Tag Archives: CPD

AGGS Teaching and Learning Library

The books listed below can be borrowed from the teaching and learning library:

The Teacher’s Toolkit (practical ideas to use in lessons)

Teach Like a Champion (CD included with access to the video clips)

Outstanding Teaching, Learning and Assessment

100 Ideas for Secondary Teachers  (A mini book ideal to have a quick flick through)

100 Ideas for Secondary Teachers, Revision  (Lots of ideas for effective revision activities)

Kagan Cooperative Learning (The Kagan manual with lots of information about cooperative learning and the theory behind it, structures included)

59 Kagan Structures (structures explained, more accessible than the above book)

Kagan Cooperative Learning Structures (minibook with the basic ideas behind Kagan structures)

The Tao of Coaching (for developing coaching skills)

Talk Less Teaching (ideas for teaching activities)

What if everything you knew about education was wrong (David Didau’s new book which really makes you think)

Mindset (Carol Dweck)

Invisible Teaching (101 ways to create energy, openess and focus in the classroom, some ideas may also be useful for tutor time)

Oustanding Teaching – Engaging Learners (excellent examples of how engagement can be created)

Outstanding Teaching – Teaching Backwards (a follow up to the book above about planning and teaching outstanding lessons with lots of excellent strategies to implement with examples of how they have been used)

The A Level Mindset: 40 activities for transforming student commitment, motivation and productivity (the secrets of coaching students to develop the characteristics, habits and mindsets which will help them realise their potential)

Make it Stick, The Science of Successful Learning (an excellent book that applies cognitive science to teaching and learning, well worth a read for supporting linear learning)

Make Every Lesson Count (an excellent book with so much to think about and will really impact on your teaching, there is also an English and Science version)

What every Teacher Needs to Know about Psychology (another interesting insight into how knowledge of psychology can support us in our teaching)

The Really Lazy Teacher’s Handbook  (Lots of easy to apply strategies)

High Challenge, Low Threat (A book for leaders at all levels, in all areas with lots of things to make you think about your leadership approach)

How to Survive Your First Year in Teaching (2nd edition) perfect for NQTs

How to Survive Your First Year in Teaching (3rd edition) perfect for NQTs

What Does This Look Like In The Classroom: Bridging The Gap Between Research And Practice (on order)

Mark. Plan. Teach.: Save time. Reduce workload. Impact learning

Much Promise: Successful Schools in England 

How to use Differentiation in the Classroom: The Complete Guide: Volume 3 

15 Minute Forum – Developing subject knowledge

This mornings 15 Minute Forum was based on the discussion around subject based CPD following the government report (please see link below) on the recruitment and retention of teachers that came out February this year.  It  made a number of points including:

‘Subject-specific CPD is necessary to develop specific skills related to the teaching of a subject, maintenance or acquisition of subject knowledge, and to improve practice. Professor Holman described this for science teaching: ‘There is a huge emphasis in countries like Germany, Finland, the Netherlands and Singapore on the subject and how to be a highly skilled practitioner in that subject. ‘

https://www.publications.parliament.uk/pa/cm201617/cmselect/cmeduc/199/199.pdf

The following podcast, was also of interest in this discussion:

http://www.bbc.co.uk/programmes/b0858qyh

 It is part of the ‘4 thought’ podcast from BBC Radio 4, and this episode is on performance teaching.  The podcasts focuses on four main areas a teacher should be proficient in to become expert:

·         Subject knowledge

·         Pedagogical knowledge

·         Theoretical knowledge

·         Contextual knowledge

The discussion was really interesting and all agreed that subject based CPD was vital in ensuring high standards of teaching and learning and that we feel we need to have a focus on this every year and think of solutions to providing time for this.  A discussion was had about possible INSET to meet this need and this is to be followed up when planning next year’s CPD requirements.