Teach Like a Champion 2.0 (Doug Lemov)This book is available for checkout in the Professional Lending Library (our office).
Theoretical / Practical / Systemic / Classroom? PRACTICAL approach with a CLASSROOM focus. Includes a DVD disc with videos of strategies being implemented in actual classrooms. If you're looking for specific techniques in a wide range of instructional areas that you can put into action very soon, this is an excellent resource. In addition to providing 62 techniques, it includes a DVD with video examples of the techniques. The successor to the original Teach Like a Champion (2010), the book was developed by Lemov and his team observing a multitude of different teachers identified as the highest performing teachers (their students' growth was demonstrably strong) at multiple levels (elementary and secondary).
Particularly helpful are chapters 1 and 2 on formative assessment and creating a "culture of error" in your classroom (so that kids feel okay about making mistakes and understand it is a vital part of learning) and chapters 7 through 9 on ratio of student-to-teacher thinking and working through means of questioning, writing and discussing. That said, there is plenty to learn from the entire book. While Lemov focused on instantly actionable techniques, what lifts the book to another level is the way it thoroughly discusses multiple variations for implementation. It is imminently practical, but does not ignore theoretical background. |
High-Impact Instruction: A Framework for Great Teaching (Jim Knight)Theoretical / Practical / Systemic / Classroom? PRACTICAL strategies you can use, with a CLASSROOM focus. Includes QR codes you can use to access video demonstrations and discussions on your phone or tablet.
Jim Knight is an instructor and educational coach with a proven track record of writing directly applicable books that are excellent. High-Impact Instruction is no exception. Knight emphasizes learning maps as a planning and teaching strategy (providing built-in examples in the form of learning maps that open each chapter of the book), but provides more brief explanations of strategies than those in Teach Like a Champion 2.0 (making it faster to read, but sometimes leaving you with more questions regarding implementation). Chapter 3, on formative assessment, is particularly helpful, with many engaging approaches. As with Chapters 1 and 2 of Teach Like a Champion 2.0, Knight's chapter 3 here makes a great companion piece to the highly recommended formative assessment books immediately below.
|
Embedded Formative Assessment (Dylan Wiliam)Theoretical / Practical / Systemic / Classroom? SYSTEMIC, for sure (it's arguing for a system approach based on formative assessment), but it is grounded in CLASSROOM application and built off of research. It certainly goes into the theoretical, but focuses on PRACTICAL approaches.
Rick DuFour (who might know a thing or two about education, wink wink) took the time to write up a review on the Amazon page for Wiliam's book, which he calls the best book ever written on formative assessment. He is quite likely right. While some reviewers favor the practical chapters on the five aspects of formative assessment (and those are the heart of the book, for sure), Chapter 1 offers a clear-headed and convincing argument about why the continued development and growth of teachers who are already employed in teaching is the most important step to improving schools. It was well worth a read.
The heart of the book is the argument that formative assessment is not a tool, or collection of tools, that we use in a classroom but, rather, an ongoing process (in which gathering data using formative tools is the 2nd of 5 overall steps). This is an extremely valuable corrective to some of the more popular ways of discussing formative assessment, which sometimes are more in line with less deep-rooted "trend of the month" pitches, rather than appreciating it as a comprehensive way of understanding (and implementing) the learning process. Wiliam offers many research-based insights along the way (including a compelling discussion about the essentially negative effect of grades on student performance, and the great importance of high-quality feedback to the learning process), but the best parts provide examples of ideas for practice (even though most teachers will probably need to make extensive adjustments to fit the ideas to their subject area). In the end, Wiliam's book is an essential read, offering a new way of looking at education, and helpful pointers on how to get there. When combined with Popham's Transformative Assessment (immediately below), teachers will have much more help on how to proceed in this area. |
Transformative Assessment (W. James Popham)This book is available for checkout in the Professional Lending Library (our office).
Theoretical / Practical / Systemic / Classroom? PRACTICAL approach, built on a THEORETICAL foundation. One of the things that is most helpful about Transformative Assessment is that it explains four progressively more comprehensive levels of formative assessment, from a single teacher's classroom to an entire school. Thus, it provides a model for action to improve formative assessment and feedback in bite-sized chunks (as well as providing a foundation for this effort with its explanation of Learning Progressions). This makes it much easier to see, by the end of the book, how such an approach could be transformative in education, As with Dylan Wiliam's book (discussed immediately above), Popham's explains formative assessment as a dynamic and planned process than encompasses what we would usually call the planning, instruction, and assessment phases of teaching. Level 1 occurs when the teacher sets up their planning and instruction in such a way that they build into a unit what he calls assessment "occasions," "procedures," and "triggers" (less complicated when explained than they sound in passing), and makes instructional adjustments according to the data gathered on student performance. Level 2 formative assessment, he explains, occurs when students learn to use assessment evidence or feedback to change their own learning tactics. This was an illuminating extension of what we usually think of as "formative assessment." Level 3 involves an overall classroom climate shift that includes more far-reaching changes at every level of practice. It immediately called to mind Mark Barnes' Assessment 3.0 (see below), which seems like one example of a Level 3 formative assessment approach. Finally, Level 4 involves implementing any or all of the levels across an entire school. All in all, Popham does a good job of explaining a systematic approach to formative assessment.
