Cognitive Load Theory. It was around 18 months ago that I first came across Cognitive Load Theory (CLT) and shortly after, I blogged about its application in my practice.
Recently CLT has gained a lot of traction on social media; helped by the fact that Dylan Wiliam cited it as the most important thing for teachers to know earlier this year: Oliver Caviglioli also recently created one of his fantastic illustrative summaries on Sweller’s book and this reignited the CLT flame for me. A few weeks ago I posted about CLT on the Society for Education and Training’s Blog, in an attempt to further promote what I and many others consider to be an essential learning theory. I thought I’d share it on my blog in an attempt to reach a few more practitioners, so here it is: What is the one learning theory that I feel all teachers should be made aware of? Plan for learning. – @mrocallaghan_edu.
Image via @gapingvoid If learning happens when we are made to think hard.
If learning happens over a period of weeks, months and years. Is lesson planing always carried out with student learning in mind? Recently I have led a series of talks/sessions/workshops on the challenges of leading teaching & learning across a school. What has struck me as somewhat odd is the number of people that hear the phrase ‘teaching & learning’ but only really register the ‘teaching’ part.
The 7 habits of highly effective lesson plans – Peps Mccrea – Medium. Every year for the last six years, I’ve worked with over 50 teachers to help them become outstanding planners and teachers.
This is what I’ve learned: Lesson planning is the development of a set of habits of thought, not the filling in of a lesson plan template.Some habits have more impact than others.Anyone can learn to be a highly effective lesson planner. You just have to identify, practise and improve those habits which make the most difference in your context. VIDEO - Doug Lemov - Entry Routine. READING - Doug Lemov- Systems and Routines Archives. READING - Marzano - Clear Learning Goals. Create the right kind of learning goal for the right kind of knowledge The Power of Dr.
Marzano’s Design Question 1 As teachers across the country embark on a new school year, it’s the perfect time to reflect on the power of clearly defining learning goals so students know what they are learning and why. Design Question 1 in Dr. Marzano’s Teacher Evaluation Model incorporates specific strategies to achieve just that: READING - Maximising the Impact of Teaching Assistants. Teaching assistants (also known as TAs or classroom support assistants) are adults who support teachers in the classroom.
Teaching assistants’ duties can vary widely from school to school, ranging from providing administrative and classroom support to providing targeted academic support to individual pupils or small groups. How effective is it? Evidence suggests that TAs can have a positive impact on academic achievement. However, effects tend to vary widely between those studies where TAs provide general administrative or classroom support, which on average do not show a positive benefit, and those where TAs support individual pupils or small groups, which on average show moderate positive benefits. The headline figure of one additional month’s progress lies between these figures.
READING - Displays – The Sheffield College. Displays can be powerful tools to: Extend learning spaces in order to maximise learningShow industry standards and expectations to influence learners’ personal AND professional developmentCelebrate success in order to increase expectationsShowcase future possibilities in order to raise aspirationsHighlight diversity in order to create an inclusive environmentPresent relevant aspects of English and maths to further develop learners’ skills in these areas Some questions.
RESOURCES - Build Employability skills. CPD - Learning Objectives. A guide to making them effective What is the purpose of learning objectives?
Learning objectives should describe what the student will be able to do once they have left your session. They may just be able to do it a little better, they may have begun to grow in confidence with it, or they may have fully mastered it. RESOURCES - Starters and Plenaries. Cornerstones of teaching - Using elearning technology to prepare you lessons. Using EdPuzzle to create quizzes in videos. Using Google Forms for tests. Moodle - Getting the basics right. 10 Tips for using G Suite. STUDENT ACTIVITIES - DARTS Information booklet. STUDENT ACTIVITIES - English and maths starter activities. STUDENT ACTIVITIES - Embedding E&M. STUDENT ACTIVITY - How to plan your writing.
STUDENT ACTIVITIES - 3 Strategies to Improve Student Writing Instantly. Editor's Note: A version of this post first appeared on Techie Teacher and Character Coach.
"But Miss Parrish, I can't think of anything to write! " Haven't we all heard similar lines in our classrooms? We see hesitant writers sit with a pencil in their hands and a paper on their desks, almost as if they have been handicapped by the task we asked them to do. How is it that some students have so much to say when talking out loud, but when a pencil is put into their hand they suddenly hesitate, struggle and have nothing to say? How can you help those hesitant writers eliminate the "handicap" or barrier that suddenly appears when asked to write?
RESOURCES - English. RESOURCE - Countdown Conundrum. READING - Teaching vocabulary – a whole school approach. In my last post, I queried whether schools should focus their vocabulary programmes on teaching tier two words, or if they would be better served directing their limited resources on improving the teaching of tier one words, particularly in the first instance.
