# data[].attributes.body
so we have 5 companies in charge of basically everything, and we have also basically a monopoly in the world wide web, this site just blew open my lazy brain wide open and showed me that there is still so much more on the internet....

# data[].attributes.body
By Geoff Troman

# data[].attributes.headline
Child Development. Theory and Practice 0-11

# data[].attributes.subject
Child Development. Theory and Practice 0-11

# data[].attributes.body
By Jonathan Doherty and Malcolm Hughes

# data[].attributes.attachment_link.readable_text
In this episode my guest Andrea Oz gives a great overview on the theories of dyslexia. She gives fantastic insights on how you can help support your students and improve your teaching when supporting pupils with dyslexia. Resources mentioned in this episode are available here: //spark.adobe.com/post/fh7TfNBvNlOQZ/

Interview & edits by Alina Kalnina-Kalnaraja

A guest speaker Andrea Oz from Carnegie School of Education. The document with links to literature and books mentioned in this episode is available here: //spark.adobe.com/post/p790tPtcjywXf/

In this episode Kezia, Andrew and I discuss remote online teaching in primary schools. We look at how educators are coping with the current set-up for teaching and learning and highlight the impact all teachers are making even while working from home.

Interview by Alina Kalnina-Kalnaraja

Edited by Alina Kalnina-Kalnaraja

Here is a conversation with two of our DL PGCE course students, Courtney Southern and Stephen Staunton, on their experience with transitioning to teaching online. This is a great conversation where we discuss pupil engagement with online learning, technology accessibility and teacher's role in this new normal.

Interview by Alina Kalnina-Kalnaraja

Edited by Ian Crossland

Join our conversation around remote teaching and learning amid the global Covid-19 pandemic. In this episode we share experiences and insights from teachers around the world. This is a great listen. Enjoy.
Interview by Alina Kalnina-Kalnaraja Edited by Alina Kalnina-Kalnaraja
A conversation with Leeds Beckett lecturer and PE researcher Kate Bancroft about children's physical activity levels in lockdown.
Interviewed by Alina Kalnina-Kalnaraja Edited by Ian Crossland

# data[].attributes.attachment_link.description
In this episode my guest Andrea Oz gives a great overview on the theories of dyslexia. She gives fantastic insights on how you can help support your students and improve your teaching when supporting pupils with dyslexia. Resources mentioned in this episode are available here: //spark.adobe.com/post/fh7TfNBvNlOQZ/ Interview & edits by Alina Kalnina-Kalnaraja A guest speaker Andrea Oz from Carnegie School of Education.

# data[].attributes.headline
Ed-Tech Within Limits: Anticipating educational technology in times of environmental crisis

# data[].attributes.subject
Ed-Tech Within Limits: Anticipating educational technology in times of environmental crisis

# data[].attributes.body
Neil Selwyn

First Published June 10, 2021

# data[].attributes.headline
Enhancing Social-Emotional Outcomes in Early Years (E-SEE): Randomized Pilot Study of Incredible Years Infant and Toddler Programs

# data[].attributes.subject
Enhancing Social-Emotional Outcomes in Early Years (E-SEE): Randomized Pilot Study of Incredible Years Infant and Toddler Programs

# data[].attributes.body
Journal of Child and Family Studies (2021)

# data[].attributes.headline
What is Technological Pedagogical Content Knowledge (TPACK)?

# data[].attributes.subject
What is Technological Pedagogical Content Knowledge (TPACK)?

# data[].attributes.body
Matthew J. Koehler, Punya Mishra, Mr. William Cain
December 2017

# data[].attributes.headline
Family engagement in Alternative Provision

# data[].attributes.subject
Family engagement in Alternative Provision

# data[].attributes.body
October 2020

British Educational Research Journal

Prof Damien Page

# data[].attributes.body
OneHE

# data[].attributes.attachment_link.readable_text
Digital literacy looks beyond functional IT skills to describe a richer set of digital behaviours, practices and identities. What it means to be digitally literate changes over time and across contexts, so digital literacies are essentially a set of academic and professional situated practices supported by diverse and changing technologies. This definition quoted above can be used as a starting point to explore what key digital literacies are in a particular context eg university, college, service, department, subject area or professional environment.

Digital literacies encompasses a range of other capabilities represented here in a seven elements model:

Digital literacy as a developmental process

Literacy is about development so understanding digital literacy in this way is important; we acquire language and become increasingly proficient over time and eventually reach a level of fluency. Beetham and Sharpe's framework (2010) describes digital literacy as a development process from access and functional skills to higher level capabilities and identity. However, this will change depending on the context so it also reflects how individuals can be motivated to develop new skills and practices in different situations. A number of institutions have adapted and used the framework in their digital literacy projects (view via UK Web Archive).

Defining digital literacy in your context

This and other models are useful tools for raising awareness and engaging stakeholders in discussions around digital literacies to develop a shared understanding and goals. They also have a practical application to help map how these might be developed, supported and evaluated.

# data[].attributes.attachment_link.description
Provides ideas and resources to inspire the strategic development of digital literacies - those capabilities which support living, learning and working in a digital society View this guide in its original infoKit format on Jisc infoNet (via Wayback Machine)Digital literacies are those capabilities which fit an individual for living, learning and working in a digital

# data[].attributes.body
David A. Kolb on experiential learning.

# data[].attributes.attachment_link.title
David A. Kolb on experiential learning. – infed.org:

# data[].attributes.attachment_link.description
Contents: introduction · david a. kolb · david kolb on experiential learning · david kolb on learning styles · issues · developments – jarvis on learning · a guide to reading · links · how to cite this piece

# data[].attributes.headline
Reflection, research and teacher education

# data[].attributes.subject
Reflection, research and teacher education

# data[].attributes.body
Develop Professional Practice

# data[].attributes.attachment_link.title
Reflection, research and teacher education

# data[].attributes.attachment_link.description
The research field of teacher education is varied and diverse, drawing on a wide range of theories and methodological approaches. One of the metaphors, however, used to think and undertake research in the field of teacher education, is reflection. The terms reflection, and reflective practice have a diversity of meanings even when used within similar theoretical and methodological frameworks.

# data[].attributes.body
Develop your critical thinking skills

# data[].attributes.attachment_link.title
Encourage critical thinking with 3 questions | Brian Oshiro | TEDxXiguan

# data[].attributes.body
Education expert Alex Beard has studied methods of teaching and learning around the world and concluded that the way in which we learn will be the key to meeting the unknown challenges of the 21st century.

# data[].attributes.attachment_link.title
Alex Beard: Natural-born learners | Alex Beard | TEDxYouth@Manchester

# data[].attributes.attachment_link.description
Education expert Alex Beard has studied methods of teaching and learning around the world and concluded that the way in which we learn will be the key to meeting the unknown challenges of the 21st century.

