Primary maths is stereotypically loved by a few hairy oddballs, tolerated by most sane primary practitioners; loathed by many. With the right approach, however; the right mindset and sense of the impossible being achievable, maths can be moulded into the diamond in the rough of the primary curriculum. Enter Nick Tiley-Nunn: Britain's most imaginative, most exciting primary maths specialist. Over years of practice he has generated ideas about the teaching of maths that are so distinct, so far out and so utterly brilliant that any primary teacher struggling to grasp the nettle of teaching long division will emerge from communing with his ideas not just with some clichéd sense that 'maths can be fun', but that it can be brilliant, life-enhancing and truly hilarious. This book presents ideas for primary maths teaching so wildly creative and so full of the joy of life that any classroom of kids will be grateful you read it.
Literacy is important. This book is about getting it right. Its author is an expert in teaching children how to speak and write well, and has transformed the oral and written communication skills of many thousands of students. In How to Teach: Literacy he shares how he does it and what he knows about this most important of all skills and reveals what every teacher needs to know in order to radically transform literacy standards across the curriculum. The stories, anecdotes and insights into the many practical activities in this book are, in turn, and often in the same sentence, heart breaking, inspiring, shocking and, as ever, funnier and more readable than those in an education book have any right to be. Contains everything teachers need to know to teach literacy effectively, regardless of their subject specialism or phase. If you want to make sure that every child leaves your class knowing the rules and how to use them, this is the book for you. If you think that literacy is difficult, or boring, or not your responsibility, be ready to be proved wrong. Discover practical activities, spelling strategies, tips for teaching punctuation and grammar guides that are anything but didactic and dull.
In Reading for Pleasure, Kenny Pieper has gathered a range of tried-and-tested strategies to get kids reading, and enjoying it. We hear too often that kids don’t read any more: Kenny thinks it should be every teacher’s mission to prove this isn’t true. In a squeezed curriculum it can be tempting to accept pupils’ lack of reading and make excuses that there is not enough time to give to the ‘luxury’ of personal reading. Teachers do this at our peril. Reading is the essential building block of further literacy development as well as a skill, hobby and habit that we can take with us forever. Kenny Pieper takes the act of reading for granted, as many – but sadly not all – adults do. You’re reading this right now. However, this isn’t the case for everyone. Kenny teaches kids whose lives are terrifying obstacle courses of reading-related problems. They know they struggle with reading so they try to avoid reading at all costs. They leave school, not merely unaffected by this strange reading thing, but saddled with a great deal of emotional baggage about being an outsider, even more entrenched in a belief that reading is for others more intelligent than them. Then there are the children who can read perfectly well, but chose not to, unconvinced of the importance of reading in their lives. What difference does it make to them? We have to answer that question in school. We have a duty to put an end to illiteracy and aliteracy. Kids need reading role models and, as a teacher, that role model is you. You may be the only adult who that reluctant reader will ever see reading. Teachers are critical in giving all children the gift of being able to read well and to value reading. Topics covered include: the author’s personal reading journey, how reading enabled him to become the first person in his family to go to university and convinced him that fostering a love of reading is his moral duty as an educator, illiteracy and aliteracy, reluctant readers, book reviews, prioritising personal reading by devoting ten minutes each lesson to it, habitual reading, the reading environment, interest inventories, technology, e-readers, Accelerated Reader programmes, recommended reading, building a class library, bookmarks, book tweets, book speed-dating, libraries, librarians, literacy and class inequality, parental involvement, podcasting, reading records, reading dialogue journals, the rights of the reader, reading aloud, silent reading and literacy and gender, amongst others. The benefits we can all reap when kids become confident readers who read for pleasure are obvious. Discover strategies which will: get kids talking about books, get them thinking about books, get them reading books, encourage independent reading, develop literacy skills and establish a classroom culture where reading is expected and celebrated. Suitable for primary and secondary teachers, leaders and SENCOs, or just anyone with an interest in or responsibility for getting kids to read.
Teaching Primary Mathematics covers what student teachers really need to know and why, including approaches to teaching and learning, planning and assessment, and using resources in maths teaching. It also provides a brief historical overview of the teaching of mathematics and examines strategies to enhance learning and development as a confident mathematician in the primary classroom. Informed by seminal and current research, and recent developments in education policy, the book also explores: - the role of mathematics within the primary curriculum - the development of mathematics as a subject of study - the knowledge that can be gained from considering international approaches to mathematics. This is essential reading for all students on primary initial teacher education courses including undergraduate (BEd, BA with QTS), postgraduate (PGCE, SCITT), and School Direct, and employment-based routes into teaching. Sylvia Turner is Senior Lecturer in the Faculty of Education at the University of Winchester.