|
Visible Learning for Literacy, Grades K-12 (Douglas Fisher, Nancy Frey and John Hattie)Theoretical / Practical / Systemic / Classroom? A largely PRACTICAL approach, at a CLASSROOM level, to implementing literacy practice at three levels: surface, deep, and transfer. But it is part of the Visible Learning series, which means you have tons of research-based "effect sizes" throughout, along with a THEORETICAL framework for understanding literacy goals.
Douglas Fisher and Nancy Frey are well known for a string of books on many different areas of teaching practice, and several of them (including Checking for Understanding) contain a focus on practical techniques you can use in your classroom. John Hattie is well known for his 2008 "summary-of-meta-analyses" opus, Visible Learning, and the follow up books (Visible Learning for Teachers; Visible Learning and the Science of How We Learn) that explain (and update) its implications in more practical ways.
This book weds Hattie's research and effect size rankings of teaching practices with Frey and Fisher's practical strategies for literacy instruction, making for a largely illuminating and highly useful book (regardless of what you conclude about Hattie's numbers). The trio helpfully organizes the book around three levels of literacy instruction, providing appropriate teaching techniques for each level (each of which they argue is essential): surface literacy learning (using techniques such as word and concept sorts, summarizing, and note taking); deep literacy learning (concept mapping, close reading, metacognitive strategies, reciprocal teaching); and teaching literacy for transfer (reading across documents, problem solving teaching, Socratic Seminar, extended writing). The result is a book that creates an immediately useful theoretical understanding of complete literacy instruction while describing specific tools and techniques that can be applied in the classroom; an important text on an important subject. |
Reading Nonfiction (Kylene Beers and Robert E. Probst)Theoretical / Practical / Systemic / Classroom? PRACTICAL approach: specific strategies you can use in your class are described in detail, with many examples provided. That said, it does explain its philosophical position, and shares the research behind it, in well-written sections earl yin the book, or near the start of chapters.
Beers and Probst really provide it all in this book: a critical examination of what we mean by "nonfiction," a clear-headed explanation of why it is so important for our students (both now and in their adult future), and plenty of specific strategies for implementation. The applicable use of "Notice & Note," "Stances," "Signposts," and other strategy concepts is clear and often inspiring. This is an essential read for teachers of all subjects that include nonfiction reading, and makes a convincing case for expanded use of nonfiction reading, combined with reduced reliance on monologic lecture on those same topics.
|
Notice & Note: Strategies for Close Reading (Kylene Beers and Robert E. Probst)Theoretical / Practical / Systemic / Classroom? PRACTICAL approach to using signposts and notice & note strategies for works of FICTION in a Language Arts classroom.
Text of review coming soon.
|
Reading Reconsidered: A Practical Guide to Rigorous Literacy Instruction (Doug Lemov, Colleen Driggs and Erica Woolway)Theoretical / Practical / Systemic / Classroom? PRACTICAL approach, with a CLASSROOM focus (but takes its time to lay out the philosophical bases for its recommendations). Includes a DVD disc with video examples of strategies in action.
Imagine a book structured very much like Teach Like a Champion 2.0, but focused upon specific reading strategies that fit with the Common Core standards era. Written by Lemov (author of Teach Like a Champion 2.0), along with two co-authors who also work in Lemov's Uncommon Schools initiative (Colleen Driggs and Erica Woolway), Reading Reconsidered offers a fairly comprehensive approach to reading instruction. There are detail-packed chapters on such topics as text selection, close reading, reading nonfiction (and strategies for dealing with required background knowledge), writing for reading, vocabulary instruction (including explicit and implicit approaches), and reading systems. An informative and far-reaching read.
|
How to Give Effective Feedback to Your Students (Susan Brookhart)Brookhart is a leading expert on feedback, and this ASCD-published book is packed full of excellent, directly applicable recommendations for written and oral feedback, along with delineating different types of feedback. There are clear examples to support points being made. This ASCD-published book covers a range of forms of feedback and when and how to deploy them. While the book sometimes leans a bit heavily on elementary school examples, there are sufficient secondary examples to make it more than worthwhile. The overall principles are applicable to all levels of education.
