What’s your why? We have the structure – so the outcome will follow.
Right? A couple of weeks ago I wrote this post on teaching rituals. My point was that there is often a good idea introduced in teaching but that this good idea gets swallowed up in poorly understood structures. People follow the structures and then ignore the idea. This, I suggested, was a problem. I had come across the idea of Cargo Cults many years ago when studying sociology and the rationale for it in the chapters on Sympathetic Magic in James Frazer’s book The Golden Bough. After World War II anthropologists discovered that an unusual religion had developed among the islanders of the South Pacific. This isn’t something I had considered in terms of teaching but the parallels seem very clear.
I saw this phenomenon happening in a school who had recently had a visit from the great Dylan Wiliam. The Lollipop Why Teachers ask a lot of questions in class. The Lollipop What Pupils shouldn’t put their hands up. The expert – a modern mystic. New Kid. A few years ago, a new kid came to town.
They wanted to show impact, as rapidly as possible, and had been led to believe it would be easy. Ofsted were lurking around the corner and everything was super high stakes. These were still very much the days when inspectors didn’t really engage with the teacher, but lesson plans were becoming less of a focus, so everything relied on what you could see in a 20 minute visual check. The new kid, under pressure from on high to perform, decided the best way to do this was to try to make the learning a visible as possible, and the idea of a ‘mini-plenary’ which could be launched at any point of the lesson to demonstrate progress in learning against the clearly visible lesson objective, was born.
The first issue of course was the idea that learning took place in neat little blocks. Using the science of mental models in my classroom. This alignment has led to a more iterative format of discussion within my classroom, which demonstrates to students how what they’ve learned in the past can inform what they are learning now, and what they will go on to learn in the future.
This approach is now in use outside of my classroom. It was used as an anchor for discussions with the current Head of English around how we ensure that the intended conceptual links mapped out at the time of design are then actualized within the classroom. When designing retrieval practice tasks, an approach completely embedded as part of our practice as a school, teachers can start to consider how they draw upon key vocabulary or ideas presented in previously-taught sections of the curriculum to better aid their delivery of the current content. Looking forward, I would like to see how this method might be used within other subjects, where appropriate, to truly be effective in making connections across the curricular journey. Further reading: Jean Piaget's Theory and Stages of Cognitive Development. Background and Key Concepts of Piaget's Theory By Saul McLeod, updated December 07, 2020 Jean Piaget's theory of cognitive development suggests that intelligence changes as children grow.
A child's cognitive development is not just about acquiring knowledge, the child has to develop or construct a mental model of the world. Cognitive development occurs through the interaction of innate capacities and environmental events, and children pass through a series of stages. Love To Teach – Research and Resources for every classroom. eCPD – recommendations for maths teachers while working from home – Teach innovate reflect.
Amidst the current situation in maths departments in the country and working from home, I thought it would be useful to curate some maths specific CPD that staff could maybe look at to break up the working from home day with other jobs that may have been delegated.
I’ve tried to go for a variety of topics and authors. It may be best to direct different staff to different sources and then ask them to come back and discuss, summarise, share ideas and put an implementation plan together. Firstly, I designed some infographics that are created using Oli Caviglioli’s principles: Explanation and modelling in maths visual summary. Positive writing 'cuts maths disadvantage gap'
Giving pupils time out to write about the things that are important to them can improve the maths performance of disadvantaged pupils by giving them a psychological boost, new research suggests.
In the study, published in the British Journal of Educational Psychology, more than 500 pupils aged 11-14 were asked to carry out a 20-minute writing exercise three times during the school year. Social mobility: Gap between rich and poor pupils ‘stagnating’
Research: How to turn students' wishes into action. New research suggests a relatively simple technique could have teachers WOOPing at their students’ achievements, says Harry Fletcher-Wood We usually want students to do something differently, whether it’s working harder in lessons, doing homework more regularly, or being nicer to a peer.
To get students from feeling broadly positive about an idea to actually acting on it, we need them to commit to the action – really commit to it – and then we need to help them make, and act upon, a concrete plan to achieve it. This issue is particularly important if we want students to keep learning independently – while self-isolating, for example. In a past Schools Week research review, Stuart Kime highlighted the value of setting clear goals and making plans for how to achieve them. Recently, researchers have been fine-tuning this approach, and the result seems tailor-made to get students started. Lessons Learned from a Chalkboard: Slow and Steady Technology Integration (Bradley Emerling) – Larry Cuban on School Reform and Classroom Practice. Bradley Emerling is Principal Research Scientist at Pearson Research and Innovation Network.
This commentary appeared in Teachers College Record on April 13, 2015. The Educational Intelligent Economy – Lifelong Learning – A vision for the future - CORE Reader. How Teachers Evolve Their Formative Assessment Practices When Digital Tools Are Involved in the Classroom. In this section, we present our analysis of three lessons observed during the school year.
We consider them as short but significant episodes in the development of the project: at the beginning of the year (in November 2014), in the middle of the year (in February 2015) and at the end of the year (in April 2015). The first occasion of analysis is based on an observation that took place in November, 2014, at the very beginning of the use of tablets in the classroom. The observed mathematics lesson was about the geometry of the circle. The teacher tested the student response system for the first time. The second occasion chosen for analysis comes from the observation of February, 2015. The analysis of these three observations is structured around the teacher’s orchestration choices. First Classroom Observation (November, 2014)
37 42 Transforming learning across the curriculum 1. Belleville School, London - Sugata Mitra visit. Connecting Through Content - Teach Like a Champion. You’ve probably seen some version of this aphorism if you work in education: They Don’t Care How Much You Know Until They Know How Much You Care It’s s often given a sort of hallowed stature-it’s a truism & should shape our every decision in the classroom.
