{"title":"Best Of The Best","description":null,"products":[{"product_id":"best-of-the-best-book-isabella-wallace-9781785831607","title":"Best of the Best","description":"In Progress, Isabella Wallace and Leah Kirkman explore our understanding of this core educational concept, drawing together ideas from leading international thinkers and practical strategies for busy teachers. The Best of the Best series brings together - for the first time - the most influential voices in education in a format that is concise, insightful and accessible for teachers. Keeping up with the latest and best ideas in education can be a challenge - as can putting them into practice - but this new series is here to help.  Each title features a comprehensive collection of brief and accessible contributions from some of the most eminent names in education from around the world. In this exciting first volume, Isabella Wallace and Leah Kirkman have curated a collection of inspiring contributions on the theme of progress and have developed practical, realistic, cross-curricular and cross-phase strategies to make the most of these important insights in the classroom. Each expert has provided a list of further reading so you can dig deeper as you see fit. In addition, the Teacher Development Trust has outlined ideas for embedding these insights as part of CPD.Suitable for all educationalists, including teachers and school leaders. Many myths abound about progress. We have to show that learners are making progress, but what do we really mean by the term? Who decides what constitutes progress? Who should set targets, and why? How do we measure progress? How do we know when pupils are demonstrating it? How do we differentiate and allow for learners' different starting points? Should we be measure everyone against the average or should we be looking at ipsative progress, where achievement is relative only to the pupil's personal best? Indeed, if everyone is making expected progress, is that really progress or just doing as expected? Do we need to rethink assessment? Does meta-cognition hold the answer? What about other approaches like SOLO taxonomy or Building Learning Power? If progress isn't linear, what kind of shape does it have? What implicit value judgements may we be making when applying the term uncritically and unthinkingly? How do we ensure that funding, including the Pupil Premium, is having a tangible effect on progress? Can we make learning and progress visible?What does the evidence base - the research studies and meta-analyses - have to say? Will that be applicable in all contexts?These are just some of the questions that the educational experts delve into in this first volume in the Best of the Best series.  The practical strategies offered by Isabella Wallace and Leah Kirkman demonstrate how teachers can immediately use these ideas in the classroom. Advice from the Teacher Development Trust demonstrates how to plan sustained and responsive changes to practice based on the book's key insights. Contributions include: Professor John Hattie makes a powerful argument, supported by practical examples, of how funding can be used effectively and equitably to enhance progress in learning for every pupil.  Geoff Petty points us to the invaluable resources provided by meta-research, which identify for us which are the most effective, progress-yielding teaching methods.  Sir John Jones, writing about life chances, reminds us of the enormous influence that the quality of teaching can have on pupil motivation and progress.  Sugata Mitra looks at the link between progress and improvement of life chances, and the role that technology can play in this respect.  David Didau echoes the postmodernists in his argument that progress in the classroom should not be thought of as linear, as a steadily advancing route of improvement aimed at some distant goal of perfection. Professor Mick Waters refers to the practice of assessing progress against externally fixed markers as an `obsession’ which should be challenged.  Will Ord urges us to interrogate exactly what it is that we mean by `progress’.  Claire Gadsby suggests that progress should be learner centred rather than criterion based and that it is only the pupil, not the teacher, who can demonstrate progress.  Professor Robert Bjork warns us against making a supposition not only about what pupils can do but also about what they may need from us in order to do it.  Professor John West-Burnham suggests that practice is essential to effective progress in learning, and that the effort we demand of our learners can be directly proportionate to the success they achieve in reaching their goals.  Professor Guy Claxton cautions that there is a fine line between challenging learners into making positive progress and `over-stretching’ them.  James Nottingham makes the point that the measurement of progress should not be made by teachers against externally set markers, but by learners against their own personal best.  Mark Burns argues that progress is a personal measure, not a fixed absolute.  Martin Robinson questions what he refers to as `the progress myth’. Mike Gershon urges the wider use by teachers of exemplar materials – examples of work which illustrate the content and standard which the pupils should be aspiring to as a next step in their learning.  Pam Hook suggests that progress is most usefully expressed not as a forward-moving line but as a spiral where learning experiences are returned to and repeated, perhaps several times, at increasingly higher levels or at greater depth.  Andy Hargreaves sees building confidence and self-belief as central to the teacher’s role and not simply as an optional `soft skill’, and extends this same concept to the need for mutual support between colleagues – which he refers to as giving `uplift’.   