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Domain-Specific Knowledge: 1, Domain-Independent Skills: 0 –

Domain-Specific Knowledge: 1, Domain-Independent Skills: 0 – | Leading Learning | Scoop.it
Mirjam Neelen & Paul A. Kirschner In both the workplace and education, there’s a lot of talk about so-called ‘domain-independent skills’, also called ‘generic’ or ‘transferable’ skills. In gene…
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On what a research-informed classroom actually looks like #EducationFest –

On what a research-informed classroom actually looks like #EducationFest – | Leading Learning | Scoop.it
Today I had the pleasure of presenting with Claire Hill on what a research-informed classroom actually looks like. Both Claire and I share a vision of using research to guide effective classroom pr…
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Knowledge Organisers: The Good, The Bad and the Ugly

Knowledge Organisers: The Good, The Bad and the Ugly | Leading Learning | Scoop.it
The term "knowledge organiser" has been used a lot over the last few years. They are a tool of which I am a passionate advocate
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Building Word Confidence: Everyone read, say, understand, use, practise. –

Building Word Confidence: Everyone read, say, understand, use, practise. – | Leading Learning | Scoop.it
A very common phenomenon in many lessons is that students encounter new words.  The way we approach this ought to be something teachers think about explicitly so that effective strategies…
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Leitner system - Wikipedia

Leitner system - Wikipedia

The Leitner system is a widely used method of efficiently using flashcards that was proposed by the German science journalist Sebastian Leitner in the 1970s. It is a simple implementation of the principle of spaced repetition, where cards are reviewed at increasing intervals.

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The five forms of feedback I give to teachers most often…

The five forms of feedback I give to teachers most often… | Leading Learning | Scoop.it
In my work I have the privilege of being able to watch lots of teachers teach in a wide range of contexts.  I see lots of superb teachers and lots of great lessons.  Where I have constructive feedback to give, I find that there are a few common areas for improvement that come up time and…
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Five tips from cognitive psychologists on the best ways to study

Five tips from cognitive psychologists on the best ways to study | Leading Learning | Scoop.it
The Learning Scientists are a group of US education academics who aim to increase evidence-based practice in schools. This is the first in a series of biweekly blogs for TES
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Our Rhetoric Roadmap

Our Rhetoric Roadmap | Leading Learning | Scoop.it
Yesterday we published this document, sending it out to parents. Since working with Martin Robinson on our Trivium-fueled curriculum, Rhetoric has been high on the agenda.  We appointed a Director of Spoken Literacy - Andrew Fitch, our 2 i/c in English - and he has produced some superb guidance for structured speech events in the…
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No more highlighting - Improving learning with effective techniques. - Jamie Davies

No more highlighting - Improving learning with effective techniques. - Jamie Davies | Leading Learning | Scoop.it
Teaching is not just about giving the students knowledge but also providing the learner with signposts to help develop their studentship skills and become a better learner in general. A recent monograph has considered the relative benefits of a variety of revision and learning strategies that students utilise and reflected on the impact they have... Continue reading →
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Evidence? What evidence?

Evidence? What evidence? | Leading Learning | Scoop.it
This post focuses on evidence of marking, but it could be anything really. Anyway, enjoy! 'The issue that we have, Toby, is that there's no evidence of your marking in the books for the last six we...
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The Marginal Learning Gains Theory - Innovate My School

The Marginal Learning Gains Theory - Innovate My School | Leading Learning | Scoop.it
The theory of Marginal Learning Gains is inspired by the philosophy that underpinned the extraordinary success of Team GB Cycling at the Beijing and London Olympics and of the Team Sky Pro Cycling Team at the 2012 Tour de France.
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And the winner is… testing! –

And the winner is… testing! – | Leading Learning | Scoop.it
Paul A. Kirschner & Mirjam Neelen When you ask learners how they study or how they prepare for a test, it’s likely that they’ll tell you that they reread and/or highlight and/or underline important paragraphs or sentences in their textbooks, workbooks, prints, and so forth. Another thing they might tell you is that they study/restudy…
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Can one know before one understands? –

