Linked to the Early Career Framework, this book provides an understanding of cognitive load theory and its application to teaching for all those training or new to the job. Cognitive science is fast becoming the cornerstone for understanding how students learn and is revolutionising the way we teach pupils at both primary and secondary levels. The techniques informed by cognitive science are evidence-based and proven to work, providing clear benefits for both the early career teacher and your pupils. This book outlines the principles of cognitive load theory and metacognition so that you can feel in control of your own learning and understand how to harness the learning of your students. It provides concise explanations and practical strategies that you can use in the classroom, enabling you to confidently plan and teach lessons with a reflective, metacognitive approach underpinned by key cognitive science principles.

Aimed at all beginning teachers involved in early years teaching. This text looks at the unique role of the early years teacher and outlines how you can support the development of children as unique individuals through an enabling environment, building success through effective relationships, outstanding provision and purposeful assessment. It encourages you to think about your own development in a holistic sense in order to promote outstanding professional practice. The Essential Guides for Early Career Teachers provide accessible, carefully researched, quick reads for early career teachers, covering the key topics you will encounter during your training year and first two years of teaching. They complement and are fully in line with the new Early Career Framework and are intended to assist ongoing professional development by bringing together current information and thinking on each area in one convenient place.

This title outlines the personal and professional skills and behaviours needed to be an effective early career teacher beyond that of your own subject knowledge and class-based practices. It provides guidance on how to gain the most from mentoring conversations and how to develop good habits around workload and managing priorities. It helps you develop and understand the importance of engaging in self-reflection, professional development, building relationships and managing your well-being, encouraging you to consider your professional identity, values and motivators in order to become the best teacher you can be. The Essential Guides for Early Career Teachers provide accessible, carefully researched, quick reads for early career teachers, covering the key topics you will encounter during your training year and first two years of teaching. They complement and are fully in line with the new Early Career Framework and are intended to assist ongoing professional development by bringing together current information and thinking on each area in one convenient place.

As Ofsted introduces a new framework with higher expectations regarding subject knowledge across the primary curriculum, there has never been a more important time for trainees to secure their subject knowledge and improve confidence. This book aims to help early career teachers in teaching primary foundation subjects. This is another text for the Essential Guides for Early Career teachers series and it provides ECT's and their mentors with the right tools for teaching primary foundation subjects, improving their subject knowledge and building understanding. It ensures that relevant theory and research are woven together with real classroom experience. It links to key readings, resources and online sources which will allow trainees to continue their own learning and encourage independent study through the use of reflective exercises and practical tasks to ensure the delivery of the best possible teaching. A text like this is needed more than ever as the Ofsted framework for ITT is explicit in highlighting subject knowledge as being a key component to successful teaching. This book, therefore, covers the kind of topics that ECT's might at first struggle with from art and design, to computing and IT to languages like French and German. This book breaks down each subject and points trainees in the direction of resources, support and best practice.

This is a must-read for early career teachers (ECTs), focusing on the role of the ECT in terms of school curriculum design and implementation. It explores the topics surrounding curriculum that those in training or ECT induction are likely to encounter and need to understand, and offers a range of practical and critical strategies and approaches to curriculum design. It begins with examining the history of the core ideas around curriculum, including educational philosophy and concepts, before moving on to planning, reflection and principled intent and implementation. It also delves into the various roles of those involved in curriculum design. This is an essential text for ECTs as curriculum is a key aspect of the Core Content and Early Career Frameworks. It draws on real-life enactments and models to help those in their early stages understand their role in curriculum implementation, especially in relation to the Ofsted focus on the quality of education and the role of all teachers as professionals. Most importantly, this book recognises curriculum as the beating heart of any strong educational offer.

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.