# data[].attributes.headline
Andrew reads for the first time with Microsoft Learning Tools

# data[].attributes.subject
Andrew reads for the first time with Microsoft Learning Tools

# data[].attributes.body
Microsoft

# data[].attributes.attachment_link.title
Andrew reads for the first time with Microsoft Learning Tools

# data[].attributes.body
ClassDojo

# data[].attributes.attachment_link.description
ClassDojo helps teachers, parents, and students build amazing classroom communities.

# data[].attributes.body
The blog of Craig Barton @mrbartonmaths

# data[].attributes.attachment_link.readable_text
On this episode of the Mr Barton Maths Podcast, I spoke to someone I've been wanting to get on the show for ages - Tom Bennett.

Among many other things, Tom is a former Religious Studies teacher, a prolific blogger, the Behaviour Advisor to the UK Department of Education and the founder of ResearchEd. He also has the notable honour of being the first ever non-maths specialist guest on the show, although you would never know it with his impressive recollection of the digits of Pi.

In a wide ranging, interview we covered the following things and more:

Why, despite a previous career managing nightclubs in Soho, Tom still found behaviour management the trickiest part of becoming a teacher

Why being told "you need to work on your status", or "you need to get the students to respect you", is an absolute waste of time

How Tom agrees that workload and behaviour are the two main reasons teachers leave the profession, and why he feels both can be fixed

Why Tom's "Two Schools" theory can go a long way to explaining the workload problem that affects many schools, and what is the responsibility of senior management when it comes to workload?

What does Tom think makes a bad homework as opposed to a good homework, and what can everyone do about this?

How would Tom improve meetings in school with one simple, quite brilliant strategy?

We then move onto the Big One: what are the most practical, effective things teachers can do to improve behaviour in their classrooms?

Tom feels classroom culture is incredibly important. How does he establish it, and what happens when students break this culture?

How can classroom teachers promote positive behaviour, as opposed to simply condemning negative behaviour?

Is consistency the key to behaviour, or should you treat some children differently to others?

A big issue for me: is it just as dangerous to be inconsistent when focussing on good behaviour as well as bad behaviour?

How about the teacher who midway through the year thinks they have already lost their class? How do they get them back?

What can supply teachers, temporary teachers, or even regular teachers covering a single lesson, do to instill the classroom culture that they expect when you don't have the benefit of long period of time to establish it?

I throw a few behaviour cliches at Tom to see what his take on them is. Don't smile until Christmas, anyone?

What's the best bit of research and what is the most surprising piece of research Tom has come across, and what one of these has to say about direct instruction.

I am obviously ridiculously biased, but I hope you will agree with me that this interview is essential listening for any teacher, no matter what their age or experience. On a personal level, it made me feel like I was not alone in some of the struggles I have had with my classes over the years, and I now feel a lot more equipped with practical, tried and tested strategies to get behaviour back on track.

If this interview has hooked in any fellow non maths specialists, then I would just like to remind people that over at my Diagnostic Questions website you will find not just maths questions, but also thousands of top-quality, free Science and Computer Science questions, as well as growing numbers in subjects like and Languages. And just so the maths crew do not feel left out, February 14th 2017, as well as being a day of romance, will also mark the start of the 100 day GCSE Maths Revision Stream at Diagnostic Questions. This will be 100% free, and you can sign up by following this link: https://diagnosticquestions.com/Streams. There will also be two Primary Streams for Key Stage 1 and 2 Maths SATs, and two IB Maths Streams. What better present for your loved one than 2 maths questions a day for 100 days - it truly is the gift that keeps giving.

Tom's Blog is: behaviourguru.blogspot.co.uk
On Twitter Tom is:@tombennett71

The DfE ITT Working Party document that Tom mentions can be found here

Links to the research that Tom mentions, as well as all the research cited by my previouis guests, can be found here
The books Tom recommends, along with those recommended by my other guests, can be foundhere

Thanks so much for listening, and I really hope you enjoy the show!
Craig Barton

I am a maths teacher, currently teaching at Thornleigh Salesian College, Bolton, UK. Here are links to some of my work:
Twitter: Mr Barton Maths Podcast
Just the Job Podcast

Podcast: Play in new window | Download | Embed

# data[].attributes.attachment_link.title
Tom Bennett - Behaviour, Teacher Workload and ResearchEd - Mr Barton Maths Blog

# data[].attributes.attachment_link.description
On this episode of the Mr Barton Maths Podcast , I spoke to someone I've been wanting to get on the show for ages - Tom Bennett. Among many other things, Tom is a former Religious Studies teacher, a prolific blogger , the Behaviour Advisor to the UK Department of Education and the founder of ResearchEd .

# data[].attributes.body
Author: RebeccaBear

Created: Mar 31, 2017
Updated: Feb 22, 2018

# data[].attributes.attachment_link.description
Written for Legacy AQA C3.3.1 but also useful for the C5.5.1.3 of the 2018 GCSE (The energy change of reactions) and probably some other exam boards too! The expectation is that students already know what exothermic and endothermic reactions ...

# data[].attributes.body
Author: KatieOB

Created: Oct 21, 2011
Updated: May 12, 2013

# data[].attributes.attachment_link.description
Either: - use blank so that oupils can write a Q on one side and an answer on the other side - type a Q on one side and pupils add answers - type both the Q and A for pupils THEN carry out a quiz quiz trade.

# data[].attributes.headline
The Deployment and Impact of Support Staff (DISS) Project

# data[].attributes.subject
The Deployment and Impact of Support Staff (DISS) Project

# data[].attributes.body
By MITA

# data[].attributes.attachment_link.description
The DISS project is the largest study of teaching assistants and other school support staff carried out in the world. The research, conducted between 2003 and 2009, was named by the British Educational Research Association as one of 40 landmark studies to have had a significant impact on education in last 40 years.

# data[].attributes.body
Arbor Scientific
By  Paul Hewitt

# data[].attributes.attachment_link.readable_text
Most of these have been published over the years as Figuring Physics in The Physics Teacher magazine. They have also been in ancillaries to my Conceptual Physics textbooks, and physical science textbooks as well. My hope is that teachers will pose the questions, and withhold answers to "next time," which could be as early as the next class meeting. Their educational value is the long wait time!

Although these are copyrighted, teachers are free to download any or all of them for sharing with their students. But please, DO NOT show the answers to these in the same class period where the question is posed!!! Do not use these as quickie quizzes with short wait times in your lecture. Taking this easy and careless route misses your opportunity for increased student learning to occur. In my experience students have benefited by the discussions, and sometimes arguments, about answers to many of these questions. When they'd ask for early "official" answers, I'd tell them to confer with friends. When friends weren't helpful, I'd suggest they seek new friends! It is in such discussions that learning takes place.

