Thinking Classrooms – Metacognition lessons for primary schools

Practising teacher and growth mindset expert Katherine Muncaster has worked with bestselling formative assessment expert Shirley Clarke to develop these easy-to-use lessons which encourage primary school children to think about thinking, know what learning means, and take charge of their learning because of that knowledge.

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On Your Feet Guide to Partner Talk

Most teachers are familiar with the "turn and talk" and "think-pair-share" strategies for partner talk. However, there is a more effective way to do partner talk that results in better behavior, greater focus, higher quality work, and greater confidence in learning. Backed by over 18 years of research, Shirley Clarke shares a tried and true method for engaging students in learning through randomly chosen talk partners.

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Growth Mindset: every child a learner

Written by Katherine Muncaster and Shirley Clarke this exciting new title contains 6 detailed lessons for every year of the primary school, for children from 4-11, and 3 linked assemblies. Introductions by the authors clarify the growth mindset research and describe how to transform the learning culture in your school. QR coded video clips included.

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Active Learning through Formative Assessment

Following her hugely popular Formative Assessment in Action, this book puts formative assessment within the context of active learning-pupil engagement, effective dialogue and reflective thinking - and is packed with practical advice and examples from early years to secondary.

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Formative Assessment in the secondary classroom

This highly practical guide focuses on learning objectives, effective questioning, self- and peer assessment, and feedback as the key elements of formative assessment. Down to earth and direct, with examples from across the secondary curriculum – and many accounts from practising teachers – it shows how formative assessment can bring a dramatic culture shift to teaching and learning in your own classroom.

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Enriching Feedback: Oral and written feedback from teachers and children

Marking and other forms of classroom feedback to pupils can actively boost self-esteem, motivate and actively promote learning – or it can demoralize and alienate. The ways in which pupils can be involved in and told what is expected of them, how well they are doing and what to do next, and how their efforts are appraised, lie at the heart of effective assessment for learning.

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Unlocking Formative Assessment

Practical strategies for enhancing pupils’ learning in the primary classroom. Unlock the power and potential of formative assessment in your own classroom!

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