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Metacognition in the Primary Classroom

 

Current trends in education suggest that pupils should have more responsibility for their own learning, but how can they if they don’t understand the what, the why and the how? 
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How to use Differentiation in the Classroom: The Complete Guide: Volume 3

 

How to use Differentiation in the Classroom: The Complete Guide is the bestselling teacher toolkit giving classroom teachers everything they need to ensure their pupils make superb progress,...

How to use Bloom's Taxonomy in the Classroom: The Complete Guide: Volume 8

How to Use Bloom’s Taxonomy in the Classroom: The Complete Guide is your one-stop shop for improving the quality of the lessons, questions, activities and assessments you plan. Never before has there...

Visible learning: feedback

Feedback is arguably the most critical and powerful aspect of teaching and learning. Yet, there remains a paradox: why is feedback so powerful and why is it so variable? It is...

50 quick ways to stretch and challenge more-able students

How can we best stretch and challenge the thinking of our most-able students? What can we do to support those learners who are working at a level beyond their peers? As teachers, we know this is an...

Understanding how we learn: a visual guide

This accessible guide helps teachers to integrate effective, research-backed strategies for learning into their classroom practice. The book explores exactly what constitutes...

Thinkertoys

In hindsight, every great idea seems obvious. But how can you be the person who comes up with those ideas? 
In this revised and expanded edition of his groundbreaking ...

Programmed Inequality

How Britain lost its early dominance in computing by systematically discriminating against its most qualified workers: women.

 

An education for the people

One of the 1944 Education Act's groundbreaking innovations was that it addressed itself to "the people of England and Wales", not just their children and young people. For all of...

A guide to student - centred learning

This work shows how students of any age and ability can take responsibility for their own learning in an environment of positive regard, as teachers become facilitators rather than instructors.

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