18th of May 2021

M. Griffin - Children and Learning for Parents

For parents seeking guidance on how to support their child's development. Children and Learning provides clear explanations on he most effective and important strategies for cultivating self-determined, life-long learners.

Michael Griffin is an educator, keynote speaker and author. He has worked with groups of teachers, parents and students in more than 25 countries.

Standards addressed: 1.2.2, 3.7.2, 7.3.2

11th of May 2021

J.Green, R.A. Hoskin, C.Mayo and SJ Miller. (2020) - Navigating Trans and Complex Gender Identities

We all encounter others who gender identities differ from our own, whether it is in the classroom, in public, in the media or online. For many, there is anxiety about which words to use in conversation and sometimes people keep quite so as to not offend someone whose gender identity may not be readily discernible, when in actuality, what they desire is to understand, learn, and interact.

This book offers practical research-based strategies for expanding personal, social and political awareness about gender-identity privileges - helping the reader to work through fears and unpack ingrained communication patterns and language. in order to better understand the every-evolving landscape of gender identify the authors provide historical and political background for the transgender movement and consider how issues of age, culture, race, social class, media, celebrity and religion affect transgender identities.

Standards addressed: 1.1.2, 1.5.2, 4.1.2

4th of May 2021

Anthony Haynes. (2007) - '100 Ideas for Lesson Planning'

Lesson planning and preparation is one of the most important aspects of teaching. It is also one of the hardest aspects to learn. Student teachers, for example, often find it difficult to gauge how to pitch or pace a lesson. This book provides solutions. It not only provides easily understood practical ideas but also sets them in a coherent overall framework based on the ideas that planning and preparation are part of a total cyclical process involving pedagogy, curriculum, learning and assessment. Planning and preparation are personal matters related to an individual teacher but this does not mean that teachers cannot learn from each other or that thinking about planning and preparation is arbitrary. Its coverage includes often neglected areas such as the affective curriculum, language across the curriculum, and homework.

Standards addressed: 1.2.2, 2.1.2, 2.2.2

27th of April 2021

Clinton Golding - 'Developing A Thinking Classroom'

Creating a culture of thinking is about more than just using a thinking tool or a graphic organiser with your class. To support students in learning to think, teachers must understand the theory of thinking themselves and be able to model it for their class. Trying to create a thinking class when you haven't trained your own thinking is like trying to teach someone to play guitar when you haven't learned yourself!

Developing a Thinking Classroom provides background information supported by activities for teachers - not students! - to work through. It focuses on changing teachers' approaches and attitudes so they can change the culture in their classrooms. Change in education is often seen as 'hard'. But perhaps it can be easy. With the different ways of looking at teaching and learning presented in this book, you can create a culture change in your classroom.

Standards addressed: 3.1.2, 4.2.2

20th of April 2021

Janet Dutton, Jacqueline D'warte, Joanne Rossbridge and Kathy Rushton My language is in my heart and my head: Hearing student voices in multilingual classrooms.

We know that you want to help encourage diverse student voices in the classroom, and multicultural observances, holidays and festivals are a great time to do that! "If students are asked to re-tell a story from their heart, such as from their home or family, it can help to confirm their identity (Cummins, 1981, 1986, 2000; Cummins & Early, 2011; Cummins, Hu, Markus & Montero, 2015). If they are also invited to use their home language in the telling of the story then the importance of their stories and languages is confirmed and an authentic link is made between the school curriculum and the home culture."

This is the basis of PETAA Paper 213: My language is in my heart and my head: Hearing student voices in multilingual classrooms. In it, authors Janet Dutton, Jacqueline D’warte, Joanne Rossbridge and Kathy Rushton demonstrate a pedagogical approach that encourages students to proudly share information about their linguistic and cultural heritage.

https://petaa.edu.au/w/Teaching_Resources/PPs/PETAA_PAPER_213.aspx?utm_source=informz&utm_medium=EDMs&utm_campaign=PETAA

Standards addressed: 1.2.2, 1.3.2

24th March 2021

S. Cowley (2018) The ultimate guide to differentiation: Achieving excellence for all.

This book is the ultimate guide to differentiation in early years, schools and further education settings by Sue Cowley, bestselling author of Getting the Buggers to Behave. It offers over 90 practical and time-saving strategies for effective differentiation in every classroom.

The Ultimate Guide to Differentiation demonstrates how teachers already differentiate much of the time, in subtle and creative ways. Sue Cowley shows that we need to understand, acknowledge and celebrate the variety of approaches that teachers already use to differentiate, as well as helping them to develop additional strategies. The book takes the reader through the different methods and approaches to differentiation, providing a step-by-step guide to each. It is broken down into five core areas - planning, resources, learners, teaching and assessment - and readers can dip in and out to find strategies as and when they need them.

Written in Sue's much loved realistic, honest and practical style, The Ultimate Guide to Differentiation will help teachers, practitioners and support staff to feel confident that they are meeting the needs of every learner.

Standards addressed: 1.3.2, 1.5.2

16th March 2021

J. Hattie (2016) Visible Learning for Literacy

“Every student deserves a great teacher, not by chance, but by design” — Douglas Fisher, Nancy Frey, & John Hattie

What if someone slipped you a piece of paper listing the literacy practices that ensure students demonstrate more than a year’s worth of learning for a year spent in school? Would you keep the paper or throw it away?

We think you’d keep it. And that’s precisely why acclaimed educators Douglas Fisher, Nancy Frey, and John Hattie wrote Visible Learning for Literacy. They know teachers will want to apply Hattie’s head-turning synthesis of more than 15 years of research involving millions of students, which he used to identify the instructional routines that have the biggest impact on student learning.

These practices are “visible” for teachers and students to see, because their purpose has been made clear, they are implemented at the right moment in a student’s learning, and their effect is tangible. Yes, the “aha” moments made visible by design.

With their trademark clarity and command of the research, and dozens of classroom scenarios to make it all replicable, these authors apply Hattie’s research, and show you:

• How to use the right approach at the right time, so that you can more intentionally design classroom experiences that hit the surface, deep, and transfer phases of learning, and more expertly see when a student is ready to dive from surface to deep.

• Which routines are most effective at specific phases of learning, including word sorts, concept mapping, close reading, annotating, discussion, formative assessment, feedback, collaborative learning, reciprocal teaching, and many more.

• Why the 8 mind frames for teachers apply so well to curriculum planning and can inspire you to be a change agent in students’ lives—and part of a faculty that embraces the idea that visible teaching is a continual evaluation of one’s impact on student’s learning.

“Teachers, it’s time we embrace the evidence, update our classrooms, and impact student learning in wildly positive ways,” say Doug, Nancy, and John. So let’s see Visible Learning for Literacy for what it is: the book that renews our teaching and reminds us of our influence, just in time.

9th March 2021

I. Morris (2015) Teaching happiness and wellbeing in schools: Learning to ride elephants.

There has recently been an explosion of interest in positive psychology and the teaching of well-being and ‘happiness' in the PSHE world in schools and many teachers are looking for clear information on how to implement these potentially life-changing ideas in the classroom. This book provides an introduction to the theory of positive psychology and a practical guide on how to implement the theory in (primarily secondary) schools. The American psychologist and writer Martin Seligman, well known for his work on the idea of ‘learned helplessness', has more recently been working in the field of positive psychology. He has led training in resilience in a number of UK local authorities. Wellington College, where Ian Morris is head of philosophy, religion and PSHE, is among the first UK schools to introduce a formal well-being and happiness curriculum developed by the author.

Standards addressed: 4.4.2, 6.1.2

2nd March 2021

Wilson, D. & Conyers, M. (2014) Five big ideas for effective teaching: connecting mind, brain and educational research to classroom practice. Moorabbin, Victoria: Hawker Brownlow Education.

Blurb: This seminal text, grounded in the synergy of five big ideas for connecting mind, brain, and education research to classroom practice, empowers educators with an inspiring conceptual framework for effective teaching. The practical application of the essential ideas--neuroplasticity, potential, malleable intelligence, the Body-Brain System, and metacognition--is supported by a wealth of vignettes, examples, inspirational stories from teachers, strategies, reflective questions, and connections between current research on how people learn and classroom practice.

Standards: 1.1.2, 1.2.2, 3.3.2, 6.2.2

24th February 2021

B. Crosby (Nov 2020) on STEM learning via Spotify

STEM Learning expert, Brian Crosby, breaks down exactly what STEM Learning is and why it is so important in the modern educational landscape, before diving into different strategies and techniques to bring STEM learning into your classroom.

