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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. Teachers should have to prove their subject knowledge is up-to-date at regular intervals to maintain their qualified status, a top Ofsted boss has said. Professor Daniel Muijs (pictured), the watchdog’s head of research, said he supported a “periodic requirement” for teachers to demonstrate they know about the latest research and discoveries in their subject area. Speaking to Schools Week at a Westminster Education Forum, Muijs said the Chartered College of Teaching should work with subject associations to develop a professional development programme for each subject. At the end of the programme teachers would be “recertified” as either qualified or chartered teachers. The proposal is not Ofsted’s official policy, so much as an idea Muijs is “looking at”, and one which he would welcome in the sector.

Rather than saying the subject knowledge you acquired 30 years ago is still valid, this is to ensure professionals are up-to-date in the latest developments Alison Peacock. Why schools should not teach general critical-thinking skills. Being an air-traffic controller is not easy. At the heart of the job is a cognitive ability called ‘situational awareness’ that involves ‘the continuous extraction of environmental information [and the] integration of this information with prior knowledge to form a coherent mental picture’. Vast amounts of fluid information must be held in the mind and, under extreme pressure, life-or-death decisions are made across rotating 24-hour work schedules. So stressful and mentally demanding is the job that, in most countries, air-traffic controllers are eligible for early retirement. In the United States, they must retire at 56 without exception. In the 1960s, an interesting series of experiments was done on air-traffic controllers’ mental capacities.

Since the early 1980s, however, schools have become ever more captivated by the idea that students must learn a set of generalised thinking skills to flourish in the contemporary world – and especially in the contemporary job market. Republish. 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? In my last post, I raised three issues with group seating as standard in the primary classroom. Of the three considered, only two had any sort of pedagogical value. The arguments related to group seating supporting group teaching and collaboration both at their cores assumed that the configuration of furniture should support teaching. This is an excellent assumption and aim but the method is flawed, as previously noted. As Hastings and Wood (2002) rightly note: “The problem (with these arguments) is not in the case they make for group seating for small group teaching and for collaborative group work, but in the suggestion that this is a reason for group seating being the standard organisation when these two teaching strategies feature so infrequently in classrooms.”

(italics my own, from: So the two core questions are: What methods could be used? What is the best way to seat pupils to maximize classroom learning? The evidence Note: Kennedy-10 ER attribution. Ideas Generation and Behavioural Insights | The Ripple Effect. Here is the ideas grid I use when working with local authorities to co-produce ways of using behavioural insights. Each effect has a ‘how can we use it?’ Challenge; we use it to develop ideas. Some of the ideas generated feel counter-intuitive, some feel run-of-the-mill, some feel like breakthroughs straightaway. We play them back, and pick the ones that feel like the best bets to build into a trial approach. Behavioural effects are chunked into four main groups: Norm effects: making your target behaviour seem normalEase effects: making your target behaviour easyReward effects: increasing the sense of reward for your target behaviourObligation effects: helping people feel an imperative to choose your target behaviour This is the full list.

If you’re involved in improving public services, feel free to use this grid yourself. I’ve been using this since 2010, with a few tweaks over the years. Tell people who'd be interested: Like this: Like Loading... Why did a small, badly designed experiment make me change my teaching forever? – Walden Education. It was obvious to me that my students had suspect ideas about note-taking. What was not so obvious to me that I have some deeply ingrained assumptions about it too.

The following is my attempt to describe a small investigation I carried out with my Psychology classes. Whilst the results were not what I expected, I can genuinely say that it has made a significant difference to what I do on a regular basis in my lessons. Objectively, most of the ‘findings’ in this project were things I knew already.

Ironically, this little episode of ‘discovery’ teacher learning has led me to adopt a more ‘traditionalist’ approach to my teaching. The challenge: I have a number of well-meaning pupils whose approach to studying defers learning (i.e. understanding and committing to memory) to an undefined future date. It seemed fairly clear to me for with some of my own students, ‘thinking hard’ has become detached from the act of writing. I had a cunning plan. I have three year 12 Psychology groups. Process: KS2 KS3 Maths Guidance 2017. Some Good News for Group Work? You may not know it, because our media didn’t report it: nor did our ministers shout it from the rooftops, but we did rather well in the PISA international comparison tests on Collaborative Problem Solving.

Of the 32 OECD nations, we were somewhere between 8th and 12th place (there’s always a 5% margin of error in the marks, so we can’t be certain exactly where, though that doesn’t stop people plonking us randomly on a slot between the two). We did pretty well in Science too (@15th of 70), though Maths and Literacy were lower – broadly in line with the OECD average. And all were way higher than our score for well being which was one of the lowest. So why is no-one celebrating this good news about collaborative problem-solving?

Perhaps it doesn’t fit in with government policy and ideology – we only have to look at what has happened to the place of soft skills in our curriculum to see they are simply not a priority and have not been for some time. Nick Gibb 2017 Michael Gove 2014 OR. 1. 2. Why does sharing learning intentions matter? Blog: Using a painting to start an inquiry. Blog: Using a painting to start an inquiry This blog was originally posted on Over the weekend I read an excellent blog by Harry Fletcher-Wood called, ‘Starting a Lesson With Initial Stimulus Material’. Harry’s blog got me thinking about how I use images with students as a way to generate thinking, grab their interest, and communicate knowledge. This blog is my response. Harry uses three examples of images to illustrate his approach; the second is this one of Henry VII.

Harry suggests we could start by asking the students to make inferences: “What can you tell about Henry VII from this painting?” He calls this a ‘classic starter’ but warns of its limitations, “…examples like this can be restrictive, relying, as they do, on students’ guesswork and often limited prior knowledge. I agree with this entirely, however I don’t think the problem is with the stimulus, so much as with the question. This is an open question, asking the students to look rather than guess.

Teach like a champion

Effective interventions. Metacognition. Cognition. The real way to instill a love of learning. Secondary teachers and leaders: are you finding that your new year 7s just can’t get enough of that there learning? I dare you to randomly google ‘primary school’ and ‘love of learning’ to see how many and what type of results come up; it seems like pretty much all the primary schools are instilling a love of learning – not just any old love of learning, but a lifelong one at that. So, with these big bold claims being added to mission statements up and down the land, you’d think there would be some official evidence somewhere? Is there a ‘love of learning’ assessment, perhaps? Are the secondary schools experiencing wave upon wave of pupils who are just chomping at the bit to learn? No, I didn’t think so either. When I was at primary school, I loved eating lunch, holding my coat in the air on the windy day with the aim of flying up into the sky, playing the recorder, quiet reading and maths.

I was (relatively) good at all those things. Which came first? Who’s with me? Like this: Another poorly-conceived EEF study? 10 Tricky Questions for Teachers. What if we were faced with uncomfortable questions about some of our brightest and best teaching and learning ideas? It would be uncomfortable and challenging, no doubt. Perhaps, though, such reflection on the potential of unintended consequences and unforeseen failures could prove both revealing and instructive? With this thought experiment in mind, I pose these ten tricky questions: Spelling instruction: What if we are testing spelling, but never properly teaching spelling? Whole-class feedback: What if every child thinks that the whole-class feedback we are giving them is for every other child and not them? Dual coding: What if ‘dual coding’ results in teachers using an array of nice pictures that actually distracts students from reading and understanding complex texts?

Reading for pleasure: What if we are so focused on encouraging lots of reading for pleasure that we don’t address how effectively our students can actually read?