In recent years retrieval practice has continued to grow in prominence and interest – an evidence-informed effective teaching and learning strategy that supports all learners. After extensive reading, engaging with research and working with schools, Kate Jones has written a guide that explores how retrieval practice can work in a primary school context. The book begins with research then focuses on classroom application, covering curriculum design, task and question design with retrieval practice and how to embed retrieval practice as part of the language of learning across the wider school community. This is an essential read for teachers and leaders at all levels looking to effectively embed retrieval practice in their primary classroom.

Many primary school teachers find science a difficult subject to teach. Not only do teachers need to develop their own knowledge of a complex subject, they also need to know how to bring this subject to life in the primary classroom. Science Fix is here to help! In this practical book, author Danny Nicholson: *Guides you through all areas of the primary science curriculum. *Outlines the subject knowledge you need for each area, enabling you to teach with confidence. *Includes practical advice for teaching and guidance on how to plan and deliver sequences of engaging science lessons. *Outlines activities for teaching that promote scientific thinking and help children to work as scientists. *Identifies common misconceptions, allowing you to anticipate them in planning. *Asks what working scientifically is and, importantly, what it is not.

Teach history lessons that tell more than one story and that speak to and engage all of the children in your class.

American psychologist and psychiatrist David Ausubel is well known for his famous quote: "The most important single factor influencing learning is what the learner already knows. Ascertain this and teach him accordingly" (Ausubel, 1968, vi). But few know about the richness and importance of his assimilation theory of meaningful learning and retention, which holds many more instruction-altering insights. One of the main reasons why this theory is so important is because it focuses on the end goal teachers are after: teachers don't want students to memorise distinct ideas; teachers want students to develop vast bodies of knowledge in the subjects they are taught. Ausubel explains that the only way to achieve this is through supporting students to learn meaningfully. This book explores the key elements of the theory and what it means to learn meaningfully. It then links the theory to highly practical implications teachers can use day-to-day in all aspects of their teaching.

The Teacher Toolkit Guides turn the theory of education into practical ideas for your classroom. From Ross Morrison McGill, bestselling author of Mark. Plan. Teach. and Teacher Toolkit, this book highlights the importance of questioning in challenging pupils, checking for understanding, identifying gaps in knowledge, improving recall and ultimately encouraging learners to analyse, evaluate and actively engage in learning. By simplifying the theory and offering original ideas proven to have an impact in the classroom, The Teacher Toolkit Guide to Questioning provides teachers with an invaluable resource to refine this key element of their practice. The Teacher Toolkit Guide to Questioning was Highly Commended in the Assessment category at the Teach Secondary Awards 2023. ------------------ The Teacher Toolkit Guides turn the theory of education into practical ideas for your classroom. Each book in the Teacher Toolkit Guides series explores a key principle of teaching and learning, and offers research-based techniques to transform classroom practice. Each book includes a bespoke version of Ross's renowned Five Minute Lesson Plan, as well as ready-to-use templates and worked examples. Supported by infographics, charts and diagrams, these guides are a must-have for any teacher, in any school, and at any level. The Teacher Toolkit: Guide to Memory and Guide to Questioning are available now.

researchED is an educator-led organisation with the goal of bridging the gap between research and practice. This accessible and punchy series, overseen by founder Tom Bennett, tackles the most important topics in education, with a range of experienced contributors exploring the latest evidence and research and how it can apply in a variety of classroom settings. In this edition, Kate Jones considers various principles from cognitive science that can be used to enhance teaching and learning, including cognitive load theory, dual coding theory, interleaving, retrieval practice and spaced practice. Kate has sourced contributions from teachers and researchers including Jade Pearce, Sarah Cottingham, Adam Boxer, Jonathan Firth, Paul A. Kirschner, Pedro De Bruyckere and Lekha Sharma. Kate Jones is a teacher and an experienced leader. She is the author of seven books and is senior associate for teaching and learning at Evidence Based Education.

Educational books can help teachers engage in quality CPD (Continuing/Continuous Professional Development), but how do we find the time to read the latest literature? And if we have the time, how do we know what to choose or what we should do with what we read? Born from a real-life book club, The Edu-Book Club helps teachers and school leaders to navigate the wealth of evidence-based CPD by bringing together key publications on teaching, assessment, and curriculum. It shows how the ideas and research presented in these publications can be translated into everyday classroom practice, to help teachers and school leaders develop and inform these practices for their own professional and classroom development. Drawing on a diverse range of books and including practical advice on how to set up and run a book club, each book club session covers: The rationale for choosing that title An interview with the author with accompanying visual notes A summary of the key ideas Key takeaways and implications for classroom practice With an accompanying website featuring the video interviews and additional resources, accessible at https://glt-alwayslearning.co.uk/posts/glt-friends-book-club-edu-book-club, this will be a valuable resource for teachers and school leaders at all stages of their careers.

researchED is an educator-led organisation with the goal of bridging the gap between research and practice. This accessible and punchy series, overseen by founder Tom Bennett, tackles the most important topics in education, with a range of experienced contributors exploring the latest evidence and research and how it can apply in a variety of classroom settings. While there are many routes to growing great schools, investing in the quality of the teachers is one of the best bets to improve both pupils' educational outcomes and their experience of school. And, crucially, teacher quality is not fixed - all teachers can always improve. Professional development is not solely about the teaching techniques we use in the classroom, but encompasses the way we learn to think about the curriculum, how we manage behaviour, and even how we behave as leaders. In this book, Jo Facer brings together contributions from expert writers including Elisabeth Bowling, Nimish Lad, Reuben Moore and Jenny Thompson, to consider what we might learn from cutting-edge research, and how we might apply this to the messy, on-the-ground reality of schools today.

Bring cognitive research to teaching practice with this practical toolkit How do you introduce the science of learning to your faculty? How do you leverage professional development to ensure that teachers continually apply that science within their classrooms? How can you maximize learning in your classroom through the use of researched and evidence-informed strategies? These are the questions Patrice Bain sets out to answer in Powerful Classrooms: Evidence-informed Strategies and Resources. This book is a follow-up to Powerful Teaching, in which Bain and Pooja Agarwal unlocked the secrets to successfully applying the science of learning in classroom settings. Now, Bain seeks to share her strategies with a wider audience of educators and school administrators. Patrice Bain is a longtime teacher and a leading voice in the science of learning. In this book, she uses easy-to-understand language to explain the latest findings from cognitive science about how humans learn best. Then, she offers practical techniques and activities for encouraging learning in any subject. Inside, you'll find: Clear explanations of the science of learning and how it can improve administration and classroom teaching Research-based practices that can be used everywhere from small-scale classrooms to large school districts A collection of the best articles, books, podcasts, and websites for further exploration For administrators, instructional coaches, and teachers looking for simple yet powerful practices, adding Powerful Classrooms into your educational toolkit will enhance student success through the science of learning.