Standards addressed: 2.6.2, 7.4.2

9th February 2021

N. Maynard & B. Weinstein (2019)- Hacking School Discipline: 9 Ways to Create a Culture of Empathy and Responsibility Using Restorative Justice

Eliminate old-school punishments and create a community of responsible, productive learners

Are you or your teachers frustrated with carrots and sticks, detention rooms, and suspension--antiquated school discipline practices that simply do not work with the students entering our classrooms today? Our kids have complex needs, and we must empower and embrace them with restorative practices that not only change behaviors but transform students into productive citizens, accountable for their own actions.

Replace traditional school discipline with a proven system, founded on restorative justice

In a book that should become your new blueprint for school discipline, teachers, presenters, and school leaders Nathan Maynard and Brad Weinstein demonstrate how to eliminate punishment and build a culture of responsible students and independent learners. In Hack Learning Series Book 22, you learn to:

• Reduce repeated negative behaviours

• Build student self-regulation and empathy

• Enhance communication and collaboration

• Identify the true cause of negative behaviours

• Use restorative circles to reflect on behaviours and discuss impactful change

"Maynard and Weinstein provide practical tips and strategies in the context of real-world examples, guided by the imperatives of changing the behaviour and preserving the relationship. An important read for teachers and administrators." -Danny Steele, award-winning principal and co-author of Essential Truths for Principals and Essential Truths for Teachers

Before you suspend another student ...read Hacking School Discipline, and build a school environment that promotes responsible learners, who never need to be punished. Then watch learning soar, teachers smile, and your entire community rejoice.

8th December 2020

Derewianka (2011) A New Grammar Companion for Teachers

Blurb: Increased interest in grammar and the Australian Curriculum: English, has stimulated a demand for this updated edition of e:lit's bestselling text. It is now organised around the main functions that language plays in our lives - interacting with others, structuring coherent texts, and expressing and connecting ideas, and extends, for the first time, into secondary schooling. The new edition addresses the grammar requirements within the Australian Curriculum: English with links to specific Content Descriptors and Outcomes. The text employs standard grammatical terminology, but it also uses terms which allow for a more functional interpretation.

Standards: 1.3.2, 2.5.2, 6.2.2

1st December 2020

K. Lowe (2016) For the Love of Reading: Supporting struggling readers

For the Love of Reading examines the world of the struggling reader from multiple perspectives. The intention is to leave the reader with a broad perception and understanding of the journey of struggling readers and be equipped with strategies and ideas to support their success.

This book weaves together perspectives on reading drawn from a field of reading research that is rich and varied. Each chapter addresses questions that demand cross-discipline responses in order to better understand how readers learn to read and how teachers support the development of voracious, lifelong readers. The weft threads, made up of struggling readers’ voices, weave in and out holding it together. In addition, the tapestry would be lack lustre without the voices of Emily and Connor and the inclusion of classroom anecdotes that serve to remind us all that at the core of reading instruction are students who matter and relationships that count.

Ideas for creating a network of support through parent involvement, providing authentic and meaningful experiences, and implementing a curriculum that instills a love and desire to learn are shared. This book examines reading as a tapestry.

The perspectives include:

• Research perspective -- defining the struggling reader in terms of psychological, socio economic, curriculum, and self-concept and personality restraints. Where to start?

• Pedagogical perspective – teacher beliefs, principles of a collaborative classroom, engaging struggling readers.

• Curriculum perspective -- how can the curriculum be geared to support struggling readers, exploring the National Curriculum in terms of struggling readers. Comprehension. Spelling.

• Parent perspective – what do parents say about their struggling readers, what do parents value and how can parents be educated to better support their children.

• Writing perspective – what is the connection between reading and writing.

• Literature perspective – the hot book will do it! Igniting the passion to read through book selection. Books that work.

• Intervention perspective – principles of effective intervention. Working one-on-one with a struggling reader. Strategies that work.

Standards: 1.3.2, 2.5.2

24th November 2020

J. Hammond & J. Miller (2015) Classrooms of Possibility: Supporting at-risk EAL students

This book draws together recent work from a number of researchers and educators who have focused on the needs and challenges of ‘At Risk’ English as an Additional Language (EAL) students. ‘At Risk’ students include those from refugee backgrounds, and EAL students who have had minimal or disrupted schooling prior to arriving in Australia.

The book has three main aims:

• To address the needs of At Risk EAL students once they are integrated into mainstream classes.

• To focus on teaching and learning practices within mainstream classes that are likely to support At Risk EAL students to engage fully and equitably in the school curriculum.

• To address the specific needs of At Risk EAL students by proposing ways in which teachers can better support such students to develop academic language and literacy.

The presence of ‘At Risk’ students in mainstream classes presents additional challenges for teachers. This book will provide information and help regarding ways of better supporting their ‘At Risk’ EAL students, while at the same time continuing to meet the needs of other groups of students within their classes.

The book will consist of chapters from different authors. Together the chapters will present outcomes from different research projects that have, in various ways, addressed the needs of ‘At Risk’ EAL students, including those from refugee backgrounds. The work will focus on pedagogy, rather than social or welfare issues which have been addressed quite extensively in previous research.

This book will complement the Australian Curriculum as a whole and the English Curriculum in particular by addressing the specific needs of ‘At Risk’ EAL students and by proposing ways in which teachers can better work with such students, in particular, to assist in their developing control of academic language and literacy.

The audience

The intended audiences for this book are primarily mainstream primary and middle year teachers and specialist EAL teachers – that is, teachers who are working with at risk EAL students in their classrooms. However, we hope that the various chapters will also be of value for administrators, teacher educators and academics in the fields of EAL, TESOL and literacy education.

Standards: 1.3.2, 4.4.2

27th October 2020

James Hilton (2018)- Ten Traits of Resilience: Achieving Positivity and Purpose in School Leadership

In an increasingly complex and ever-changing education landscape, school leadership is a rewarding but multifaceted profession. In order to survive in the job long term, school leaders need to understand how they can lead with positivity and purpose, all the while avoiding stress, coping with adversity, and taking better care of themselves physically and mentally. With teacher wellbeing and retention a growing concern, it is essential school leaders pass on this confidence and optimism to their staff members too. In this thought-provoking book, James Hilton explores ten traits of resilience and demonstrates to school leaders how they can embed these traits into their own practice and into their school to create a climate of resilience in every classroom. Ten Traits of Resilience is packed with practical advice, tips and reflective questions to help school leaders evaluate and improve their current practice, and threaded throughout are also perspectives from a number of education experts, including Ross Morrison McGill, Patrick Ottley-O'Connor, Viv Grant and Kim Johnson. With a foreword by happiness expert, Dr Andy Cope, this book is ideal for all school leaders and aspiring school leaders looking to promote and maintain a culture of resilience in their schools, in order to improve their own mental health and wellbeing, and that of their staff and pupils too.

Standards: 4.1.2, 4.4.2

20th October 2020

Understanding the Middle Years [Podcast]

This podcast is about the critical importance of the middle years for the health and emotional development of students. Listen to Professor George Patton from the University of Melbourne and the Murdoch Children's Research Institute about The Childhood to Adolescence Transition Study (CATS).

Host/Producer: Serpil Senelmis and Producer/Audio Engineer: James Brandis, Written and Recorded.

Podcast support materials

Standards: 4.5.2, 6.4.2

22nd September 2020

Ross Morrision McGill (2017) Mark. Plan. Teach. Teacher toolkit.

There are three things that every teacher must do: mark work, plan lessons and teach students well. This brand new book from Ross Morrison McGill, bestselling author of 100 Ideas for Secondary Teachers: Outstanding Lessons and Teacher Toolkit, is packed full of practical ideas that will help teachers refine the key elements of their profession. Mark. Plan. Teach. shows how each stage of the teaching process informs the next, building a cyclical framework that underpins everything that teachers do.

With teachers' workload at record levels and teacher recruitment and retention the number one issue in education, ideas that really work and will help teachers not only survive but thrive in the classroom are in demand. Every idea in Mark. Plan. Teach. can be implemented by all primary and secondary teachers at any stage of their career and will genuinely improve practice. The ideas have been tried and tested and are supported by evidence that explains why they work, including current educational research and psychological insights from Dr Tim O'Brien, leading psychologist and Visiting Fellow at UCL Institute of Education.

Mark. Plan. Teach. will enable all teachers to maximise the impact of their teaching and, in doing so, save time, reduce workload and take back control of the classroom.

Standards: 1.3.2, 2.2.2, 3.2.2, 5.2.2

15th September 2020

NSW DoE (2020) HSC PL Bite.

Guiding teachers to assess, investigate, review and reassess responses to determine what has been specifically answered well, and what could be improved in line with the marking guidelines. Each bite focuses on one question from the 2019 HSC examination and includes a range of actual HSC student responses and corresponding marker annotations from the HSC marking centre.

