Bill Lucas – författare

"New Kinds of Smart is an intelligent book about intelligence, the many things that go into it, and how educators can help students to get more of the cornucopia."Professor David Perkins, Harvard University, USA

"This is an important and welcome book. It cuts through the hype about what the latest findings from cognitive neuroscience can, and more important, cannot tell us, and provides a comprehensive overview of what we know about learning."Professor Dylan Wiliam, Institute of Education, University of London

"This immensely readable book explains the developments of learning theory and then applies those developments to classroom practice and takes that next vital step of explaining what that means for a learner."Professor Mick Waters, Chairman of The Curriculum Foundation

20th Century schools presumed that students' intelligence was largely fixed. 21st century science says that intelligence is expandable - and in a variety of ways. New Kinds of Smart argues that this shift in the way we think about young minds opens up hitherto unexplored possibilities for education.

For the first time ever, New Kinds of Smart brings together all the main strands of research about intelligence in one book and explains these new ideas to practising teachers and educators. Each chapter presents practical examples, tools and templates so that each new strand of thinking can be woven into their work as teachers and into their lives as learners.

Topics covered include:

Composite intelligence Distributed intelligence Expandable intelligence Social intelligence Practical intelligence Strategic intelligence Intuitive intelligence Ethical intelligence

How people think about education depends on how they understand the notion of ''intelligence''. Teaching reflects assumptions about what kinds of mental qualities are worth having, and about the extent to which those qualities are fixed or malleable. As the idea of ''intelligence'' changes, so should the aims and methods of education. It''s time to bring intelligence into the real world.

In the early 21st century our understanding of the smart mind is changing fast. The demands of society are now quite different from those when schools were first designed, so the kinds of smart necessary to craft a happy and fulfilling life have changed. As life becomes more complex, ambiguous and uncertain, so a different set of mental and emotional attitudes are needed to thrive. Meanwhile, researchers in the cognitive, affective and learning sciences are developing new models of the smart mind that make it clear that bodies, tools and social contacts are as much a part of intelligence as abstract problem-solving.

New Kinds of Smart presents the most important of these changes to practising teachers and educators, and invites them to think about their implications for school. Each chapter illustrates the research behind one of the emerging ''new kinds of smart''; summarises the messages that this research has for practitioners; and presents practical examples, tools and templates that educators can use to weave this new strand of thinking into their work as teachers and their lives as learners.

Teachers from schools across the world believe that there is more to education than success in examinations. Many practitioners are becoming increasingly familiar with expansive education concepts such as learning dispositions, habits of mind, and expandable intelligence, and are striving to instill these valuable mind-sets into their pupils. In this groundbreaking and visionary book, acclaimed authors Lucas, Claxton and Spencer define, consolidate and reinforce this revolutionary shift.

Expansive Education: Teaching learners for the real world showcases a growing number of schools that are developing methods of teaching and learning that deliberately cultivate powerful learners. Drawing on established theory as well as current research and practice, this essential resource encapsulates the best of these approaches, and demonstrates discernible links to achievement gains and learner engagement.

Expansive Education offers:

Radical thinking about the purpose of schools, underpinned by latest literature from the learning sciencesA critical exploration of what works in practice and an analysis of pioneering concepts that support dispositional approaches to learningA scaffolding framework that assists teachers in consistently choosing those methods most likely to create expansive learning environmentsA powerful manifesto for individual schools, clusters of schools, districts and national systems to articulate a different vision of education and a means of tracking real progress.

A History of the English Language in 100 Places is a joyous ride through time, where readers can criss-cross the British Isles and the world at large to land in a hundred contrasting places and light on a hundred wonderful topics that bring the extraordinary story of the English language alive. Any selection of places is inevitably personal. Nevertheless, a number of criteria have directed the selection process in this book. Some places represent historic firsts, some are tied to significant people and some have seen events that have shaped the future of English. Each one takes the reader on an unmissable journey into the rich past of the English tongue. What began as the language of the Angles, Saxons, and Jutes on a small island has become a global property owned and shaped by almost 2 billion English speakers across the world. English has borrowed words from more than 350 languages, and many more languages have borrowed words from English. In an age of cheap air travel and internet communication we have become a global village. If you've ever been curious about the global language that binds us all together, A History of the English Language in 100 Places is for you.

