

Lean Lesson Planning is the first instalment in the High Impact Teaching series.

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Contents

Act I: Lean foundations

• 1. Defining lean
• 2. Lean mindsets
• 3. Lean habits

Act II: Habits for planning

• 4. Backwards design
• 5. Knowing knowledge
• 6. Checking understanding
• 7. Efficient strategies
• 8. Lasting learning
• 9. Inter-lesson planning

Act III Habits for growing

• 10. Building excellence
• 11. Growth teaching
• 12. Collective improvement

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Praise for Lean Lesson Planning

“Things that make teachers’ lives simpler like this are few and far between.” Doug Lemov, Author of Teach Like a Champion

“Breezy recap of best practices in lesson planning.” Dan Meyer, Chief Academic Officer at Desmos

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Praise for other books in the High Impact Teaching series

“I doubt you’ll find an education book with more useful insights per minute of reading time.” Dylan Wiliam, Emeritus Professor of Educational Assessment at UCL

“I can’t remember when I have ever read a book that takes such complex ideas and communicates them with sophistication and simplicity.” Oliver Caviglioli, Education author & information designer

“A truly excellent book which sets out the science behind learning with remarkable clarity.” Mark Enser, Head of Geography at Heathfield Community College

“All I can say is that it was everything I’d hoped for and more.” Jon Hutchinson, Assistant Head at Reach & Visiting Fellow at Ambition

“Another absolute gem from Peps Mccrea.” Helene Galdin-O’Shea, English teacher & researchED organiser

“Peps packs the punches from the first page.” Kathryn Morgan, Advisor at TDT & ubergeek

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Pupil Book Study is a window into the lived experience of pupils, as opposed to just the observed experience. It is also a mirror in which to reflect professional practice and identify what helps learning, and what hinders it by outlining clear and coherent structures in which to talk with pupils and look at their books.

Pupil Book Study gives headteachers, senior and middle leaders a systematic toolkit to evaluate the impact of the curriculum through studying teaching and learning. Infused with cognitive science research and evidence-informed practice, it offers schools the architecture for excellence, helping remove the risk of making assumptions.

Pupil Book Study is a guide for schools that offers 7 specific and fully exemplified areas to focus quality assurance systems. The keystone between teaching, learning and the curriculum, Pupil Book Study offers schools the tools to explain why things are as they are and presents solutions to the areas that limit or hinder progress. Schools report that Pupil Book Study has been some of the most powerful and impactful work they have ever undertaken, resulting in positive change.

In November 2020, Pupil Book Study was shared with the Deputy Director, Senior HMI and Policy makers at Ofsted.

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In this concise new booklet, Rosenshine fan Tom Sherrington amplifies and augments the principles and further demonstrates how they can be put into practice in everyday classrooms.

The second half of the booklet contains Rosenshine’s original paper Principles of Instruction, as published in 2010 by the International Academy of Education (IAE) – a paper with a superb worldwide reputation for relating research findings to classroom practice.

Together with Sherrington’s insightful and practical guidance, it forms a powerful booklet that no teacher can afford to be without.

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Teacher-talk is a powerful tool. But whilst we must embrace teacher-talk as vital, we must also bear in mind that not all teacher-talk is created equally…

Long periods of talk will not always keep a class spellbound. We need other techniques on which we can draw to help pupils embed learning and make progress. After all, how can we be effectively checking progress and understanding when it is we who are doing all the talking? How can we be certain that the sea of ‘attentive’ faces before us is not simply contemplating lunch?

The solution is here: a vast bank of exciting, engaging, practical ways to allow learners to access and understand complex topics and skills without relentlessly bending their ears. Strategies which not only prevent pupils from being passengers in lessons, but which also make progress visible to both teacher and learner.

In an entertaining and practical way, Talk-Less Teaching shows you how to encourage learners responsibility for their own progress without compromising test results or overall achievement. Discover hundreds of tried and tested practical tips for helping pupils understand difficult concepts and learn new skills without you developing lecture-laryngitis.

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The mark of a great coach is a constant desire to learn and grow. A hunger to use whatever can make them better.

The best-selling author of Teach Like a Champion and Reading Reconsidered brings his considerable knowledge about the science of classroom teaching to the sports coaching world to create championship caliber coaches on the court and field. What great classroom teachers do is relevant to coaches in profound ways. After all, coaches are at their core teachers.

Lemov knows that coaches face many of the same challenges found in the classroom, so the science of learning applies equally to them. Unfortunately, coaches and organizations have a mixed level of understanding of the research and study of the science of learning. Sometimes coaches and organizations build their teaching on myths and platitudes more than science. Sometime there isn’t any science applied at all.

While there are thousands of books and websites a coach can consult to better understand technical and tactical aspects of the game, there is nothing for a coach to consult that explicitly examines the teaching problems on the field, the court, the rink, and the diamond. Until now.

Intended to offer lessons and guidance that are applicable to coaches of any sporting endeavor including everyone from parent volunteers to professional coaches and private trainers, Lemov brings the powerful science of learning to the arena of sports coaching to create the next generation of championship caliber coaches.

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In ‘The Expert Teacher: Using pedagogical content knowledge to plan superb lessons’, Darren Mead presents an engaging, research-informed view on which teaching strategies work best to induce long-term learning in students.

But what does this look like in the classroom?

This question generally occurs to educators when they enquire into evidence-based approaches to teaching and often they will get to the end of a teaching manual only to find that it remains unanswered.

In ‘The Expert Teacher’, however, Darren Mead provides many of the answers.

One of the most universally respected teachers in Britain, Darren has devoted his professional life to attaining pedagogical excellence. In this book he examines in depth what expert teachers do to help students progress their learning and strive for academic success.

He lays bare the concept of pedagogical content knowledge and eloquently explains how to utilise it to overcome student misconceptions, create contexts and connections in learning and teach difficult and important content empowering educators to transform their sub­ject knowledge into multiple means of representing it in teachable ways.

The intention of ‘The Expert Teacher’ is to help teachers to reflect on what and how they plan, how they teach and how to improvise around these plans, and to pave the way for deep professional thinking about best practice. It is split into two parts entitled How is Your Subject Learned? and Expert Teaching and Learning and provides educators with a variety of practical tools, illuminating examples and flexible frameworks geared to help them underpin and reinforce the very ampersand in expert teaching & learning.

A warning though: this book is not for teachers seeking quick fixes or superficial tricks. ‘The Expert Teacher’ is for educators who are eager to experience the excitement of knowing and teaching their subject masterfully.

Suitable for all teachers in all settings.

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Have you ever wondered why your students don’t revise? Or why they revise ineffectively? Often, they simply don’t know how. This is where The Revision Revolution comes in.

What if, instead of just telling students to revise, we taught them explicit study skills from Year 7? What if we made revision enjoyable, even irresistible? The aim is not just to help students pass exams, but to embed their learning and help them grow into knowledgeable and informed young adults.

In this book, Helen Howell and Ross Morrison McGill guide you step by step through how to start and sustain a revision revolution in your school, building a culture of effective study that flows through all aspects of school life.

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