Courses include:

• English Advanced

• English Standard

• Biology

• PDHPE

• Visual Arts

Access courses here.

Standards: 5.3.2, 6.2.2

8th September 2020

J. Donohoo's (2018)- Collective efficacy: How educator's beliefs impact student learning.

Blurb:

Improve student outcomes with collective teacher efficacy.

If educators’ realities are filtered through the belief that they can do very little to influence student achievement, then it is likely these beliefs will manifest in their practice. The solution? Collective efficacy (CE)―the belief that, through collective actions, educators can influence student outcomes and increase achievement. Educators with high efficacy show greater effort and persistence, willingness to try new teaching approaches, and attend more closely to struggling students’ needs. This book presents practical strategies and tools for increasing student achievement by sharing:

• Rationale and sources for establishing CE

• Conditions and leadership practices for CE to flourish

• Professional learning structures/protocols

• 
  

Standards: 6.4.2, 7.4.2,

1st September 2020

Philip Cam - 20 Thinking Tools

Beginning with an Introductory Toolkit, Twenty Thinking Tools shows teachers how to strengthen students' abilities to ask insightful questions, to look at problems and issues from various points of view, to explore disagreements reasonably, to make appropriate use of examples, to draw needful distinctions, and generally to develop their imaginative, conceptual and logical abilities in order to gain a deeper knowledge and understanding of all kinds of subject matter.

Standards: 1.2.2, 3.3.2

25th August 2020

Bloomsbury CPD Library: Marking and Feedback

Marking and feedback forms a crucial part of every teachers’ daily routine, but it is also a core focus area for CPD, which is closely assessed by Ofsted. This book will help you to examine what level you are currently attaining, highlighting your strengths and weaknesses, and will enable you to assess specific areas where you could improve your practice.

It begins with an overview of the main marking and feedback approaches so that you can really get to grips with the theory behind different methods, before moving on to practical ideas that you can use in the classroom. In addition to these short-term strategies, the book contains suggested evaluation techniques and questionnaires to support long-term development and progression of practice.

Strandards: 5.1.2, 5.2.2, 5.3.2

11th August 2020

Ideas for Secondary Teachers: Behaviour management

Managing behaviour in the secondary classroom can be demanding, hard work, and for the newly qualify teacher, sometimes intimidating. In this brand new edition, experienced teacher and author Johnnie Young brings together over 100 tried and tested, practical ideas to help manage the range of difficult behaviours found in the secondary classroom.

Whether you are an experienced teacher or someone with little practical teaching experience, there are strategies in this book for you; from those that will help to resolve serious issues such as bullying and conflict in the classroom, to those that show that even the smallest changes – reducing tension in the classroom, employing the right kind of body language and using creative language to engage your students – can have a huge impact and dramatically improve behaviour.

This book has been fully revised and updated for the secondary market and has a brand new layout making the book even easier to dip in and out of and the ideas even easier to use and implement quickly.

Includes:

Teaching tips, Taking it further ideas, Bonus ideas, Quotes from teachers and students

Standards: 4.1.2, 4.2.2 4.3.2

3rd August 2020

Drabble, C. (2016). Supporting children with special educational needs and disabilities. Bloomsbury: UK.

Blurb: Teachers often receive little or no training in teaching children with special educational needs and disabilities (SEND) and helping them to achieve the best possible educational outcomes. This comprehensive resource will equip primary and secondary teachers and SENDCos with the training and skills they need to fully support children with SEND in mainstream classrooms. A range of practical activities and strategies drawn from the author's vast experience in working with SEND and her professional development roles provides guidance on the how-to of rising to the mainstream classroom challenge of helping children with SEN realise their learning potential.

Standards: 1.6.2, 4.1.2, 6.2.2

27th July 2020

Matt Walker (2019/20) - ​A walk through the stages of sleep & Sleep is your superpower.

Did you know you go on a journey every night after you close your eyes? Sleep scientist Matt Walker breaks down the difference between REM (Rapid-Eye Movement) and non-REM sleep, what occurs during each stage of sleep -- and why it's important to get enough of both.

Sleep is your life-support system and Mother Nature's best effort yet at immortality, says sleep scientist Matt Walker. In this deep dive into the science of slumber, Walker shares the wonderfully good things that happen when you get sleep -- and the alarmingly bad things that happen when you don't, for both your brain and body. Learn more about sleep's impact on your learning, memory, immune system and even your genetic code -- as well as some helpful tips for getting some shut-eye.

Standards: 4.4.2, 7.4.2

30th June 2020

Start with why: How great leaders inspire action

Why are some people and organisations more inventive, pioneering and successful than others? And why are they able to repeat their success again and again? In business, it doesn't matter what you do, it matters why you do it. Start with Why analyses leaders like Martin Luther King Jr and Steve Jobs and discovers that they all think in the same way - they all started with why.

Simon Sinek explains the framework needed for businesses to move past knowing what they do to how they do it, and then to ask the more important question - Why? Why do we do what we do? Why do we exist? Learning to ask these questions can unlock the secret to inspirational business. Sinek explains what it truly takes to lead and inspire and how anyone can learn how to do it.

Stadards: 1.1.2, 1.2.2

22nd June 2020

Building Confidence and Success in Stage 6

Khya Brooks suggests an approach to the HSC which can reduce everyone’s anxiety...

Many people turned to me and said “Congratulations. You did so well”, as though I had just sat the tests myself. Meanwhile, some of my colleagues were sitting with their head in their hands saying “I didn’t even get one band 6. What happened?” The rest of the day was spent listening to colleagues criticise their own practice and try to justify their classes’ outcomes to themselves; “Oh, I should have focused more on this area in the syllabus…” and “If only I had thought to revise this case study more thoroughly”. What I learnt that day was to internalise the HSC results as though they were my own. I learned that my classes’ success somehow translated into how valuable I was as a teacher. The day was not spent celebrating, it was spent critically reflecting. Sure, this is great practice for long-term improvement, but what I have found is that it has also increased the pressure experienced by teachers. I have noticed that this pressure is then often transferred onto students, resulting in unnecessarily increased anxiety throughout the school...this approach is reflective of a growing individualistic and negative culture within society and therefore teaching; which positions individual teachers rather than school systems or society more widely as solely responsible for student outcomes.

Standards: 1.1.2, 2.3.2, 5.2.2

15th June 2020

Dixon, R. (2019) Supporting students with autism: Strategies that really work in the classroom. (Download by clicking the link)

Blurb: If educationalists try to follow a “recipe”, then they will sooner or later come across a child or a situation where the recipe does not work. Autism is a lifelong developmental disability characterised by marked difficulties in social interaction, impaired communication, restricted and repetitive interests and behaviours and sensory sensitivities (APA 2013; Aspect 2018). Researchers estimate that around 1/68 of people are diagnosed with Autism Spectrum Disorders (ASD) (ADDMN 2014). Almost all students with ASD required specialised education adjustments to support their communication, social and learning difficulties (ABS 2014). The majority of these students are enrolled in regular education settings (Aspect 2013) with only one in four being enrolled in special schools (ABS 2014). All of these students may have differing needs. However, there are some evidence-based strategies that, if implemented to match their individual strengths and weaknesses can empower them to fulfil their potential in the inclusive classroom environment.

Standards: 1.1.2, 1.5.2, 1.6.2

9th June 2020

Reid, G., & Green, S. (2016). 100 Ideas for Secondary Teachers: Supporting Students with Dyslexia. Bloomsbury: London, UK.

Blurb: This practical guide provides secondary teachers supporting children and young people with dyslexia with successful strategies and engaging activities to use in the classroom and to plan their teaching. It covers emotional literacy, peer support, periods of transition in the child's school life, developing phonic skills and exam preparation.

Standards: 1.6.2, 4.1.2, 6.2.2

26th May 2020

Developing a learning mindset

Description: A learning mindset means that you see challenges as opportunities and that you are motivated to learn something new every day. eParachute founder Gary Bolles shows you how to develop a learning mindset so that learning becomes a habit and not a chore. Find your motivation to learn, explore how the brain acquires and retains information, and discover how to conduct a self-inventory that reveals what you've learned and how you learn best. Gary also introduces strategies to make learning a fun and rewarding practice that stays with you for life.