You may wish to project these Next-Time Questions rather than post them. One or two projected at the end of a class session is fine. The answer is given "next time" the class meets-or at some interval where wait time is at least a day.

These Next-Time Questions are the outcome of my long and wonderful teaching career. They're yours at the click of a mouse. Please use them as I suggest.

# data[].attributes.attachment_link.description
These Next-Time Questions are for you! Next-Time Questions are favorite insightful questions I have asked my students over my teaching career. I have embellished them with cartoons to catch interest. Their intention is to elicit student thinking.

# data[].attributes.body
By: Linda Finlay, Phd, BA(Hons), DipCOT

# data[].attributes.body
TED Talks Education
by Rita Pierson
May 2013

# data[].attributes.attachment_link.title
Rita Pierson: Every kid needs a champion

# data[].attributes.attachment_link.description
Rita Pierson, a teacher for 40 years, once heard a colleague say, "They don't pay me to like the kids." Her response: "Kids don't learn from people they don't like.'" A rousing call to educators to believe in their students and actually connect with them on a real, human, personal level.

# data[].attributes.headline
From: The Educators “Homework in primary school has an effect of zero”

# data[].attributes.subject
From: The Educators “Homework in primary school has an effect of zero”

# data[].attributes.attachment_link.title
The Educators - "Homework in primary school has an effect of zero" - BBC Sounds

# data[].attributes.attachment_link.description
Catch up on your favourite BBC radio show from your favourite DJ right here, whenever you like. Listen without limits with BBC Sounds.

# data[].attributes.headline
Physical activity in lessons improves students’ attainment

# data[].attributes.subject
Physical activity in lessons improves students’ attainment

# data[].attributes.body
By UK Ed Chat

# data[].attributes.attachment_link.readable_text
Students who take part in physical exercises like star jumps or running on the spot during school lessons do better in tests than peers who stick to sedentary learning, according to a UCL-led study.

The meta-analysis of 42 studies around the world, published in British Journal of Sports Medicine, aimed to assess the benefits of incorporating physical activity in academic lessons. This approach has been adopted by schools seeking to increase activity levels among students without reducing academic teaching time.

Typical activities include using movement to signify whether a fact is true or false, or jumping on the spot a certain number of times to answer a maths question.

The study concluded that incorporating physical activity had a large, significant effect on educational outcomes during the lesson, assessed through tests or by observing pupils' attention to a given task, and a smaller effect on overall educational outcomes, as well as increasing the students' overall levels of physical activity.

Lead author Dr Emma Norris (UCL Centre for Behaviour Change, UCL Psychology & Language Sciences) said: "Physical activity is good for children's health, and the biggest contributor of sedentary time in children's lives is the seven or eight hours a day they spend in classrooms.

"Our study shows that physically active lessons are a useful addition to the curriculum. They can create a memorable learning experience, helping children to learn more effectively."

Co-author Dr Tommy van Steen (Leiden University, The Netherlands), added: "These improvements in physical activity levels and educational outcomes are the result of quite basic physical exercises. Teachers can easily incorporate these physical active lessons in the existing curriculum to improve the learning experience of students."

Researchers looked at data from 12,663 students aged between three and 14. Nearly half of the studies took place in the United States, with seven conducted in Australia, five in the UK, four in the Netherlands and one in China, Croatia, Ireland, Israel, Portugal and Sweden.

In one of the 42 studies analysed, eight- and nine-year-olds simulated travelling the world by running on the spot in between answering questions relating to different countries. The research team, also led by Dr Norris at UCL, concluded that the children were more active and more focused on the task than peers in a control group, following teachers' instructions more closely.

In another study in the Netherlands, primary school children who took part in physically active lessons three times a week over two years made significantly better progress in spelling and mathematics than their peers - equating to four months of extra learning gains.

###

The study was conducted by researchers at UCL, Leiden University, the National University of Singapore, and the University of Sydney.

You need to Login or Register to bookmark/favorite this content.

# data[].attributes.attachment_link.title
Physical activity in lessons improves students' attainment

# data[].attributes.attachment_link.description
Students who take part in physical exercises like star jumps or running on the spot during school lessons do better in tests than peers who stick to sedentary learning, according to a UCL-led study. The meta-analysis of 42 studies around the world, published in British Journal of Sports Medicine, aimed to assess the benefits of incorporating physical activity in academic lessons.

# data[].attributes.attachment_link.readable_text
Students who take part in physical exercises like star jumps or running on the spot during school lessons do better in tests than peers who stick to sedentary learning, according to a UCL-led study.

The meta-analysis of 42 studies around the world, published in British Journal of Sports Medicine, aimed to assess the benefits of incorporating physical activity in academic lessons. This approach has been adopted by schools seeking to increase activity levels among students without reducing academic teaching time.

Typical activities include using movement to signify whether a fact is true or false, or jumping on the spot a certain number of times to answer a maths question.

The study concluded that incorporating physical activity had a large, significant effect on educational outcomes during the lesson, assessed through tests or by observing pupils' attention to a given task, and a smaller effect on overall educational outcomes, as well as increasing the students' overall levels of physical activity.

Lead author Dr Emma Norris (UCL Centre for Behaviour Change, UCL Psychology & Language Sciences) said: "Physical activity is good for children's health, and the biggest contributor of sedentary time in children's lives is the seven or eight hours a day they spend in classrooms.

"Our study shows that physically active lessons are a useful addition to the curriculum. They can create a memorable learning experience, helping children to learn more effectively."

Co-author Dr Tommy van Steen (Leiden University, The Netherlands), added: "These improvements in physical activity levels and educational outcomes are the result of quite basic physical exercises. Teachers can easily incorporate these physical active lessons in the existing curriculum to improve the learning experience of students."

Researchers looked at data from 12,663 students aged between three and 14. Nearly half of the studies took place in the United States, with seven conducted in Australia, five in the UK, four in the Netherlands and one in China, Croatia, Ireland, Israel, Portugal and Sweden.

In one of the 42 studies analysed, eight- and nine-year-olds simulated travelling the world by running on the spot in between answering questions relating to different countries. The research team, also led by Dr Norris at UCL, concluded that the children were more active and more focused on the task than peers in a control group, following teachers' instructions more closely.

In another study in the Netherlands, primary school children who took part in physically active lessons three times a week over two years made significantly better progress in spelling and mathematics than their peers - equating to four months of extra learning gains.

###

The study was conducted by researchers at UCL, Leiden University, the National University of Singapore, and the University of Sydney.

You need to Login or Register to bookmark/favorite this content.

