BOOK TWO: IMPLEMENTATION
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Contents
There are over 620 pages and 147,000 words in this weighty tome! Here’s what you’ll find inside…
PART ONE: FRONT MATTER
Chapter 1: A note on the text
Chapter 2: The story so far – Book One summarised
Chapter 3: What is curriculum implementation?
Chapter 4: The Ofsted context
PART TWO: EVIDENCE INFORMED EDUCATION
Chapter 5: An evidence-informed profession
Chapter 6: Not worth it?
Chapter 7: Feedback
Chapter 8: Metacognition
Chapter 9: Best of the rest
Chapter 10: Creating a physical learning environment
Chapter 11: Creating a social and emotional learning environment
PART THREE: TEACH FOR LONG-TERM LEARNING
Chapter 12: An introduction to the 3 steps
Step 1: Stimulate pupils’ senses to gain the attention of working memory
Chapter 13: Comfortable with discomfort
Chapter 14: Learning to fail
Chapter 15: Extrinsic motivation
Chapter 16: Intrinsic motivation
Chapter 17: Learning outcomes
Chapter 18: Using feedback to direct learning
Chapter 19: Using feedback to inform planning
Chapter 20: Stimulating pupils’ senses
Chapter 21: Dual coding
Chapter 22: Transferability
Chapter 23: Summary of step 1
Step 2: Make pupils think hard but efficiently to encode information in long-term memory
Chapter 24: The struggle zone
Chapter 25: Desirable difficulties
Chapter 26: The dangers of differentiation
Chapter 27: Teaching to the top
Chapter 28: Teacher explanations
Chapter 29: Teacher modelling
Chapter 30: Oracy
Chapter 31: Closed questions
Chapter 32: Open questions
Chapter 33: Cognitive load
Chapter 34: Summary of step 2
Step 3: Embed deliberate practice to improve pupils’ storage in and retrieval from long-term memory
Chapter 35: Deliberate practice
Chapter 36: Deep practice
Chapter 37: Spaced practice
Chapter 38: Interleaved practice
Chapter 39: Multiple contexts
Chapter 40: Quizzing
Chapter 41: Study skills
Chapter 42: Revision
Chapter 43: Self-study
Chapter 44: A 4-part teaching sequence
Chapter 45: Summary of step 3
PART FOUR: EQUAL ACCESS TO LONG-TERM LEARNING
Chapter 46: Delivering a differentiated curriculum
Chapter 47: Same destination, different route
Chapter 48: Finding the sweet spot
Chapter 49: Different forms of differentiation
Chapter 50: How to support pupils with SLCN
Chapter 51: Quality first teaching
Chapter 52: In-class differentiation and additional interventions
Chapter 53: Motivation matters
Chapter 54: Identifying barriers for disadvantaged pupils
Chapter 55: Plan the solutions
Chapter 56: Agree the success criteria
PART FIVE: PUTTING IT INTO PRACTICE
Chapter 57: Creating the culture for implementation
Chapter 58: Creating the systems for implementation
Chapter 59: Managing change
Chapter 60: Classroom consistency
Chapter 61: Teaching by algorithm
Chapter 62: Improving teacher recruitment and retention
PART SIX: END MATTER
Conclusion
Bromley Education 