The five forms of feedback I give to teachers most often… In my work I have the privilege of being able to watch lots of teachers teach in a wide range of contexts. I see lots of superb teachers and lots of great lessons. Where I have constructive feedback to give, I find that there are a few common areas for improvement that come up time and time again. Here are the main things I find I say most often under the heading of ‘even better if’: – now updated to include youtube clips where I explain each one. Behaviour: Be more assertive; establish what you want to establish Where lessons do not have impeccable behaviour, most of the time (not all of the time) I find it is because the teacher falls short of absolutely insisting that students meet the standards they would like. There are lots of practical things teachers can do to address all of this, before needing to get into sanctions and wider school systems.
Questioning: Ask more students more questions; involve everyone. Marking and Feedback: Make all marking an instruction for action Like this: Building a curriculum with firm foundations. Something that has always bemused me is the opposition that arises whenever it is suggested that what children learn in the foundation stage should prepare them to be ready for year one. The standard response to this is that the foundation stage is important in its own right and does not exist as a warm up for what comes later.
It is there, so it is said, to lay the foundations for future successful learning in terms of child development rather than any specific content. The passionate advocacy of the foundational role of the prime areas of communication and language, personal, social and emotional development and physical development for all future learning is something I would also champion. Abundant research finds that a strong foundation in the prime areas by the time a child is five is essential if a child is to thrive academically. Without these essentials in place, further learning will be drastically impeded.
Stories play a vital role in making the abstract past immediate. Clear Teacher Explanations I: examples & non-examples | Bunsen Blue. The phrase “too much teacher talk” scrawled across lesson observation forms seems to be on the decline (at least, according to my Twitter feed). Teachers are abandoning ineffective discovery-based approaches, and harnessing the power of teacher-led, explicit instruction. I like to imagine sages around the country getting onto their stages and unashamedly explaining the marvels of their disciplines; lightbulbs pinging atop their pupils’ heads more frequently and brightly than ever before… However, when I hosted the #MichaelaScience conference in July 2019, I asked attendees the following question: Have you had training on improving the quality of your explanations in the last 6 months?
More than 80% had not. Given how important explanations are in teaching, this result surprised me. In this series of blogs, I aim to share different strategies for improving teacher explanations. At Michaela, Science teachers always begin with concrete examples: “Imagine you are exercising. E.g. @Mr_Raichura. Insights from Direct Instruction part 1 – TomNeedham. I have been teaching DI schemes for a couple of years now, having first been made aware of Engelmann’s work via Joe Kirby’s blog post which gives an excellent overview of the theory, approach and research base that supports it. The evidence base behind DI is wide ranging and robust: multiple large scale studies have been conducted over the past fifty years, demonstrating DI’s effectiveness. This recent article gives some links: Kris Boulton has helpfully collated a number of resources and texts that explain the theory and evidence behind DI and you can find these here.
I teach Expressive Writing 2 and Corrective Reading B1 and B2; I have also set up a decoding intervention using Corrective Reading Decoding. Soon, I will be buying Spelling Through Morphographs in order to set up a spelling intervention. Like this: Like Loading... Rosenshine. How self-regulation boosts pupil achievement. All of us have been in situations where we’ve had to bite our tongue. These occurrences can be seemingly trivial – perhaps someone took the last chocolate biscuit from the plate in the staffroom even though you hadn’t had one (and they’d had two already). They can also be extremely challenging – having to deal with very hurtful provocations from a student or colleague.
Whatever the context, emotional self-regulation is something that, as adults, we are expected to have mastered. And we’re supposed to have become experts in the broader aspects of self-regulation, too: to have an awareness of all our mental processes and how they can control us. It would be unreasonable, however, to expect the same from children. It’s a particularly important question for those who teach in primary schools, and in Early Years Foundation Stage, in particular. Whitebread says it is no surprise that self-regulation is prioritised at this stage of education. Chris Parr is a freelance writer. 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? |That Boy Can Teach. Years ago I was told that I should stop buzzing around the room so much and that I should settle down and spend more time with groups – that I should sit in a position where I could see the entire class (for behaviour management purposes), and get on with working with a small number of children (whatever that means). There is, I now believe, both wisdom and folly in this advice. The wisdom is that there are benefits to both working with groups and taking a step back. The folly is that by basing oneself only with one group, the other children are missing out on important interactions with an adult.
A later piece of workload management advice – to give feedback during lessons – freed me from the bondage of only ever working with groups and helped me to understand more of the adult’s role in the classroom. Teachers as experts This concept is one which should influence all our ideas about the adult’s role in the classroom. In ‘What Does This Look Like In The Classroom?’ On listening. The Rosenshine Papers | Reflections on schools, teaching and education. Social mobility requires far more than a good education | Lee Elliot Major and Stephen Machin | Opinion | The Guardian.
Britain is stuck. Too many of us are destined to end up in the same positions occupied by our parents – particularly if we sit on the lowest or highest rungs of life’s economic ladder. Generations growing up today face a bleak future: falling real wages, shrinking opportunities and greater income divides. The dream of just doing better, let alone climbing the social ladder, is dying. Our privately educated elites are remarkably persistent.
Today as many as 50% of leading people across a range of professions – from politics, media and law, to film, the arts, music and elite sports – attended private schools, despite comprising only 7% of the population. These startling statistics have been sustained for at least half a century. The problem is that the schools are only accessible to a minority able to afford their fees. Everyone agrees that talent and hard work should play a role in determining success in life. 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’.
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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. 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.
Effective interventions. Metacognition. 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 | 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.
The real way to instill a love of learning. Another poorly-conceived EEF study? 10 Tricky Questions for Teachers.