Teachers: here's how to get your lessons off to a flying start. How do you start your lessons?
In many schools, classes will begin the same way – with the teacher explaining two or three intended learning outcomes. These are often written on the board and students will note them down in their textbooks. Some teachers believe that this is what Ofsted wants. But in its 2012 report, Made to Measure, Ofsted highlights an example of good practice that involves a teacher deliberately not sharing a lesson’s learning objectives “until later in the lesson, at which point they challenged the pupils to articulate for themselves what they have learned”.
Although there are benefits to opening with learning outcomes – helping teachers choose appropriate activities and letting students know what they’ll be taught – the science of learning suggests there may be more effective ways of starting a lesson. Ask pre-questions Let’s try a quick experiment. How the Romans can help us to study. Studytracks, a new app, is a tempting solution for students in the middle of exams.
Downloaded 100,000 times, its creator, music producer George Hammond-Hagan, sang facts from his son’s GCSE physics revision over a hip-hop track - he’s made another 600 tracks since then. Since Cicero in Roman times, it’s been clear that the secret of remembering things is to mash them up. The ‘method of loci’ is still the gold standard method for memorising large quantities of information. The system works by creating a ‘memory palace’ complete with different rooms. Within the rooms you can place objects that you ‘arrange’ on coat hooks, draped over bannisters, leaning against walls, etc, as a way of committing them to memory.
Linking the objects to your own personal construct seems to be the key to encoding large quantities of data. Despite recent advances in the neuroscience of memory, the best bet is still to follow the Romans. Dr Daniel Glaser is director of Science Gallery at King’s College London. Comprehensive planning ideas for RE. Many aspects of religious education deals with complex issues, sensitive topics and thought-provoking dilemmas, all of which need to be approached with care.
Because of this, every RE teacher knows that it is worth taking the time to come up with supportive ways of discussing ideas and creating a safe place within your classroom. Whether you are looking for new content or are topping up existing planning, we’ve gathered together planning resources, packed full of imaginative ways to teach the new specification. KS3 resources. How can teachers learn to be better teachers Bryanston Jun17. A summary of my arguments about education. And still they gazed, and still the wonder grew, that one small head could carry all he knew.
Oliver GoldsmithA tradition without intelligence is not worth having. T. S. Eliot The debate of ideas in education – and anywhere else – is essential if we want to improve the lot of children and society. Everyone seems to agree that increasing children’s creativity, problem solving, critical thinking etc. is a worthy goal of education.
Teaching and Learning Policy. Reading Time: 6 minutes.
When a school policy is proposed, how do you know if it’s going to help support staff? I am sharing this here – conscious that it is the end of an academic year – and deliberately, so that readers have the opportunity to read the details over the summer, rather than during term time. Teaching and Learning Research Summaries: A collection for easy access. There are several superb summaries of educational research that have been compiled into easily accessible websites and articles in pdf format that can be read online and shared with staff.
Although they are easy to find via an internet search, I am pulling them together into one place for easy access. I’ll keep adding to it as I find things and when people make suggestions: John Dunlosky: Strengthening the Student Toolbox Barak Rosenshine: Principles of Instruction Rob Coe et al: What makes great teaching. Dylan Wiliam: 9 things every teacher should know- via tes. Ten ways to maximise learning time in lessons. Every teacher wants to make the most of the time children spend sitting in their classroom.
And by "making the most of" I mean that we want them to be learning. But how streamlined are your lessons in reality? Supporting pupils of all abilities through the linear A Level – Religious Education Matters. One of the significant challenges we have faced in RE departments this year has been the change to the linear A Level.
Heads of Department and teachers have made our choice from the new specifications and are reaching the end of the first year of teaching. Some schools offer both the AS and A Level side by side and are thus in the midst of examination preparation. Dunlosky. Learning-White-Paper. What is evidence-based education? — Jonathan Firth. A primer on the ‘what works’ debate, with key sources and a discussion of its pros and cons.
I recently joined and met with SURE - ‘School and University Research Enquiry’, a research group which has put several schools in the Glasgow area in contact with the University of Strathclyde in order to exchange knowledge and conduct new research. The ultimate aim is to promote a more evidence-informed approach to educational decision making and practice. Learn Touch Typing Free - TypingClub.
Teaching to the Top: Attitudes and strategies for delivering real challenge. Image Lenovo.com Teaching to top has been a long-standing principle of effective teaching from my perspective.
Interventions to raise attainment in MFL. A project focused on raising attainment in French and Spanish saw Karine Buffon introduce a number of interventions, especially targeting disadvantaged and underachieving pupils I joined Jo Richardson Community School, a secondary school in Dagenham, London, in 2010. At the time, the number of students getting A* to C grades in French was low – just 39 per cent. However, we believed that students of French who achieved a grade lower than a C in their GCSE exam would have been able to pass their exam if they had received more focused interventions. When I joined Teaching Leaders in 2014, a leadership development programme, I began to work on an impact initiative – an improvement strategy that I could implement as part of my new role as head of MFL (French and Spanish).
Becoming a (Metacognitive) Teacher - Part 1. 26 May 2017 In a recent EEF focus group held in school we spent some time trying to define metacognition and what it looks like in practice. It became clear that what teachers wanted was an example of what this actually means in practice. School Leadership in 12 slides. Last week I was asked to lead a workshop on leadership for some middle and senior leaders. Here are some of the ideas I shared. Maximizing AO2 marks… At the moment I am working on strategies to maximize AO2 marks, both for the new GCSE and the new A Level. Inspired by Lucy Beng’s recent Facebook post and the discussion it generated, I thought I would blog about my ideas here. Over time I have come round to advising all my students to take a conclusion-first approach, avoiding the twin traps of just describing different points of view and running out of time before developing a proper conclusion.
In the very limited time available in both GCSE and A Level exams, I think that students are more likely to score higher marks by arguing a case from the outset than they would by waiting until after they have gone through two different points of view. I am fed up of seeing middling students confuse listing points in favour and points against for an argument… and am fed up of seeing able students run out of time before getting to the bit that would score decent AO2 marks. “Religious Experiences like St Paul’s prove that God exists!” The Philosophy Foundation - Iffing: inferencing. On a recent TPF Stage One course, we were doing the usual Day Two ‘troubleshooting’ section where we look at likely (and some tricky) student contributions in order that the trainees consider facilitator moves, including the application of strategies introduced on Day One. The following slide was up: Task Question: Is the mind the same as the brain? Student: The mind is inside the brain.Facilitator: ?
We were considering whether the best strategy would be to ask the question again, what we at TPF call, ‘anchoring’ (‘So, is the mind the same as the brain?’)