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Hands-On STEAM Explorations for Young Learners uses popular children’s nursery rhymes to explore STEAM concepts through minds-on, hands-on investigations. Children ages 4–8 and their teachers will love this twist on familiar old nursery rhymes. Learn More

In this engaging design thinking adventure, students utilise STEM skills and creative thinking to research, design and build prototypes of the underwater house of the future! After researching the effects of climate change on people throughout the world, learners narrow their focus to tackle an aspect of designing underwater that grabs their imaginations. The unit includes six modules with flexible time constraints, meaning teachers can implement the unit in as little as six class periods or as many as six weeks. At every stage, learners draw on creativity and collaboration as they build STEM skills while completing fun activities that meet the requirements of the Australian Curriculum: English and Technologies content descriptions for Years 5 and 6.

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Coding, Robotics, and Engineering for Young Students builds foundational computer science and robotics skills and knowledge in bright Pre-K-grade 2 students. Originally developed as enrichment courses for Northwestern University’s Center for Talent Development, this curriculum emphasizes active, hands-on, and collaborative learning. Learn More

Rodger W. Bybee's 2012 book The Case for STEM Education was a call to confront pressing challenges and opportunities in science classrooms. This new book is a call to action at a time when the integrity of STEM disciplines is under assault. Now more than ever, he writes, society needs to recognise the place of STEM education in the cultural, political and ethical life of students as future citizens. But to make this possible, science educators must address important questions that will guide the development of their programs and practices throughout the 21st century. STEM Education Now More Than Ever is Bybee's positive and constructive response for the STEM education community as it navigates these unconventional and uncertain years.

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What if teachers learn to take care of themselves while taking care of their students? In Take Time for Yourself: Self-Care Action Plans for Educators, author Tina H. Boogren contends that the key to thriving, as both a human and an educator, rests in daily self-care. By working through Abraham Maslow's hierarchy of needs - (1) physiological, (2) safety, (3) belonging, (4) esteem, (5) self-actualisation and (6) transcendence - F-12 teachers and leaders will see a clear science-based path to overall wellbeing. This guide promises to be a source of inspiration long after its first read. Through using this book, readers will be equipped with doable strategies for their various needs and, finally, transcend and connect to something greater than themselves.

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The personal side of starting a teaching career - the joys and pains - often goes undiscussed. The Beginning Teacher's Field Guide: Embarking on Your First Years offers the advice and empathy F-12 beginning teachers so desperately need. Author Tina H. Boogren pairs the six phases a new teacher goes through - (1) anticipation, (2) survival, (3) disillusionment, (4) rejuvenation, (5) reflection, (6) second anticipation - with personal essays she wrote during her first years in the classroom. She arms readers with classroom strategies and self-care practices tailored to the challenge they're likely to encounter in each phase, and encourages them to record their reflections directly in the book.

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Author Tina H. Boogren invites preK-12 teachers, paraprofessionals, counsellors and administrators to participate in 180 Days of Self-Care for Busy Educators, a guide to low-cost and no-cost research-based practices to support their health and wellness, one day at a time. With Boogren’s uplifting help and encouragement, readers will try weekly strategies and techniques to determine what works - and what doesn’t work - for them. Learn More

CAFE is an acronym for Comprehension, Accuracy, Fluency and Expand vocabulary. The system includes goal-setting with students, posting of goals on a whole-class board, developing small-group instruction based on clusters of students with similar goals and focusing whole-class instruction on emerging student needs. The CAFE system does not require expensive materials, complicated training or complete changes to current classroom literacy approaches. Rather, it provides a structure for conferring with students, a language for talking about reading development and a system for tracking growth and fostering student independence. The CAFE system's built-in flexibility lets teachers tailor the system to reflect the needs of their students and their curriculum standards.

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The Daily Five Second Edition will give you everything you need to launch and sustain the daily five in literacy and mathematics including materials and set up, model behaviours and detailed lesson plans into which you can place your own lesson content. You will find specific tips for implementation and solutions to common problems. Of particular use are the strategies for engaging ‘barometer children’ – those challenging children who can so easily influence the climate in the classroom.

