This third book in the Learning to learn for life series offers practical examples for everyone interested in developing better schools and lifelong learners, and has a particular emphasis on Key Stages 3 and 4. This book is based on the Campaign for Learning's Learning to Learn in Schools Action Research Project, which is examining how to help pupils learn most effectively and so give each one the best chance to achieve his or her full potential. This book includes: what learning to learn isan outline of the Learning to Learn in Schools Actions Research Project - what it aims to achieve, the results so far and emerging areas of interestcase studies written by secondary school teachers with a wealth of activities that can be adapted by individual schoolsideas to help teachers move learning to learn forward in schoola list of helpful resources The Campaign for Learning is working for a society where active participation in learning is recognised as the key to improving life chances, fulfilling potential and promoting citizenship.

Learning to Learn for Life 3: Research and practical examples for Secondary Schools (Campaign for Learning)

Education & Teaching

HIGGINS, STEVE

Wall, Kate

Goodbourn, Rebecca

Hartley, Tricia

Schools & Teaching

Network Continuum

There has recently been an explosion of interest in positive psychology and the teaching of well-being and ‘happiness' in the PSHE world in schools and many teachers are looking for clear information on how to implement these potentially life-changing ideas in the classroom. This book provides an introduction to the theory of positive psychology and a practical guide on how to implement the theory in (primarily secondary) schools. The American psychologist and writer Martin Seligman, well known for his work on the idea of ‘learned helplessness', has more recently been working in the field of positive psychology. He has led training in resilience in a number of UK local authorities. Wellington College, where Ian Morris is head of philosophy, religion and PSHE, is among the first UK schools to introduce a formal well-being and happiness curriculum developed by the author.

Teaching Happiness and Well-Being in Schools: Learning to ride elephants

Morris,Ian

A clear and well-organised starting point for improving behaviour and motivation, and creating the right emotional conditions for learning. This book identifies action points for staff and whole-school management issues, and is an invaluable INSET resource for any school aiming to improve behaviour.

Best Behaviour (School Effectiveness S.)

Hirst, Rod

This book provides support for those who seek starting points for effective behaviour management for individual teachers and for middle and senior managers. Based on the experience and good practice of many teachers and school managers, Best behaviour is a 'fire prevention manual' for a well-disciplined school, offering: pupil perspectives action points for staff action points for supporting staff action points for whole school management Its companion booklet Best behaviour FIRST AID is a quick reference introduction to the fire-fighting of behaviour management. It gives straightforward action points for: self esteem the use of coping strategies strategies to cope with aggression, defiance and disturbance

Best Behaviour First Aid

How an ordinary high school set about incorporating accelerated learning into its teaching practices.>

Creating an Accelerated Learning School

Lovatt, Mark

Wise, Derek

&lt;div&gt;&lt;br/&gt;&lt;p class=medium13&gt;Wise up, and get informed access to the most powerful accelerated learning technique around. In this book you will find out how Model Mapping: &lt;/p&gt;&lt;br/&gt;&lt;ul&gt;&lt;br/&gt;&lt;li class=medium13&gt;infuses thinking skills into subject delivery &lt;br/&gt;&lt;li class=medium13&gt;supports each stage of the accelerated learning process &lt;br/&gt;&lt;li class=medium13&gt;can be used to measure and develop intelligence &lt;br/&gt;&lt;li class=medium13&gt;is the essential skill for including & supporting children with Dyslexia &lt;br/&gt;&lt;li class=medium13&gt;supports pupils of all learning styles in developing their essential learning skills &lt;br/&gt;&lt;li class=medium13&gt;supports teacher explanation and pupil understanding &lt;br/&gt;&lt;li class=medium13&gt;makes teacher planning, teaching and reviewing easier and more effective. &lt;/li&gt;&lt;/ul&gt;&lt;/div&gt;&gt;

Mapwise

Harris, Ian

Caviglioli, Oliver

On average, teachers talk for two-thirds of class time in a monologue style quite different to that which most children experience at home. This book helps teachers to understand their students' difficulties in stepping out of 'home talk' into 'class talk'. Class Talk: - looks at teacher-student communication and reflects on what is happening in the classroom - looks at how students talk in different classroom situations and evaluates this information in terms of planning children's learning - considers the problems of transmitting meaning to others - discusses and reflects on practical strategies to improve the quality of talking, teaching and learning - |ooks at how a teacher's most important tool 'the voice' is used, along with facial expression and gesture, to make the greatest impact on students -considers the development of talk within a society that has moved away from mechanical and manufacturing industry towards jobs in service industries, which entail, on average, 80% speaking and listening and only 20% reading and writing.

Class Talk

Sage, Rosemary

Full details of commercial materials available that have been used to great effect by the author with able and talented children>

Enrichment Activities for Able and Talented Children (Practical Resource Books for Teachers)

Reference

Teare, Barry

Foreign Language Study & Reference

The Alps Approach

Smith, Alistair

Call, Nicola

Drawing on evidence from the past, this important book shows how shifting attitudes in society and politics have shaped Western education systems into those we are familiar with today. Authors John Abbott and Terry Ryan argue that instead of continuing to tinker with outdated conventions rooted in an industrial heritage, what is now needed is a fresh approach tailored to evidence of how children actually learn. Research into the developing brain suggests that children get off to the best start by being taught in small groups at an early age, boosting their collaborative skills, while older children benefit from gradually being weaned off intensive teacher-led tuition and encouraged to be the kind of autonomous and inventive thinkers and learners that employers in the 21st Century are crying out for. This is essential reading not only for those involved in education and policy making, but also anyone who has looked at the difficulties schools - and the communities around them - face in the modern world and thought, "There must be a better way."

The Unfinished Revolution

Ryan, Terry

Abbott, John

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Books by Network Continuum