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Marginal Learning Losses | The Stable Oyster.


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. Cunningham and Stanovich (1997) were the first to formally propose that practice, or ‘print exposure’ is a vital ingredient in the development of fluent reading. However, there are vast individual differences in children's reading habits. It has been estimated that, whereas avid readers read as many as 1.8 million words per year, reluctant readers read only about 8,000 words for their own enjoyment (Anderson, Wilson, & Fielding, 1988; table 3).

Measured longitudinally, the link between how much and how well a child reads holds over a 10‐year time period (Cunningham & Stanovich, 1997). To date, three studies have used a longitudinal design to investigate the relationships between reading and print exposure. An important hypothesis regarding the relationship between reading ability and print exposure is that it reflects shared genetic influences.

Methods Participants Measures. Rosenshine Principles red. Classroom ‘Direct Instruction’ Part II – Input – Sam Hall. This is the second post in a series about how I have tried to apply a scripted Direct Instruction inspired model of teaching in the classroom. My first post covered the ‘review’ section of the lesson. As I previously discussed, the review usually consists of eight to fourteen quiz questions which students do in the back of their books. In this section I will move on to the input of the lesson.

When using a Direct Instruction inspired model in the classroom, it is the input that traverses most radically away from what many might consider a conventional style of teaching. As ever Mark Enser’s posts are great in exploring what form the input in a lesson could be: “the teacher, the expert in the room, a video clip, a book or from another artefact”. I could show students a video on this. For the expert learner, this is logical, clear and somewhat concise. For me, this is where Direct Instruction comes in. Like this: Like Loading... The Emerging Consensus. Mike Bell taught science in UK secondary schools and then became interested in evidence.

He now runs EBTN: the Evidence Based Teachers Network. About 7000 teachers receive their newsletter. In this blog post, Mike Bell suggests that there is sufficient consensus among those educationalists who look at the evidence to say that we now know how learning happens, why some students struggle and how to improve learning for any learner. By combining lists of effective methods derived from both classroom experiments and psychology and then checking them with the neuroscience to provide a brain-based explanation, it is now possible to implement the evidence in a simple, six-step process.

The experience of teachers Karen and Kevin are both trainee teachers. This week they hear a lecture on ‘Learning Styles’. They both discuss the idea with their school mentor. Both trainees attend a staff training session at their schools. Throughout their training and teaching they find the same pattern. Examples: Acrobat Document. To address underachieving groups, teach everyone better. This blog is inspired by another by Ruth Walker – E-coli and quality first teaching.

I’m basically trying to say the same thing. In her brilliantly punchy post she uses an excellent analogy: when food hygiene is poor, the more vulnerable sectors of a population are most likely to suffer – the elderly and babies are more likely to get sick. But the solution doesn’t lie in addressing their needs as sub-groups; it lies in addressing the core issue: poor food hygiene. I think this is a very important idea.

We have spent so long chasing rainbows with sub-group analysis; diving down rabbit holes; grasping at straws; playing whack-a-mole. A major part of the data delusion that has built up over recent years has been that each sub-group in a cohort should, more or less, achieve similar outcomes and that if there are GAPS – the GAPS MUST BE CLOSED. Boys are not all the same. And this is the main point: At some point ‘intervention’ really has to be simply ‘teaching’. Like this: Like Loading...

Bite-size CPD

Gripped by the script. For a while now, my lessons have had a certain rhythm to them. They start with a short quiz to recap what the students have previously learned and to link past les... Next it is time for some “input”: an explanation from me on the topic of the lesson. As a geography teacher, I’m likely to include case studies and examples from around the world, as well as using analogies and stories to bring the subject to life and make it memorable. There will be questions and discussions throughout this before the students go on to complete an activity or series of activities. I end with feedback. So far, so usual, you might think. But what is different about my lessons, compared with many others, is just how much of what I do in that classroom is now scripted. And I believe that scripting lessons is something every teacher should be doing, not just because it is the most effective way to teach, but because it is the most enjoyable way to teach, too.

And yet, that does not mean I knew how to script. Graham Nuthall, The Most Important Education Researcher We Never Heard Of | Sudbury Beach School. We discovered Graham Nuthall while reviewing academic publications about teaching and learning. His extensive body of research provides direct support for the proposition that the freedom students enjoy at Sudbury creates an ideal teaching/learning environment. Nuthall courageously followed the evidence he uncovered to the startling conclusion that what we do in school is largely a cultural ritual based on myths rather than research. Nuthall was Professor Emeritus in Education at the University of Canterbury in New Zealand when he died in 2004 and had spent over 40 years researching learning and teaching in the classroom.

