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      • Educating and Raising Boys
        Education
        July 2020

        Educating and Raising Boys

        by Michael C Nagel

        Modern education is failing our boys. Educating and raising boys challenges society’s war on boys and boyishness, and encourages educators and parents to expand their understanding of the male brain to better support the boys in their lives. Author Michael C Nagel draws on his knowledge as a researcher in child development, behaviour and educational psychology, and his experience as an academic and a father, to explore the ways that teachers and parents can create positive social learning environments that recognise the complexities of the developing brain and promote learning. By examining the behaviour of boys from a neuroscientific standpoint and how the hardwiring in their brain influences the way they learn, Nagel challenges readers to reassess how we currently engage with boys physically, academically, emotionally and spiritually. Rather than expect boys to change, readers will learn how to best adapt their own behaviour to ensure they allow boys to flourish.   Educating and raising boys is an invaluable resource for any educator or parent who wishes to enhance the lives of the boys they teach and raise.

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      • Educating and Raising Girls
        Education
        July 2021

        Educating and Raising Girls

        by Michael C Nagel

        Growing up isn’t easy, especially if you’re a girl. We often assume that girls are doing just fine, but the truth is that many are struggling to keep up and make themselves heard. Educating and raising girls offers a detailed look at the challenges that girls face at school and at home, exploring how their intricate neurology can complicate the way they experience the world. Author Michael C Nagel pairs his expertise as a researcher in child development, behaviour and educational psychology with his experience as a father to help teachers and parents recognise the complexities of developing brains and foster positive learning environments in which girls will thrive. First providing an essential foundation in how the female brain develops – from conception to early childhood, through adolescence and beyond – Nagel shines a scientific spotlight on the central role that girls’ changing neural architecture plays in their social, emotional and educational development, and explains how these insights can help readers make a real difference in the lives of girls.   Educating and raising girls is a practical guide to the neurological realities of growing up female, for educators and parents who wish to better understand and support the girls who depend on them.

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      • Collaborative Teams That Work
        Education
        December 2020

        Collaborative Teams That Work

        The Definitive Guide to Cycles of Learning in a PLC

        by Colin Sloper, Gavin Grift

        The PLC at Work® model helps teachers around the world produce better outcomes for their students. But when it comes to putting theory into practice, many find themselves unsure of what to do in collaborative team meetings and how it all translates to the classroom. With Collaborative teams that work, leading PLC experts and authors Colin Sloper and Gavin Grift take the confusion out of the collaborative process for school leaders and educators. They draw on their own experiences of working with schools, prominent researchers and practitioners to delineate the right work of high-performing collaborative teams and breaking down cycles of learning into definitive actions. Whether your school is just starting out on its PLC journey or your team is ready to take student learning to the next level, this essential guide will bring clarity and focus to your team meetings and generate real results for the students you serve. Featuring a foreword by internationally renowned educational author and speaker Anthony Muhammad, this book transforms the very best research into concrete actions that will help your school answer the critical questions of a PLC, and anticipate, address and overcome the challenges that collaborative teams often encounter on their quest to ensure high levels of learning of all. Carry Colin and Gavin’s decades of experience into your next cycle of learning with Collaborative teams that work.

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      • Thinking Protocols for Learning
        Education
        July 2020

        Thinking Protocols for Learning

        by Janelle Wills

        As students navigate the complexities and challenges of a rapidly changing world, it is vital to ensure they are able to adapt, interact, persevere, act ethically and – most importantly – think. However, thinking and relational skills are not innate skills. They must be explicitly taught.   With an education system characterised by time constraints, an overcrowded curriculum and the pressure to raise performance, time spent on cultivating thinking skills can be perceived as a luxury rather than an integral part of an education.   Thinking protocols for learning empowers readers to implement deliberate practice and intentional application of protocols and provides strategies for the promotion of different types of thinking. These are not time fillers or isolated activities; they integrate instruction for crucial skills into the existing curriculum for more effective engagement.   Educators often struggle to find a resource that addresses all of the key types of thinking. This book is a response to that need, drawing on and concisely synthesising ideas and approaches from many different areas and authors. Thinking protocols for learning is an essential resource that gives educators the tools to prepare students for the future.