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In this book, assessment expert Susan M. Brookhart offers practical advice, strategies and examples to help teachers understand the following: what the differences are between group projects and cooperative learning; how to assess and report on (but not grade) learning skills and group interaction skills; how to assess and grade individual achievement of learning goals after group projects; and why having students work together is a good thing, but group grades are not.

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Use this handy guide to get your Professional Learning Community (PLC) engaged, energised and ready to implement differentiated instruction. Everything you need to organise and run your PLC - including agendas, schedules, handouts, and background readings - is included. With enough materials for seven sessions in total, you can focus your PLC on all of the critical issues related to differentiated instruction. Easy-to-use charts, checklists and templates support every step of getting started and keeping your PLC on track.

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This second edition of the best-selling Action Tool gives you more than 60 tools - with tips and implementation steps - for creating and using formative assessments in every year level and subject. Teacher Tools make it easier for teachers. Plus, a series of Student Tools help teach formative assessment strategies that students can use after receiving an assignment, during instruction, while completing work, and before or after a summative assessment. All tools include clear instructions for use, suggestions for variations and guidance on next steps. With this book every teacher can quickly learn effective ways to improve their assessment practices.

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Revolutionise the walkthrough to focus on the endgame of teaching: student learning. Connie M. Moss and Susan M. Brookhart present the proven practice of formative walkthroughs that ask and answer questions that are specific to what the student is learning and doing. Drawing upon their research and extensive work with F-12 teachers and administrators, the authors delve into the learning target theory of action and show you how to develop a schoolwide collaborative culture that enhances the learning of teachers, administrators, coaches and students. Detailed examples of how formative walkthroughs work across year levels and subject areas, and useful templates are provided.

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In this book, assessment expert Susan M. Brookhart brings you up to speed on how to develop and use test questions and other assessments that reveal how well your students can analyse, reason, solve problems and think creatively. Whether you want to create formative or summative assessments, this book has what you need to create well-designed assessments that can bring thinking out of your students’ heads and make it visible in their words and actions. Brookhart defines and describes aspects of higher order thinking according to the categories established in leading taxonomies, giving specific guidance on how to assess students in those areas.

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In this comprehensive guide, the author identifies two essential components of effective rubrics: (1) criteria that relate to the learning (not the "tasks") students are being asked to demonstrate and (2) clear descriptions of performance across a continuum of quality. She outlines the difference between various kinds of rubrics, explains when using each type of rubric is appropriate and highlights examples from all grade levels and assorted content areas. Intended for educators who are already familiar with rubrics as well as those who are not, this book is a complete resource for writing effective rubrics and for choosing wisely from among the many rubrics that are available on the Internet and from other sources.

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With new standards emphasising higher-order thinking skills, students will have to demonstrate their ability to do far more than simply remember facts and procedures. But what's the best way for teachers to ensure that students have such skills? In this highly accessible guide, author Susan M. Brookhart shows how to do just that, by providing specific guidelines for designing targeted questions and tasks that align with standards and assess students' ability to think at higher levels. Timely and practical, How to Design Questions and Tasks to Assess Student Thinking is essential reading for 21st century teachers who want their students to excel in the classroom and beyond.

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Susan M. Brookhart helps teachers and administrators understand the critical elements and nuances of assessment data and how that information can best be used to inform improvement efforts in the school or district. Readers will learn what different kinds of data can - and cannot - tell us about student learning; what different analyses reveal about changes in student achievement; how to interpret, use and share relevant data; and how to create a model to go from problem to solution in a data-based decision-making process. This book offers a path to better understanding, more accurate interpretation of assessment results and more effective use of data to improve teaching and learning.

