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EduTwitter in September 2019. Pedagogy: The death of the staffroom? Bad news for teachers. We give a lot of time and consideration to the design of teaching spaces, but our failure to see the staffroom as a space of teachers’ learning results in some staffrooms being less than conducive in this respect. Many in further education, the sector in which I teach, are offices rather than staffrooms. They pack in teachers, computers and phones to the extent that many take refuge in their classrooms and those who do work in the staffroom do so wearing ear defenders to block out the noise from their colleagues.

If you’re lucky enough not to have seen one, one friend recently described them as looking like “call centres”. This probably makes sense economically; smaller staffrooms improve room usage metrics and space allocation. However, I would argue that it doesn’t make sense pedagogically. This is because it prevents the circulation and exchange of knowledge, pedagogical or otherwise. Opinion: Why Ofsted's framework won't work for history teachers Giving trainee teachers a place. 'Schools will dump it': expert raises doubts over 'growth mindset' phenomenon. It's not the concept that's the problem, he says; it's the execution.

"It absolutely works. It's just that our interventions aren't being very effective. " Few argue that there's a downside to having a growth mindset. But the question sparking serious debate in education circles is whether it can be taught - and if not, whether schools are investing valuable time in a pointless activity. "They are turning it into something it was never meant to be," says Queensland University of Technology Professor Linda Graham.

Stanford University psychology professor Carol Dweck fired up the public imagination when she used the term "mindset" to describe the attitudes people have towards their own intelligence. But those with a growth mindset regarded their brain as something that could be developed by taking on challenges and showing persistence. Related Article Growth mindset was quickly embraced by educators as a way to optimise student learning.

She is noticing positive results. Podcast 56 - Unlocking the Benefits of Retrieval Practice. Joshua McGovern Joshua McGovern has been working with Teacher Toolkit since March 2018. He is responsible for our Soundcloud and iTunes channels and is the production manager for podcasts. He has a degree in Music Production and is a graduate of Leeds Beckett University. Aside from working... Read more about Joshua McGovern How can teachers use retrieval practice better in the classroom to enable students to improve their memory? Our 56th interview is with Dr. Pooja’s education upbringing and backgroundExplain how a non-musician manages to teach at a music schoolThe concept of ‘retrieval practice’ and why it was her PhD focusHow retrieval practice effects Pooja’s music students and how and where they naturally apply it: “Use it or lose it!”

Listen Remember, our podcast is available on iTunes! You can follow @PoojaAgarwal on Twitter and discover more about her on her website: www.PoojaAgarwal.com and also discover her excellent platform to support educators, www.RetrievalPractice.org Related. Making Room for Asset Pedagogies - Long View on Education. Photo by Christian Fregnan A Critical Review of Innovate Inside the Box by George Couros and Katie Novak We desperately need more books about education that make legible the connections between the classroom and the educational system, teaching and pedagogy, the agency of students and the agency of teachers.

Innovate Inside the Box: Empowering Learners Through UDL and the Innovator’s Mindset sets itself an expansive brief, to “look beyond the here and now”, to understand that “Learners are not disabled. Curriculum is. Systems are. But kids are not.” Arguing for an education that is innovative and inclusive, co-authors George Couros and Katie Novak, who apparently met after “back-to-back keynotes”, set the context for the book through Couros’ work on The Innovator’s Mindset, a set of eight characteristics that revolve around acting with a positive mindset: empathetic, problem finders-solvers, risk-takers, networked, observant, creators, resilient, and reflection.

“Co-create lessons. From experience to meaning… – Pedro de Bruyckere. Tackling Misconceptions Through Conceptual Change – Part 2. Mirjam Neelen & Paul A. Kirschner In our last blog, we discussed what misconceptions are and that they’re very hard to eradicate. In this blog, we dive into some examples of misconceptions to make it a bit more concrete and to understand, as learning professionals, what types of misconceptions people can have so that we can design accordingly.

To recap: When we learn new concepts, we either have no prior knowledge (although we might have some related knowledge) or we have some prior knowledge. ) or incorrect and complete/coherent (coherent as in ‘within itself logical and consistent’; really difficult to change). According to Micki Chi (2008), ‘shifting’ misconceptions requires making conceptual changes in how we think.

Knowledge representation 1: False beliefs To begin, we’re not talking about beliefs where an individual has an emotional connection with something instead of a rational one. How to correct false beliefs Knowledge representation 2: Flawed mental models References Chi, M. Threshold Concepts for Teachers. “A threshold concept can be considered as akin to a portal, opening up a new and previously inaccessible way of thinking about something.

It represents a transformed way of understanding, or interpreting, or viewing something without which the learner cannot progress. As a consequence of comprehending a threshold concept there may thus be a transformed internal view of subject matter, subject landscape, or even world view.” (Meyer and Land, 2003) Both as people and professionals we will have encountered threshold concepts. This year at Durrington we have framed our teaching and learning priorities around what we consider to be the key threshold concepts for teachers working in our context. As a Research School our threshold concepts are based on areas of strength in terms of research-evidence together with what we consider to be essential for our staff.

