Name: 60-second CPD: 239 ideas for busy teachers
Price: 26.39 USD
ISBN: 9781398382480

Hodder Education

Hanna Beech, Ross Morrison McGill

60-second CPD: 239 ideas for busy teachers

US$ 26.39

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Description

Contents

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Teaching is tough, yet its rewards are huge. Every teacher wants to carry on getting better and better at what they do, but when you have so much on your plate already and only so many hours in the day, how can you find time for professional development? That's where 60-Second CPD comes in. This book is a compendium of 239 easily accessible ideas and theories for professional development, each digestible in roughly 60 seconds. It's a book that every teacher and leader, in every primary and secondary school, can return to again and again as the year moves on and their career progresses. Hanna Beech and Ross Morrison McGill have distilled the million and one ideas out there into one practical, concise and inspiration-packed book designed to build knowledge, provide opportunities for deep thought and reflection, and facilitate the sharing of ideas among colleagues and teams.

Language

English

ISBN

9781398382480

About the authors

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Foreword

Introduction

Chapter 1: Behaviour

#1 The EEF approach to improving behaviour

#2 Words of warning

#3 De-escalating challenging behaviour

#4 The positivity-first approach

#5 Reliable role models

#6 The consistency quiz

#7 Stability and routine

#8 Helping pupils to manage unexpected interruptions

#9 The rule is…

#10 Non-verbal behaviour management

#11 Breaking down problematic behaviour

#12 Behaviour interventions

#13 Engaging the pupil: breaking the behaviour cycle

#14 Engaging the peers: getting friends onside

#15 Engaging the pastoral team: looking to the future

#16 Engaging the parents: identifying common aims

#17 Reflection: what went wrong?

#18 Promoting self-regulation to improve behaviour

#19 Culture over strategies

#20 Preventing bullying

#21 Manners matter: a whole-school approach

#22 Manners matter: group interventions

#23 Tackling rough play at breaktime

#24 Troublesome classes

#25 Saving the scapegoat

#26 Sharing problems, sharing practice

Chapter 2: Curriculum

#27 Mary Myatt’s brief history of the national curriculum in England

#28 Three approaches to the curriculum

#29 What is a knowledge-rich curriculum?

#30 Knowledge organisers

#31 Reviewing your curriculum content

#32 Overhauling your curriculum

#33 Subjects or topics?

#34 Invigorating your curriculum with minimal impact on workload

#35 Creating a local curriculum

#36 What lesson are we in?

#37 Subject-specific vocabulary

#38 Celebrating subjects

#39 Enrichment in the curriculum

#40 Speak up

#41 Debate and discussion across the curriculum

#42 Reading aloud to pupils

#43 Research about reading

#44 Plausible predictions

#45 Encouraging reading

#46 Improving reading

#47 Every teacher is a phonics teacher

#48 The importance of the arts in education

#49 The Gatsby Benchmarks for good careers guidance

Chapter 3: Engaging parents and carers

#50 Teacher training for parental engagement

#51 Fostering relationships early on

#52 See and be seen

#53 Have you met…?

#54 Welcoming parents into school

#55 Banish the invisible barrier

#56 ‘New learning’ workshops

#57 Supporting parents with home reading (EYFS, KS1 and KS2)

#58 Communication is key

#59 Parent views

#60 Perfect parents’ evening

#61 Acting on parental concerns

#62 Delivering difficult messages

#63 Holding honest conversations

#64 Supporting separated parents

#65 Parent shout-outs

#66 Leading parental engagement

Chapter 4: Equality, equity and inclusion

#67 Diverse assemblies

#68 Creating a culturally rich curriculum

#69 Five ways to celebrate diversity

#70 Anti-racism in schools

#71 Reading about role models 1

#72 Saving boys from stereotypes

#73 Three myths about boys’ engagement

#74 Inspirational women

#75 Know your definitions

#76 Reading about role models 2

#77 Normalising menstruation

#78 Avoiding the gender pay and progression gap

#79 Social mobility: the facts

#80 Making the most of pupil premium funding

#81 Raising aspirations: the 10-year plan

#82 Alex Quigley’s seven steps to closing the vocabulary gap

#83 Education for life, by Ross

#84 Communicating with children on the autism spectrum

#85 Reducing sensory overload

#86 Social interactions

#87 Stable routines

#88 Getting organised

#89 Appreciating and understanding disabilities

#90 Accessible opportunities

#91 Inclusion for children with physical disabilities, by Ross

Chapter 5: Feedback

#92 Honest, effective feedback

#93 Structuring feedback conversations

#94 Giving difficult feedback

#95 Fair feedback

#96 Giving difficult feedback to the SLT

#97 Giving yourself feedback

#98 Accepting feedback

#99 Grading or degrading?