This new and updated edition of Teaching Mathematics Creatively offers a range of strategies to enable trainee and practising teachers to take an innovative, playful and creative approach to maths teaching. It promotes creativity as a key element of practice and offers ideas to involve your students and develop knowledge, understanding and enjoyment. Exploring fresh approaches, this text explains the role of play in bringing mathematics alive for children and teachers alike. It identifies the power of story-telling in supporting mathematical thinking, examines cross-curricular teaching, and allows you to plan for teaching creatively. Imaginative ideas, underpinned by the latest research and theory, include: Learning maths outdoors - make more noise, make more mess or work on a larger scale Everyday maths - making sense of the numbers, patterns, shapes and measures children see around them Music and maths – the role of rhythm in learning, and music and pattern in maths Giant maths - how much food do you include on a giant shopping list? Stimulating and accessible, with contemporary and cutting-edge practice at the forefront, Teaching Mathematics Creatively includes a wealth of innovative ideas to enthuse teachers and enrich maths teaching. This book is an essential purchase for any professional who wishes to embed creative approaches to teaching in their classroom.
You paint an outside wall. It rains. What happens to the paint? It runs off, of course! So it is with our students. We teach them something. We can't be bothered to do the recap, the plenary, as we don't have any ideas. They leave the lesson. They promptly forget what you have taught them. There was no point their being in the lesson in the first place. The world continues turning. This practical little book of plenaries does what it says. It delivers a series of simple ideas for how to make your lesson endings - or mid-lesson recaps - interesting, engaging and cognitively challenging. Apply the ideas in this book and your students will leave the lesson with the information you have taught them still in their heads.
The ultimate (and ultimately irreverent) look at what you should be doing in your classroom if you want to be the best teacher you can possibly be
Author: Phil Beadle
Publisher: Crown House Publishing
How to Teachis the most exciting, most readable, and most useful teaching manual ever written. It is not the work of a dry theorist. Its author has spent half a lifetime working with inner city kids and has helped them to discover an entirely new view of themselves. This book lets you into the tricks of the trade that will help you to do the same, from the minutiae of how to manage difficult classes through to exactly what you should be looking for when you mark their work. How to Teachcovers everything you need to know in order to be the best teacher you can possibly be.
Fun Activities and Lesson Plans for Children Aged 3 – 11
Author: Claire Brewer,Kate Bradley
Publisher: Jessica Kingsley Publishers
Create an inclusive classroom for all through engaging maths activities such as Shape Bingo, Cake Splat! and Fruity Fractions, all of which have been matched to the UK National Curriculum P Levels 4 - 8. Tailored to the specific P Level, each lesson plan includes a learning objective, the resources needed, the main activity, a plenary and a consolidation activity to help support children's understanding. When working with children, and especially those with SEN, lessons need to meet their interests as well as their needs by containing visual stimulus, movement and fine and gross motor skills, and the activities in this book have been specifically designed with this in mind. This straightforward and practical book offers you 101 creative classroom activities for teaching maths to pupils who are achieving at P Levels 4 - 8 and Key Stage One as well as mapping the range of additional skills they will acquire.
Following the progress of pupils at various schools and into adult life, Jo Boaler outlines the crisis in maths education and proposes ways to motivate pupils about the subject. She offers concrete solutions, including classroom approaches, strategies for pupils, advice for parents and ways that parents can work with teachers.
Dancing about Architecture: A Little Book of Creativity is a compendium of outrageous ideas: ideas about how to take more risks, and about how to go about coming up with better ideas. Ideas about how to plan experiences that leave people who are in the same room as those ideas awestruck, and ideas to help you avoid the textbook, the worksheet the barely stifled yawn. From using The Book of Revelation as a planning device; to seeing every experience through the prism of physical activity or song; to measuring a poem to find its real heart; it outlines a methodology that, if you use it, will make you an even greater creative force than you already are.
Flexible, effective and creative primary school teachers require subject knowledge, an understanding of their pupils and how they learn, a range of strategies for managing behaviour and organising environments for learning, and the ability to respond to dynamic classroom situations. This third edition of Learning to Teach in the Primary School is fully updated with reference to the new National Curriculum, and has been revised to provide even more practical advice and guidance to trainee primary teachers. Twenty-two new authors have been involved and connections are now made to Northern Irish, Welsh and Scottish policies. In addition, five new units have been included on: making the most of your placement play and exploration in learning behaviour management special educational needs phonics. With Masters-level reflective tasks and suggestions for research-based further reading, the book provides valuable support to trainee teachers engaged in learning through school-based experience and through reading, discussion and reflections as part of a teacher education course. It provides an accessible and engaging introduction to knowledge about teaching and learning that every student teacher needs to acquire in order to gain qualified teacher status (QTS). This comprehensive textbook is essential reading for all students training to be primary school teachers, including those on undergraduate teacher training courses (BEd, BA with QTS, BSc with QTS), postgraduate teacher training courses (PGCE, SCITT) and employment-based teacher training courses (Schools Direct, Teach First), plus those studying Education Studies. This textbook is supported by a free companion website with additional resources for instructors and students and can be accessed at www.routledge.com/cw/Cremin.
