Teaching & Learning
|On twitter, Education Endowment Foundation discusses|
Improving Mathematics in Key Stages 2 & 3.
|On twitter, @daisychristo says|
New blog here introducing our incredibly exciting new Writing Age.
|On The 7 habits of highly effective lesson plans. New blog here introducing our incredibly exciting new Writing Age.|
|On twitter, @clo_teach has put together "A single slide to introduce teacherhead's #FiveWays to my class" .||Education myths. What's brains got to do with this? @P_A_Kirschner’s slides and keynote speech from #EducationFest.||Ten teaching techniques to practise – deliberately. The more you practise, the better you get.|
|On twitter, @HFletcherWood discusses |
Goldilocks Teaching: pitching learning 'just right'.
|Teacher vision: expert and novice teachers’ perception of problematic classroom management scenes.||Questioning for Confirmation… and then Challenge. The way we implement questioning should perhaps be considered more thoughtfully.|
|Principles of Instruction. Research-Based Strategies That All Teachers Should Know.||Do we need to worry about 'engagement' in learning? Why fun in the classroom is neither fun nor engaging.||Ten principles for great explicit teaching. What has brought explicit teaching in from the pedagogical cold?|
|From @jdurran. New: thoughts on the design of a teacher-led reading lesson. Challenging responses: designing a successful teacher-led reading lesson.||From @mat_at_brookes. Very interesting article on 'motivating and improving attitudes to reading' in UKS2.||Scaffolding Inference: Trialling a Teaching Technique. Teachers spend a lot of time attempting to teach children how to infer meaning from texts...|
|MEMORY NOT MEMORIES – TEACHING FOR LONG TERM LEARNING. Does the best learning result from memorable experiences?||From the Sutton Trust. Read the report What makes great teaching?. A review of the underpinning research||Maths Tricks or Bad Habits? Mathematical Misconceptions We Still Teach Pupils (And How To Avoid Them).|
|From the Research Schools Network. Read THINGS YOU SHOULD CONTINUE DOING IN THE EARLY YEARS (AND WHAT THE RESEARCH SAYS ABOUT WHY).||Thanks to Tom Sherrington of Teacherhead for recommending Teaching and Learning Research Summaries: A collection for easy access.|
|@Mirjam said "What you KNOW determines what you SEE and not the other way around. One good quote from @P_A_Kirschner on the 'knowledge half-life myth' – his keynote at #EducationFest is well worth watching!"||@5naureen discusses Dual Coding & Working Memory from the No Easy Answers website. The first point about Dual Coding is that it can help teachers to improve their explanations.||How to Get Primary Students to Remember. Jon Brunskill on the most important educational theory you’ve probably never heard of...|
|From the Retrieval Practice website's library. What if you could raise students’ grades from a C to an A?||From the Retrieval Practice website's library. How can we help students apply what they have learned from one lesson, class or school to another?||How to Get Primary Students to Remember. Jon Brunskill on the most important educational theory you’ve probably never heard of...|
|Check out the Retrieval Practice website's recommended books, reports and e-books.||Check out the Retrieval Practice website's research summaries.||MEMORY NOT MEMORIES – TEACHING FOR LONG TERM LEARNING.|
|@Clairecuthbert9 said "This is a cracking document – and provided lots of food for thought – definitely worth a read." Learning. What is it and how might we catalyse it?||@adamboxer1's slides from #EdFest 2018.|
Knowledge at the core: how to live an enriched life. Knowing lots about something...
|Five Things I Wish I knew When I started Teaching. Just because they’re engaged doesn’t mean they’re learning anything.|
|From the Institute for teaching. Read about The Learning Curriculum.||What I learned from learning the periodic table and other thoughts on memory.|
From the IMPROVING TEACHING website.
|Why Primary Teachers Need To Know About Metacognition ... approaches are powerful levers for boosting learning ... we need to spend time looking at how to do this well.|
|From the American Federation of Teachers. ASK THE COGNITIVE SCIENTIST What Will Improve a Student’s Memory?||Read THE SCIENCE OF LEARNING from the DEANS FOR IMPACT website.||Pragmatic Education asks Why don’t students remember what they’ve learned?|
|Improving Students’ Learning With Effective Learning Techniques. A paper from the Association for Psychological Science.||METACOGNITION AND SELF-REGULATED LEARNING. A guidance report from the Education Endowment Foundation.||Thanks to Tom Sherrington of Teacherhead for recommending Teaching and Learning Research Summaries: A collection for easy access.|
|Putting Students on the Path to Learning. The Case for Fully Guided Instruction, from the American Federation of Teachers.||From the "That Boy Can Teach" blog. Using Mnemonics For Retrieval Practice. What is a mnemonic?"||See the Amazon book Making Every Lesson Count. Six principles to support great teaching and learning.|