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In Learning Targets, Connie M. Moss and Susan M. Brookhart contend that improving student learning and achievement happens in the immediacy of 'today's lesson' - or it doesn't happen at all. The key to making today's lesson meaningful? Learning targets. Written from students' point of view, a learning target describes a lesson-sized chunk of information and skills that students will come to know deeply. Each lesson's learning target connects to the next lesson's target, enabling students to master a coherent series of challenges that ultimately lead to important curricular standards.

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Teachers need to know not only what students know, but also what they can do. Based on Susan M. Brookhart's popular new book, Performance Assessment: Showing What Students Know and Can Do, this laminated eight-page quick reference guide gives teachers at-a-glance information on learning outcomes that are well suited to performance assessment and incorporating performance assessment into instructional planning. It also provides practical tips for designing and selecting rubric templates and performance assessment tasks and shows teachers how to use performance assessment for formative and summative purposes.

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In Performance Assessment: Showing What Students Know and Can Do, Susan M. Brookhart, PhD, shares her expertise on the topic of classroom performance assessment, bringing together practical, research-based information to deepen educators' understanding of what performance assessment is and what purpose it serves, designing performance tasks to teach and assess learning and using rubrics to support formative and summative assessment. Brookhart explores four general categories of performance assessment - simple processes, simple products, complex processes and complex products - and addresses sampling issues and effective application with group work. The book then provides real-world recommendations for making performance assessment a routine part of instruction.

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A system in which struggling students must fail before they can receive additional support is being replaced by comprehensive systems of interventions. In this breakout session, Mike Mattos provides an accessible survey of response to intervention (RTI) systems and explains how RTI, combined with a PLC foundation, creates a powerful system for achieving high levels of learning for all students. In accessible language, Mattos uses engaging examples to provide an overview of this innovative and effective approach. He analyses the essential features of RTI and shows how each relies on PLC practices to be truly successful. With great humour, integrity and insight, Mattos shows educations how PLC and RTI practices align to promote excellence for all students.

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In light of the educational, economic and demographic circumstances faced by Australian schools, authors Austin Buffum, Mike Mattos and Chris Weber explain how Response to Intervention (RTI) is most effective when built on the Professional Learning Communities at Work™ model. Obtain a clear picture of how to create a three-tiered pyramid response to intervention to help ensure that students learn and resolve any behavioural problems. Over a dozen activities are included to help guide teams in evaluating their current system, building strong interventions, and creating a successful and compliant pyramid response to intervention.

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Whether you’re seeking a basic understanding of Response To Intervention or thorough knowledge for implementation, you need this book. Understanding Response to Intervention drills deep to deliver the nuts and bolts of RTI. Respond to the needs of struggling students by building a pyramid of interventions, solving problems in collaborative teams, and monitoring student progress through data to help every unique learner succeed.

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The sequel to Pyramid Response to Intervention advocates that a successful RTI model begins by asking the right questions to create a fundamentally effective learning environment for every student. RTI is not a series of implementation steps, but rather a way of thinking. Readers of this book will learn how to: use the four essential guiding principles to guide thinking and implementation; Build team structures for collaboration; Create a toolbox of effective interventions; Develop a system of convergent assessment to identify students for intervention, determine their unique needs, monitor progress, and revise or extend learning; Address complex issues such as motivation, behaviour, English language proficiency, and intense academic struggles.

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As Taking Action: A Handbook for RTI at Work emphasises, to ensure high levels of learning for both students and educators, school must first function as a professional learning community (PLC). With PLC as the foundation to their approach to RTI, Austin Buffum, Mike Mattos and Janet Malone offer powerful research and their own professional experiences to capture why the three tiers of RTI best help prevent students from falling behind in their learning. The thoughtfully adapted RTI at Work pyramid, aligned to the larger PLC at Work framework, makes individual students the focus of multi-tiered school interventions. This handbook offers logical tier-by-tier guiding principles and essential actions to help educators collaboratively create a highly effective, multi-tiered system of supports.