Teaching Creative Thinking: Developing Learners Who Generate Ideas and Can Think Critically defines and demystifies the essence of creative thinking, and offers action-oriented and research-informed suggestions as to how it can best be developed in learners. Where once it was enough to know and do things, young people now need more than subject knowledge in order to thrive: they need capabilities. Teaching Creative Thinking is the first title in the three-part Pedagogy for a Changing World series, founded upon Lucas and Spencer's philosophy of dispositional teaching - a pedagogical approach which aims to cultivate in learners certain dispositions that evidence suggests are going to be valuable to them both at school and in later life. A key capability is creative thinking, and, in 2021, one of the guardians of global comparative standards, PISA, is recognising its importance by making creative thinking the `innovative assessment domain' to supplement their testing of 15-year-olds' core capabilities in English, maths and science. Creative thinkers are inquisitive, collaborative, imaginative, persistent and disciplined - and schools which foster these habits of mind in learners need to be creative in engaging children and young people by embedding creativity into their everyday educational experiences. In this extensive enquiry into the nature and nurture of creative thinking, the authors explore the effectiveness of various pedagogical approaches - including problem-based learning, growth mindset, playful experimentation and the classroom as a learning community - and provide a wealth of tried-and-tested classroom strategies that will boost learners' critical and creative thinking skills. The book is structured in an easy-to-access format, combining a comprehensive listing of practical ideas to stimulate lesson planning with expert guidance on integrating them into your practice, followed by plenty of inventive suggestions as to how learners' progress can be assessed and tracked along the way - by both the pupil and the teacher. The authors then go further to offer exemplars of success by presenting case studies of schools' innovations in adopting these approaches, and dedicate a chapter to dispelling any pressing doubts that teachers may have by exposing the potential pitfalls and offering advice on how to avoid them. Venturing beyond the classroom setting, Teaching Creative Thinking also delves into the ways in which a school can work towards the provision of co-curricular experiences - such as partnering with a range of external community groups - and better engage its leadership team and pupils' parents with the idea of creative thinking in order to support learners with opportunities to grow. The authors offer many examples which will inspire schools to do just this, and collate these ideas into building a framework for learning that equips young people in schools today with the twenty-first century skills and capabilities that will enable them to thrive in the workforce of tomorrow. Replete with research-led insight and ready-to-use strategies, Teaching Creative Thinking is a powerful call to action and a practical handbook for all teachers and leaders, in both primary and secondary settings, who want to embed a capabilities approach in their schools.

Forewords by Professor Dame Alison Peacock andAndreas Schleicher.Written by an internationally renowned team of thought-leaders, researchers and facilitators,Creative Thinking in Schools: A Leadership Playbookis a practical guide that draws together understanding about school leadership with a deep experience

We have reached a turning point in our development as a species. In the coming decades we face significant global challenges in terms of climate change, biodiversity, food and water resources and violent extremism. At the local level, these seem like crazy times, with the speed of change accelerating faster than ever. In rEvolution, best-selling author Bill Lucas suggests some of the ways we can all succeed in today`s complex world. 150 years after Charles Darwin invented the concept of natural selection, Bill argues that the rules of evolution are changing. To thrive in our current crazy world we need a new kind of `mind-ware`. Specifically we need to develop our adaptive intelligence. Drawing on new and emerging sciences and using approaches previously applied in other domains, this book describes some of the practical steps you can take at home, at school, in the workplace and in the wider community to ensure that you can constantly adapt to new circumstances. Bill`s analysis, optimism and suggestions for practical learning make this an essential addition to the book shelf of all thoughtful questioning members of the species! rEvolution was named as category winner for Innovation & Entrepreneurship at the CMI Management Book of the Year Awards, hosted by the British Library. The competition seeks to uncover the UK`s best books on management and leadership. Professor Cary Cooper, a workplace psychologist based at the University of Lancaster, and one of the competition judges added: `I found this book the most interesting to read. Change is both an interesting and hugely applicable topic for a management text in the current climate.`