If you got excited about Assessment 3.0 by Mark Barnes, this would seem to be a logical followup book (building upon the feedback piece). |
The Smartest Kids in the World And How They Got That Way (Amanda Ripley)Theoretical / Practical / Systemic / Classroom? SYSTEMIC view, but with effective REAL WORLD examples.
Investigative reporter Amanda Ripley (TIME magazine, The Atlantic, etc.) weaves a surprisingly gripping (and eye-opening) tale by following American exchange students who go to Finland, Poland and South Korea for a year. Along the way, she blends history, observation and culture to present four remarkably different education systems (with the United States being the fourth). While this book doesn't contain immediately applicable strategies for the classroom, it is an excellent read to challenge assumptions and provide a wider perspective on learning. We'd tap it as a top pick for summer reading.
|
Assessment 3.0 (Mark Barnes)Theoretical / Practical / Systemic / Classroom? ALL OF THE ABOVE.
Mark Barnes (a teacher, and also author of ROLE Reversal and co-author of Hacking Education) argues for dropping the use of grades in education. In its place, he proposes a system of narrative feedback (both written and spoken in class) built around a system called SE2R (a four step process in which teachers: Summarize, Explain, Redirect, and ask students to Resubmit).
The book is thought provoking and contains some ideas that may be adaptable without going all the way in. It is a potentially strong book for visioning discussion, though some may find it impractical for large high school classrooms. IF YOU LIKE THIS BOOK AND WANT TO KNOW MORE, READ THIS NEXT: Hacking Assessment, by Starr Sackstein.
|
How to Grade For Learning, Third Edition (Ken O'Connor)This book is available for checkout in the Professional Lending Library (our office).
Theoretical / Practical / Systemic / Classroom? Blends THEORETICAL background and arguments about grading approaches with PRACTICAL ways to implement standards-based grading. O'Connor's landmark book, now in its 3rd edition printing, probably did as much as any work to spark the standards-based grading approach. While we cannot say that we agree with every argument in the book, if you are looking for a more thorough grounding in what standards-based grading is, arguments about why it has value, and ways it can be implemented, you can start right here.
|
Make It Stick: The Science of Successful Learning (Peter C. Brown, Henry Roediger III and Mark McDaniel)Featured BOOK LOOK selection in February-March 2016
This book is available for checkout in the Professional Lending Library (our office).
Theoretical / Practical / Systemic / Classroom? THEORETICAL basis, but with PRACTICAL examples of application in some chapters A well-written exploration of research into learning, with some counterintuitive results regarding retention and understanding. Perhaps most memorable is the distinction between massed practice and spaced practice (with the latter being more effective, it is argued). The authors use stories to hook readers into the background information (in a style somewhat reminiscent of Malcolm Gladwell's). While it does not spell out clear strategies to implement in the classroom, it contains stories about implemented approaches and their effectiveness. Chapters 2 and 3 are particularly noteworthy and have practical implications for teachers of most subjects.
|
How Learning Works: 7 Research-Based Principles for Smart Teaching (Susan Ambrose, Michael Bridges, Michele DiPietro, Marsha Lovett and Marie Norman)This book is available for checkout in the Professional Lending Library (our office). Theoretical / Practical / Systemic / Classroom? RESEARCH-BASED, but with PRACTICAL suggestions (although more detail on how to implement them would be welcome).
While technically written for college professors, this exceptionally thorough book does a great job of walking through the research in seven key areas (sample questions: How does students' prior knowledge affect their learning? How does the way students organize knowledge affect their learning? etc.) and manages to be very applicable to high school teachers in most aspects, as well. Each chapter opens with two stories that illustrate a principle of learning at work. The authors then discuss the relevant research, the implications of the research and some recommended approaches. The only thing you won't find are detailed walkthroughs of immediately employable techniques. That said, it is an excellent overview of learning research and recommended classroom practices.
|
The First-Year Teacher's Survival Guide, 3rd Edition (Julia G. Thompson)Theoretical / Practical / Systemic / Classroom? PRACTICAL approach to both CLASSROOM and SYSTEMIC issues and challenges..