There has been considerable and lively debate in philosophy of biology over the decade since the first edition of this anthology appeared. Changes and additions in the new edition reflect the ways in which the subject has broadened and deepened on several fronts; more than half of the-chapters are new. In all, twenty-three selections take up fitness, function and teleology, adaptationism, units of selection, essentialism and population thinking, species, systematic philosophies, phylogenetic inference, reduction of Mendelian genetics to molecular biology, ethics and sociobiology, and cultural evolution and evolutionary epistemology. Elliott Sober is Hans Reichenbach Professor of Philosophy at the University of Wisconsin, Madison.
A distinct voice in the nature/nurture debate, Rose's series of essays are a response to the biological reductionism of Richard Dawkins's book, The Selfish Gene (OUP, 1990), which insists that all aspects of human life are in our genes, and everything arises as a consequence of natural selection. Rose argues that life depends on the elaborate web of interactions that occur within cells, organisms, and ecosystems, and in which DNA has but one part to play.
The case history approach has an impressive record of success in a variety of disciplines. Collections of case histories, casebooks, are now widely used in all sorts of specialties other than in their familiar appli cation to law and medicine. The case method had its formal beginning at Harvard in 1871 when Christopher Lagdell developed it as a means of teaching. It was so successful in teaching law that it was soon adopted in medical education, and the collection of cases provided the raw material for research on various diseases. Subsequently, the case history approach spread to such varied fields as business, psychology, management, and economics, and there are over 100 books in print that use this approach. The idea for a series of Casehooks in Earth Science grew from my experience in organizing and editing a collection of examples of one variety of sedimentary deposits. The prqject began as an effort to bring some order to a large number of descriptions of these deposits that were so varied in presentation and terminology that even specialists found them difficult to compare and analyze. Thus, from the beginning, it was evident that something more than a simple collection of papers was needed. Accordingly, the nearly fifty contributors worked together with George de Vries Klein and me to establish a standard format for presenting the case histories.
A Lively and Entertaining Guide to Reading Between the Lines
Author: Thomas C. Foster
Publisher: Harper Perennial
Category: Literary Criticism
A thoroughly revised and updated edition of Thomas C. Foster's classic guide—a lively and entertaining introduction to literature and literary basics, including symbols, themes, and contexts—that shows you how to make your everyday reading experience more rewarding and enjoyable. While many books can be enjoyed for their basic stories, there are often deeper literary meanings interwoven in these texts. How to Read Literature Like a Professor helps us to discover those hidden truths by looking at literature with the eyes—and the literary codes—of the ultimate professional reader: the college professor. What does it mean when a literary hero travels along a dusty road? When he hands a drink to his companion? When he's drenched in a sudden rain shower? Ranging from major themes to literary models, narrative devices, and form, Thomas C. Foster provides us with a broad overview of literature—a world where a road leads to a quest, a shared meal may signify a communion, and rain, whether cleansing or destructive, is never just a shower—and shows us how to make our reading experience more enriching, satisfying, and fun. This revised edition includes new chapters, a new preface, and a new epilogue, and incorporates updated teaching points that Foster has developed over the past decade.
The first collection of food writing by Britain's funniest and most feared critic A.A. Gill knows food, and loves food. A meal is never just a meal. It has a past, a history, connotations. It is a metaphor for life. A.A. Gill delights in decoding what lies behind the food on our plates: famously, his reviews are as much ruminations on society at large as they are about the restaurants themselves. So alongside the concepts, customers and cuisines, ten years of writing about restaurants has yielded insights on everything from yaks to cowboys, picnics to politics. TABLE TALK is an idiosyncratic selection of A.A. Gill's writing about food, taken from his Sunday Times and Tatler columns. Sometimes inspired by the traditions of a whole country, sometimes by a single ingredient, it is a celebration of what great eating can be, an excoriation of those who get it wrong, and an education about our own appetites. Because it spans a decade, the book focuses on A.A. Gill's general dining experiences rather than individual restaurants - food fads, tipping, chefs, ingredients, eating in town and country and abroad, and the best and worst dining experiences. Fizzing with wit, it is a treat for gourmands, gourmets and anyone who relishes good writing.