# data[].attributes.attachment_link.title
Physical activity in lessons improves students' attainment

# data[].attributes.attachment_link.description
Students who take part in physical exercises like star jumps or running on the spot during school lessons do better in tests than peers who stick to sedentary learning, according to a UCL-led study. The meta-analysis of 42 studies around the world, published in British Journal of Sports Medicine, aimed to assess the benefits of incorporating physical activity in academic lessons.

# data[].attributes.headline
Ways of Learning Learning Theories for the Classroom

# data[].attributes.subject
Ways of Learning Learning Theories for the Classroom

# data[].attributes.body
By Alan Pritchard

# data[].attributes.attachment_link.title
Ways of Learning | Learning Theories for the Classroom

# data[].attributes.attachment_link.description
While most teachers are skilled in providing opportunities for the progression of children's learning, it is sometimes without fully understanding the theory

# data[].attributes.headline
Reading.Now every teacher’s most powerful learning tool.

# data[].attributes.subject
Reading.Now every teacher’s most powerful learning tool.

# data[].attributes.attachment_link.readable_text
It's time to improve literacy skills during social studies instruction and ensure that readers of all abilities have what they need to access grade-level social studies concepts.

Join us on Thursday, December 7 for a look at scaffolded materials that provide extra literacy support while building key social studies concepts and skills.

# data[].attributes.attachment_link.title
Newsela | Content and assessment platform

# data[].attributes.attachment_link.description
Content Aligned To National & State Standard, Flexible To Support Relevant Curriculum. Find the Perfect Piece Of Content For Lessons. Go beyond the book.

# data[].attributes.headline
Task words determine your approach to an essay

# data[].attributes.subject
Task words determine your approach to an essay

# data[].attributes.body
Signposting the reader with these useful phrases can help to organise your paragraphs and structure your writing.

# data[].attributes.headline
Teaching tier two words? 5 strategies you need to know!

# data[].attributes.subject
Teaching tier two words? 5 strategies you need to know!

# data[].attributes.body
17-Apr-2018
Helen Sharpe

# data[].attributes.attachment_link.readable_text
Editor's notes: After Helen's previous two blogs on 19th century texts and Macbeth proved so popular, I'm very excited to introduce Helen Sharpe's latest advice around effective vocabulary teaching. This time, she is sharing her list of 'five strategies for teaching tier words'. Remember to follow Helen on Twitter @hdsharpe and to check out her personal blog here. And if you'd like to have your own vocabulary work published on our website, make sure to contact us to become one of our Bedrock guest bloggers!

As Ludwig Wittgenstein once famously said, "The limits of my language mean the limits of my world." Exposing students to as much new language as possible, therefore, doesn't only increase the scope of their vocabulary - it also provides them with a wider, clearer lens through which they can perceive and understand the world around them. But how do we know which words to teach?

Well, Isabel Beck et al gave us a handy system that allows us to answer this question. In her research, she splits the words into three tiers, which are categorised like so:

Tier one words: common, everyday words that students are likely to encounter with or without our intervention.

Tier three words: technical, subject-specific vocabulary.

Tier two words are the key here. It's important we don't neglect these words, not only because students are less likely to encounter them, but also because they will empower students to access a higher level of language with which they can communicate and understand ideas across the curriculum. Beck also states that to learn new vocabulary, students need to be exposed to it at least three times. With this research in mind, I have adopted the strategies listed below to make my students even more word rich!

1. Reading and Vocabulary Homework:

This idea is an amalgamation of Lemov's suggestion of teaching key ideas through non-fiction texts and Head of English Rebecca Foster's Reading Challenges. Each week, students are given a text related to the current unit, which is rich in tier two vocabulary. I select a maximum of 8 tier two words that students must learn for homework as well as reading the weekly text. They are then tested on the words (first just definitions, then more challenging questions, putting the words in context).

I use Lemov's 'cold calling' and 'no opt out' to test students on the vocabulary and they must answer in full sentences. So the students know that if they have forgotten or answer incorrectly I will go back to them after the correct answer has been given! For questions that place the words in context, I try to link to the current unit and real-life examples (e.g. why might Malala be a positive example of defiance? Why did Theresa May recently condemn the Russian President?)

After testing students on their homework words, we look at the different forms that the words can appear in (e.g. adjective and verb form if the original word is a noun). We then list some synonyms and antonyms to aid their understanding. We may also look at prefixes and suffixes. Finally, students work in pairs writing sentences using the new vocabulary. I would usually circulate the classroom during this time, checking for accuracy and asking students to 'upgrade' their sentences through rephrasing, punctuation etc. They have now practised using the words orally and in writing.

4. Writing with Tier Two Vocabulary:

Finally (and this idea is taken from Rebecca Foster and Chris Curtis' writing challenges), students are set a writing challenge in which they must use the new vocabulary. This is done in silence so I am again able to circulate the classroom, asking students to make changes where necessary.

When I read the writing challenges, I make a note of any brilliant usages of the new vocabulary to share with the class. In a feedback lesson, we would discuss these sentences and why they are effective. Students who did not use the vocabulary words as well (and even those who did) are able to learn from their peers' examples. I often find students are very eager for their writing to be chosen to be shared as an example of excellence - a little extra motivation for writing brilliantly with ambitious tier two words! They are then given an opportunity to redraft a section of their work, improving or correcting their use of new vocabulary.

It is early days with this system but I can honestly say the students feel challenged and are not only empowered by the wealth of new vocabulary but also the high-quality texts and their skilful use of language to influence the reader in a range of ways - exciting times ahead!

What are your top tips for vocabulary teaching? We'd love to hear! Comment below.

# data[].attributes.attachment_link.title
Teaching tier two words? 5 strategies you need to know!

# data[].attributes.attachment_link.description
Editor's notes: After Helen's previous two blogs on 19th century texts and Macbeth proved so popular, I'm very excited to introduce Helen Sharpe's latest advice around effective vocabulary teaching. This time, she is sharing her list of 'five strategies for teaching tier words'.