Formative assessment Quizzes & multi-choice questions Ask: “how many people got this one right?” Reading or observing student work. Checklist: first lesson with a new class. The first week of term is the Phoney War: you know a storm is coming, but it hasn’t yet hit. If you’re new to teaching, new to your school, or have a new class, it’s a leap into the unknown. One can prepare for the unknown like Apollo 1’s astronauts: But as my professional tutor, David Cobb, put it, “You never get a second chance at a first impression”, so a more methodical approach may be in order. You have the unusual luxury of some time – and so many possible ways to prepare. You may decorate the room beautifully to create a nice environment, then find as the lesson starts you’re not sure how you want the first five minutes to actually run. Whatever tone you want to set, this checklist is designed to help you prioritise your preparation for the first lesson. Some possible responses and a video below show one way of answering these questions.

Checklist questions How can I learn more about a new group before the lesson? Checklist answers How can I prepare myself for a new class? Like this: Cognitive Load Theory and its application in the classroom. Cognitive load theory: Teaching strategies. How do we apply our understanding of how people learn, think and solve problems to classroom instruction? This is the question that underpins cognitive load theory. John Sweller is an Emeritus Professor of Educational Psychology at the University of New South Wales and has spent decades researching this theory.

In this article, following on from our introduction to cognitive load theory, Sweller describes some classroom teaching strategies that flow from cognitive load theory. Cognitive load theory is an instructional theory based on human cognitive architecture (that is, the cognitive functions that allow us to learn) which looks at the characteristics of working memory and long-term memory, and how teacher instruction can best account for these factors.

Emeritus Professor John Sweller says there are a large number of instructional procedures (i.e. ‘effects’) that teachers can employ to lessen extraneous cognitive load. Redundancy effect Transient information effect Split-attention effect. Eni Aluko: ‘We all have moments in life when our morals are called into question’ | Football. Eniola Aluko is one of only 11 female footballers to have played more than 100 times for England. She has scored some of the Lionesses’ most memorable goals, was the first female pundit on Match Of The Day, and is a qualified lawyer, having graduated from Brunel University London with a first in 2008. But it is as a whistleblower that she is destined to be best remembered. And, like many whistleblowers, she has spent the subsequent years being rubbished by those she exposed.

Now she has written a memoir. They Don’t Teach This is a fascinating examination of her multiple identities – British and Nigerian, a girl in a boy’s world, footballer and academic, a kid from an estate with upper-middle-class parents, a God-fearing rebel. Aluko now plays for Juventus in Italy, but we meet at her old stomping ground, Brunel. Aluko has a small, mobile face with striking features – big, brown eyes and a huge, ear-to-ear smile. Aluko was confused. One coach spoke to her in a fake Caribbean accent. Making Learning Simpler, not Easier. Just a few thoughts, here…a quick read. I hope the brevity of this post does not imply this isn’t an important topic to discuss. In fact, I think it is central to a healthy, productive classroom. I often see the terms ‘simple’ and ‘easy’ used synonymously during discussions on twitter. For me, the two are quite different. I want to make learning simple, but I do not want to make it easy. As the name of my blog and twitter handle state, it should be effortful.

“Effortful retrieval makes for stronger learning and retention. So, what is the difference between simple and easy? Simple is an organized, well-thought out lesson. It is the opposite of easy. Easy requires less of students. Why does this matter? Because we should be striving to create simple classrooms. It is about the learning. You want an innovative classroom? *Dr. **No, I’m not saying learning cannot be fun. Like this: Like Loading... Invisible educators or connecting professionals? Post-compulsory teacher educators.

Overall, teacher educators generally tend to be seen as ‘an ill-defined, under researched and sometimes beleaguered occupational group’ (Menter, Hulme, Elliott, & Lewin, 2010: 11). BERA and the RSA have also argued that, ‘In England, the nature of teaching is contested, while the value of research in teacher education has arguably diminished over time’ (2014: 6). Research from a range of countries, including the UK, Australia, the Netherlands and the European Commission evidence the low status of vocational education and training, post-school work, and that of the associated field of teacher education (Al-Saaideh & Tareef, 2011; Misra, 2011; Skills Commission, 2010; UNESCO & International Reading Association, 2008). Here are a few interesting facts about PCE you may not know.

There are 712,000 16–18-year-olds who study in colleges in England, compared with 424,000 in state-funded schools. TELL now has over 300 members across the sector, is self-managed and works without funding. Neurodiversity is Not 'Fashion'. A Rebuttal. Neurodiversity - a thread. #autism #autistic #ADHD #Dyslexia /1 (takes deep breath)... Today an article about the 'over-diagnosis' of #autism was published in the @guardian in which the concept of neurodiversity was dismissed as a fad, a fashion, an empty philosophy. As someone who believes that the concept of neurodiversity is a valuable one, I must respond. /2 Neurodiversity is the name given to the conceptualisation of neurological differences being non-pathological. This means that negative connotations about illness, disease, defect or deficit are stripped from the 'conditions', ostensibly allowing for a more balanced and neutral analysis and understanding that isn't unduly affected by historical biases. /4 It means also, in practice, a more balanced view of living with #autism, #adhd and so forth - so those who are autistic can accept this about the fundamental aspects of their personality, perhaps gaining some peace of mind. /5 Neurodiversity is controversial to some extent.

