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The Learning Scientists Blog

The Learning Scientists Blog | Teaching | Scoop.it
There's plenty of research on homework and the very brief version of the
findings is probably well known to readers: homework has a modest effect on
the academic achievement of older students, and no effect on younger
students (1
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Fluency, vocabulary and knowledge: the problem with ‘oracy’

Fluency, vocabulary and knowledge: the problem with ‘oracy’ | Teaching | Scoop.it
Although it might surprise regular readers of this blog, I was quite looking forward to the publication of a report on ‘oracy’ by LKMco and Voice21. The word 'oracy' is of course ridiculous, being made up in the 1960s to try and give more intellectual credibility to spoken language, but the basic idea – that…
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Optimal Time For Spacing Gaps (?)

Optimal Time For Spacing Gaps (?) | Teaching | Scoop.it
This blog is linked to my previous blog on trying to apply spacing in a content heavy subject. In that blog I set out my plans to build in spacing with my Year 10 Science class by introducing lag/retrieval homeworks and spacing lessons. The homework is set some time after the topic is complete. The spacing…
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Improving your homework provision

Improving your homework provision | Teaching | Scoop.it
This term, Matt Bromley will be turning his attention to key stage 3, offering practical advice on a range of issues to help schools and teachers boost outcomes. He begins with a look at homework and the role it has to play during years 7 to 9
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10 Silver Arrows: Ideas to penetrate the armour of ingrained practice

10 Silver Arrows: Ideas to penetrate the armour of ingrained practice | Teaching | Scoop.it
Silver Arrows? It's very hard to change your practice.  We're all so busy, very often it is difficult to create space to fully explore a set of ideas and to deliberately adapt our teaching routines to absorb something new.  At the same time, we're often bombarded with initiatives and issues to address.  It can be…
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Six tips to improve your explicit teaching

Six tips to improve your explicit teaching | Teaching | Scoop.it
Perhaps you have read a few articles on explicit instruction and you want to try it out. One of the attractions is that explicit forms of teaching are quite similar to default forms of teaching. Most teachers probably stand at the front, explain things and then set tasks for students to complete, whether they feel…
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The Learning Scientists Blog

The Learning Scientists Blog | Teaching | Scoop.it
As you already know if you’ve been reading our blog, quizzing in the
classroom helps students learn. For this reason, we have talked a fair
amount about giving students frequent quizzes during class in previous blog
posts. We discussed how to make quizzing fun in the classroom in two parts
(Part 1; Part 2), whether quizzing format (such as multiple choice or short
answer) matters when it comes to improving learning, and where the quiz
questions should go during a lecture.

Quizzing is beneficial to student learning because it involves retrieval
practice, or thinking back to information previously learned and bringing
it to mind. Retrieval practice occurs when students take a standard test or
quiz, but of course retrieval practice can be implemented in other ways.
Students can draw what they know, or produce concept maps from memory (1).
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My Learning Journey: Can I be that little bit better at......using simple strategies to make content stick?

My Learning Journey: Can I be that little bit better at......using simple strategies to make content stick? | Teaching | Scoop.it
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Thinking Hard... Practical Solutions for the Classroom - HuntingEnglish

Thinking Hard... Practical Solutions for the Classroom - HuntingEnglish | Teaching | Scoop.it
This blog series was inspired by the simple and complex truth, offered by Professor Rob Coe, that we need to get students thinking hard...
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Learning about learning: What every teacher needs to know - David Didau: The Learning Spy

Learning about learning: What every teacher needs to know - David Didau: The Learning Spy | Teaching | Scoop.it
When I trained to be teacher I was told little or nothing about how children learn. Because a lot of what we intuitively suppose about the process of learning is often flatly contradicted by cognitive science this was a huge handicap. Since you can’t think about stuff you don’t know, I spent all my time pontificating on the process
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In trying to do so much we do too little