Standards: 1.1.2, 1.5.2, 6.4.2, 7.4.2

12th May 2020

Office 365 for Educators

Description: Microsoft Office is a staple set of tools for educators, and now includes education-specific functionality such as classroom notebooks in OneDrive and educator-specific collaboration tools in Teams. In education, learning to use these applications can help increase learning, empower students, and save teachers valuable time. This course dives into tips and tricks that will allow educators to get the most from the entire Office suite. Instructor Oliver Schinkten explores each of the Office tools: classics like PowerPoint, Excel, and Word, as well as new additions such as Sway, OneDrive, OneNote, and Teams. He demonstrates education-specific techniques and ideas to help educators create more dynamic lessons, track student progress, share files online, and even save time. He helps you create lessons for flipped classes, newsletters, and tutorials, and turn the tables and challenge your students to create projects with the same programs.

(You will need your DET log-in credentials to access this course.)

Standards: 2.6.2, 6.1.2, 6.2.2

7th April 2020

TTA on - Google Classroom Crash Course Part 2- Your questions answered (by Andrew O' Halloran).

https://airtable.com/shrlGeSkR4SvLR5cP

Looking for answers to some common questions about Google Classroom? This week we recommend viewing a webinar hosted by TTA on - Google Classroom Crash Course Part 2- Your questions answered (by Andrew O' Halloran).

Topics covered include:

- A deeper look at numeric and non-numeric grading

- Using rubrics

- Creating a grading system

- Using email or guardian summary features to stay in touch with parents

30th March 2020

TTA & Daniela Falecki - First Aid for Teacher Wellbeing (Webinar)

With teachers under so much pressure at the moment, it’s more important than ever for them to look after their wellbeing. Teacher Wellbeing expert Daniela Falecki presented a webinar yesterday which has now been converted into a FREE online course designed to assist teachers in these difficult times.

Join Daniela as she runs through the First Aid response designed to preserve the wellbeing of teachers:

D – Divergent Thinking

R – Rest your mind

A – Awareness of self

B – Believe you are enough

C – Celebrate daily

If that sounds like something helpful, you can enrol for FREE by following this link:

tta.edu.au/go/wellbeing_firstaid_webinar

Standards: 7.4.2

24th March 2020

C. A. Tomlinson's -Differentiation instruction in mixed-ability classrooms (2nd ed.)

Blurb: Noting that teachers in mixed-ability classrooms face multiple challenges at every grade level, this book provides guidance for teachers who are interested in creating learning environments that address the diversity typical of mixed-ability classrooms. The principles and strategies included can help teachers address a variety of learning profiles, interests, and readiness levels. The goal of the book is to help teachers determine what differentiated instruction is, why it is appropriate for all learners, how to begin to plan for it, and how to become comfortable enough with student differences to make school comfortable for each learner. Numerous practical examples assist teachers to use instructional strategies such as curriculum compacting, entry points, graphic organisers, contracts, and portfolios. The chapters are: (1) "What Differentiated Instruction Is--And Isn't"; (2) "The Rationale for Differentiated Instruction in Mixed-Ability Classrooms"; (3) "The Role of the Teacher in a Differentiated Classroom"; (4) "The Learning Environment in a Differentiated Classroom"; (5) "A Look Inside Some Differentiated Classrooms"; (6) "Strategies for Managing a Differentiated Classroom"; (7) "Preparing Students and Parents for a Differentiated Classroom"; (8) "The How To's of Planning Lessons Differentiated by Readiness"; (9) "The How To's of Planning Lessons Differentiated by Interest"; (10) "The How To's of Planning Lessons Differentiated by Learning Profile"; (11) "Differentiating Content"; (12) "Differentiating Process"; (13) "Differentiating Products"; and (14)"Grading in a Differentiated Classroom." Appended is a table describing various instructional and management strategies and providing guidelines for their use.

Standards: 1.5.2, 2.5.2, 3.3.2

17th March 2020

T. Heinecke's -Student Engagement" How to inspire and motivate every child

Blurb: Are you passionate about engaging each and every one of your students?

Do you wonder if there are better ways of connecting to the children in your care?

Are you tired of seeing your students let down by outdated teaching methods?

Finally there is a book for teachers that gives simple, practical and powerful frameworks you can use to inspire and motivate all of your students.

This book will revolutionise how you see your school. Written by Australia’s No. 1 student engagement expert Tim Heinecke, this book provides amazing insights that will have your students hanging on your every word as they eagerly tackle new challenges in your classroom.

Student Engagement explores in detail:

• the true purpose of education

• why many current teaching methods are outdated and not serving our students well

• how to create a school environment that maximizes student engagement and opportunities

• the importance of the type of language used at school

• how the example you set affects your students

• how to implement great school systems that will help improve outcomes for your students.

If you are passionate about providing the best education possible for all your students, this is the book for you.

Standards: 2.1.2, 3.1.2, 4.1.2

12th March 2020

J. Hattie and K. Zierer's - 10 Mindframes for Visible Learning: Teaching for success

Blurb: John Hattie’s landmark Visible Learning research concluded that one of the most important influences of student achievement is how teachers think about learning and their own role. In Ten Mindframes for Visible Learning, John Hattie and Klaus Zierer define the ten mindframes that teachers need to adopt in order to maximize student success. These include:

• Thinking of and evaluating your impact on students’ learning

• The importance of assessment and feedback for teachers

• Working collaboratively and a sense of community

• The notion that learning needs to be challenging

• Engaging in dialogue and the balance between talking and listening

• Conveying success criteria to learners

• Building positive relationships

These powerful mindframes, which should underpin every action in schools, are founded on the principle that teachers are evaluators, change agents, learning experts, and seekers of feedback who are constantly engaged with dialogue and challenge.

This practical guide, which includes questionnaires, scenarios, checklists, and exercises, will show any school exactly how to implement Hattie’s mindframes to maximize success.

Standards: 3.1.2, 3.2.2, 3.5.2, 4.1.2, 4.2.2

2nd March 2020

R. Pirozzo - The thinking school: Implementing thinking skills across the school.

Thinking tools are the strategies or scaffolding through which students can access the curriculum. They can be defined as artificial devices that have been developed specifically to improve children’s thinking. In this exciting new resource, author Ralph Pirozzo offers an introduction to teachers to the world of thinking tools, covering a range of different tools for different tasks, and directing teachers as how to choose the most appropriate tool for each.

Standards: 1.5.2, 2.5.2, 3.3.2

16th of December 2019

Gapps, S. (2010). Cabrogal to Fairfield city : a history of a multicultural community. Wakely, N.S.W.: Fairfield City Council.

Summary: This book allows us to dig deeply into the rich details of everyday life in the past and in the present. This meticulous look at the Fairfield area gives us the satisfying experience of recognising our everyday surroundings and hearing the people we know speak to us from the book's pages.

Standards: 1.4.2, 2.4.2, 6.2.2.

9th December 2019

Fuller, A. (2007). Tricky Kids: Transforming conflict and freeing their potential. Sydney: Finch.

Blurb: Helping parents and teachers recognise the needs of children who are the manipulators, the negotiators, the debaters, the competitors, the dare devils and the passive resisters of this world. What would it be like to have to parent Bart Simpson or Angelica Pickles? Every day, many parents and teachers struggle with challenging (and lovable) children who have wilful personalities. These are often kids who are stubborn, defiant, determined, free-spirited or just plain difficult. Yet while they may be hard work, they are often the movers and shakers of the future. Many of history's great achievers, political leaders and national figures were forceful children. How can parents and teachers learn to manage these kids, and help them to change and develop the positive life habits - including an awareness of others, dealing with anger, staying focused and forming true friendships - that they sorely need? In this book he helps parents and teachers recognise the needs of children who are the manipulators, the negotiators, the debaters, the competitors, the dare devils and the passive resisters of this world. He shows how parents can create change in the family and how teachers can create change in the classroom (so that these children do not dominate). Parents may have to live with their one headstrong child, but teachers often face dozens of them every day! So, to assist them, Andrew Fuller has also included a special supplement focusing on their particular needs.

Standards: 1.1.2, 1.5.2, 3.1.2, 4.1.2, 4.2.2, 4.3.2, 6.2.2

2nd of December 2019

Cameron-Hill, P. (2005). Thank God it's Monday job satisfaction through teamwork. Mt Macedon, Vic.: Cameron-Hill & Yates Seminars.

Summary: This is the DVD that takes the dread out of Mondays. It shows people how they can work better together within and between teams. Team building is about relationship building and this DVD shows how to do it. It challenges people to be more aware of what makes them tick and how their values and beliefs affect their outlook, attitude and behaviour.

Standards: 6.2.2, 6.3.2

25th November 2019

Sousa. D. A. (2015) Engaging the Rewired Brain. Moorabbin, Victoria:Hawker Brownlow Education.

Summary: David A. Sousa looks at how technology may be changing the way young people's brains function and how educators can adapt instruction to keep students motivated to learn. Technology, he argues, can support and encourage effective instructional strategies for educators of any age group as long as teachers and leadership understand the type of classroom that engages the rewired brain, strategies to determine whether, when and how to use technology, tips to help professional developers build teachers' digital literacy, benefits of differentiated instruction, flipped classrooms and online learning.

