• How to Personalize Learning Book Trailer
  • Interview with Barbara Bray
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HOW to Personalize Learning

Create a powerful shift in education by building a culture of learning so every learner is valued. This practical follow-up to Bray and McClaskey’s first book brings theory to practice. Discover how to build a shared vision that supports personalized learning using the Universal Design for Learning (UDL) framework. Also included are: Tools and templates to get started and go deeper Lesson and project examples that show how teachers can change instructional practice Links to electronic versions of tools, templates, activities, and checklists

  • How to create a high performance culture | Andrew Sillitoe | TEDxRoyalTunbridgeWells
  • RSA ANIMATE: Drive: The surprising truth about what motivates us
  • Sport psychology – inside the mind of champion athletes: Martin Hagger at TEDxPerth
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  • The Power of belief — mindset and success | Eduardo Briceno | TEDxManhattanBeach
  • The Science of Productivity
  • Programming your mind for success | Carrie Green | TEDxManchester
  • After watching this, your brain will not be the same | Lara Boyd | TEDxVancouver
  • ✔ How to Be Smarter: 10 Ways to Increase Your Intelligence & Improve Your Brain Power
  • Cognition Enhancer For Clearer and Faster Thinking – Isochronic Tones (Electronic)
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Great Minds and How to Grow Them is a handbook for parents that shows how they can grow the minds of their children and teenagers and guide them to success both at school and in life. The latest neurological and psychological research is proving that most children are capable of reaching high levels of performance that were previously associated only with the gifted and talented.

Brains are malleable and IQ is not fixed yet, without parental engagement in their learning, many children don’t reach the levels of performance that are associated with academic success. Combining new knowledge with extensive research into how we learn, this book proves that by using simple, everyday techniques that are both rooted in research and accessible for parents, children can learn to learn more successfully.

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  • Susan Weinschenk, Ph.D. – How To Get People To Do Stuff
  • How to Get People to Do Stuff Master the art and science of persuasion and motivation
  • Download How to Get People to Do Stuff: Master the Art and Science of Persuasion and Motivation
  • Download How to Get People to Do Stuff: Master the Art and Science of Persuasion and Motivation
  • Read How to Get People to Do Stuff: Master the Art and Science of Persuasion and Motivation
  • Read How to Get People to Do Stuff: Master the Art and Science of Persuasion and Motivation
  • Art Of Persuasion: Tips For Convincing Others To Give You Want You Want | TODAY
  • How to Get People to Do Stuff Master the art and science of persuasion and motivation
  • Science Of Persuasion
  • How to speak so that people want to listen | Julian Treasure
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We all want people to do stuff. Whether you want your customers to buy from you, vendors to give you a good deal, your employees to take more initiative, or your spouse to make dinner—a large amount of everyday is about getting the people around you to do stuff. Instead of using your usual tactics that sometimes work and sometimes don't, what if you could harness the power of psychology and brain science to motivate people to do the stuff you want them to do – even getting people to want to do the stuff you want them to do.

In this book you’ll learn the 7 drives that motivate people: The Desire For Mastery, The Need To Belong, The Power of Stories, Carrots and Sticks, Instincts, Habits, and Tricks Of The Mind. For each of the 7 drives behavioral psychologist Dr. Susan Weinschenk describes the research behind each drive, and then offers specific strategies to use. Here’s just a few things you will learn:
The more choices people have the more regret they feel about the choice they pick. If you want people to feel less regret then offer them fewer choices. If you are going to use a reward, give the reward continuously at first, and then switch to giving a reward only sometimes. If you want people to act independently, then make a reference to money, BUT if you want people to work with others or help others, then make sure you DON’T refer to money. If you want people to remember something, make sure it is at the beginning or end of your book, presentation, or meeting. Things in the middle are more easily forgotten. If you are using feedback to increase the desire for mastery keep the feedback objective, and don’t include praise.

  • Download How to Plan Differentiated Reading Instruction, Second Edition: Resources for Grades K-3
  • Read How to Plan Differentiated Reading Instruction, Second Edition: Resources for Grades K-3
  • Read How to Plan Differentiated Reading Instruction: Resources for Grades K-3 (Solving Problems
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  • Teaching Demonstration of Filipino in the K to 12 Curriculum
  • Using Literacy Screening Data to Support Students with Reading Difficulties
  • Effective Instruction of English Learners
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  • 21st Century Skills and the Common Core: Research and Practice Perspectives
  • Unlocking the Classroom: Maximizing the Potential of Open Educational Resources
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Tens of thousands of K–3 teachers have relied on this book–now revised and expanded with more than 50% new material–to plan and deliver effective literacy instruction tailored to each student's needs. The authors provide a detailed framework for implementing differentiated small-group instruction over multiweek cycles. Each component of the beginning reading program is addressed–phonological awareness, word recognition, fluency, vocabulary, and comprehension. In a large-size format with lay-flat binding for easy photocopying, the book includes dozens of reproducible lesson plans, instructional activities, assessment forms, and other tools. Purchasers get access to a Web page where they can download and print the reproducible materials.

New to This Edition
*Differentiation 2.0: the approach has been fine-tuned based on field testing, new research findings, and current standards and response-to-intervention frameworks.
*Many additional reproducible tools, such as coaching templates and the Informal Decoding Inventory.
*Beyond lesson plans and materials, the second edition offers more guidance for designing instruction and grouping students, making it a one-stop resource.
*Reproducible tools now available to download and print.

  • How to Reach and Teach Children with Challenging Behavior K 8 Practical Ready to Use Interventions T
  • How to Reach and Teach Children with Challenging Behavior K 8 Practical Ready to Use Interventions T
  • How to Reach and Teach Children with Challenging Behavior K 8 Practical, Ready to Use Interventions
  • How to Reach and Teach Children with Challenging Behavior K 8 Practical, Ready to Use Interventions
  • How to Reach and Teach Children with Challenging Behavior K 8 Practical Ready to Use Interventions T
  • How to Reach and Teach Children with Challenging Behavior K 8 Practical Ready to Use Interventions T
  • "Why should I hire you?" – Best Interview Questions and Answers
  • How To Raise An Amazing Child the Montessori Way
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  • Top 10 Proven Classroom Management Tips for Teachers
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Interventions for students who exhibit challenging behavior

Written by behavior specialists Kaye Otten and Jodie Tuttle–who together have 40 years of experience working with students with challenging behavior in classroom settings–this book offers educators a practical approach to managing problem behavior in schools. It is filled with down-to-earth advice, ready-to-use forms, troubleshooting tips, recommended resources, and teacher-tested strategies. Using this book, teachers are better able to intervene proactively, efficiently, and effectively with students exhibiting behavior problems. The book includes research-backed support for educators and offers: Instructions for creating and implementing an effective class-wide behavior management program Guidelines for developing engaging lessons and activities that teach and support positive behavior Advice for assisting students with the self-regulation and management their behavior and emotions