He is credited with leading the longest running and most detailed studies of learning and teaching it the classroom that have ever been carried out. Nuthall wired classrooms for sound, installed video cameras, sat in on lessons and interviewed hundreds of students and teachers. He put his boots on the ground to find out what really goes on in the classroom. Like this: Graphic Organisers by Roy_Huggins - Teaching Resources - Tes. Recommended Educational Research Papers for Teachers to Read on Mr Barton Maths. Arrow_back Back to Research Explicit Instruction Explicit instruction may be thought of as teacher-led instruction.

It is more interactive than simply lecturing, involving questioning and responsive teaching, but a key characteristic is that the teacher dictates the content and structure of the lesson, in contrast to more student-centered approaches. I often think of Explicit Instruction as comprising of four elements: explaining, modeling, scaffolding and practising. Reading Archives - Page 4 of 16 - Best Evidence in Brief. Research published by the National Literacy Trust highlights the link between enjoyment of reading and achievement, with children who enjoy reading more likely to do better at reading – over three years ahead in the classroom – of their peers who don’t enjoy it. The findings are based on data from 42,406 children aged 8 to 18 who participated in a National Literacy Trust survey at the end of 2016. At age 10, children who enjoy reading have a reading age 1.3 years higher than their peers who don’t enjoy reading, rising to 2.1 years for 12-year-olds.

At age 14, children who enjoy reading have an average reading age of 15.3 years, while those who don’t enjoy reading have an average reading age of just 12 years, a difference of 3.3 years. The survey also indicates that three-quarters (78%) of UK primary school children enjoy reading, with girls more likely to enjoy reading than boys. Estimated effect sizes were zero and not statistically significant. Dylan Wiliam Presentations. Below you will find PowerPoint files for presentations given at conferences, workshops and other events. Inevitably, there is a lot of duplication. Some of these are in .ppt format, and can be opened with any version of PowerPoint from 1997 onwards. Others are in .pptx format, which requires the installation of a document converter (available free from Microsoft) if you want to open them with older versions of PowerPoint.

Formative assessment: Confusions/clarifications/prospects for consensus, Oxford, UK, February Creating the schools our children need, NSBA conference, San Antonio, TX, April The role of constructs in equitable assessment, AERA conference, New York, April Feedback, performance and learning, Mind, Brain and Education conference, Potomac, MD, July Formative assessment, Performance Matters Learners Conference, Orlando, FL, February Assessment literacy, Performance Matters Learners Conference, Orlando, FL, February How do we prepare students for a world we can’t imagine?

WIN! 'The Teacher Tapp CPD Canon' for your school's library - Teacher Tapp. Do you have access to the best teaching books at your school? If so, you are rare. Only 1 in 3 schools has a CPD library. Which is crazy. AND WE WANT TO HELP CHANGE IT. Teachers need access to the latest ideas on teaching techniques and, crucially, it’s important to stay as a learner.

Enter: the ‘Teacher Tapp CPD Canon’ – a list of books we think every teacher should have access to, AND WE ARE GOING TO SEND THE WHOLE LOT TO ONE LUCKY SCHOOL. How does it work? What does Teacher Tapp get out of it? Why should you take part? I’m in! What’s in the Teacher Tapp Canon? Great question! That’s over £300 worth of books… and it can all be in your school library from September DISAGREE WITH OUR CHOICES? Let us know on twitter, via @TeacherTapp, what you think we’ve missed and why. We are going to update the Canon for our Christmas giveaway so we are all ears. Right, ONE If you want the Teacher Tapp Canon for your school: Answer 3 questions each day on the Teacher Tapp App . Like this: Like Loading... UCPS-Curriculum-Design-Statement. Reducing workload and maximising progress… – Midland Knowledge Hub. This is the transcript of my talk at the Midland Knowledge Hub Launch. Enjoy! Good afternoon, the first thing I’m going to talk you about this afternoon is pizza – not the Dominos/Pizza Hut thick crust takeaway variety but the posh, Italian thin crust pizza – the sort you get in gastro pubs up and down the country – you know the ones I mean – the pizza you are served in trendy restaurants where the waitress/waiter arrives to your table with a giant wooden board, on top of which lies your pizza along with a pizza wheel and a knife and fork… Now, I have decided that there are three types of people in the world.