Teacher Development Trust - Next steps . ..","brand":"WoB","offers":[{"title":"GB \/ VERY_GOOD \/ INTERNAL","offer_id":49516810764561,"sku":"GOR008181652","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"GB \/ LIKE_NEW \/ INTERNAL","offer_id":49585703944465,"sku":"GOR008385276","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/1785831607.jpg?v=1772705881"},{"product_id":"best-of-the-best-book-isabella-wallace-9781785832475","title":"Best of the Best","description":"Isabella Wallace and Leah Kirkman's Engagement is a carefully curated collection of experts' insights on the theme of teacher and learner engagement, which - as they ably demonstrate - can be facilitated and encouraged in a number of ways.  The Best of the Best series brings together - for the first time - the most influential voices in education in a format that is concise, insightful and accessible for teachers. Keeping up with the latest and best ideas in education can be a challenge - as can putting them into practice - but this highly acclaimed series is here to help. Each title features a comprehensive collection of brief and accessible contributions from some of the most eminent names in education from around the world.  In this third volume, Wallace and Kirkman explore the core concept of engagement - an essential facet of effective learning both for learners and for teachers - and share practical, realistic, cross-curricular and cross-phase strategies to make the most of these important insights.  Engagement, whether of the teacher or the learners, can't be compelled and will always be contingent on the complexities of motivation. Indeed, it could be argued that it is teacher engagement which is the key to successful learning. Such engagement can be facilitated by encouraging professional dialogue between staff, or it may be that the school's high expectations alone could encourage in its teachers a sense of professional empowerment. But how do we recognise learner engagement, and what can we do to encourage it? From this compendium of expert voices emerge three important themes: that teachers' engagement and positive example should be seen as a prerequisite for establishing learner motivation; that learners' interest needs to be actively engaged, whether by meaningful challenge or by tapping into their natural curiosity; and that an expectation of appropriate behaviour must precede expectations of engagement. In this volume you will find many practical suggestions of ways to apply these ideas both in the classroom and in the staffroom.  Each contributor has provided a list of further reading so you can dig deeper into the topic and, in addition, the Teacher Development Trust offer their advice on how to plan effective CPD and responsive changes to practice based on the contributors' suggestions.  Contributions include:  Sir Tim Brighouse argues that it is teacher engagement - specifically their collaborative evaluation, dialogue and planning - which is the key to successful learning.  Dr Bill Rogers advocates a non-confrontational approach and illustrates how the teacher's verbal communications can be more effective when they are descriptive and assertive rather than imperative and confrontational.  Vic Goddard suggests that a bottom-up, staff-led approach to CPD can be a more motivating catalyst for teacher engagement than that which is top-down and senior leadership team-led.  Sue Cowley urges teachers to be responsive, adaptable, creative and flexible in the classroom and, instead of focusing on what students need to change, to take control of their teaching and decide what they need to change about themselves.  Richard Gerver discusses his passionate belief that teachers and school leaders should trust in their profession and their children more and build a culture that shouts about an assumption of excellence.  Andy Cope advises that teachers should focus on how they wish `to be' in order to achieve the energy and empowerment to engage more effectively with their `to do' list.  Professor Bill Lucas focuses on the numerous ways that schools can encourage parental engagement in their children's learning.  Ian Gilbert points out that in order to encourage engaged behaviour we need first to banish classroom boredom, and that the opposite of `boring' in a learning context should be `challenging'.  Professor Susan Wallace focuses on teacher behaviour, suggesting that one of the most powerful ways of encouraging engagement is for the teacher to model the desired attitude by presenting themselves as enthusiastic and highly motivated.  Andy Griffith makes the case that the learning challenge must be one which learners feel is achievable if they are to become properly involved and absorbed in the state of `flow'.  Dr Debra Kidd argues that the motivation to remain engaged will always be contingent on learners being able to see the relevance, purpose and value of what they are being asked to do.  Conrad Wolfram - writing specifically about motivation in maths - suggests that, in addition to being achievable, the challenge must be carefully chosen: not any old abstract problem but one which learners feel motivated to solve.  Paul Dix illustrates the importance of finding ways with which to engage learners' natural curiosity with an element of anticipation, surprise or even some mild jeopardy.  John Davitt encourages the idea of engagement as `doing', where learners are asked to demonstrate understanding in a variety of ways and through means other than simply writing.  Phil Beadle raises the question of whether levels of engagement are largely contingent on geography and environment, suggesting that inner city schools may be facing the problem of learner disengagement on a scale not experienced elsewhere.  