It is for everyone who cares about education in an uncertain world and explains how teachers, parents and grandparents can cultivate confidence, curiosity, collaboration, communication, creativity, commitment and craftsmanship in children, at the same time as helping them to do well in public examinations.Educating Ruby: what our children really need to learn shows, unequivocally, that schools can get the right results in the right way, so that the Rubys of tomorrow will emerge from their time at school able to talk with honest pleasure and reflective optimism about their schooling.Featuring the views of schoolchildren, parents, educators and employers and drawing on Guy Claxton and Bill Lucas' years of experience in education, including their work with Building Learning Power and the Expansive Education Network, this powerful new book is sure to provoke thinking and debate. Just as Willy Russell's Educating Rita helped us rethink university, the authors of Educating Ruby invite fresh scrutiny of our schools.

With forewords by Professor Tanya Byron and Octavius Black, Educating Ruby: What Our Children Really Need To Learn is a powerful call to action by acclaimed thought-leaders Guy Claxton and Bill Lucas. It is for everyone who cares about education in an uncertain world and explains how teachers, parents and grandparents can cultivate confidence, curiosity, collaboration, communication, creativity, commitment and craftsmanship in children, at the same time as helping them to do well in public examinations. Educating Ruby shows, unequivocally, that schools can get the right results in the right way, so that the Rubys of tomorrow will emerge from their time at school able to talk with honest pleasure and reflective optimism about their schooling. Featuring the views of schoolchildren, parents, educators and employers and drawing on Guy Claxton and Bill Lucas'' years of experience in education, including their work with Building Learning Power and the Expansive Education Network, this powerful new book is sure to provoke thinking and debate. Just as Willy Russell''s Educating Rita helped us rethink university, the authors of Educating Ruby invite fresh scrutiny of our schools.

Discover Your Hidden Talents opens up an exciting world of self-discovery and new opportunities. It shows you how you can overcome your personal barriers, master powerful learning skills and unlock the door to greater success in work, study, sport - in fact any area of your life. Including: simple exercises to reveal your learning habits; how to develop your Personal Learning Action Plan; clever techniques to improve your memory, resourcefulness, resilience and your ability to respond creatively to new situations; family learning and learning at work; helpful reference section - who's who in the world of learning, common learning difficulties, a simple guide to how your brain works, and more. Dr Bill Lucas, an acknowledged expert on lifelong learning, reveals simple techniques based on sound research to help you become more confident, more effective and more fulfilled - whatever your age.

Boost your learning power and release your full potential with Discover Your Hidden Talents.

Bill Lucas, a leading international expert on life-long learning, shows that while we have learned more about how the brain works in the last decade than we have ever known, only a fraction of this is grasped and applied by most people. Power Up Your Mind applies this practical knowledge for the first time and shows you how to learn. Drawing on research from a wide variety of subject areas, from neuroscience to psychology, from motivation theory to accelerated learning, from memory to diet, this book shows how everyone has the capacity to succeed and how most people use only a very small portion of their talents. For learning to be effective, an understanding of how the brain works is essential and unlike most of the recent thinking on the mind, Lucas connects an understanding of the brain with the reality of the workplace and translates what we know about the brain into useful insights for work. Much work-based training is a waste of time and money because the majority of people are neither emotionally ready nor practically inclined to apply their learning to the way they behave. Power Up Your Mind offers a new model of learning-READY, GO, STEADY-which will revolutionize the way you learn and perform.

Bill Lucas, a leading international expert on life-long learning, shows that while we have learned more about how the brain works in the last decade than we have ever known, only a fraction of this is grasped and applied by most people. Power Up Your Mind applies this practical knowledge for the first time and shows you how to learn. Drawing on research from a wide variety of subject areas, from neuroscience to psychology, from motivation theory to accelerated learning, from memory to diet, this book shows how everyone has the capacity to succeed and how most people use only a very small portion of their talents. For learning to be effective, an understanding of how the brain works is essential and unlike most of the recent thinking on the mind, Lucas connects an understanding of the brain with the reality of the workplace and translates what we know about the brain into useful insights for work. Much work-based training is a waste of time and money because the majority of people are neither emotionally ready nor practically inclined to apply their learning to the way they behave. Power Up Your Mind offers a new model of learning-READY, GO, STEADY-which will revolutionize the way you learn and perform.