My reasoning was that, whilst there are undoubtedly clear benefits for students of having a wide general vocabulary, perhaps even greater impact on academic achievement might be achieved if students better understood the concepts embedded within subject-specific terminology. The correlation between achievement and background knowledge is well established, so getting the teaching of tier three words correct might be the best course of initial whole school action. In Building Background Knowledge for Academic Achievement, Robert Marzano offers a six-step guide to the teaching of academic background knowledge through vocabulary instruction. READING - Embedding English: Using your glossary more effectively to develop vocabulary skills.
Many teachers I meet are using glossaries as a repository for key vocabulary on their courses.
It can be helpful to make explicit links between the language in the glossary and your delivery during the course and here are some quick activities to do this: In class, focus on the most difficult words from the glossary – the ones that are jargon, culturally loaded or conceptually complex – and try to explain, exemplify and check them with your groupChoose 7/8 words from the relevant unit in the glossary and get students to test each other – one student explains the word and gives an example and the other checks in the glossary/dictionary. This works well as a revision exercise at the end of a unitMatch up exercises – students match the word to the definition on a card. RESOURCE - Flashcards for vocabulary. READING - Active Listening. Active listening is a skill that can be acquired and developed with practice. However, active listening can be difficult to master and will, therefore, take time and patience to develop. 'Active listening' means, as its name suggests, actively listening.
That is fully concentrating on what is being said rather than just passively ‘hearing’ the message of the speaker. READING - Helping Students Believe That They can Write. I am an extremely fortunate teacher. My classes are filled to the brim with bright, capable and hard-working students. I am constantly impressed by the arguments they construct in essays and the points that they raise in class discussions.
Although it might sound cliche, I can honestly say that I am proud of every single one of my students. Sadly, I am regularly told by some of my students that they do not have the ability to succeed in my class. When I ask them to explain why they think this might be the case, I am usually told that it is because they do not know how to communicate their knowledge. VIDEO - Develop your learners' speaking and listening skills. RESOURCES - Free Maths and Numeracy resources. RESOURCES - Maths starters, activities and games.
RESOURCES - A Shed full of Maths. RESOURCE - Maths Everywhere. WEBSITE - A Website For Students Who Think They Hate Maths. The best resource for a student that thinks they hate math is a great teacher. But what about the best resource for that teacher? Beyond an active imagination, ability to relate to students, and an incredibly strong content knowledge themselves, it may not get much better than Numberphile .
While the site is simple a crudely interactive graphic with links to videos, it has, in one fell swoop, creatively curated some of the most compelling and engaging “problems” in mathematics. RESOURCE - Maths Calendars. Once again, a few of my favorite bloggers have come through with math calendars for our students to puzzle over. Check them out: Things to Do with a Math Calendar At home: Post the calendar on your refrigerator. Use each math puzzle as a daily review “mini-quiz” for your children (or yourself). In the classroom: Post today’s calculation on the board as a warm-up puzzle. RESOURCE - Countdown Numbers Game. RESOURCES - TED-ED- Mathematics Lessons. RESOURCES - Revision - Access Maths. RESOURCE - Online maths activities. RESOURCE - Sports related maths questions. RESOURCES - Maths worksheets to engage learners following a sports-related vocation. Skip to main content Maths worksheets to engage learners following a sports-related vocation - Central College Nottingham Summary This zip file contains sample maths worksheets devised by Central College Nottingham as part of their OTLA project.
Topics covered are: fractions, decimals, Resource Type: How to - Teaching, learning and assessment, Learning material. WEBSITE - Upworthy: Things that matter. READING - 20 Tips for Creating a Safe Learning Environment. READING - Teaching and Trust. READING/VIDEO - What are women? WEBSITE - Prevent for Further Education and Training. READING - Which British values are most important?
READING - A powerful poem about race and gender. READING - Taking the courage to go beyond equality and diversity. WEBSITE - Safeguarding women and girls from violence. READING - Digital Footprint. WEBSITE - E-Safety- Thinkuknow. WEBSITE - UK Safer Internet Centre. READING - Independent Thinking - Blog. DISCUSSION - Learning Support in Further Education - BCU PCET. READING - Autism and education: key points and resources. READING - 10 tips to maximise learning support. VIDEO - Shedding Light on Learning Disabilities. VIDEO - Technology Tools to Support Learning. VIDEO - What's It Like Being Dyslexic? VIDEO - What is dyslexia?
READING - An army of support staff is ready to go into action. LINKS - Special Needs Teaching Ideas. READING - 'Teachers must not assume that SEND always means challenging behaviour,' says the head of a special school.