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Research suggests that metacognition is key to higher student achievement, but studies of classroom practice indicate that few students are taught to use metacognition and the supporting cognitive strategies that make learning easier. You can teach metacognition to your students, so why wouldn't you? Metacognition is a tool that helps students unlock their brain's amazing power and take control of their learning. With that in mind, Wilson and Conyers explain metacognition and how it also equips students to meet today's rigorous education standards. They present a unique blend of useful metaphors, learning strategies and instructional tips you can use to teach your students to be the boss of their brains.

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In Time for Change: Four Essential Skills for Transformational School and District Leaders, Anthony Muhammad and Luis F. Cruz describe effective organisational change as having two dimensions: the technical and the cultural. In order to efficiently create change in both of these dimensions, leaders should have a comprehensive and balanced set of leadership skills. To this end, the authors explore four skills essential to the transformational leader that combine to form the authors' Why? Who? How? Do! model. This book offers powerful guidance for those who seek to develop and strengthen their ability to get results as they lead their schools towards transformational change.

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The world needs Dream Teams - groups of talented administrators, teachers, staff, students and community members who are passionate about making things better for kids, believe that school-based change is the means to this end, and are willing to work together to achieve it. This book is for Dream Teams in the making. In it, the authors share the models and methods of 10 brilliant leadership teams at urban, suburban and rural schools. Here, you'll find a collection of practical ideas and tools designed to fuel transformational leadership without sacrificing instructional excellence. Tait and Faulkner's flexible approach can help you figure out where you want your school to go, build a more collaborative and creative culture, and generate the solutions that best serve your students.

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Using and Analysing Data in Australian Schools demonstrates how understanding and using data effectively can not only change the way you see your students, but how they see themselves. This practical guide will show you how to bring all those letters and numbers to life, and create a classroom culture where quality feedback, growth mindsets and principles of positive psychology can work together to transform the lowest achievers into rising stars. This resource is packed with specific, classroom-tested strategies and tips for implementing them in any classroom, featuring real examples taken from common data sources such as NAPLAN bands, stanines and GPAs. Steps for developing data protocols, facilitating data-informed conversations and conducting teacher-team discussions are also included.

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The authors of this book have cumulatively supported over 1000 schools to cultivate the collaborative culture required to meet the academic and social needs of every student. Transformative Collaboration: Five Commitments for Leading a Professional Learning Community is the outcome of this experience, and takes you beneath the surface of the school as professional learning community (PLC) to explore the critical commitments that leaders must make to truly transform school culture and get the results students deserve. This book provides insights, tips and techniques to help transform your school through collaboration with the goal of becoming a high-performing PLC.

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Weaving Well-Being is a research-based mental health program that aims to enhance well-being in children aged 7-12. Each book in this series introduces students to age-appropriate concepts and skills drawn from the field of Positive Psychology, the science of well-being. The ten lessons in this Character Strengths program are designed to help Year 2 students understand what well-being means, before exploring the 24 different character strengths that contribute to a happy and healthy life. By identifying their top five strengths and practising them on a regular basis, students grow in confidence, self-esteem and appreciation of the unique gifts of their peers.

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Weaving Well-Being is a research-based mental health program that aims to enhance well-being in children aged 7-12. Each book in this series introduces students to age-appropriate concepts and skills drawn from the field of Positive Psychology, the science of well-being. This Student Book allows children to reflect on the lessons found in the accompanying Teacher Book as they gradually build a highly personal portfolio of work. Weekly homework activities give students the opportunity to explore how their well-being can be integrated into their daily lives. The included pull-out guide provides parents with all the information they need to actively support their child throughout the program.

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Weaving Well-Being is a research-based mental health program that aims to enhance well-being in children aged 7-12. Each book in this series introduces students to age-appropriate concepts and skills drawn from the field of Positive Psychology, the science of well-being. This Student Book allows children to reflect on the lessons found in the accompanying Teacher Book as they gradually build a highly personal portfolio of work. Weekly homework activities give students the opportunity to explore how their well-being can be integrated into their daily lives. The included pull-out guide provides parents with all the information they need to actively support their child throughout the program.

