Are there too many education books, and should we dress up for world book day?

In 'A Brief History of Time', Stephen Hawking delves into fundamental questions about the universe, including its origin, the nature of space and time, and the fate of the cosmos. The book discusses key concepts such as the Big Bang, black holes, and the theories of general relativity and quantum mechanics. Hawking also explores the possibility of time travel and wormholes, and he reflects on the intersection of science and philosophy, including the search for a unifying theory of everything and the implications for our understanding of existence and the universe[2][3][4].

This book is the revised, expanded, and up-to-date revision of Doug Lemov’s study of the craft of teaching. It includes new and updated teaching techniques, the latest evidence from cognitive science and culturally responsive teaching practices, and an expanded companion video collection. The techniques help teachers build students’ background knowledge, move learning into long-term memory, and connect their teaching with the curriculum content for tangible improvement in learning outcomes. The book also includes extensive discussions of research connecting the techniques to cognitive and social sciences and updates on issues in Diversity, Equity, and Inclusion.

In 'Why Don't Students Like School?', Daniel T. Willingham delves into the cognitive science behind how the human mind works and its implications for teaching. The book addresses ten significant questions about cognition and education, providing evidence-based principles that are actionable for teachers. Willingham argues that the brain is designed to save us from thinking, and thinking is slow and unreliable, but people enjoy mental work when it is successful. He emphasizes the importance of factual knowledge preceding skill, the role of memory in learning, and the need for tasks that pose a moderate challenge to engage students. The book also discusses the limitations of discovery learning, the importance of extended practice, and the need to connect new information to existing knowledge. Willingham's insights aim to help teachers improve their practice by understanding what students are likely to think about and how to maximize the cognitive engagement of their students.