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      • Leading Data-Informed Change in Schools
        Education
        April 2020

        Leading Data-Informed Change in Schools

        by Selena Fisk

        Data are everywhere. Countries are compared based on how their students perform in international testing. Schools are compared using standardised testing and school-leaver data. Students are tracked using their individual data and that of their peers. But while there is much already written about leadership styles, leading change and the benefits of being data informed, transferring an understanding of educational research and change leadership literature to a data-informed context is not always easy or seamless. Selena Fisk, EdD, author of Using and analysing data in Australian schools, believes that data should be used to support learning in a way that develops thriving learning communities where students are engaged and motivated. This invaluable resource introduces a ten-step process for leading data-informed change comprising measurable steps for action supported by connections to relevant literature and practical examples showing what the process looks like in schools. Fisk also introduces the twelve key elements required for a leader to prime the environment or build a culture that will enable them to lead data-informed change. Leading data-informed change in schools offers teacher-team leaders, principals and administrators a practical guide to collect, analyse and use data to help school communities and the students they serve flourish.

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      • Metacognition
        Education
        May 2018

        Metacognition

        The Neglected Skill Set for Empowering Students

        by Robin Fogarty, Brian Pete

        How do we prepare our students for the test of life? We teach them how to learn when they are not being taught! In other words, we give them the gift of self-reflection, self-awareness, self-initiative, self-direction, self-assessment and self-regulation – the gift of knowing when they know, and when they don’t know. Metacognition: The neglected skill set for empowering students is written with the teacher in mind. It is more practical than theoretical, but most definitely grounded in research findings and connected to emergent data. With the thirty ready-to-use metacognitive strategies in this book, teachers will deepen learning for their students through explicit reflections on planning, monitoring and evaluating their own work. As students learn how to ‘think about their own thinking’, they become more aware and, thus, better able to make adjustments on their own work. They gain a sense of ownership, and teachers get results they can count on through student empowerment. Metacognition is like magic for twenty-first century classrooms – it changes student behaviours before your eyes.

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      • Thinking About Thinking in IB Schools
        Education
        May 2018

        Thinking About Thinking in IB Schools

        by Robin Fogarty, Brian Pete

        Thinking about thinking in IB schools: How we know what we know by Robin Fogarty and Brian Pete is intended to complement and supplement the curriculum framework of international schools, particularly those that utilise the International Baccalaureate program. Undergirdings the book, ‘How do we know what we know?’ is the quintessential question that drives our quest to learn, explore, investigate and, in the end, validate and justify. The discussions within this resource target the micro-skills of thinking, or the ‘think links’ that act like connectors between subject matter and relevant processes across and within learning areas. These target skills include analysing, evaluating, comparing and contrasting, generalising, making inferences, discerning cause and effect, imagining, visualising and hypothesising. Each chapter features instructional strategies to teach, practise and apply deeper thinking with the rich and rigorous content of the international curriculum. Within Thinking about thinking, seven thinking skill areas are delineated and each of the seven chapters features lively discussion, explicit ways of thinking about particular ways of thinking and engaging strategies to involve students in the act of deep thinking about the required content. In addition, the chapters showcase compelling stories that serve to illustrate key points and offer specific and explicit transfer strategies to foster immediate, authentic transfer and application to the F–12 classroom.

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      • Your High-Performance Guide to Study and Learning
        Education
        August 2020

        Your High-Performance Guide to Study and Learning

        Twenty Key Habits for Getting the Most out of Your Study Time

        by Scott Francis, Michael C Nagel

        Now is the time to change your habits and take control of your study – and Your high-performance guide to study and learning will show you how! Authored by secondary school teacher Scott Francis, with additional insights from Associate Professor Michael C Nagel, this book will guide you through twenty key practical strategies to get the most out of the time you spend studying. This book acknowledges that success in study requires a holistic approach. You will explore mindset and attitudes, planning and routines, high-impact study techniques and brain-based learning strategies, and you will also look beyond conventional understandings of study to explore the benefits of a healthy lifestyle and positive attitude on academic results. Whether you are looking to adopt a few new habits or overhaul your whole study philosophy, this easy-to-read and accessible resource will help you to actively participate in your learning experiences and dominate your study.