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Weaving Well-Being is a research-based mental health program that aims to enhance well-being in children aged 7-12. Each book in this series introduces students to age-appropriate concepts and skills drawn from the field of Positive Psychology, the science of well-being. A growing body of research has shown that experiencing small moments of positive emotion every day is more important to an individual's well-being than experience more intense moments less frequently. The ten lessons in the Positive Emotions program are designed to help Year 3 students to identify and cultivate positive emotions using five specific strategies. Each strategy is presented as an ingredient in the child's 'Positive Emotion Potion', which can then be used as a daily resource for maintaining their well-being.

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Weaving Well-Being is a research-based mental health program that aims to enhance well-being in children aged 7-12. Each book in this series introduces students to age-appropriate concepts and skills drawn from the field of Positive Psychology, the science of well-being. A growing body of research has shown that experiencing small moments of positive emotion every day is more important to an individual's well-being than experience more intense moments less frequently. The ten lessons in the Positive Emotions program are designed to help Year 3 students to identify and cultivate positive emotions using five specific strategies. Each strategy is presented as an ingredient in the child's 'Positive Emotion Potion', which can then be used as a daily resource for maintaining their well-being.

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Weaving Well-Being is a research-based mental health program that aims to enhance well-being in children aged 7-12. Each book in this series introduces students to age-appropriate concepts and skills drawn from the field of Positive Psychology, the science of well-being. A growing body of research has shown that experiencing small moments of positive emotion every day is more important to an individual's well-being than experience more intense moments less frequently. The ten lessons in the Positive Emotions program are designed to help Year 3 students to identify and cultivate positive emotions using five specific strategies. Each strategy is presented as an ingredient in the child's 'Positive Emotion Potion', which can then be used as a daily resource for maintaining their well-being.

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Weaving Well-Being is a research-based mental health program that aims to enhance well-being in children aged 7-12. Each book in this series introduces students to age-appropriate concepts and skills drawn from the field of Positive Psychology, the science of well-being. Resilience is one of the key elements in maintaining positive mental health and well-being. The ten lessons in the Tools of Resilience program are designed to equip Year 4 students with six practical strategies to help them deal with the challenges of daily life and bounce back from disappointments and setbacks when they arise.

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Weaving Well-Being is a research-based mental health program that aims to enhance well-being in children aged 7-12. Each book in this series introduces students to age-appropriate concepts and skills drawn from the field of Positive Psychology, the science of well-being. This Student Book allows children to reflect on the lessons found in the accompanying Teacher Book as they gradually build a highly personal portfolio of work. Weekly homework activities give students the opportunity to explore how their well-being can be integrated into their daily lives. The included pull-out guide provides parents with all the information they need to actively support their child throughout the program.

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Weaving Well-Being is a research-based mental health program that aims to enhance well-being in children aged 7-12. Each book in this series introduces students to age-appropriate concepts and skills drawn from the field of Positive Psychology, the science of well-being. This Student Book allows children to reflect on the lessons found in the accompanying Teacher Book as they gradually build a highly personal portfolio of work. Weekly homework activities give students the opportunity to explore how their well-being can be integrated into their daily lives. The included pull-out guide provides parents with all the information they need to actively support their child throughout the program.

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Weaving Well-Being is a research-based mental health program that aims to enhance well-being in children aged 7-12. Each book in this series introduces students to age-appropriate concepts and skills drawn from the field of Positive Psychology, the science of well-being. Research has shown that people who maintain positive relationships throughout their lives experience better health and lower levels of stress. The ten lessons in the Positive Relationships program equips Year 5 students with eight practical strategies they can use on a daily basis to cultivate strong relationships with their peers, friends and family.

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Weaving Well-Being is a research-based mental health program that aims to enhance well-being in children aged 7-12. Each book in this series introduces students to age-appropriate concepts and skills drawn from the field of Positive Psychology, the science of well-being. This Student Book allows children to reflect on the lessons found in the accompanying Teacher Book as they gradually build a highly personal portfolio of work. Weekly homework activities give students the opportunity to explore how their well-being can be integrated into their daily lives. The included pull-out guide provides parents with all the information they need to actively support their child throughout the program.

