Sticky Teaching and Learning£16.99*
- This is a useful book to drop into, offering activities that support learning that sticks.
- More than 50 practical classroom activities are shared that can be adapted for a range of subjects.
- Throughout, Caroline challenges the reader with a great mix of reflective questions that encourage consideration on how to improve aspects of the teaching and learning process.
- Key aspects of professional practice are considered, including: planning; questioning; feedback, and; assessment techniques.
- The book is perfect for newly qualified teachers, or colleagues who want to refresh some of their teaching toolbox ideas to support sticky learning.
Sometimes, learning a difficult or new concept can be tricky. For the young people we are trying to teach, helping them understand, use, and recall important aspects of their learning can be embroiled with similar demands from other subjects and a belief in their own abilities. Although psychology and a better understanding of how young people best learn, there is always a desire from teachers to explore classroom techniques to help pupils learning sticky, especially when building up to vital tests, assessments, or examination periods.
This is where the new book from Caroline Bentley-Davies comes to the rescue, where the emphasis is on teaching in a way that makes learning memorable. The underlying principle of sticky teaching is that pupils should be engaged in the thinking process involved in what they are learning. A significant aspect of the book explains and unpicks key aspects of teaching that contribute to effective long-term learning, referencing research, theories, and reflections on current professional practices and their impact. Key aspects of professional practice include: planning; questioning; feedback, and; assessment techniques. By putting the ideas into action, Chapter 5 is note-worthy in showcasing a ‘Sticky Lesson in Action’. This short, but direct, chapter highlights key aspects that should be evident in a sticky lesson, offering key reflective questions to guide the reader through.
Although a few classroom strategies are shared in the main body of the book (such as 5 ‘Retrieval activities that work’), the main highlight of the book is offered in the final sections, where 50 strategies are shared, that can be used within a variety of subjects. Not all strategies are suited for every subject, but through the mix of options, there are plenty of ideas for teachers of all subjects, and teaching in all age phases. These final two main chapters are split into two distinct sections. The first explores 25 active classroom strategies – some familiar (with a twist), and some that will be new to readers. Caroline justifies and explains each strategy, allowing the reader to use it with confidence, or check how it could work in their subject context. The Circuit Training activity is certainly a fantastic activity that encourages active learning and could be adapted for different subjects. The final chapter offers 25 fast activities to be used in the plenary section of the lesson, aimed at helping students recall the main learning aspects within the session.
This is a useful book to drop into, and Caroline offers great classroom ideas, supported by research and theories, that are often forgotten in the day-to-day running of a busy classroom. Many of the strategies offered can easily be adapted to different subjects, and having each one clearly explained is useful for teachers to see how they could work in their own context. The book also offers ‘Thinking Points’ that challenge the reader to reflect on their own professional practice, and is perfect for newly qualified teachers, or colleagues who want to refresh some of their teaching toolbox ideas to support sticky learning.