There are those people who discard the knife and fork, slice up their pizza and get stuck in. The reality of course is that it doesn’t matter how the hell you eat your pizza – shovelling it in with your fingers is probably the most efficient – what really matters is the pizza itself, the nutritional value, the flavour. For a long time this was me too. So, what did we do? Ann Donaghy. John Hattie is Wrong – Robert Slavin's Blog. John Hattie is a professor at the University of Melbourne, Australia. He is famous for a book, Visible Learning, which claims to review every area of research that relates to teaching and learning.

He uses a method called “meta-meta-analysis,” averaging effect sizes from many meta-analyses. The book ranks factors from one to 138 in terms of their effect sizes on achievement measures. Hattie is a great speaker, and many educators love the clarity and simplicity of his approach. How wonderful to have every known variable reviewed and ranked! However, operating on the principle that anything that looks to be too good to be true probably is, I looked into Visible Learning to try to understand why it reports such large effect sizes. Part of Hattie’s appeal to educators is that his conclusions are so easy to understand. Hattie’s core claims are these: These claims appear appealing, simple, and understandable. I could go on (and on), but I think you get the point. References Hattie, J. (2009). Login - Dropbox. Learning: What is it, and how might we catalyse it? Peps Mccrea.

Cognitive Science

Effective interventions. Metacognition. Hirsch vs Engelmann: “No scientific basis for Direct Instruction”? No one seems clear who first said it, but it’s become an abiding truth of journalism that, “If a dog bites a man, that is not news. But if a man bites a dog that is news.” To publish an article in which an octogenarian educationalist says basically what he’s been saying for the last few decades would not be news. But if said educationalist were to bite another well-known bastion of traditional education? Publish and be damned! So, in a recent article about the nonsense of selecting what to teach based on whether material is cognitively ‘age appropriate’, ED Hirsch Jr makes the following aside in the midst of a solidly sensible and perfectly reasonable argument: We have become disappointed in policies and programmes that seemed experimentally promising, such as smaller class sizes, direct instruction and Success for All.

Somehow this got turned into, “There is no scientific basis for Direct Instruction” on the front page of the TES magazine. So, what happened? Hey ho. Like this: Related. Improving our subject knowledge. In the Sutton Trust research review (2014) ‘What makes great teaching?’ (extract above) the subject content knowledge of a teacher is at the top of the six components of great teaching. ‘Teachers cannot help children learn things they themselves do not understand’ Deborah Ball, 1991 Despite the strong evidence base that sits behind this statement, very few teachers have access to CPD that keeps their subject knowledge up to date. Here at Durrington, we have been addressing this to an extent with our fortnightly ‘Subject Planning & Development Sessions’ (SPDS). Deputy Leader of Geography, Sam Atkins, has been looking to address this. The geography team will then read this article and at the next SPDS discuss points such as: What was the key new learning from this article?

To an extent, this is a formalisation of what the department have been doing in recent years anyway. So, what does Sam hope will be the benefits of this approach? Posted by Shaun Allison Like this: Like Loading... Are 'Learning Styles' Real? That same year, a Journal of Educational Psychology paper found no relationship between the study subjects’ learning-style preference (visual or auditory) and their performance on reading- or listening-comprehension tests. Instead, the visual learners performed best on all kinds of tests. Therefore, the authors concluded, teachers should stop trying to gear some lessons toward “auditory learners.” “Educators may actually be doing a disservice to auditory learners by continually accommodating their auditory learning style,” they wrote, “rather than focusing on strengthening their visual word skills.” In our conversation, Willingham brought up another study, published in 2009, in which people who said they liked to think visually or verbally really did try to think that way: Self-proclaimed visualizers tried to create an image, and self-proclaimed verbalizers tried to form words.

This doesn’t mean everyone is equally good at every skill, of course. 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 | npj Science of Learning. Research in education is great…until you start to try and use it. Ask the expert: Mary Myatt | Durrington Research School. 15 myths about memory and learning | Durrington Research School. 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 | The Ripple Effect. 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.

Teach like a champion

The real way to instill a love of learning. Another poorly-conceived EEF study? 10 Tricky Questions for Teachers.