Maybe that’s why it’s attributed to Teddy Roosevelt And John C. Maxwell. About - CfEY. Speaking and writing We regularly share our work by speaking on panels and delivering keynotes at conferences such as the Le Rosey International Festival of Education in Geneva, The Church of England national conference, and practitioner conferences around the country.
We also hold our own events for practitioners exploring topics such as flexible working, teacher wellbeing and careers education. We write for sector and national press and are regularly called on to TV and radio to respond to government announcements. Topics we are able to speak on include: Social mobility and social justiceTeacher recruitment and retentionSpecial educational needs, school exclusion and marginalised young peopleSchool culture and school improvement If you would like a member of the team to speak at an event, email firstname.lastname@example.org.
Habits. Metacognition. Modelling. Bite-size CPD. Rosenshine. Teach like a champion. Effective interventions. How does autonomy relate to job satisfaction and retention in teaching? Tips for effective teaching if you have to teach at a distance - KirschnerEd. This blog is based on the book ‘Lessons for Learning’, a translation of a recent Dutch language book, which should be coming out before the summer.
The book is a collaboration between Tim Surma, Kristel Vanhoyweghen, Dominique Sluijsmans, Gino Camp, Daniel Muijs, and myself. Moodle. ‘Quality First Teaching’ (QFT) has become one of those phrases that everybody uses, but not everyone agrees on how to define it. Here we give you a reliable quality first teaching checklist of strategies that every school leader should be aware of. How you choose to implement them (or even whether) depends on your own vision and school approach.
The quality first teaching strategies here have been chosen as those best suited to primary schools, but the advice is relevant to secondaries too. What Is Quality First Teaching? Quality First Teaching is a style of teaching that emphasises high quality, inclusive teaching for all pupils in a class. Useful bits and pieces for evidence informed teaching. Below is a list of things I have read and found interesting and have helped me develop as a teacher.
I’ve been collecting them over the last year or so and tried desperately to keep them in order. This is a work in progress and I’m going to try and update it when I can. I’ve marked everything that I think is super important with a * so you can ctrl+f for it. I’ve tried to keep my summaries as short as possible – the individual pieces will speak for themselves. 6 strategies for supercharging classroom motivation. Developing Practice Through Teacher Inquiry Groups. In September 2018 we began the implementation of ‘Inquiry Questions’ at Durrington. The idea was for teachers to identify an aspect of their classroom practice that they wanted to develop, through the appraisal process, frame this into an inquiry question and then engage in purposeful practice throughout the year to address this question. The five forms of feedback I give to teachers most often… Building a curriculum with firm foundations.
Clear Teacher Explanations I: examples & non-examples. The phrase “too much teacher talk” scrawled across lesson observation forms seems to be on the decline (at least, according to my Twitter feed). Insights from Direct Instruction part 1 – TomNeedham. How self-regulation boosts pupil achievement. Clark. Dr Differentiation or: How I Learned To Stop Worrying and Love The Challenge – The Teaching Booth.
TheEarlyCatastrophe. Is effortless learning possible? Giving students more music, theater, and dance boosts writing scores (and compassion), big new study finds. What Should Adults Be Doing When Children Are Working? Social mobility requires far more than a good education. Marginal Learning Losses. Inducing Self-Explanation: a Meta-Analysis. Lightbulb moments for teachers: threshold concepts in teacher education. Why do children read more? The influence of reading ability on voluntary reading practices - Bergen - 2018 - Journal of Child Psychology and Psychiatry.
Introduction Learning to read builds on language skills, it requires instruction and it also requires practice. Classroom ‘Direct Instruction’ Part II – Input – Sam Hall. The Emerging Consensus. Acrobat Document. To address underachieving groups, teach everyone better. Gripped by the script. Graham Nuthall, The Most Important Education Researcher We Never Heard Of.
Graphic Organisers by Roy_Huggins - Teaching Resources - Tes. Recommended Educational Research Papers for Teachers to Read on Mr Barton Maths. Reading Archives - Page 4 of 16 - Best Evidence in Brief. Dylan Wiliam Presentations. WIN! 'The Teacher Tapp CPD Canon' for your school's library - Teacher Tapp. UCPS-Curriculum-Design-Statement. Reducing workload and maximising progress… – Midland Knowledge Hub. John Hattie is Wrong – Robert Slavin's Blog. Login - Dropbox. Learning: What is it, and how might we catalyse it? Peps Mccrea. Hirsch vs Engelmann: “No scientific basis for Direct Instruction”? Improving our subject knowledge. Are 'Learning Styles' Real? How I Rewired My Brain to Become Fluent in Math - Issue 17: Big Bangs. Setting up a Knowledge-rich School…. Part II – Midland Knowledge Hub.
Differences in exam performance between pupils attending selective and non-selective schools mirror the genetic differences between them. Research in education is great…until you start to try and use it. Durrington Research School. 15 myths about memory and learning. Ofsted boss calls for teachers to prove subject knowledge. Why schools should not teach general critical-thinking skills. Putting Evidence to Work - A School’s Guide to Implementation. Acrobat Document. Seating students for engagement – what does (some of) the evidence say? – How then should we teach? Kennedy-10 ER attribution. Ideas Generation and Behavioural Insights.
Why did a small, badly designed experiment make me change my teaching forever? – Walden Education. KS2 KS3 Maths Guidance 2017. Some Good News for Group Work? Why does sharing learning intentions matter? Blog: Using a painting to start an inquiry. The real way to instill a love of learning. Another poorly-conceived EEF study? 10 Tricky Questions for Teachers.