# data[].attributes.body
Schools & Community

add
3D Water Cycle – An adaptable 3D cycle cycle to cut out, bend and assemble. Created by @ICTmagic – @UKEdResources
3D Water Cycle – An adaptable 3D cycle cycle to cut out, bend and assemble. Created by @ICTmagic – @UKEdResources 
Twitter.com
favorite_border
0
Your avatar
Add comment
Finding missing numbers with percentages using the bar model as a representation.
Finding missing numbers with percentages using the bar model as a representation.
Twitter.com
Year 6 Greenacres Primary Academy
favorite_border
0
Your avatar
Add comment
National Curriculum: Progression Maps
National Curriculum: Progression Maps

Updated on 20 August 2014 
favorite_border
0
Your avatar
Add comment
A Rich Curriculum
A Rich Curriculum
June 2018
favorite_border
0
Your avatar
Add comment
📎 Video
favorite_border
0
Your avatar
Add comment
SUPERCHARGE STUDENT ENGAGEMENT
SUPERCHARGE STUDENT ENGAGEMENT
favorite_border
0
Your avatar
Add comment
Teaching and Learning in Chinese Schools: Core Values and Pedagogic Philosophy
Teaching and Learning in Chinese Schools: Core Values and Pedagogic Philosophy
David Halpin
Vol.3 No.1, February 2014
favorite_border
0
Your avatar
Add comment
Dos and Don’ts of Classroom Decorations
Dos and Don’ts of Classroom Decorations
Edutopia 
October 2018
favorite_border
0
Your avatar
Add comment
Adapted Physical Education Resources
Adapted Physical Education Resources
favorite_border
0
Your avatar
Add comment
The five 'P's of positive behaviour
The five 'P's of positive behaviour
March 2013
favorite_border
0
Your avatar
Add comment
Every kin needs a champion
Every kin needs a champion
TED Talk by Rita Pierson
favorite_border
0
Your avatar
Add comment
LEARN WITH DOGS TRUST
LEARN WITH DOGS TRUST
favorite_border
0
Your avatar
Add comment
White Rose Maths
White Rose Maths
favorite_border
0
Your avatar
Add comment
DIRT in the classroom
DIRT in the classroom
Mike Lamb
November 2016
favorite_border
0
Your avatar
Add comment
Mentally Healthy Schools
Mentally Healthy Schools
favorite_border
0
Your avatar
Add comment
The Characteristics Of A Highly Effective Learning Environment
The Characteristics Of A Highly Effective Learning Environment
By Terry Heick
March 2018
favorite_border
0
Your avatar
Add comment
John Dewey on education, experience and community
John Dewey on education, experience and community
infed
favorite_border
0
Your avatar
Add comment
Special needs pupils being failed by system 'on verge of crisis'
Special needs pupils being failed by system 'on verge of crisis'
October 2018
favorite_border
0
Your avatar
Add comment
MOOCs: The Success Factors Behind the Finnish Education
MOOCs: The Success Factors Behind the Finnish Education
University of Jyväskylä | Faculty of Education and Psychology
March 2017
favorite_border
0
Your avatar
Add comment
'The education system's blind spot' - outstanding schools
'The education system's blind spot' - outstanding schools
October 2018
favorite_border
0
Your avatar
Add comment
How to manage behaviour in the classroom
How to manage behaviour in the classroom
February 2010
favorite_border
0
Your avatar
Add comment
5 ways teachers can challenge inequality in the classroom
5 ways teachers can challenge inequality in the classroom
September 2017
favorite_border
0
Your avatar
Add comment
‘How we became a top 1% school for reading’
‘How we became a top 1% school for reading’
May 2018
favorite_border
0
Your avatar
Add comment
10 ways to deal with low-level disruption in the classroom
10 ways to deal with low-level disruption in the classroom
May 2013
favorite_border
0
Your avatar
Add comment
📎 Managing pupil behaviour
favorite_border
0
1 comment
Avatar of 
Anonymous 5mo
interesting
Your avatar
Add comment
Understanding race in education – a guide for teachers
Understanding race in education – a guide for teachers 
January 2018 
Tes Editorial 
favorite_border
0
Your avatar
Add comment
The Working ClassPoverty, education and alternative voices
The Working ClassPoverty, education and alternative voices
March 2018 
Crown House Publishing
favorite_border
0
Your avatar
Add comment
The attainment of EAL pupils in England – What the headlines don’t tell us
The attainment of EAL pupils in England – What the headlines don’t tell us
February 2018
EAL Journal
favorite_border
0
Your avatar
Add comment
5 ways teachers can challen
5 ways teachers can challen
September 2017
The Guardi
favorite_border
0
Your avatar
Add comment
The School in the Cloud
The School in the Cloud 
March 2018 
Sugata Mitra
favorite_border
0
Your avatar
Add comment
'Every child deserves the chance to aim for the stars'
'Every child deserves the chance to aim for the stars'
 March 2018 
 Jarlath O’Brien @TES
favorite_border
0
Your avatar
Add comment
Beware, children playing! Summerhill school and the liberation of the child
Beware, children playing! Summerhill school and the liberation of the child 
9 April 2018
http://adventuresinlifelonglearning.blogspot.com
favorite_border
0
Your avatar
Add comment
Childhood

add
Follow Kids Journeys As They Are Given Support For Behaviour | The Nurture Room (Full Documentary)
Follow Kids Journeys As They Are Given Support For Behaviour | The Nurture Room (Full Documentary)
Nurture
September 2017
favorite_border
0
Your avatar
Add comment
Child Development: the invisible man
Child Development: the invisible man 
January 2018
The Psychological Historian
favorite_border
0
Your avatar
Add comment
How we teach our children: The methods and myths behind Finland’s education success
How we teach our children: The methods and myths behind Finland’s education success
June 2017 
BLOG by Pasi Sahlberg
favorite_border
0
Your avatar
Add comment
Babies prefer the sounds of other babies to the cooing of their parents
Babies prefer the sounds of other babies to the cooing of their parents 
May 2018 
THE CONVERSATION
favorite
1
Your avatar
Add comment
Innovation & Research

add
Practice as Inquiry
Practice as Inquiry
Developed by
Dr. Judith M. Newman

favorite_border
0
Your avatar
Add comment
UKEdChat
UKEdChat 
Twitter.com
favorite_border
0
Your avatar
Add comment
If You Value Consent, Stop Following Your Kids Online
If You Value Consent, Stop Following Your Kids Online
Noah Berlatsky
favorite_border
0
Your avatar
Add comment
Key Stage 3: the wasted years?
Key Stage 3: the wasted years? 
OFSTED
favorite_border
0
Your avatar
Add comment
What to do with a Y7 who have mixed KS2 experience
What to do with a Y7 who have mixed KS2 experience
2009, revised 2015
favorite_border
0
Your avatar
Add comment
What Is Technological Pedagogical Content Knowledge?
What Is Technological Pedagogical Content Knowledge?
Koehler and Mishra (2007)
favorite_border
0
Your avatar
Add comment
What You Will Learn On This 1-Hour Free Webinar
What You Will Learn On This 1-Hour Free Webinar
favorite_border
0
Your avatar
Add comment
Harvard Study Shows the Dangers of Early School Enrollment
Harvard Study Shows the Dangers of Early School Enrollment
By  
Kerry McDonald | November 30, 2018 
favorite_border
0
Your avatar
Add comment
What is PBL?
What is PBL? 
favorite_border
0
Your avatar
Add comment
Top 10 Ways to Increase Your Students’ Interest in a Subject
Top 10 Ways to Increase Your Students’ Interest in a Subject
By Luisa Brenton April 18, 2016 
favorite_border
0
Your avatar
Add comment
Learning Theory
Learning Theory
HoTel - Holistic Approach to Technology Enhanced Learning 
favorite_border
0
Your avatar
Add comment
What is imposter syndrome and how can you combat it?
What is imposter syndrome and how can you combat it? 
TedEd by Elizabeth Cox
favorite_border
0
Your avatar
Add comment
What are Explorify activities?
What are Explorify activities?
favorite_border
0
Your avatar
Add comment
Self-Regulation one breath at a time
Self-Regulation one breath at a time
December 2012
favorite_border
0
Your avatar
Add comment
IF PEOPLE TALKED TO OTHER PROFESSIONALS THE WAY THEY TALK TO TEACHERS
IF PEOPLE TALKED TO OTHER PROFESSIONALS THE WAY THEY TALK TO TEACHERS
by SHANNON REED

