Shirley Clarke – författare

Everyone working in education, and beyond, is fully aware of the current mental health crisis for pupils. Understanding and Reducing Anxiety in the Primary School combines the expert knowledge of a specialist in formative assessment, a child and adolescent psychotherapist and an outstanding headteacher to address how we may tackle this issue and improve the wellbeing of children in our schools. Formative assessment, one of the key techniques explored within this book, has explicit links with reducing anxiety: raising children’s belief in their ability to achieve and giving them clear frameworks of learning intentions and success criteria as well as in-the-moment feedback so that they are reassured and able to voice any worries while they are working.Written in a practical and accessible manner, the authors unpack the psychology behind issues related to students’ mental health and provide illustrative, relatable anecdotes and helpful strategies to support a positive, anxiety-free learning environment.The book is divided into four distinct sections:Why is everyone so anxious and what can we do about it?Understanding and dealing with extreme behaviourSupporting the learning to reduce anxietyCreating a containing and compassionate schoolThis is a must read for anyone working in a primary school. Readers will benefit from learning strategies to reduce the anxiety of the children they work with and to support the wellbeing of the wider educational community.

Everyone working in education, and beyond, is fully aware of the current mental health crisis for pupils. Understanding and Reducing Anxiety in the Primary School combines the expert knowledge of a specialist in formative assessment, a child and adolescent psychotherapist and an outstanding headteacher to address how we may tackle this issue and improve the wellbeing of children in our schools. Formative assessment, one of the key techniques explored within this book, has explicit links with reducing anxiety: raising children’s belief in their ability to achieve and giving them clear frameworks of learning intentions and success criteria as well as in-the-moment feedback so that they are reassured and able to voice any worries while they are working.Written in a practical and accessible manner, the authors unpack the psychology behind issues related to students’ mental health and provide illustrative, relatable anecdotes and helpful strategies to support a positive, anxiety-free learning environment.The book is divided into four distinct sections:Why is everyone so anxious and what can we do about it?Understanding and dealing with extreme behaviourSupporting the learning to reduce anxietyCreating a containing and compassionate schoolThis is a must read for anyone working in a primary school. Readers will benefit from learning strategies to reduce the anxiety of the children they work with and to support the wellbeing of the wider educational community.

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 this paradox which Visible Learning: Feedback aims to unravel and resolve. Combining research excellence, theory and vast teaching expertise, this book covers the principles and practicalities of feedback, including: the variability of feedback, the importance of surface, deep and transfer contexts,student to teacher feedback,peer to peer feedback, the power of within lesson feedback and manageable post-lesson feedback.With numerous case-studies, examples and engaging anecdotes woven throughout, the authors also shed light on what creates an effective feedback culture and provide the teaching and learning structures which give the best possible framework for feedback.Visible Learning: Feedback brings together two internationally known educators and merges Hattie’s world-famous research expertise with Clarke’s vast experience of classroom practice and application, making this book an essential resource for teachers in any setting, phase or country.

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 this paradox which Visible Learning: Feedback aims to unravel and resolve. Combining research excellence, theory and vast teaching expertise, this book covers the principles and practicalities of feedback, including: the variability of feedback, the importance of surface, deep and transfer contexts,student to teacher feedback,peer to peer feedback, the power of within lesson feedback and manageable post-lesson feedback.With numerous case-studies, examples and engaging anecdotes woven throughout, the authors also shed light on what creates an effective feedback culture and provide the teaching and learning structures which give the best possible framework for feedback.Visible Learning: Feedback brings together two internationally known educators and merges Hattie’s world-famous research expertise with Clarke’s vast experience of classroom practice and application, making this book an essential resource for teachers in any setting, phase or country.

Bridging the gap between research and practice A Little Guide for Teachers: Formative Assessment gives teachers practical tried and tested strategies to put formative assessment into action in their classrooms.

 

The Little Guide for Teachers series is little in size but BIG on all the support and inspiration you need to navigate your day to day life as a teacher.

 

 

·       Authored by experts in the field

 

·       Easy to dip in-and-out of

 

·       Interactive activities encourage you to write into the book and make it your own

 

·       Fun engaging illustrations throughout

 

·       Read in an afternoon or take as long as you like with it!