¿Qué aspecto tendrían las escuelas si enseñaran a los niños lo que realmente necesitan saber? Todos sabemos que las escuelas deben ser repensadas, pero son pocos quienes lo plantean desde la perspectiva de los niños, las familias y los profesores. La mayoría ofrecen críticas simplistas, creando falsos opuestos entre los puntos de vista tradicionalistas y progresistas. En este libro, los autores sugieren algo diferente y más optimista: nos invitan a repensar las escuelas con un enfoque nuevo. Este libro constituye un poderoso llamamiento a la acción para quienes se preocupan porque nuestro sistema escolar no está preparando a los niños y niñas para las incertidumbres y retos del mundo real. Muestra cómo podemos cultivar lo que los autores denominan "las siete C": confianza, curiosidad, colaboración, comunicación, creatividad, compromiso y capacidad técnica en los estudiantes, al mismo tiempo que les ayudamos a lograr el éxito en la escuela y, lo que es más importante, en sus vidas. Un libro para la reflexión, provocador y optimista, de lectura obligada para todos los agentes de la educación. Los autores muestran cómo podemos llegar a tener jóvenes felices y positivos, equipados con competencias clave, actitudes y "hábitos de la mente"; personas en quienes se puede confiar, y sujetos dueños de su propio futuro.

This is a deliberately provocative book. It critiques current student behaviour management practices, seeks to explain the flawed assumptions that justify those practices, and proposes how things could be better for children in our schools if different practices were adopted. It is one of the few books to offer alternative ways of addressing the issues associated with student behaviour at school, and exposes the field to serious and sustained critique from both a research perspective and a children’s rights ideological stance.The authors address the following questions:What ideas dominate current thinking on student behaviour at school?What are the policy drivers for current practices?What is wrong with common behaviour approaches?What key ideologies justify these approaches?How can we present ethical alternatives to current approaches?How can a human rights perspective contribute to the development of alternative approaches?In exploring these questions and some ethical alternatives to the status quo, the authors suggest practical ways to ‘answer back’ to calls for more authoritarian responses to student behaviour within our schools.In doing so, the authors advocate for reforms on behalf of children, and in their interests.

This is a deliberately provocative book. It critiques current student behaviour management practices, seeks to explain the flawed assumptions that justify those practices, and proposes how things could be better for children in our schools if different practices were adopted. It is one of the few books to offer alternative ways of addressing the issues associated with student behaviour at school, and exposes the field to serious and sustained critique from both a research perspective and a children’s rights ideological stance.The authors address the following questions:What ideas dominate current thinking on student behaviour at school?What are the policy drivers for current practices?What is wrong with common behaviour approaches?What key ideologies justify these approaches?How can we present ethical alternatives to current approaches?How can a human rights perspective contribute to the development of alternative approaches?In exploring these questions and some ethical alternatives to the status quo, the authors suggest practical ways to ‘answer back’ to calls for more authoritarian responses to student behaviour within our schools.In doing so, the authors advocate for reforms on behalf of children, and in their interests.

This is a deliberately provocative book. It critiques current student behaviour management practices, seeks to explain the flawed assumptions that justify those practices, and proposes how things could be better for children in our schools if different practices were adopted. It is one of the few books to offer alternative ways of addressing the issues associated with student behaviour at school, and exposes the field to serious and sustained critique from both a research perspective and a children’s rights ideological stance.The authors address the following questions:What ideas dominate current thinking on student behaviour at school?What are the policy drivers for current practices?What is wrong with common behaviour approaches?What key ideologies justify these approaches?How can we present ethical alternatives to current approaches?How can a human rights perspective contribute to the development of alternative approaches?In exploring these questions and some ethical alternatives to the status quo, the authors suggest practical ways to ‘answer back’ to calls for more authoritarian responses to student behaviour within our schools.In doing so, the authors advocate for reforms on behalf of children, and in their interests.