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      • Neurodevelopmental Differentiation
        Education
        June 2020

        Neurodevelopmental Differentiation

        Optimising Brain Systems to Maximise Learning

        by Andrew Fuller, Lucy Fuller

        Imagine a school where the motto is ‘Here, everyone gets smart’. Not just some students. Every student. Where every student and teacher knows their learning strengths and uses them to develop other areas of learning. Where all staff understand how to identify and develop collaborative approaches to overcome blockages to learning. Where parent–teacher–student meetings prioritise forward planning and the development of an individualised learning plan for the following term. This book aims to bring this school to life through the power of neurodevelopmental differentiation. In Neurodevelopmental differentiation: Optimising brain systems to maximise learning, clinical psychologist Andrew Fuller and educator Lucy Fuller make teachers’ working lives easier and more effective by helping them to detect what might be stopping students from achieving more success. Each of the chapters in this book is designed to help teachers and parents identify young people’s learning strength areas as well as ways to improve functioning in each of the eight unique brain systems: spatial reasoning, perceptual and motor skills, concentration and memory, planning and sequencing, thinking and logic, people smarts, language and word smarts, and number smarts. By designing interventions based on what students can already do well and applying these skills to areas they are yet to develop, Neurodevelopmental differentiation shows teachers how to increase their students’ motivation and excitement about learning.

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      • Teachers as Architects of Learning
        Education
        February 2018

        Teachers as Architects of Learning

        Twelve Constructs to Design and Configure Successful Learning Experiences

        by Gavin Grift, Clare Major

        The revised and updated second edition of the bestselling title Teachers as architects of learning supports teachers to develop ideas, consider approaches and, in general, increase levels of consciousness about what they do, why they do it and how they might do it differently. The book enables teachers to develop their own blueprint for teaching through the exploration of twelve learning constructs and one hundred strategies. Teachers as architects of learning facilitates teachers to build their wisdom around the art of teaching in order for deeper learning to prevail. It assists them to deconstruct their mental models to then construct new learning about their practice. These insights assist them in identifying beliefs that impact their behaviours as their teaching architecture evolves. The premise that beliefs influence behaviours is at the heart of Teachers as architects of learning. The authors draw from extensive personal experiences and research from the field, and the reflections of teachers themselves serve as a catalyst for thinking about their own practice in a way that lets learning lead. The second edition is a ‘must-have’ book for any educator committed to the development of their own and others’ practice.

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      • Make the Future!
        Education
        May 2018

        Make the Future!

        Hands-On Sustainability Lessons for Years 1 & 2

        by Nansi Kunze

        Can students really change the world? Yes, they can – and this series shows them how! Make the future! Hands-on sustainability lessons is a cross-curriculum STEM series for Years 1–8 that gives real meaning to the idea of sustainability. The three primary years resources are full of unique activities for each year level, all designed to supplement Australian Curriculum instruction by addressing the sustainability cross-curriculum priority across all key learning areas. Reproducible worksheets and teachers’ notes support instruction and implementation of activities. Make the future! Hands-on sustainability lessons for Years 7 & 8 is a resource created in line with the Australian Curriculum: Design and Technologies. This book empowers students to make a tangible difference to the environment – and their future. Make the future! combines traditional skills and cutting-edge research to create authentic, purposeful activities that will show your students positive change is not just feasible – it is delicious, stylish, economical and fun! This set contains the following titles: • Make the future! Hands-on sustainability lessons for Years 1 & 2• Make the future! Hands-on sustainability lessons for Years 3 & 4• Make the future! Hands-on sustainability lessons for Years 5 & 6• Make the future! Hands-on sustainability lessons for Years 7 & 8

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      • Make the Future!
        Education
        November 2018

        Make the Future!