Five Things I Wish I knew When I started Teaching. Carl Hendrick 1. Motivation doesn’t always lead to achievement, but achievement often leads to motivation. While there is a strong correlation between self perception and achievement and we tend to think of it in that order, the actual effect of achievement on self perception is stronger than the other way round (Guay, Marsh and Boivin, 2003.) It may well be the case that using time and resources to improve student academic achievement directly may well be a better agent of psychological change than psychological interventions themselves. Daniel Muijs and David Reynolds (2011) note that: At the end of the day, the research reviewed shows that the effect of achievement on self-concept is stronger that the effect of self-concept on achievement.

Despite this, a lot of interventions in education seem to have the causal arrow pointed the wrong way round. 2. This again is quite a counterintuitive claim. 3. While there’s no doubt that marking and feedback are connected, they are not the same. 4. Decolonisethecurriculum.com. Decolonisethecurriculum.com. Unleashing knowledge (from the shackles of formal assessment). – CREducATE. 4. Unleashing knowledge from the shackles of formal assessment. In which I “riff” on knowledge and attempt to disentangle it from those pesky exams we call GCSEs. This post is another meandering purge of some nascent thoughts and anti-thoughts about knowledge. Within it, I attempt to assimilate some of the ideas and wisdom I encountered from Clare Sealy, Martin Robinson and Christine Counsell at CurriculumEd on 1st June and from Craig Barton, Robert Plomin, Anthony Seldon and others at Bryanston Education summit on 5th June. I’m very conscious that my verbose musings are addled with my personal conflict (and some contentious, nascent ideas) between a more modern, skills orientated education and the more traditional foundations of knowledge our education system was designed to impart.

I have already written about my personal, privileged, private boarding school education where 5 hours a day (and 3 hours on Saturdays) were always academically focussed; always about knowledge. Like this: 'A belt-and-braces approach to English can inspire GCSE resit success' At Warrington and Vale Royal College, we are seeing the dividends that love and ambition bring. Dividends in hard data: significantly improved GCSE English results. Meanwhile, our collaborative work has created a more positive culture around English at the college. We work with hundreds of young people who find themselves in the demoralising situation of having to retake GCSE English (and usually maths, too). Our students represent typical aspects of what we see in students who attend FE colleges and are enrolled on retake classes. We work with students who have experienced years of "failing" in English. They are often steeped in low self-esteem, driven by resistance towards any form of institution, and often socially and economically marginalised.

Our college cohort of English retakers are in fact in the lowest quartile of disadvantage of FE providers in England. Then they begin to enjoy a different kind of success. Innovative approaches Here are a few of the approaches we have tried: Autism: Some Vital Research Links. A policy for feedback, not marking. Teaching and Learning Agenda 2019/20. Writing and cognitive load theory. The birth of T Levels – how are providers preparing for delivery? - NFER. Teaching methods still matter. Three things that make a teacher an expert. Go: EduTwitter in June 2019. People remember 10%, 20%…Oh Really? Editorial: Reimagining a curriculum for teacher knowledge.

Teaching-Maths – Teaching Mathematics with Passion. Stuart Kime shares study findings on not marking schoolwork. Easy Application of Spaced Practice in the Classroom. Hirsch’s ‘Why knowledge matters’ (incredibly short synopsis) 15 Cognitive Biases Which Influence The Way You Think. The Emotional Literacy Support Assistant (ELSA) Programme: Can you develop an evidence base for an adaptive intervention? | University of Southampton Educational Psychology research blog.

‘Elitism’? Be careful how you use that word. Engelmann’s ‘Teaching Needy Kids in Our Backward System’ (another synopsis) Direct Instruction Miracle? The Lewis Lemon Case | educationrealist. Educationrealist | No Dewey-eyed dreamers here. Transition into adulthood: moving from school to college | Optimus Education Blog. Decolonise The Curriculum with The TeacheristLeadership, Mental Health, Wellbeing and Decolonisation of the Curriculum Consultancy by Pran Patel 0203 0053212Equity Reading list. Teaching myths: three common errors. Blog – Bedford College Group Research Network. The implications of schemas. Who to follow on “edutwitter“ 2019/2020. EduTwitter - Educator Directory for Teachers to Encourage Networking & Better Teaching. Quick talk about texts – James Durran. What knowledge should we teach the next generation? the most important question in education. Who I am, What I do. – Christopher Waugh. The Swiss Cheese Summary. Maximizing the Effectiveness of Multiple-Choice Qs.