There are more similarities than differences between girls and boys, but there are innate differences in how they think, feel, behave, communicate and learn. That said, not all boys and not all girls are the same. The challenge for education is to avoid gender stereotyping, while understanding and exploiting gender differences for better teaching and learning. Ian smith argues that by letting boys be boys and girls be girls we can help them become successful learners who will mature into confident adults, comfortable with themselves and with others. He covers how to motivate both boys and girls through a combination of challenge and support; how to connect with both genders; how to create a structured environment that will work for girls and for boys; how to actively involve both in their own learning; how to give effective feedback; and whether boys and girls should be taught separately or together. This is not another book that harps on about 'the problem with boys'; it takes a refreshing look at the broader picture and gives practical classroom advice.

'The mind is not a vessel to be filled but a fire to be kindled' (Plutarch). The trouble is that, as much as we believe those words, we're sometimes under such pressure to 'deliver' that we're tricked into the spoon-feeding shortcut. We then become trapped, with our pupils, in an unhealthy cycle where we do more and more of the work and they rely on us more and more heavily. The Independent Learning Pocketbook is about breaking that cycle and creating ambitious learners who are self-regulated, self-motivated, resourceful and resilient - learners with clear goals and direction and who use their initiative to achieve success. Peter Anstee draws on a variety of research, as well as first-hand classroom experience and observation, in this clear-sighted look at how to inspire and nurture the people you teach to become lifelong learners.

' "I really like it when we can talk in class," says Kelly in Year 8, grinning from ear to ear when I suggest a group activity on a grey Monday morning. Although I suspect that she might like it for the wrong reasons, I know that there is a lot for her - and the other 29 students in the class - to learn in a structured co-operative learning context.' Gael Luzet's Pocketbook about small group work focuses on how 'the power of more than one' can transform learning. Like all good teaching and learning strategies, successful collaborative learning relies on meticulous planning and careful delivery, both of which are discussed here. Ideas for basic collaborative activities are included as well as practical examples of how to use various high impact strategies in lessons. You begin to see what lies behind Vygotsky's words: 'The one who does the talking does the learning'. And assessing and evaluating? Process and product; individual and team contributions; formative and summative approaches - they're all covered.

By adopting accelerated learning principles you can teach in a way that maximises your students' chances of reaching their potential. This pocketbook offers practical strategies and techniques that get results. After outlining the background to accelerated learning, Brin Best explains how to prepare your students for learning and how to create the right learning environment. A chapter on teaching strategies covers questioning techniques and styles of teaching and learning, with suggested activities helpfully linked to each of the multiple intelligences first identified by Howard Gardner. A detailed self-evaluation framework allows you to review and develop practice. To quote one head of science, "some books have a good idea every few pages; this one has a few good ideas on every page".

Good assessment focuses mainly on improvement and is used to support progress. It helps learners to know how well they have learned and provides feedback on how they can do better; it encourages learners to support and help each other; it builds self-motivation, self-confidence and self-reliance. Sound familiar? These are the principles of formative assessment. They're at the heart of the national Assessment for Learning initiative and they form the core of the "Assessment & Learning Pocketbook". You know the theory but how do you turn it into practice? That's where Ian Smith comes in. Let Ian explain the difference between formative and summative assessment. Let him walk you through writing and sharing learning intentions and success criteria; promoting high quality interaction in lessons, verbal and written feedback, self- and peer- assessment. You'll find classroom strategies and inspiring ideas galore. "Great book: I am hugely impressed by it. It is very accessible, easily read and full of practical tips and strategies which can be easily implemented. I am sure that teachers will be inspired by it." Linda Kirkwood, Rector, Oban High School

It was in response to requests from teachers that Learning to Learn came to be written. Hard-pressed to cover what to learn, finding time to research or devise materials on how to learn was, we were told, a problem. Tom Barwood's highly- regarded workshops for teachers and students in schools address just this issue - and now so does his pocketbook. Working on the premise that successful learning depends partly on knowing why you want to learn, the first part of the book looks at motivation. How to learn - registering, retaining, recalling, revising - is the focus of the remainder. From slicing, mind-mapping and learning styles, through mnemonics, mind pegs and the seven keys of memory, to reviewing, snowballing and recording, the art of learning is explored and demonstrated. Full of practical, fun techniques for successful learning, this is a book for teachers and their students.

Revisit old favorites and discover even more facts and stories. The perfect pocket book for any girl on a quest for knowledge. Includes New Chapters + the Best Wisdom & Wonder from The Daring Book for Girls