#100 The impact of written marking

#101 Creating a feedback ethos

#102 Building pupil feedback guidance

#103 Seven ways to give better feedback to students

#104 Dylan Wiliam’s feedback that moves learning forward

#105 Live marking

#106 Giving verbal feedback that sticks

#107 Whole-class feedback

#108 Feedback with coaching

#109 Giving honest feedback to pupils

#110 How to reduce marking

#111 The power of feedback, by Ross

#112 The downsides of peer feedback

#113 Verbal feedback, by Ross

Chapter 6: Leadership

#114 Ready for leadership?

#115 Highly effective habits

#116 Transformational leadership traits

#117 Listening leader

#118 Learning leader

#119 The GROW model for coaching

#120 The quick coaching method

#121 How to effectively mentor an NQT

#122 Unpicking an issue

#123 How to say anything to anyone

#124 Managing a toxic colleague

#125 Servicing school systems

#126 Developing a school improvement plan

#127 Ethos in mind

#128 Stop, look, listen, list

#129 Three key things

#130 Avoid creating an inspection-driven school

#131 Reducing staff workload

#132 Going beyond the specialism

#133 Preparing to interview

#134 Mixing up interview questions

#135 How to pitch a new idea

#136 Adopting staff initiatives

Chapter 7: Learning environments

#137 Wall displays

#138 Surface displays

#139 Classroom layouts

#140 Who sits where?

#141 Organising your desk

#142 Clutter-free classrooms

#143 Streamlining your space

#144 Better book corners

#145 Making the most of desks

#146 Open doors

#147 Corridors as learning spaces

#148 Green spaces

#149 Bright and breezy

#150 Teaching and learning outside

#151 Role-play areas

#152 Outdoor learning

#153 Sharing ideas

#154 Artwork for walls

#155 First impressions

#156 A warm welcome

#157 Delightful dining

#158 Safe spaces

#159 Staffroom spaces

Chapter 8: Mental health and wellbeing

#160 Go hard and go home

#161 Working at home

#162 Prioritising your personal life

#163 Saying no

#164 Put a pin in it: self-focus

#165 Exercise to improve mental health and wellbeing

#166 Three good things: self-focus

#167 Learned optimism and cognitive distortions

#168 Imagine working in a school…, by Ross

#169 Working with bullies, by Ross

#170 Staff wellbeing reflections

#171 Caring colleagues

#172 Talk-up a teacher

#173 Staff shout-outs

#174 School values for wellbeing

#175 The Daily Mile

#176 Mindful moments for pupils

#177 Three good things: pupil focus

#178 Providing special moments

#179 Know the pressure points

#180 Pupil wellbeing reflection questions

#181 Put a pin in it: pupil focus

#182 The Mental Health Media Charter, by Natasha Devon

#183 Non-judgemental listening

#184 Anxiety attacks

#185 Self-harm: how to respond

Chapter 9: Rapport and relationships

#186 Invisible children

#187 Remembering pupils’ names

#188 ‘Getting to know you’ games

#189 People watching

#190 Early investments (for leaders)

#191 Casual questions

#192 The importance of trust

#193 Can I get you anything else?

#194 Classgram display

#195 Amazing anecdotes

#196 Accepting gifts

#197 The Benjamin Franklin effect: do me a favour

#198 Pay a compliment

#199 Noticing the little things

#200 Celebrating successes

#201 Stop and listen

#202 Knowing your purpose

#203 Giving pupils purpose

#204 Honesty is the best policy

Chapter 10: Teaching and learning

#205 Rosenshine’s Principles of Instruction

#206 Making Every Lesson Count

#207 A teaching policy and a learning policy

#208 Pointless v purposeful planning

#209 Daily planning: simple and smart

#210 Teaching inputs

#211 Midway-point teaching

#212 Modelling

#213 Ending a lesson slowly

#214 Differentiated teaching inputs

#215 Differentiation for mastery

#216 Differentiating explanations

#217 Explanation station

#218 10 quick questioning techniques

#219 More inclusive questioning

#220 Extending pupil responses

#221 Teacher talk: quality over quantity

#222 Using your ‘teacher voice’

#223 Homework for memory, not the activity, by Ross

#224 Comparative judgement, by Ross

#225 Teach Like a Champion

#226 Selfie-squares

#227 Overcoming observation nerves

#228 Teaching with memory in mind

#229 Memory and maths

#230 Steady sentences

#231 Triple-sided flash cards

#232 Know your flow

#233 Getting into the flow

#234 Conversation is key

#235 Prioritising talk in Reception

#236 The EEF’s Preparing for Literacy guidance

#237 Willingham’s Principles of the Mind

#238 Considering cognitive load

#239 Dual coding for effective teaching outcomes

Conclusion