While we haven't read it from cover to cover, we've flipped through several chapters and found this to be an excellent, fairly comprehensive guide to starting out as a new teacher. It includes working with colleagues and current initiatives (such as PLCs), but also provides many classroom suggestions (and a DVD with video examples). No book can cover every situation and each school has its unique culture and challenges, but this is a highly promising resource.
|
Drive: The Surprising Truth About What Motivates Us (Daniel H. Pink)Theoretical / Practical / Systemic / Classroom? THEORETICAL foundation that inspires you to think of practical applications in the classroom (and there are potentially many of those, indeed)
Pink's well-known best seller has inspired several of the other books on this list, or at least been referenced by them. His explanation of motivation research is largely engaging and thought provoking. Definitely a book worth reading to get you thinking about how we try to harness motivation in education, and whether that is working for us as well as we'd like.
|
The 20time Project (Kevin Brookhouser)This book is available for checkout in the Professional Lending Library (our office). Theoretical / Practical / Systemic / Classroom? PRACTICAL (provides specific details about how to implement a year-long 20time project, with lessons learned also addressed)
Google's use of "20% time" (engineers spend 20% of their paid work time on individual passion projects) reportedly led to the development of Gmail, AdSense and other crucial planks of the company's business. As of now, it may or may not be "effectively dead" as a company policy. However, the idea of devoting roughly one-fifth of work time to innovate and follow one's interests has also generated interest among teachers. Kevin Brookhouser's short, highly readable guide lays out plans to implement a very specific version of a 20time project for schools. Your interest in the book will correlate with your interest or willingness to devote time throughout the year to such a student project, but it is an intriguing read. It feels like something of this nature should occur somewhere in our system (many schools incorporate a culminating senior project). Brookhouser's example could work in that fashion, but he incorporates it into his actual courses.
|
Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students (Zaretta Hammond)Hammond's well-reviewed book has been praised for its ability to blend culturally responsive teaching with brain research, and focus on practical applications. Many reviewers have said it challenged them to reconceive many of their practices. It is currently perched at the top of our "to read next" list.
|
Visible Learning and the Science of How We Learn (John Hattie and Gregory Yates)Visible Learning was a highly influential book (2009) by John Hattie that pulled together educational research results from more than 15 years, with 50,000 studies affecting 18 million students. It focused on the educational approaches that have proved discernible results. While not without some controversy, it was a major contribution. This book builds upon Visible Learning and blends it with recent research on brain-based learning.
|
How We Learn: The Surprising Truth About When, Where, and Why It Happens (Benedict Carey)From Amazon: "In the tradition of The Power of Habit and Thinking, Fast and Slow comes a practical, playful, and endlessly fascinating guide to what we really know about learning and memory today—and how we can apply it to our own lives."
|
Turnaround Tools For the Teenage Brain: Helping Underperforming Students Become Lifelong Learners (Eric Jensen and Carole Snider)Combining brain research with specific strategies to help underperforming students build their capacity and raise their performance, this well-reviewed book looks promising.
|
Unshakeable: 20 Ways to Enjoy Teaching Every Day . . . No Matter What (Angela Watson)Watson's book, which focuses on practices teachers can adopt to enjoy their profession every day, receives rave reviews on Amazon.
|
Mathematical Mindsets (Jo Boaler)Currently Amazon's top-selling book categorized as "Math teaching materials," Boaler's book features a foreword from Carol Dweck (of Mindset fame) and builds upon the foundation of her work. The reviews have been strong.
|
Hacking the Common Core (Michael Fisher)The latest in a growing series of engaging Hacking Education books, Fisher's looks very intriguing and the reviews from educators are glowing.
IF YOU LIKE THIS BOOK AND WANT TO READ OTHER BOOKS IN THE SERIES, CHECK OUT . . .
Hacking Education, by Mark Barnes and Jennifer Gonzalez. This book is available for checkout in the Professional Lending Library (our office).
Hacking Assessment, by Starr Sackstein.
Make Writing: 5 Strategies That Turn Writer's Workshop Into a Maker Space, by Angela Stockman.
|
Rethinking Grading (Cathy Vatterott)This book is available for checkout in the Professional Lending Library (our office).
This short book (about 106 pages in total) begins with a brief history of grading and consideration of what standards-based grading is, before turning to practical approaches (mainly, in chapters 3 and 4). While O'Connor's book (How to Grade for Learning; see above) is the foundational tome on standards-based learning, this book is a much quicker read. Not all of the specific suggestions fully resonate with us, but the two chapters we've read are a solid summary with good ideas that will stimulate further thinking about implementation. We plan to read the surrounding chapters in the future.
|
Learning By Choice (A.J. Juliani)This book is available for checkout in the Professional Lending Library (our office).
This short book is chock full of ideas for providing more choice and differentiation in the classroom. The author acknowledges up front that the book is short on research, but long on ideas, with a focus on practical application. One apparent strength of the book is that it explores differentiation from so many different angles (the subtitle is "10 Ways Choice and Differentiation Create an Engaged Learning Experience for Every Student"): how students learn, what they learn, how they are assessed, what the pace and order of instruction is, what the purpose is. Juliani sees each of these, and more, as potential areas to provide differentiation for students by giving them choice.
|