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Weaving Well-Being is a research-based mental health program that aims to enhance well-being in children aged 7-12. Each book in this series introduces students to age-appropriate concepts and skills drawn from the field of Positive Psychology, the science of well-being. This Student Book allows children to reflect on the lessons found in the accompanying Teacher Book as they gradually build a highly personal portfolio of work. Weekly homework activities give students the opportunity to explore how their well-being can be integrated into their daily lives. The included pull-out guide provides parents with all the information they need to actively support their child throughout the program.

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Weaving Well-Being is a research-based mental health program that aims to enhance well-being in children aged 7-12. Each book in this series introduces students to age-appropriate concepts and skills drawn from the field of Positive Psychology, the science of well-being. Research suggests that an individual's beliefs have a powerful effect on their thoughts and behaviours. Beliefs can become a filter through which subsequent events and situations are interpreted. The ten lessons in the Empowering Beliefs program are designed to invite Year 6 students to adopt beliefs that will motivate and encourage them to take action when presented with new challenges while learning to deal constructively with failure.

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Weaving Well-Being is a research-based mental health program that aims to enhance well-being in children aged 7-12. Each book in this series introduces students to age-appropriate concepts and skills drawn from the field of Positive Psychology, the science of well-being. This Student Book allows children to reflect on the lessons found in the accompanying Teacher Book as they gradually build a highly personal portfolio of work. Weekly homework activities give students the opportunity to explore how their well-being can be integrated into their daily lives. The included pull-out guide provides parents with all the information they need to actively support their child throughout the program.

Learn More

Weaving Well-Being is a research-based mental health program that aims to enhance well-being in children aged 7-12. Each book in this series introduces students to age-appropriate concepts and skills drawn from the field of Positive Psychology, the science of well-being. This Student Book allows children to reflect on the lessons found in the accompanying Teacher Book as they gradually build a highly personal portfolio of work. Weekly homework activities give students the opportunity to explore how their well-being can be integrated into their daily lives. The included pull-out guide provides parents with all the information they need to actively support their child throughout the program.

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Weaving Well-Being is a research-based mental health program that aims to enhance well-being in children aged 7–12. Each book in this series introduces students to age-appropriate concepts and skill drawn from the field of Positive Psychology, the science of well-being. The complete set of Weaving Well-Being books brings together five student books, five teacher books and a free implementation guide.

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Seeking is the motivational drive that gets us out of bed in the morning, the engine that drives us to act, look and find, and the need that manifests as our curiosity. Based on these new, powerful scientific findings on the nature of this seeking system, internationally renowned educators Gayle Gregory and Martha Kaufeldt have developed and field-tested an exciting approach to teaching and learning that improves student motivation, knowledge acquisition, retention and academic success.

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Visible Learning and the Science of How We Learn explains the major principles and strategies of learning, outlining why it can be so hard sometimes, and yet easy on other occasions. Aimed at teachers and students, it is written in an accessible and engaging style and can be read cover to cover, or used on a chapter-by-chapter basis for essay writing or staff development. The book is structured in three parts – ‘learning within classrooms’, ‘learning foundations’, which explains the cognitive building blocks of knowledge acquisition and ‘know thyself’ which explores, confidence and self-knowledge.

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Visible Learning for Teachers takes the next step and brings those ground breaking concepts to a completely new audience. Written for students, pre-service and in-service teachers, it explains how to apply the principles of Visible Learning to any classroom anywhere in the world. The author offers concise and user-friendly summaries of the most successful interventions and offers practical step by step guidance to the successful implementation of visible learning and visible teaching in the classroom. Visible Learning for Teachers is a must read for any student or teacher who wants an evidence based answer to the question; ‘how do we maximise achievement in our schools?

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