Standards: 1.1.2, 1.2.2, 3.3.2, 6.2.2

18th November 2019

McInerney, D. M., & McInerney, V. (1998). Educational psychology : constructing learning. Australia: Prentice Hall.

Blurb: The text continues to focus on constructivist approaches to learning with a strong developmental theme. Building on the strengths of the 1st edition, and incorporating the suggestions of lecturers and students, the new edition has been thoughtfully redesigned.

Standards: 1.1.2, 1.2.2, 3.2.2, 6.2.2

11th November 2019

Bartkowiak, J. (2010). Engaging NLP for teachers Neurolinguistic programming for teachers. London: MX Publishing.

Blurb: What if you could be; The teacher you always knew you could be; Someone who inspires children to achieve all they want; Flexible about the choices you make in the classroom; Happy and confident that you have all the resources you need; Resilient in the face of adversity; If you want to be a happier more confident and resourceful teacher then this book is for you.

Standards: 1.1.2, 1.3.2, 1.5.2, 3.1.2, 3.3.2, 6.2.2

4th November 2019

Aboriginal Tools Resource Kit (NSW AECG)

Summary: This kit includes traditional Aboriginal tools, including a boomerang, coolamon, woomera and clapsticks. A great resource to teach students about traditional Indigenous tools and lifestyles.

Standards: 1.4.2, 2.4.2, 3.4.2

28th October 2019

James, A. N. (2009). Teaching the female brain : how girls learn math and science. Moorabbin, Vic.: Hawker Brownlow Education.

Blurb: Discover how girls’ sensory, physical, cognitive, and emotional characteristics affect performance and how you can tailor instruction to promote girls’ learning in math, science, and other areas.

Standards: 1.1.2, 1.2.2, 2.1.2, 2.5.2, 3.3.2, 6.2.2

16th September 2019

Whitby, G. (2013). Educating gen wi-fi : how to make schools relevant for 21st century learners. Sydney: ABC

Books.

Summary: How our school system is failing 21st-century kids and what needs to be done about it "I am amazed at how much the world has changed today from when I was a student. the problem is that schools have not changed as rapidly as the world we live in..."Just a generation ago, school was a simple affair: students learned from set texts, graduated and got a job. Now, when almost every child has access to vast networks of information through computers, phones and social media, there is no longer a wrong and right way to learn, no longer a single model of teaching, not even a familiar classroom environment. So where does that leave students and the people in charge of their education? Greg Whitby has spent 30 years teaching in schools and studying the way they cope with rapid change. Described as the most innovative educator in Australia by tHE BULLEtIN magazine, Greg argues in this, his provocative new book, that schools are often too slow to respond to change and too quick to condemn the new. But in order to engage students, it is vital that educators re-think everything they have been taught, including their own role as the sole authority. EDUCAtING GEN WI-FI throws open the debate about education and offers up some thought provoking questions and answers.

Standards: 2.1.2, 2.6.2, 3.3.2, 3.4.2

9th September 2019

Rayment, T. (2006). Managing Boys' Behaviour. London: Continuum.

Blurb: A practical and engaging guide for teachers on tackling boys' behaviour problems. The author analyses the many factors that can lead to boys' misbehaving in class - including SEN, giftedness, peer pressure etc - and shows how their full potential can be unleashed and exploited by teachers. Packed with innovative strategies and useful suggestions, this book should be a must-read for every teacher.

Standard: 4.1.2, 4.2.2, 4.3.2

26th August 2019

Tough, P. (2013). How children succeed : grit, curiosity, and the hidden power of character. Boston: Mariner Books.

Blurb: Why do some children succeed while others fail? The story we usually tell about childhood and success is the one about intelligence: success comes to those who score highest on tests. But in How Children Succeed, Paul Tough argues that the qualities that matter more have to do with character: skills like perseverance, curiosity, optimism, and self-control. How Children Succeed introduces us to a new generation of researchers and educators, who, for the first time, are using the tools of science to peel back the mysteries of character. Through their stories-and the stories of the children they are trying to help-Tough reveals how this new knowledge can transform young peoples lives. He uncovers the surprising ways in which parents do-and do not-prepare their children for adulthood. And he provides us with new insights into how to improve the lives of children growing up in poverty.

Standards: 1.1.2, 1.2.2, 1.3.2, 3.3.2, 3.5.2

19th August 2019

Pierangelo, R. & Giuliani, G. (2008). Classroom management for students with emotional and behavioural disorders. US: SAGE Publications Inc.

Blurb: Written by experts in the field of special education, this guide provides a clear and comprehensive overview of emotional and behavioral disorders (EBD), along with practical guidelines for working with students diagnosed with EBD.

Aligned with the reauthorization of IDEA 2004, these effective and culturally sensitive techniques help teachers understand and distinguish typical behavior from the symptoms, problems, and characteristics of EBD, such as moodiness, argumentative behavior, anger, difficulty interacting with peers, refusing to share, and inability or unwillingness to take responsibility.

Ideal for general and special education teachers, this step-by-step resource includes references, a glossary, and information about:

• Positive reinforcements and effective instructional interventions for the classroom

• Federal regulations related to students with EBD

• Ways to promote healthy social interactions

• Classroom management strategies for specific disorders

Classroom Management for Students With Emotional and Behavioral Disorders provides invaluable guidance for redirecting students toward more appropriate behaviors, building important social skills, and establishing a positive classroom climate for all learners.

Standards: 1.6.2, 4.1.2, 4.2.2, 4.3.2, 4.4.2

12th August 2019

Tomlinson, C. A. (2004). How to differentiate instruction in mixed-ability classrooms. Moorabinm, Vic.: Hawker Brownlow Education.

Blurb: Curiosity and inspiration are powerful catalysts for learning. In this 2nd edition of a book that has provided inspiration to countless teachers, Carol Ann Tomlinson offers three new chapters, extended examples and information in every chapter, and field-tested strategies that teachers can use in today's increasingly diverse classrooms. Tomlinson shows how to use students' readiness levels, interests, and learning profiles to address student diversity.

Standards: 1.5.2, 2.1.2, 3.3.2

5th August 2019

Wilson, D. & Conyers, M. (2014) Five big ideas for effective teaching: connecting mind, brain and educational research to classroom practice. Moorabbin, Victoria: Hawker Brownlow Education.

Blurb: This seminal text, grounded in the synergy of five big ideas for connecting mind, brain, and education research to classroom practice, empowers educators with an inspiring conceptual framework for effective teaching. The practical application of the essential ideas--neuroplasticity, potential, malleable intelligence, the Body-Brain System, and metacognition--is supported by a wealth of vignettes, examples, inspirational stories from teachers, strategies, reflective questions, and connections between current research on how people learn and classroom practice.

Standards: 1.1.2, 1.2.2, 3.3.2, 6.2.2

24th June 2019

Ricci, M. C. (2015). Ready-to-use resources for mindsets in the classroom : everything educators need for school success. Moorabbin, Victoria: Hawker Brownlow Education.

Blurb: Ready-to-Use Resources for Mindsets in the Classroom provides educators with tools they need to help students change their thinking about their abilities and potential. The book features ready-to-use, interactive tools for students, teachers, parents, administrators, and professional development educators. Parent resources include a sample parent webpage and several growth mindset parent education tools. Other resources include:

- Mindset observation forms

- Student and teacher "look fors"

- Lists of books that contribute to growth mindset thinking

- Critical thinking strategy write-ups and samples

- A unique study guide for the original book that includes book study models from various schools around the country.

This book is perfect for schools looking to implement the ideas in Mindsets in the Classroom so that they can build a growth mindset learning environment. When students believe that dedication and hard work can change their performance in school, they grow to become resilient, successful students. This book contains many of the things that schools need to create a growth mindset school culture in which perseverance can lead to success!

Standards: 4.4.2, 7.3.2

17th June 2019

Jensen, E. (2010). Different brains, different learners : how to reach the hard to reach. Moorabbin, Victoria: Hawker Brownlow Education.

Blurb: Give hard-to-reach students the tools for lifelong success and watch test scores improve!

Updated throughout and packed with powerful strategies to help students improve brain function, this second edition presents a concise outline for identifying the symptoms and causes of prevalent impairments such as oppositional disorder, learned helplessness, attention deficit disorder, dyslexia, dyscalculia, depression, auditory processing deficits, and more. The author demonstrates how to effectively guide students with learning difficulties and:

• Recognize the most common conditions that challenge learners

• Accommodate the specific learning needs of students with learning impairments

• Minimize disruptions for other students

Standards: 1.1.2, 1.2.2, 1.5.2, 1.6.2, 3.3.2, 4.3.2, 4.4.2, 6.2.2

3rd June 2019

Young, J. (2013). Managing behaviour. Bloomsbury: London, UK.