favorite_border
0
Your avatar
Add comment
The importance of play | John Cohn | TEDxDelft
The importance of play | John Cohn | TEDxDelft
December 2013
favorite_border
0
Your avatar
Add comment
The Importance of Raising an Emotionally Intelligent Child: Erika Brodnock at TEDxHackney
The Importance of Raising an Emotionally Intelligent Child: Erika Brodnock at TEDxHackney
July 2013
favorite_border
0
Your avatar
Add comment
How to escape education's death valley
How to escape education's death valley 
TED Talk - Ken Robinson
favorite_border
0
Your avatar
Add comment
Learning styles & the importance of critical self-reflection | Tesia Marshik | TEDxUWLaCrosse
Learning styles & the importance of critical self-reflection | Tesia Marshik | TEDxUWLaCrosse
Ted Talks 
April 2015
favorite_border
0
Your avatar
Add comment
Singapore Will No Longer compare students' performance to each other.
Singapore Will No Longer compare students' performance to each other.
October 2018
favorite_border
0
Your avatar
Add comment
The Educators
The Educators
John Hattie
favorite_border
0
Your avatar
Add comment
The New Ofsted Inspection Framework 2019: What You Need To Know And How To Prepare For It
The New Ofsted Inspection Framework 2019: What You Need To Know And How To Prepare For It
Nobvember 2018
favorite
1
Your avatar
Add comment
How to speak so that people want to listen
How to speak so that people want to listen
Julian Treasure
June 2014
favorite_border
0
Your avatar
Add comment
Fixed vs. Growth: The Two Basic Mindsets That Shape Our Lives
Fixed vs. Growth: The Two Basic Mindsets That Shape Our Lives
BY MARIA POPOVA
January 2019
favorite_border
0
Your avatar
Add comment
June 2010
June 2010
favorite_border
0
Your avatar
Add comment
Bloom’s Taxonomy
Bloom’s Taxonomy
October 2016
Debby Lee
favorite_border
0
Your avatar
Add comment
What's An "Educational Ecosystem" And Are You In One?
What's An "Educational Ecosystem" And Are You In One?
 December 2017 
 Graham Newell
favorite_border
0
Your avatar
Add comment
Donald Schon (Schön): learning, reflection and change
Donald Schon (Schön): learning, reflection and change
July 2001 
Mark K. Smith
favorite_border
0
Your avatar
Add comment
Novemebr 2017 
Novemebr 2017 
The Guardian
favorite_border
0
Your avatar
Add comment
Build a lesson around any TED-Ed Animation, TED Talk or YouTube video
Build a lesson around any TED-Ed Animation, TED Talk or YouTube video 
favorite_border
0
Your avatar
Add comment
Teaching and Learning Research Summaries: A collection for easy access.
Teaching and Learning Research Summaries: A collection for easy access.
June 2018 
teacherhead

favorite_border
0
Your avatar
Add comment
Top Tools for Learning 2018
Top Tools for Learning 2018
favorite_border
0
Your avatar
Add comment
Uncertain futures in technology and education
Uncertain futures in technology and education 
May 2017 
@jetsumgerl
favorite_border
0
Your avatar
Add comment
Two Contrasting Views of Educational Technology
Two Contrasting Views of Educational Technology
October 2012
Nik's Learning Technology Blog 
favorite_border
0
Your avatar
Add comment
Assessment & Evaluation

add
EEF Blog: What do we mean by ‘knowledge rich’ anyway?
EEF Blog: What do we mean by ‘knowledge rich’ anyway?
Alex Quigley
9th January, 2019
favorite_border
0
Your avatar
Add comment
Why Do We Get Grades in School?
Why Do We Get Grades in School?
Origin Of Everything
Published on 1 Nov 2017
favorite_border
0
Your avatar
Add comment
Moving from Feedback to Feedforward
Moving from Feedback to Feedforward
Inspired by something similar I was told about on a CPD day. Focusing on feeding back to feed forward
favorite_border
0
Your avatar
Add comment
Ofsted's new inspection regime set out in 24 slides
Ofsted's new inspection regime set out in 24 slides
Contributed by R. Newsham, article dated 12 Nov 2018 by John Roberts via Tes.com
favorite_border
0
Your avatar
Add comment
Ofsted inspectors to move away from exams results focus
Ofsted inspectors to move away from exams results focus
October 2018
favorite_border
0
Your avatar
Add comment
Student response to teacher feedback
Student response to teacher feedback
September 2014
William Emeny
favorite_border
0
Your avatar
Add comment
IMPROVING MATHEMATICSIN KEY STAGES TWO AND THREE
IMPROVING MATHEMATICSIN KEY STAGES TWO AND THREE
Education Endowment Foundation
favorite_border
0
Your avatar
Add comment
The five forms of feedback I give to teachers most often
The five forms of feedback I give to teachers most often
January 2018
teacherhead
favorite_border
0
Your avatar
Add comment
Assessment: It’s a Curriculum Not a Data Issue
Assessment: It’s a Curriculum Not a Data Issue
May 2018 
@LeadingLearner
favorite_border
0
Your avatar
Add comment
Academic Writing

add
Develop your critical thinking and analysis in academic writing
Develop your critical thinking and analysis in academic writing
favorite
1
Your avatar
Add comment
How to write an essay Bake Off style
How to write an essay Bake Off style 
October 2017
THE CONVERSATION
favorite_border
0
Your avatar
Add comment
How to write paragraphs in research texts (articles, books and PhDs)
How to write paragraphs in research texts (articles, books and PhDs)
July 2017
LSE
favorite_border
0
Your avatar
Add comment
Teaching

add

# data[].attributes.body
Developed by
Dr. Judith M. Newman

# data[].attributes.attachment_link.description
Homepage of Judith Newman - web content producer and new media project manager