 

 

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.

This On-Your-Feet Guide provides:

5 ways to build a productive learning culture Step-by-step method for making talk partners a normal part of your class Helpful adaptations for younger and older studentsAdvice for handling behavior issues and communicating with parents and stakeholders Full of helpful resources and ideas for explicit instruction, this guide will make partner talk a successful learning strategy in your classroom!

Laminated, 8.5”x11” tri-fold (6 pages), 3-hole punched

Arm students with the confidence they need to pursue ambitious goals—together.  Collective student efficacy— students’ beliefs that by working with other people, they will learn more—can be a powerful accelerator of student learning and a precursor to future employment success.  Harnessing twenty-five years of VISIBLE LEARNING® research, Collective Student Efficacy: Developing Independent and Inter-Dependent Learners illuminates the power of collective efficacy and identifies the many ways teachers can activate collective efficacy with their students. More than cooperative and collaborative learning, collective efficacy requires the refinement of both individual and collective tasks that build on each other over time. This innovative book details how knowledge, skills, and dispositions entangle to create collective and individual beliefs, and leads educators to mobilize collective efficacy in the classroom. It includes:

The vital components and evidence-based success criteria necessary for students' collective efficacy The "I" and "We" skills that need to be developed to ensure students have the skills and confidence to contribute to group success The nature of learning design, lesson planning, and classroom structures that ensure opportunities for all students to engage in collective efficacy The necessity for constructive alignment between learning intentions, tasks, success criteria, and assessments "Learning from a Distance" actions to facilitate building skills in remote learning environments The time is now to prepare students to meet the demands of the future. Through collective student efficacy, students will learn to become actionable agents of learning and change.

 

The expert’s guide to making LISC work for you! Learning intentions and success criteria can have an enormous positive impact on student learning—you know that, in theory. This practical how-to guide helps turn that theory into practice. In over twenty years of research, Shirley Clarke has found that the key to understanding, creating, and implementing learning intentions and success criteria is to focus on the process of learning rather than the product, or end result. Here she shows you: • How to phrase learning intentions, organize and plan for them, and share them with students • How to create success criteria to fit each learning intention • How to adapt these practices to different disciplines—with examples • Implementation strategies based on real-life teacher success stories Let the expert do the research for you. With Shirley’s guidance, you’ll discover a simple process that leads to teacher clarity—and student success.

Feedback är ett av de mest kraftfulla verktygen som du kan använda i din undervisning, men utfallet kan variera enormt. I boken Feedback –så återkopplar du i klassrummet löser John Hattie och Shirley Clarke denna paradox: Hur kan feedback vara så kraftfull men samtidigt i så hög grad variera? Felaktigt använd leder feedback dessutom inte till ökat lärande eller bättre undervisning ock kan också skapa onödig stress.

Med utgångspunkt i omfattande forskning och lång undervisningserfarenhet klargör Hattie och Clarke både principerna bakom och de praktiska aspekterna av feedback. Du får bland annat ökade kunskaper om:

betydelsen av djup- och ytinlärning hur du kan använda elev till lärare-feedback och elev till elev-feedback styrkan med rätt form av feedback under lektionerna hur du på ett hanterbart sätt använder feedback efter lektionen.

John Hattie och Shirley Clarke använder ett stort antal fallbeskrivningar och exempel kombinerat med engagerande klassrumsnära exempel för att dels visa vad som skapar en effektiv feedbackkultur, dels ge dig strukturer och ramverk för framgångsrik feedback i undervisningen.

Feedback vänder sig i första hand till lärare från förskoleklass till årskurs nio, men även till lärarstudenter för samma årskurser. 

Sagt om boken

Rätt använt kan feedback vara ett av de främsta verktygen i en klassrumssituation mellan lärare och elev samt mellan elev och elev, medan felaktig feedback istället kan skapa stress och osämja. Men  författarna visar också att rätt använd feedback fungerarutmärkt, speciellt om målet är att utveckla elevers kompetens, samarbets- och lärandeförmåga. Här återges både detaljerade klassrumssituationer med exempel på tillvägagångssätt och återkoppling till teoretiska studier av skolverkligheten.Michael Economou, BTJ-häftet nr 16, 2019