Summary: Brimming with tried-and-tested strategies for managing behaviour in the secondary classroom. Contains 100 ideas, including: suggested scripts and keywords designed to pacify even the most aggressive situation short-term and longer term strategies advice on pre-empting and avoiding challenging behaviour ideas for thinking on your feet in extreme circumstances.

Standards: 4.1.2, 4.3.2, 6.2.2

27th May 2019

Allen, J. & White, S. (2018). Learning to teach in a new era. Cambridge University Press: NY.

Blurb: The Australian teaching environment is one of high-stakes accountability and varied contexts, which also offers unparalleled chances to be creative, innovative and inspirational. Learning to Teach in a New Era prepares preservice teachers to embrace the opportunities and meet the challenges of teaching in the twenty-first century. Closely aligned with the Australian Professional Standards for Teachers (APST) and the Australian Curriculum, this book is an invaluable resource for early childhood, primary and secondary preservice teachers that can be carried through their entire degree and into the workplace. The text is divided into three parts: professional knowledge, professional practice and professional engagement. Students will gain an understanding of the teaching pedagogy, technology, curriculum, assessment and reporting, planning and classroom management and engagement; and learn vital skills in communication and ethical practice. Each chapter is supported by superior pedagogical features, including learning objectives, practical scenarios, teacher reflections, review questions, research topics and furture readings. Engaging and accesible, Learning to Teach in a New Era is a practical and comprehensive resource that equips preservice teachers with the foundational knowledge and skills to begin their education journey.

20th May 2019

Reid, G., & Green, S. (2016). 100 Ideas for Secondary Teachers: Supporting Students with Dyslexia. Bloomsbury: London, UK.

Blurb: This practical guide provides secondary teachers supporting children and young people with dyslexia with successful strategies and engaging activities to use in the classroom and to plan their teaching. It covers emotional literacy, peer support, periods of transition in the child's school life, developing phonic skills and exam preparation.

Standards: 1.6.2, 4.1.2, 6.2.2

13th May 2019

Pirozzo, R. (2014). Differentiating the curriculum : supporting teachers to thrive in mixed-ability classrooms. Moorabbin, Victoria: Hawker Brownlow Education.

Blurb: In mixed-ability classrooms, it is inevitable that students will have different learning styles, backgrounds, prior knowledge, experience and willingness to learn. While teachers may be unable to change the content prescribed by their school, they have an enormous amount of control in the way they assign this content to their students. This book offers six strategies teachers can use to effectively implement differentiation in their classroom. The Pirozzo Model consists of these six strategies: Ability grouping; Cooperative learning teams; Learning contracts; Learning centres; Multi-age grouping; Individual learning plans.

Standards: 1.5.2, 2.1.2, 3.3.2

1st April 2019

Drabble, C. (2016). Supporting children with special educational needs and disabilities. Bloomsbury: UK.

Blurb: Teachers often receive little or no training in teaching children with special educational needs and disabilities (SEND) and helping them to achieve the best possible educational outcomes. This comprehensive resource will equip primary and secondary teachers and SENDCos with the training and skills they need to fully support children with SEND in mainstream classrooms. A range of practical activities and strategies drawn from the author's vast experience in working with SEND and her professional development roles provides guidance on the how-to of rising to the mainstream classroom challenge of helping children with SEN realise their learning potential.

Standards: 1.6.2, 4.1.2, 6.2.2

25th March 2019

Managing Behaviour Series

Rogers, B., Strube, G., & Fielding, B. (1994). Positive Correction. Quartus.

In this training video Bill discusses and gives in-class demonstrations of the following skills: privately understood signals, tactical ignoring, distraction & diversion, partial agreement, pause direction, question & feedback, take up time, choice direction, cool-off time, rule reminders.

Also in the series: Prevention, Consequences and Repair & Rebuild.

Standards: 4.1.2, 4.2.2, 4.3.2, 5.2.2

16th March 2019

Wilson, D. & Conyers, M. (2014) Five big ideas for effective teaching: connecting mind, brain and educational research to classroom practice. Moorabbin, Victoria: Hawker Brownlow Education.

Blurb: This seminal text, grounded in the synergy of five big ideas for connecting mind, brain, and education research to classroom practice, empowers educators with an inspiring conceptual framework for effective teaching. The practical application of the essential ideas--neuroplasticity, potential, malleable intelligence, the Body-Brain System, and metacognition--is supported by a wealth of vignettes, examples, inspirational stories from teachers, strategies, reflective questions, and connections between current research on how people learn and classroom practice.

Standards: 1.1.2, 1.2.2, 3.3.2, 6.2.2

4th March 2019

Robinson, K. (2011). Out of our minds: learning to be creative. Chichester: Capstone.

"It is often said that education and training are the keys to the future. They are, but a key can be turned in two directions. Turn it one way and you lock resources away, even from those they belong to. Turn it the other way and you release resources and give people back to themselves. To realize our true creative potential, in our organizations, in our schools and in our communities, we need to think differently about ourselves and to act differently towards each other. We must learn to be creative."

Standards: 1.2.2, 3.2.2, 3.3.2, 6.2.2

25th February 2019

Sharratt, L. & Planche, B. (2016). Leading collaborative learning: empowering excellence. Moorabbin, Victoria: Hawker Brownlow Education.

Blurb: Leadership, collaborative learning, and student achievement – discover what works!

This resource-rich book provides a straightforward, strategic path to achieving sustainable communities of collaborative learners. Research-proven inquiry techniques, vignettes, case studies and action-oriented protocols help you build strong learning relationships for high-impact student achievement.

System leaders, principals and teachers learn to:

• Integrate diverse views and perspectives

• Build trust and hear every voice

• Leverage key resources and processes

• Build students’ cognitive, interpersonal, and intrapersonal skills

• Use “Assessments-in-Action” to improve, monitor and sustain progress

• Build a collaborative culture through learning together

Standards: 1.1.4, 1.2.4, 3.2.4, 3.3.4, 3.5.4, 4.1.4, 5.1.4, 6.2.2

18th February 2019

Powell, W. & Kusuma-Powell, O. (2010). Becoming an emotionally intelligent teacher. Moorabbin, Victoria: Hawker Brownlow Education.

Blurb: Based on Daniel Goleman's five components of emotional intelligence, Becoming an emotionally intelligent teacher shows how self-awareness, self-regulation, motivation, social awareness, and relationship management can help teachers increase their effectiveness in the classroom.

Standards: 4.1.2, 4.2.2, 4.3.2, 6.2.2

11th of February 2019

Perez, K. (2010). More than 100 brain-friendly tools and strategies for literacy instruction. US: SAGE Publications Inc.

Blurb: Among the most powerful messages translated from brain research to educational practice are that learning occurs best when:

• Prior knowledge is activated

• Students are actively engaged

• Connections are created and reinforced

• Opportunities are incorporated for reflection and metacognition

• Student-to-student interactive social learning is promoted

This book from an international trainer and consultant goes the next step and uses these findings to inform practical implementation for literacy. The author briefly targets the relevant research and moves quickly to providing tools and strategies for teachers to use for motivation and engagement, and specifically to improve teaching and learning in the literacy domains of vocabulary and comprehension. While additional research rationale is sprinkled throughout the book, the format is 10% research and theory and 90% practical tools and strategies for classrooms. This book is packed with use-today resources for teachers to get all students off the sidelines and fully engaged in literacy learning.

Standards: 1.5.2, 2.5.2, 3.3.2, 6.2.2

17th December 2018

Communicating with poise and power (2007). SkillPath Publications.

In these two concise audio presentations, communication consultants Michelle Poley and Zoie Kaye share their insight into the skills and strategies you need to become both poised and powerful in all of your communications.

Caroselli, M. & Temme, J. (2007). How to stand out as a manager or supervisor. SkillPath Publications.

People who know how to use their time get things done. People who know how to use their resources make things happen. These are people most sought after to advance into supervision and management. They take it upon themselves to make themselves as valuable as they can be. These two audio presentations pinpoint the strategies and tactics you can use to become more productive on your own and in meetings. They will help you stand out as someone who is in control and in charge.

McQueen, M. (2008). The 'new' rules of engagement. Nexgen Impact

A guide to understanding and connecting with Generation Y. Contents divided into 3 sections: What is a generation? -- Why can't everyone else just be normal like me? -- The new rules of engagement.