# data[].attributes.headline
3D Water Cycle – An adaptable 3D cycle cycle to cut out, bend and assemble. Created by @ICTmagic – @UKEdResources 

# data[].attributes.subject
3D Water Cycle – An adaptable 3D cycle cycle to cut out, bend and assemble. Created by @ICTmagic – @UKEdResources 

# data[].attributes.body
Twitter.com

# data[].attributes.wish_content.attachment_props.text
3D Water Cycle – An adaptable 3D cycle cycle to cut out, bend and assemble. Created by @ICTmagic – @UKEdResources 

https://t.co/9y3sOQ75Ny #UKEdChat

# data[].attributes.wish_content.attachment_props.entities.urls[].description
An adaptable 3D cycle cycle to cut out, bend and assemble. Follow @UKEdResources Created by: @ICTmagic Category: UKEdResources: Primary – Geography – Coasts & Rivers A 3D cycle cycl…

# data[].attributes.wish_content.attachment_props.original_text
3D Water Cycle – An adaptable 3D cycle cycle to cut out, bend and assemble. Created by @ICTmagic – @UKEdResources 

https://t.co/9y3sOQ75Ny #UKEdChat https://t.co/9njxHyEckk

# data[].attributes.attachment_link.embed_code
3D Water Cycle – An adaptable 3D cycle cycle to cut out, bend and assemble. Created by @ICTmagic – @UKEdResources https://t.co/9y3sOQ75Ny #UKEdChat pic.twitter.com/9njxHyEckk
— UKEdChat (@ukedchat) February 3, 2019

# data[].attributes.attachment_link.metadata.attachment_props_source.data.entities.urls[].description
An adaptable 3D cycle cycle to cut out, bend and assemble. Follow @UKEdResources Created by: @ICTmagic Category: UKEdResources: Primary – Geography – Coasts & Rivers A 3D cycle cycl…

# data[].attributes.attachment_link.metadata.attachment_props_source.data.text
3D Water Cycle – An adaptable 3D cycle cycle to cut out, bend and assemble. Created by @ICTmagic – @UKEdResources 

https://t.co/9y3sOQ75Ny #UKEdChat https://t.co/9njxHyEckk

# data[].attributes.attachment_link.metadata.attachment_props.original_text
3D Water Cycle – An adaptable 3D cycle cycle to cut out, bend and assemble. Created by @ICTmagic – @UKEdResources 

https://t.co/9y3sOQ75Ny #UKEdChat https://t.co/9njxHyEckk

# data[].attributes.attachment_link.metadata.attachment_props.text
3D Water Cycle – An adaptable 3D cycle cycle to cut out, bend and assemble. Created by @ICTmagic – @UKEdResources 

https://t.co/9y3sOQ75Ny #UKEdChat

# data[].attributes.attachment_link.metadata.attachment_props.entities.urls[].description
An adaptable 3D cycle cycle to cut out, bend and assemble. Follow @UKEdResources Created by: @ICTmagic Category: UKEdResources: Primary – Geography – Coasts & Rivers A 3D cycle cycl…

# data[].attributes.headline
Finding missing numbers with percentages using the bar model as a representation.

# data[].attributes.subject
Finding missing numbers with percentages using the bar model as a representation.

# data[].attributes.body
Twitter.com
Year 6 Greenacres Primary Academy

# data[].attributes.wish_content.attachment_props.text
We have been learning about finding missing numbers with percentages today using the bar model as a representation. This is our first maths demonstration video, so please watch and try these at home with your child:
20% of __ = 70kg
40% of __ = £200
@TeamGreenacres1

# data[].attributes.wish_content.attachment_props.original_text
We have been learning about finding missing numbers with percentages today using the bar model as a representation. This is our first maths demonstration video, so please watch and try these at home with your child:
20% of __ = 70kg
40% of __ = £200
@TeamGreenacres1 https://t.co/TZWBlDtmut

# data[].attributes.attachment_link.embed_code
We have been learning about finding missing numbers with percentages today using the bar model as a representation. This is our first maths demonstration video, so please watch and try these at home with your child:
20% of __ = 70kg
40% of __ = £200@TeamGreenacres1 pic.twitter.com/TZWBlDtmut
— Year 6 Greenacres Primary Academy (@GreenacresYear6) January 30, 2019

# data[].attributes.attachment_link.metadata.attachment_props_source.data.text
We have been learning about finding missing numbers with percentages today using the bar model as a representation. This is our first maths demonstration video, so please watch and try these at home with your child:
20% of __ = 70kg
40% of __ = £200
@TeamGreenacres1 https://t.co/TZWBlDtmut

# data[].attributes.attachment_link.metadata.attachment_props.original_text
We have been learning about finding missing numbers with percentages today using the bar model as a representation. This is our first maths demonstration video, so please watch and try these at home with your child:
20% of __ = 70kg
40% of __ = £200
@TeamGreenacres1 https://t.co/TZWBlDtmut

# data[].attributes.attachment_link.metadata.attachment_props.text
We have been learning about finding missing numbers with percentages today using the bar model as a representation. This is our first maths demonstration video, so please watch and try these at home with your child:
20% of __ = 70kg
40% of __ = £200
@TeamGreenacres1

# data[].attributes.headline
Develop your critical thinking and analysis in academic writing

# data[].attributes.subject
Develop your critical thinking and analysis in academic writing

# data[].attributes.body
Twitter.com

# data[].attributes.attachment_link.readable_text
Don’t miss what’s happening

People on Twitter are the first to know.

# data[].attributes.headline
If You Value Consent, Stop Following Your Kids Online

# data[].attributes.subject
If You Value Consent, Stop Following Your Kids Online

# data[].attributes.body
Noah Berlatsky

# data[].attributes.attachment_link.readable_text
When I was a student, my parents learned what grades I got in class when I brought home my report cards.

In the Chicago Public School system, students don't need to bring home a piece of paper anymore, because their grades are regularly recorded and updated on a website. A website that both students and parents have access to. If you want to find out how your child did on their latest test, you just log right in.

Or at least, most parents just log right in. I don't.

When I got the email inviting me to sign up for the system, I asked my son how he'd feel if I checked his grades online. He looked up from his phone and thought about it for a moment. "Yeahhh," he said. "Don't do that."

So I didn't. If I want to know how he's doing in school or what grade he has in a particular class (as I occasionally do), I don't log in. I just ask him.

New technologies have made it easier and easier for parents to keep tabs on their kids' activities and locations, and there's a huge incentive for parents to use these resources to monitor their children both on and offline. The rationale? Children are safer when you know what they're doing, and they'll be more responsible if they know you're watching.

But constantly violating our children's boundaries doesn't generally make them safer or more responsible. It often makes them angry and mistrustful. And that mistrust can put them in danger, no matter how closely you think you're watching them.