In trying to do so much we do too little | Teaching | Scoop.it
Image: @jasonramasami Recently, I asked a class of top-set year 11s to identify the verbs in a piece of writing. It was a seemingly simple activity that I had given them a few minutes to complete, yet it quickly became clear from the blank faces I was met with that my request had posed something of a…
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Why don’t more schools focus on public speaking? Discuss

Why don’t more schools focus on public speaking? Discuss | Teaching | Scoop.it

Pupils who learn to speak confidently do better in life. Now a new campaign aims to help schools

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10 Teaching Pitfalls

10 Teaching Pitfalls | Teaching | Scoop.it
This is a companion to 10 Teaching Essentials.   In addition to trying to deliver on the 10 Essentials, I'm suggesting that teachers should seek to avoid these pitfalls.  To some extent, the two lists mirror each other - positive and negative ways of expressing the same ideas - but, not entirely.   Most feedback I…
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10 New School Year Resolutions - The Confident Teacher

10 New School Year Resolutions - The Confident Teacher | Teaching | Scoop.it
The new school year is about to start, so I am aiming to establish some teaching and learning resolutions for the year ahead.
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The Learning Scientists Blog

The Learning Scientists Blog | Teaching | Scoop.it
“Forgetting focuses remembering and fosters learning; remembering
generates learning and causes forgetting; learning causes forgetting,
begets remembering, and supports new learning.” – Bjork, 2011, p 16.
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Contemporary educational ideas all my staff should know about

Contemporary  educational ideas all my staff should know about | Teaching | Scoop.it
As I look ahead to starting my new job at Highbury Grove,  I'm thinking about all the conversations we are going to have about learning.  To a large degree I want my teachers to be as up-to-date as possible within their own subject domains. They should know the latest OfSTED position ( eg with Moving…
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10 Research Based Principles of Instruction for Teachers

10 Research Based Principles of Instruction for Teachers | Teaching | Scoop.it
I recently read an American Educator article from 2012 by Barak Rosenshine that set out 10 principles of instruction informed by research, with subsequent suggestions for implementing them in the classroom. It was also one of the articles cited in the “What makes great teaching? Review of the underpinning research” by Rob Coe et al…
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Using exit tickets to assess and plan: ‘The tuning fork of teaching’

Using exit tickets to assess and plan: ‘The tuning fork of teaching’ | Teaching | Scoop.it
Jay Altman describes a lesson taught by the maths teacher in Boston whose students achieved the best value-added scores in the state.  Students entered, listened, practised, wrote exit tickets and left.  Surprised, Altman asked what the teacher was doing differently: the teacher responded that he examined the exit tickets and helped any student who had struggled to master…
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How do we teach when it’s possible our students might die?

How do we teach when it’s possible our students might die? | Teaching | Scoop.it
This blog is a copy of a comment I made in response to Sue Cowley who commented on this post about having a content repertoire. She suggested that maybe learning to walk in the hills was a matter of learning through 'group work'. The irony of this comment is that, in reality, I learnt about…
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Memory and learning on The Oregon Trail

Memory and learning on The Oregon Trail | Teaching | Scoop.it
Why is it that the ‘Oregon Trail’ has stuck in my long-term memory and I’m able to recall it quite easily, whereas things I want (and try) to remember- I can’t? What are the implications of this for learning?
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We Need to Rewrite the Textbook on How to Teach Teachers | Big Think

We Need to Rewrite the Textbook on How to Teach Teachers | Big Think | Teaching | Scoop.it
A report from the National Council on Teacher Quality has found teacher-training textbooks aren't based in evidence.
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Keeping it simple

Keeping it simple | Teaching | Scoop.it
Tonight's 15 minute forum was led by Andy Tharby.   Andy's session was based around his own blog on the same topic, but also this one by Nick Rose.   The premise of his session was very simple.  As teachers, we put a huge amount of effort into thinking about, planning and then delivering our lessons -…
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