        Hands-On Sustainability Lessons for Years 3 & 4

        by Nansi Kunze

        Can students really change the world? Yes, they can – and this series shows them how! Make the future! Hands-on sustainability lessons is a cross-curriculum STEM series for Years 1–8 that gives real meaning to the idea of sustainability. The three primary years resources are full of unique activities for each year level, all designed to supplement Australian Curriculum instruction by addressing the sustainability cross-curriculum priority across all key learning areas. Reproducible worksheets and teachers’ notes support instruction and implementation of activities. Make the future! Hands-on sustainability lessons for Years 7 & 8 is a resource created in line with the Australian Curriculum: Design and Technologies. This book empowers students to make a tangible difference to the environment – and their future. Make the future! combines traditional skills and cutting-edge research to create authentic, purposeful activities that will show your students positive change is not just feasible – it is delicious, stylish, economical and fun! This set contains the following titles: • Make the future! Hands-on sustainability lessons for Years 1 & 2• Make the future! Hands-on sustainability lessons for Years 3 & 4• Make the future! Hands-on sustainability lessons for Years 5 & 6• Make the future! Hands-on sustainability lessons for Years 7 & 8

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      • Make the Future!
        Education
        October 2017

        Make the Future!

        Hands-On Sustainability Lessons for Years 5 & 6

        by Nansi Kunze

        Can students really change the world? Yes, they can – and this series shows them how! Make the future! Hands-on sustainability lessons is a cross-curriculum STEM series for Years 1–8 that gives real meaning to the idea of sustainability. The three primary years resources are full of unique activities for each year level, all designed to supplement Australian Curriculum instruction by addressing the sustainability cross-curriculum priority across all key learning areas. Reproducible worksheets and teachers’ notes support instruction and implementation of activities. Make the future! Hands-on sustainability lessons for Years 7 & 8 is a resource created in line with the Australian Curriculum: Design and Technologies. This book empowers students to make a tangible difference to the environment – and their future. Make the future! combines traditional skills and cutting-edge research to create authentic, purposeful activities that will show your students positive change is not just feasible – it is delicious, stylish, economical and fun! This set contains the following titles: • Make the future! Hands-on sustainability lessons for Years 1 & 2• Make the future! Hands-on sustainability lessons for Years 3 & 4• Make the future! Hands-on sustainability lessons for Years 5 & 6• Make the future! Hands-on sustainability lessons for Years 7 & 8

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      • Make the Future!
        Education
        April 2020

        Make the Future!

        Hands-On Sustainability Lessons for Years 7 & 8

        by Nansi Kunze

        Can students really change the world? Yes, they can – and this series shows them how! Make the future! Hands-on sustainability lessons is a cross-curriculum STEM series for Years 1–8 that gives real meaning to the idea of sustainability. The three primary years resources are full of unique activities for each year level, all designed to supplement Australian Curriculum instruction by addressing the sustainability cross-curriculum priority across all key learning areas. Reproducible worksheets and teachers’ notes support instruction and implementation of activities. Make the future! Hands-on sustainability lessons for Years 7 & 8 is a resource created in line with the Australian Curriculum: Design and Technologies. This book empowers students to make a tangible difference to the environment – and their future. Make the future! combines traditional skills and cutting-edge research to create authentic, purposeful activities that will show your students positive change is not just feasible – it is delicious, stylish, economical and fun! This set contains the following titles: • Make the future! Hands-on sustainability lessons for Years 1 & 2• Make the future! Hands-on sustainability lessons for Years 3 & 4• Make the future! Hands-on sustainability lessons for Years 5 & 6• Make the future! Hands-on sustainability lessons for Years 7 & 8

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      • Life in a Garden
        Education
        March 2020

        Life in a Garden

        Activities and Projects for the Outdoor Classroom, Years F-6

        by Ross Mars

        Help your primary students develop a deep appreciation for the natural world with Life in a garden: Activities and projects for the outdoor classroom. In this practical handbook, permaculture expert Dr Ross Mars guides teachers through the basics of garden design and maintenance while providing opportunities for students to explore and contribute to a thriving ecosystem. The easy-to-implement investigations and hands-on projects included in this book allow students to observe and understand the dynamic processes that take place in the garden environment and encourage them to consider sustainable solutions to keep their plants healthy and productive. Using this resource, readers will find: • tips for effective garden design, including establishing basic garden beds and deciding on effective planting strategies• advice for seasonal planting and harvesting produce• sustainable solutions for managing common pests• flexible activities aligned to the Australian Curriculum.   You’ll love watching your students learn to love gardening as they make a positive impact on their local environment.

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