Check out the link below to a collection of learning resources by @hannahtyreman from Sheffield College.
A group of American independent school heads, ably supported by Daniel Willingham and Paul Bruno, have summarised pretty much everything a busy teacher ought to know about how children learn, remember, solve problems, transfer to new contexts. It also covers motivation and quickly torpedos the most common misconceptions with laudable brevity:
The report also includes an immensely useful bibliography, which would be an excellent jumping off point for anyone wishing to get to grips with understanding the science of learning.
Do please read and share as widely as possible; this document ought to be distributed to every teacher in the UK (Original post by The Learning Spy).
Entrance and Exit Tickets – why not try these this term?
Blog post originally from @TomBrush1982, there are loads of templates on Pinterest, TES and Dropbox.
|Pupils summarise learning using phone template|
|Write a facebook status and stick to the board|
|Send a postcard home to a family member, friend or famous person|
|Using ifaketext.com to create an imaginary text from a famous person.|
If you have access to iPads in the lesson, pupils could write something onto a wall using Padlet which can be shared or printed off. You could also use google forms or Socrative for the same purpose. The summaries can be kept for assessment purposes.
The entrance and exit tickets can be differentiated on arrival for pupils to choose which difficulty of task to complete.
The tickets can also include an image with a couple of key words or questions to promote discussion as pupils enter or leave the room.
If your pupils have access to iPads or smartphones the tickets could include QR codes that link to questions or videos.
I hope everyone had a lovely holiday. I took a break from twitter and blogging over the summer but will endeavour to add things that caught my eye over the next week.
Any suggestions will be greatly received!
I have updated the ‘Top Tips’ page with strategies following the FHS Micro conference this year. I hope they are of use!
Top 20 principles from psychology for teaching & learning
The Coalition for Psychology for Schools and Education haves released a new report detailing what, in their opinion, are the most important and useful psychological principles teachers ought to be aware of.
They break these principles in five areas:
How Do Students Think and Learn?
What Motivates Students?
Why Are Social Context, Interpersonal Relationships, and Emotional Well-Being Important to Student Learning?
How Can the Classroom Best Be Managed?
How to Assess Student Progress?
Some of this is surprising, some dubious, but most is in danger of falling into the ‘How Obvious‘ camp. Before embracing or dismissing any of these principles do please read the report, then read Greg Ashman’s post, I do that already.
A bit political but sums up the coasting school issue nicely!
I’ve just read this: https://www.gov.uk/government/news/hundreds-of-coasting-schools-to-be-transformed
In there it says this:
Schools eligible for intervention will be those which fall below a new ‘coasting’ level for 3 years. In 2014 and 2015 that level will be set at 60% of pupils achieving 5 good GCSEs or an above-average proportion of pupils making acceptable progress.
I am now worried that you haven’t been briefed about the word ‘average’ or the new (laudable) determination by OfQual to ensure GCSE grade inflation is halted. The thing is this: by definition there are only a limited number of places on the bell-curve that can be called ‘Good GCSEs’. You’ve decided to give a pejorative label (implicitly ‘Bad GCSEs’) to about 50% of all grades. Now, instead of Grades 1-4 at GCSE representing any sort of achievement, they’ve been killed stone dead. Nice work…
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