This book builds on the experiences of school leaders, early career teachers and their mentors and responds to the challenges that new teachers face as they move beyond initial teacher training. Practiced educators provide research-informed guidance in each chapter to scaffold new teachers’ workplace learning when the learning curve is steepest. Support for new teachers is vitally important in enhancing teaching quality, promoting teacher wellbeing, and reducing staff burnout rates. Each chapter, co-authored by school-based and university-based teacher educators, contains rich illustrative examples and vignettes from lead practitioners in UK primary and secondary schools. The book is relevant across curriculum areas and phases of education so that all new teachers can ease their transition into teaching, build their confidence and lay foundations for their career-long professional growth. Speaking to new and recently qualified teachers as well as coordinators of professional learning in schools, this book is an essential resource for teacher CPD. “An excellent addition to the thinking educator’s bookshelf.” Dr David Waugh, Professor of Education, Durham University “The distinctive challenges facing Early Career Teachers are identified and addressed with a clear focus on developing the adaptive expertise which is the foundation and sustenance of success in this demanding profession.” Professor Linda Clarke, Ulster University “This is a book that is sorely needed to support the flourishing of teachers during the demanding early stages of their careers.” Ian Menter, Emeritus Professor of Teacher Education, University of Oxford, Former President of the British Educational Research Association (2013-15) “Mastering Teaching is a core, comprehensive, credible and cutting-edge introduction to early career teacher learning.” Dr Beth Dickson, University of Glasgow Moira Hulme is Professor of Teacher Education at Manchester Metropolitan University, UK. She has extensive experience as a teacher, teacher educator and educational researcher. Rebecca Smith is Headteacher of Sale Grammar School, Manchester, UK. She is an experienced leader who has worked across diverse settings to support teacher development to enable every child to fulfil their potential. Rachel O’Sullivan is Senior Lecturer in the School of Teacher Education, Manchester Metropolitan University, UK. Rachel taught secondary P.E. and was a subject lead, pastoral lead and Assistant Head before moving to her current role.

The Essential Guides for Early Career Teachers provide accessible, carefully researched, quick-reads for early career teachers, covering the key topics they will encounter during their training year and first two years of teaching. This title on Assessment provides a range of practical but critically engaged strategies and approaches to assessment. It offers a brief history of the core ideas and educational philosophy underpinning these, looks at links to planning and reflection, examines the concept of progress over time as a mirror for quality teaching and learning, and explores the idea of pupil self-assessment. Most importantly it recognises that assessment can and should be at the heart of enabling and accelerating the progress of all learners. Clear, accessible and practical. An unmissable guide to classroom assessment. Professor Dame Alison Peacock

“A significant contribution to understanding the interaction among teachers, students, the environment, and the content of learning” (Herbert Kohl, education advocate and author). What is at work in the mind of a five-year-old explaining the game of tag to a new friend? What is going on in the head of a thirty-five-year-old parent showing a first-grader how to button a coat? And what exactly is happening in the brain of a sixty-five-year-old professor discussing statistics with a room full of graduate students? While research about the nature and science of learning abounds, shockingly few insights into how and why humans teach have emerged—until now. Countering the dated yet widely held presumption that teaching is simply the transfer of knowledge from one person to another, The Teaching Brain weaves together scientific research and real-life examples to show that teaching is a dynamic interaction and an evolutionary cognitive skill that develops from birth to adulthood. With engaging, accessible prose, Harvard researcher Vanessa Rodriguez reveals what it actually takes to become an expert teacher. At a time when all sides of the teaching debate tirelessly seek to define good teaching—or even how to build a better teacher—The Teaching Brain upends the misguided premises for how we measure the success of teachers. “A thoughtful analysis of current educational paradigms . . . Rodriguez’s case for altering pedagogy to match the fluctuating dynamic forces in the classroom is both convincing and steeped in common sense.” —Publishers Weekly

The Science of Reading: A Handbook brings together state-of-the-art reviews of reading research from leading names in the field, to create a highly authoritative, multidisciplinary overview of contemporary knowledge about reading and related skills. Provides comprehensive coverage of the subject, including theoretical approaches, reading processes, stage models of reading, cross-linguistic studies of reading, reading difficulties, the biology of reading, and reading instruction Divided into seven sections:Word Recognition Processes in Reading; Learning to Read and Spell; Reading Comprehension; Reading in Different Languages; Disorders of Reading and Spelling; Biological Bases of Reading; Teaching Reading Edited by well-respected senior figures in the field