Managing Behaviour Series

Rogers, B., Strube, G., & Fielding, B. (1994). Positive Correction. Quartus.

In this training video Bill discusses and gives in-class demonstrations of the following skills: privately understood signals, tactical ignoring, distraction & diversion, partial agreement, pause direction, question & feedback, take up time, choice direction, cool-off time, rule reminders.

Also in the series: Prevention, Consequences and Repair & Rebuild.

19th November 2018

Pirozzo, R. (2013). The Thinking School: implementing thinking skills across the school. Moorabbin, Victoria: Hawker Brownlow Education.

Blurb: In this resource, author Ralph Pirozzo offers an introduction to teachers to the world of thinking tools, covering a range of different tools for different tasks, and directing teachers as to how to choose the most appropriate tool for each.

Standards: 1.1.2, 1.2.2, 1.5.2, 3.3.2, 6.2.2

5th November 2018

Sawyer, W. (2012). Language Investigations. Phoenix Education: Australia.

Blurb: Language Investigations is a resource book for teachers specifically focused on meeting the requirements of The Australian Curriculum: English. The material is presented in a flexible way that allows teachers to use the information, ideas and activities at different year levels and with students of different ability levels. Each chapter contains multiple activities: some are quite specific, others open ended. Some chapters will be integrated units; others will be a succession of discrete activities on the chapter topic.

Standards: 2.1.2, 2.2.2,2.5.2,6.2.2

10th September 2018

Kagan, S., Kyle, P. & Scott, S. (2007). Win-win discipline: strategies for all discipline problems. Heatherton, Victoria: Hawker Brownlow Education.

Blurb: Win-Win Discipline is the single most comprehensive and effective classroom discipline program available. Period. Never before has there been a more practical and powerful step-by-step approach to discipline. Win-Win seeks a higher goal than other discipline programs: The goal is not merely to end disruptions; the goal is to teach students to meet their unmet needs so they no longer need to be disruptive.

Standards: 3.1.2, 3.5.2, 4.1.2, 4.2.2, 4.3.2, 4.4.2, 6.2.2

3rd September 2018

Wilson, D. & Conyers, M. (2014) Five big ideas for effective teaching: connecting mind, brain and educational research to classroom practice. Moorabbin, Victoria: Hawker Brownlow Education.

Blurb: This seminal text, grounded in the synergy of five big ideas for connecting mind, brain, and education research to classroom practice, empowers educators with an inspiring conceptual framework for effective teaching. The practical application of the essential ideas--neuroplasticity, potential, malleable intelligence, the Body-Brain System, and metacognition--is supported by a wealth of vignettes, examples, inspirational stories from teachers, strategies, reflective questions, and connections between current research on how people learn and classroom practice.

Standards: 1.1.2, 1.2.2, 3.3.2, 6.2.2

20th August 2018

NSW Education (2017). Cognitive Load Theory: Research that Teachers really need to understand. Centre for Education Statistics and Evaluation.

https://www.cese.nsw.gov.au/publications-filter/cognitive-load-theory-research-that-teachers-really-need-to-understand

Blurb: Cognitive load theory is a theory of how the human brain learns and stores knowledge. It was recently described by British educationalist Dylan Wiliam as 'the single most important thing for teachers to know'. Grounded in a robust evidence base, cognitive load theory provides theoretical and empirical support for explicit models of instruction.

Standards: 1.1.2, 1.2.2, 3.2.2, 3.3.2, 6.2.2

17th August 2018

Schurr, S. L. (2004). A handbook for explosive, engaging, enriching classroom strategies: real learning in the middle years. Moorabbin, Victoria: Hawker Brownlow Education.

Blurb: The gap between theory and practice in education is frequently bemoaned. Too often, books are seen as 'long on theory and short on practice' while activity books are labelled as 'just cookbooks' - good activities but not particularly related to major objectives or supported by proven theory. Dynamite in the Classroom provides a comprehensive guide to sound theory and effective practices to attain educational objectives. Focusing on methods and activities that lead to the development of critical skills, it shows how to differentiate curriculum and use cooperative learning techniques. Covering topics such as Bloom's taxonomy, Krathwohl's taxonomy, learning centres, investigation tasks and much more, this bank of tools and techniques will be 'dynamite' in the classroom!

Standards: 1.1.2, 1.5.2, 3.3.2, 4.1.2, 6.2.2

6th August 2018

Sousa, D. A. (2015). How the brain learns mathematics. Moorabbin, Victoria: Hawker Brownlow Education.

Blurb: This updated bestseller takes readers to the next level with new brain-friendly strategies backed by the latest research and even more ways to seamlessly incorporate what you learn about your students' developing minds into your math classroom. Discover the cognitive mechanisms for learning math, explore factors that contribute to learning difficulties, and follow a four-step teaching model that relates classroom experience to real-world applications. Features include: new strategies for motivating adolescents, integration of the arts into mathematics instruction, new information on how technology affects attention and memory, expanded sections on number sense and ELL instruction, more than 160 new references.

Standards: 1.1.2, 1.2.2, 2.1.2, 2.5.2, 3.3.2, 6.2.2

Request form:

https://docs.google.com/forms/d/e/1FAIpQLSeWmHZHrWw4yL40ksShIYioPmhTc9yYqp5w8g8EWega6lG7qA/viewform?usp=sf_link

30th July 2018

NSW Education (2016). What works best reflection guide. Centre For Education Statistics and Evaluation.

https://www.cese.nsw.gov.au/images/stories/PDF/What_Works_Best_Reflection_Guide_202016_AA.pdf

Blurb: The What works best reflection guide (PDF, 800kB) is a practical resource for teachers and school executive staff. It gives schools explicit examples of what can be done to improve student engagement and achievement. Teachers can use this guide to reflect on their individual teaching strategies and to evaluate their own practice. The themes discussed can also be implemented through a whole-school approach.

Drawing on the evidence presented in CESE’s publications What works best: Evidence-based practices to help improve NSW student performance; Six Effective Practices in High Growth Schools; Student Wellbeing and Tell Them From Me case studies; this guide assists school staff to reflect on what’s working in their schools and what can be improved.

Standards: 1.2.2, 3.3.2, 3.6.2, 6.2.2, 6.3.2

23rd July 2018

Blurb: In this resource, author Ralph Pirozzo offers an introduction to teachers to the world of thinking tools, covering a range of different tools for different tasks, and directing teachers as to how to choose the most appropriate tool for each.

Standards: 1.1.2, 1.2.2, 1.5.2, 3.3.2, 6.2.2

25th June 2018

Rogers, V. (2010). Cyberbullying: activities to help children and teens to stay safe in a texting, twittering, social networking world. London: Jessica Kingsley.

Blurb: Children and teenagers text, network and twitter online as second nature, but when emails or texts are used to threaten, harass, intimidate or embarrass someone, they can turn from being a source of enjoyment to a source of crippling anxiety and fear.

This approachable book is packed with advice, games and activities for groups and individuals to help young people understand what cyberbullying is, how they should behave online and how they can stay safe. The activities range from quizzes and competitions to storyboard games and art activities, and cover issues such as how easily personal information can be forwarded, the risks posed by unknown 'friends' on social networking sites, and how to discuss and deal with bullying issues. They are designed to encourage young people to think about their own behaviour and attitudes and give them the skills and knowledge to stay safe in a digital world.

Particularly suited to children and teens aged 11+, this essential book will be an invaluable resource for parents, teachers, youth workers, and anyone working with young people who could be exposed to cyberbullying.

Standards: 2.6.2, 3.4.2,4.4.2, 4.5.2, 6.2.2

18th June 2018

Hardiman, M. (2013). The brain-targeted teaching model for 21st-century schools. Moorabbin, Vic.:Hawker Brownlow Education.

Blurb: The Brain-targeted teaching model for 21st-century schools serves as a bridge between research and practice by providing a cohesive, proven and usable model of effective instruction. Compatible with other professional development programs, this model shows how to apply relevant research from educational and cognitive neuroscience to classroom settings through a pedagogical framework. The model's six components are: Establish the emotional connection to learning, Develop the physical learning environment, Design the learning experience, Teach for the mastery of content, skills and concepts, Teach for the extension and application of knowledge, Evaluate learning. The Brain-Targeted Teaching model for 21st-Century Schools presents this model with the educator in mind and offers practical steps for using it to inform instruction and teach 21st-century skills. This resource serves as a valuable road map that will help you achieve improved outcomes for your students and better collaborative professional practices in your school.

Standards: 1.1.2, 1.2.2, 3.3.2, 6.2.2

12th June 2018

Wiliam, D. (2011). Embedded formative assessment. US: Solution Tree press.