Mike Gershon suggests that engagement in written work can be better stimulated by using discussion to help learners refine and articulate their ideas before they engage in a writing task.  Professor Mick Waters argues that a gentle `nudging' towards improved behaviour - for example, through the awarding of points - proves more effective than the use of sanctions or shaming.  Teacher Development Trust - Next steps ...  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The Best of the Best series brings together - for the first time - the most influential voices in education in a format that is concise, insightful and accessible for teachers. Keeping up with the latest and best ideas in education can be a challenge - as can putting them into practice - but this new series is here to help. Each title features a comprehensive collection of brief and accessible contributions from some of the most eminent names in education from around the world. In this second volume in the series, Wallace and Kirkman have curated a collection of inspiring contributions on the theme of feedback and have developed practical, realistic, cross-curricular and cross-phase strategies to make the most of these important insights in the classroom.Feedback can be understood and implemented in the classroom in a whole range of ways, as Wallace and Kirkman's practical strategies - based on the contributors' expert insights - demonstrate.  From these contributions, each unique and enlightening in its own right, a number of key themes emerge. One is the need to get the balance right between praise and constructive critique by keeping feedback specific, detailed and firmly referenced to clearly explained criteria. Another is that these same principles should be applied whether the feedback is from teacher to student, teacher to colleague, student to teacher or student to student. Response to feedback is critical: the need to give students the time to reflect on it, to question it, to act on it. Also important is the manner in which feedback is given: kindly, constructively, in a timely way and in an atmosphere of trust. Above all, whether written or oral, effective feedback is primarily about is clear, constructive and specific communication. Each expert has provided a list of further reading so you can dig deeper into the topic.In addition, the Teacher Development Trust has offered more useful ideas for embedding these insights as part of CPD.  Suitable for all educationalists, including teachers and school leaders. Contributions include: Professor Dylan Wiliam points out the importance of formative assessment as a means of enabling the teacher to make evidence-based decisions about each student’s needs.  Art Costa and Robert Garmston challenge the notion that feedback should be about giving praise.  Professor Bill Lucas argues that we must give students the opportunity and choice to accept or reject the feedback advice that we offer them.  Diana Laufenberg places an emphasis on the importance of making time to give detailed, face-to-face feedback against the assessment criteria to each individual student.  Paul Dix provides a detailed account of the use of student wristbands, on which they can record the useful feedback they have been given. Taylor Mali makes a case for the significance of his own variation on feedback, which he refers to as `feedfront’ – giving clear instructions and setting clear goals before a task even begins.  Ron Berger advocates the importance of giving individual, descriptive feedback on specific aspects of student work or performance and of avoiding general, holistic statements such as `good work’.  Andy Griffith describes feedback as a two-way process and argues that its success is determined not only by the way feedback is given but also in the way it is received.  Barry Hymer argues that simple praise and reward only serve to keep the teacher in control, thereby robbing the student of self-efficacy.  Jackie Beere focuses on how best to encourage a positive response to feedback.  Mike Gershon illustrates the point that feedback is not a one-off response but a continuing process or dialogue.  Professor Mick Waters suggests inviting students to award points to teachers based on the teacher’s effectiveness in helping the student to learn.  Geoff Petty cites praise as one of the key factors for effective learning.  Shirley Clarke proposes that it is feedback from learners to teachers which constitutes the most significant and productive means of supporting and improving students’ learning experience.  Seth Godin suggests that feedback should offer an analysis rather than simply an opinion. Phil Beadle argues that focused praise should be considered a very important element when giving feedback Teacher Development Trust - Next steps ...","brand":"WoB","offers":[{"title":"GB \/ GOOD \/ INTERNAL","offer_id":49636804854033,"sku":"GOR011664724","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ VERY_GOOD \/ INTERNAL","offer_id":49650973016337,"sku":"GOR008378613","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"GB \/ NEW \/ GARDNERS","offer_id":51282362466577,"sku":"NGR9781785831874","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ LIKE_NEW \/ INTERNAL","offer_id":51878803800337,"sku":"GOR010299492","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"US \/ VERY_GOOD \/ SBYB","offer_id":53617086759185,"sku":"CIN1785831879VG","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/1785831879.jpg?v=1772792025"},{"product_id":"best-of-the-best-from-indiana-cookbook-book-gwen-mckee-9780937552575","title":"Best of the Best from Indiana Cookbook","description":"Each cookbook in Quail Ridge Press' acclaimed Best of the Best State Cookbook Series contains favorite recipes submitted from the most popular cookbooks published in the state. 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