Mark. Plan. Teach. 2.0
£13.99*
Pros
- This is a well researched book by Ross, who has clearly explored positive pedagogical activities that impact on improving teaching and learning.
- Each activity is supported by an 'Idea Snapshot', offering a brief overview on the forthcoming section.
- Each activity is also supported by an evidence snapshot where ideas are referenced back to research and positive impacts in the classroom.
- Uniquely, the book is accompanied by a separate 'Visual Guide' booklet, which condenses the ideas from the book further.
- This is a great book for early career teachers, or those who wish to refresh their pedagogical approaches in line with strong recent research findings that go beyond educational fads.
Supported by Bloomsbury Education
Three major elements are at the heart of what each teacher must do: plan lessons, teach students well, and mark the work completed. The sequence may seem repetitive, and obviously there are the usual distractions that can disrupt the routine, yet the essence of teaching is on providing quality teaching and learning to help young people achieve their potential. Maintaining the energy, passion and focus across the school year demands a lot from teachers, and it’s a blessing when ideas comes along that help you maintain or refresh your pedagogical toolkit, invigorating your classroom repertoire.
Built on his previous book, Ross McGill‘s latest book (the second version of his Mark. Plan. Teach.) in his series, has collected a mix of ideas that can help the planning, teaching and the feedback process inspired from research and insights from latest educational psychology. Split into the three main area, Ross offers ten ideas within each section, and each idea is wrapped within a template offering a brief insight to the strategy, further details on the subjects, and a section exploring the psychology for each idea. Scattered throughout are a selection of ‘evidence’ boxes, highlighted research that has shown positive classroom results. Of note are the constant ‘translating into practice’ that offer advice for adopting the ideas into the classroom, relevant for most secondary school subjects.
As a nice touch, the book also includes a separate ‘Visual Guide’ that summarises most strategies highlighted in the main book, in a more digestible, succinct manner, with fantastic illustrations by Oliver Caviglioli.
This book has taken Ross’s interest in the psychological aspects of educational research, and placed them into ideas that support the three main facets of the profession. This move takes the strategies shared away from ‘fads’ that many teachers have become tired towards, and highlights the understanding that educational researchers have made in recent years thanks to a more informed understanding of neuroscience, psychology and the developing brain.
The book is ideal for recently qualified teachers in any school, but also a useful reference to those more experienced colleagues who wish to explore how strategies are evolving to ensure that young people make the most of the educational opportunities.
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