Blurb: If we are to maintain our status as one of the world's leading economies and secure our economic futures, and if we want our students to thrive in the impossibly complex, unpredictable world of the 21st century, we must concentrate on increasing educational achievement by increasing the quality of the teachers in our schools. The author faces this challenge head-on by making a case for the important role of formative assessment in increasing teacher quality and student learning.

Formative assessment plays an important role in increasing teacher quality and student learning when it's viewed as a process rather than a tool. Emphasizing the instructional side of formative assessment, this book explores in-depth the use of classroom questioning, learning intentions and success criteria, feedback, collaborative and cooperative learning, and self-regulated learning to engineer effective learning environments for students.

Benefits

* Presents five key strategies with research evidence to show the impact of each

* Includes over 50 practical techniques for classroom formative assessment

Standards: 3.6.2, 5.1.2, 5.2.2, 6.2.2

4th June 2018

Hardiman, M. (2013). The brain-targeted teaching model for 21st-century schools. Moorabbin, Vic.:Hawker Brownlow Education.

This very well organised book is packed with practical solutions to the most common classroom problems – side talk, rude behavior, calling out, students losing focus, and students refusing to even try. Every solution is classroom-tested, highly effective, and quick and easy to implement! Use this book to help make your classroom a happier, more productive learning environment – one in which your students thrive and everyone benefits!

Standards: 3.3.2, 3.5.2, 4.2.2, 4.3.2, 6.2.2

28th May 2018

Korb, R. (2012). Motivating defiant & disruptive students to learn: positive classroom management strategies. Moorabbin, Vic.: Hawker Brownlow Education.

This book is designed to help teachers stay calm, cool, and in control of their classrooms.Rich Korb brings extensive teaching and administrative experience to his collection of strategies designed to keep teachers and students focused on learning. This accessible, step-by-step guide offers easy-to-implement methods for managing challenging behaviours.

Standards: 4.1.2, 4.3.2, 6.2.2

21st May 2018

Samiec, C. (2004) Team challenges : 40 divergent thinking activities. Moorabbin, Vic.: Hawker Brownlow Education.

Team challenges is a collection of forty exciting, open-ended tasks that require teamwork, imagination and fast thinking. They can be used by teams of all kinds, and are ideal for enrichment, extension, and team-building. These lively and original challenges are designed to be demanding but fun and enhance: cooperation, creativity, risk-taking, higher level thinking skills. Participating in these challenges will help team members break away from routine ways of thinking and make creative leaps into the unusual and untried.

Standards: 2.1.2, 3.3.2, 6.2.2

14th May 2018

McCourt, B. & McCarthy, I. (2017). Improving high school engagement, classroom practices and achievement. Learning Curve(1).

This article, in Issue 18 of Learning Curve, uses data from NSW Tell Them From Me student surveys to assess how students’ engagement, performance and experience of classroom practices in Year 7 affect their engagement and performance in Year 9. The article presents some interesting findings that highlight the relationship between performance and engagement. The article also provides useful summaries of strategies that teachers can use to improve student engagement and performance.

Standards: 1.2.2, 5.4.2, 6.2.2

27th March 2018

GRIT: The power of passion and perseverance. A. Duckworth (2016)

In this must-read for anyone seeking to succeed, pioneering psychologist Angela Duckworth takes us on an eye-opening journey to discover the true qualities that lead to outstanding achievement. Winningly personal, insightful and powerful, Grit is a book about what goes through your head when you fall down, and how that - not talent or luck - makes all the difference.

Standards: 4.4.2, 6.1.2, 6.4.2,

12th March 2018

Managing student behaviour. H. McMahon (2015)

Of all the issues confronting beginning teachers, perhaps the most challenging is managing the behaviour of students. It is important to note from the outset that there are system and whole school responsibilities for managing behaviour.

While student behaviour is best managed in a collaborative manner throughout the school, rather than viewed solely as the responsibility of an individual, each teacher must develop a set of skills that ensure that his or her classroom is an orderly learning environment. Acceptable behaviour management strategies must be applied consistently and constantly in every situation.

Put simply, there is a standard of behaviour that should be expected of all students and applied throughout the school each day by everyone. While public schools accept all students this does not mean that all behaviours are accepted.

Students have a right to learn and teachers have a right to teach. No individual has a right to threaten those rights by engaging in disruptive behaviour. Similarly, parents have an expectation that the adults to whom they have entrusted the education and care of their children will ensure the learning environment is safe and productive.

Standards: 4.1.2, 4.2.2, 4.3.2, 4.4.2

6th March 2018

Classroom management for students with emotional and behavioural disorders.

R. Pierangelo & G. Giuliani (2008)

Written by experts in the field of special education, this guide provides a clear and comprehensive overview of emotional and behavioural disorders (EBD), along with practical guidelines for working with students diagnosed with EBD. Aligned with the reauthorisation of IDEA 2004, these effective and culturally sensitive techniques help teachers understand and distinguish typical behaviour from the symptoms, problems, and characteristics of EBD, such as moodiness, argumentative behaviour, anger, difficulty interacting with peers, refusing to share, and inability or unwillingness to take responsibility.Ideal for general and special education teachers, this step-by-step resource includes references, a glossary, and information about:Positive reinforcements and effective instructional interventions for the classroom Federal regulations related to students with EBD Ways to promote healthy social interactions Classroom management strategies for specific disorders Classroom Management for Students With Emotional and Behavioural Disorders provides invaluable guidance for redirecting students toward more appropriate behaviours, building important social skills, and establishing a positive classroom climate for all learners.''General education teachers need more information and guidance on how to effectively work with students with emotional and behavioural disorders. This book provides an overview of the various needs and characteristics that many of these students display.'''Emily Wilmes, Emotional Behavioural Disorder TeacherRoosevelt Elementary School, Mankato, MN

Standards: 1.6.2, 4.1.2, 4.2.2, 4.3.2, 4.4.2,

27th February 2018

Oliver Schinkten- Teacher Tech Tips

Teacher Tech Tips is a series highlighting educational technologies, with a focus on teacher effectiveness and learner achievement. Oliver Schinkten covers educational trends and classroom technologies that can help educators be more efficient in planning lessons, delivering instruction, engaging with students, and grading. Covering both emerging and well-tested technology, these tips help both teachers and students excel.

Standards: 1.5.2, 2.2.2, 3.5.2

19th February 2018

Karen Hutchinson- Teaching Complex Topics

Teaching is more than just delivering content; it's about making complex ideas understandable and guiding learners to higher-order thinking. A successful approach to teaching complex topics involves three phases: systematically unpacking the material, turning it into engaging and effective lessons, and then providing extra assistance to students who are struggling. Combined with Universal Design for Learning (UDL) principles for making learning accessible, you can maximize student engagement and achievement—with even the most complex subjects.

Standards: 1.1.2, 1.5.2, 2.1.2, 2.2.2, 3.2.2, 3.3.2, 3.5.2, 6.1.2, 6.3.2, 7.4.2

30th November 2017​, 28th May 2018

Rich Korb's - Motivating defiant and disruptive students to learn.

How to stay calm, cool, and in control of your classroom

Today’s teachers face more challenges than ever before in managing student behavior in the classroom. Rich Korb brings extensive teaching and administrative experience to his collection of strategies designed to keep teachers and students focused on learning. This accessible, step-by-step guide offers easy-to-implement methods that help you:

• Motivate and engage students

• Set up your classroom to prevent disruptive behavior

• Stay calm in the face of adverse situations

• Reduce the effect of misbehavior on other students’ learning

• Respond to inappropriate behavior effectively

• Avoid burning out

Standards: 1.1.2, 1.3.2, 4.1.2, 4.2.2,4.3.2

​21st November 2017

Michael Scaddan - 40 brain-based tools for the classroom.

Educators looking for proven methods to introduce brain-compatible instruction into K–12 classrooms will find invaluable assistance in this easy-to-read, engaging resource. The author helps teachers understand how the brain, mind, and body function in the learning process, demonstrates methods to reinforce students' memory and concentration, and illustrates ways to enhance learners' outcomes across a broad range of skills.

This flexible guide converts the latest findings on brain research into fun and effective techniques for reducing behavioral distractions in class, improving academic performance, and strengthening teachers' instructional skills. Within a holistic brain-based teaching model, this practical book offers:

• 40 brain-friendly tools for improving learning and test results

• A brain-based review feature that helps readers evaluate and modify the tools to meet students' needs

• Stimulating quotes and motivational proverbs for inspiration

• Stories, songs, poems, and anecdotes woven throughout the text

• This guide is ideal for empowering students and helping them take ownership of their learning.

Standards: 1.1.2, 1.3.2, 2.1.2, 3.2.2, 3.3.2