Can one know before one understands? – | Leading Learning | Scoop.it
Consider the following: “I know about Magna Carta” What does this statement tell us about what you know? The answer here, I think, is that it does not tell us very much. That sentence could be utte…
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What is a knowledge-rich curriculum? Principle and Practice. –

What is a knowledge-rich curriculum? Principle and Practice. – | Leading Learning | Scoop.it
I have found recent discussions and debates about the concept of a ‘knowledge-rich curriculum’  – or knowledge-led; knowledge-based – fascinating.   Some of this has been ex…
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A Note on Note-Taking —

A Note on Note-Taking — | Leading Learning | Scoop.it
Two days ago, Yana and I ran our monthly Twitter chat, #LrnSciChat. This time we talked about Note-Taking and I have to say that I was blown away by the responses from the participating people. During the chat many great ideas for classroom implementation wer
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Ultimate Flash Cards – must do better…

Ultimate Flash Cards – must do better… | Leading Learning | Scoop.it
In terms of revision, we know what doesn’t work: reading highlighting summarising copying and doing nothing! Conversely, we also know what is likely to be more successful: generation retrieval elaboration spacing and interleaving metacognitive strategies The problem is some students find the language of these strategies off putting. The terms can seem opaque and clinical,…
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Why curriculum matters: a response to Tim Oates, Dylan William and Daisy Christodoulou

Why curriculum matters: a response to Tim Oates, Dylan William and Daisy Christodoulou | Leading Learning | Scoop.it
Why the views of our leading educationalists on the curriculum don't add up
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This much I know about…overcoming my prejudices to the benefit of my students

This much I know about…overcoming my prejudices to the benefit of my students | Leading Learning | Scoop.it
I have been a teacher for 29 years, a Headteacher for 14 years and, at the age of 53, this much I know about overcoming my prejudices to the benefit of my students Multiple choice questions have always been abhorrent to me. My prejudice against MCQs is both instinctual and ideological, I think. I have…
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Are teachers cursed with knowledge? - David Didau: The Learning Spy

Are teachers cursed with knowledge? - David Didau: The Learning Spy | Leading Learning | Scoop.it
The Curse of Knowledge: when we are given knowledge, it is impossible to imagine what it’s like to LACK that knowledge. Chip Heath, Made to Stick How much do teachers need to know? In my last post I proposed that an effective teacher – one who is warm, friendly and a great speaker – is
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The Learning Scientists Blog

The Learning Scientists Blog | Leading Learning | Scoop.it
Textbooks can be scary. By the time you have finished a chapter, much of
the content you have read is blended into a broad, murky mess in your mind.
This can be problematic when trying to study, or when trying to recall
information while taking a test. One way to help yourself understand and
remember the reading is to self-test yourself on the information as you go.
But what does that really mean?

Here I give you a step-by-step guide that will lead you through reading,
note-taking, formulating questions, and practicing retrieval. These steps
can deepen your understanding of any text and help you study more
effectively.
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6 Things All Teachers Can Learn From Drama Teachers

6 Things All Teachers Can Learn From Drama Teachers | Leading Learning | Scoop.it
Yes, I know what you are thinking - “Um, really? Drama teachers?” Drama teachers generally sit at the bottom of the educational food chain. “I mean, how hard can a puppet show really be to pull...
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How do you get students to read for pleasure? - David Didau: The Learning Spy

How do you get students to read for pleasure? - David Didau: The Learning Spy | Leading Learning | Scoop.it
“There are perhaps no days of our childhood we lived so fully as those we spent with a favorite book.” Marcel Proust Reading seems to make us smarter. Here’s Keith Stanovich explaining why: For most people, this is uncontroversial. We talk a lot about the power of books and the need to get more children
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What might be a good proxy for learning? - David Didau: The Learning Spy

What might be a good proxy for learning? - David Didau: The Learning Spy | Leading Learning | Scoop.it
Professor Rob Coe’s speech, From Evidence to Great Teaching, at the ASCL conference last Friday seemed to generate quite a bit of energy on Twitter, as did Carl Hendrick’s post on engagement.
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