The variety of ways parents can check up on their kids these days is bewildering and more than a little Orwellian. Adults have the ability to be in near-constant communication with their kids through their phones; many of my son's friends get in trouble if they don't respond instantly to parental texts. Certain phone apps allow parents to track their child's physical location via GPS. Others allow you to monitor your child's social media activity , YouTube viewing habits, emails and text messages, and send you automatic alerts if your child does something the app thinks is dangerous. There are even apps that tell you how fast your teen is driving, apps that shut down a child's phone after an hour of use, and apps that block gambling and adult sites.

Many of these apps can be set up to monitor secretly, so your kids don't know you're watching them. (Though they'll probably figure it out pretty quickly when you call and yell at them for speeding.) And if parents want to control their child's online activities through less-advanced means, they can simply take away the kid's phone.

You can't teach your kid to value consent while simultaneously violating theirs.

Of course, no parent wants their child to drive too fast or be a victim of online bullying. But it's impossible to keep our kids safe all the time in every way. Monitoring them constantly makes them miserable - and can even put them at risk if it erodes their trust in their parents.

When you spy on your child without their permission, you teach them that adults and authority figures have the right to violate their privacy. And as the Me Too movement has taught us, that's a very dangerous lesson to pass along.

One reason we don't monitor our son's phone (or read his texts, or look at his grades) without permission is we want him to know that his boundaries and his consent are important to us. I want him to know he has very clear personal space. I want him to know that people who get in that space without his consent are in the wrong, that he can and should speak up and push back if adults or peers do something he's uncomfortable with.

If I'm constantly in his face, how can my son learn that he let people get in his face? You can't teach your kid to value consent while simultaneously violating theirs.

Perhaps more importantly, monitoring your child contradictorily makes it less likely you'll know what's actually going on with them ― because the best way to learn what your kid is doing and thinking and who they're hanging out with isn't to track them with an app. It's to talk to them. Our son trusts us, in part because we're not constantly taking his phone away or sneaking through his social media apps.

As a result, he's more willing to tell us what's going on with his life (for better or worse). When he started high school and was having anxiety issues, he told us. Those issues went away, but if they hadn't, we'd have been able to take the appropriate next steps. He tells us what shows he's watching, even if they're wildly inappropriate (he just watched "Breaking Bad"). He tells us when YouTube recommends he watch Ben Shapiro videos, and we talk as a family about why Ben Shapiro is awful . He tells us what he's learning in sex ed class. Just the other day, he mentioned that he'd dated one of his friends two years ago. We admittedly would've liked to have known this at the time, because parents are nosy like that. But we found out eventually.

Different kids are different, and our son is naturally more open with adults in general (and his parents in particular) than some teens. But I know he'd be a lot less open with us if he felt like we were constantly hovering over him waiting to punish him for a bad grade, or a problematic HBO show, or an inappropriate text.

If someone installed spy software on my computer or phone, I'd be resentful and more than just a little paranoid. I certainly wouldn't want to talk about my life or my problems or anything at all with whoever was tracking me. Kids are the same way. Everybody needs space to themselves. Parents who take that away from their children aren't keeping them safe; they're stalking them ― and quite possibly harming them in the process.

Knowing how my son did on his last math test the moment his teacher uploads the grade won't make that much of a difference in the long run. But teaching him that he deserves to have his privacy respected is something that will protect him in life better than any app could.

Noah Berlatsky is the author, most recently, of Nazi Dreams: Films About Fascism.

# data[].attributes.attachment_link.title
Opinion | If You Value Consent, Stop Following Your Kids Online

# data[].attributes.attachment_link.description
When I was a student, my parents learned what grades I got in class when I brought home my report cards. In the Chicago Public School system, students don't need to bring home a piece of paper anymore, because their grades are regularly recorded and updated on a website.

# data[].attributes.headline
EEF Blog: What do we mean by ‘knowledge rich’ anyway?

# data[].attributes.subject
EEF Blog: What do we mean by ‘knowledge rich’ anyway?

# data[].attributes.body
Alex Quigley
9th January, 2019

# data[].attributes.attachment_link.readable_text
EEF Blog: What do we mean by 'knowledge rich' anyway?
What does a 'knowledge-rich curriculum' mean in practice? That's the question EEF senior associate Alex Quigley explores here...
A New Year's Prediction: 2019 will be The Year of Curriculum.

Prompted by forthcoming changes to the inspection framework and recent reforms to SATs and GCSEs, many schools will be about to begin, or already are in the midst of, curriculum reviews.

If you are considering your curriculum, you are likely questioning if your curriculum is 'knowledge rich', a phrase that has become almost ubiquitous, and on which interesting perspectives abound (eg, from brilliant bloggers Tom Sherrington and Clare Sealy).

Without a clear definition of 'knowledge rich', a huge opportunity could be missed.

In my view, reaching a consensus on what it means to be 'knowledge rich' is important. Without a clear definition, the risk of confusion and misunderstanding is high, and a huge opportunity could be missed.

So, what might it mean in practice?
Focused and sequenced
Recent Ofsted research defined a 'knowledge-rich' approach as one in which curriculum leaders are clear on the " invaluable knowledge they want their pupils to know ".

This idea, essentially that schools must make choices about what to prioritise, echoes Michael Young's famous emphasis on "powerful knowledge" and runs through many recent articles and blogs. In practice, some schools have attempted to be more explicit about the choices they are making by introducing knowledge organisers or more detailed unit plans.

Another common thread, which is certainly to be welcomed, is an emphasis on sequencing. In short, a successful knowledge-rich curriculum should be designed to help pupils remember what they have been taught.

Recently, questions about sequencing have often been considered through the lens of cognitive science -- which my EEF colleague Robbie Coleman has recently blogged about here and here -- for example, emphasising the potential of spaced learning and retrieval practice.
Making rich knowledge robust
Let's assume teachers plan a specified and arranged sequence of knowledge, designed to support pupils to develop memorable networks of powerful knowledge. Will that be enough?

Unfortunately for some of our pupils, I fear not.

To understand why, I think Professor David Perkins, from Harvard University, can help. Perkins wrote about the troublesome nature of 'fragile knowledge'. His analysis offers us a more nuanced language to consider how even carefully sequenced curricula may not be well understood by our novice pupils, despite our best efforts.

He describes this ' fragility' in four parts:

Missing knowledge. Sometimes important pieces of knowledge are just plain missing. E.g. In a Shakespeare essay, Alex may forget that Macbeth was written with the audience of James I in mind.

Inert knowledge. Sometimes knowledge is present, but inert. It lets the student pass the quiz but does not help otherwise. E.g. Alex doesn't think to mention the 'divine right of kings', which his teacher implicitly wanted him to focus on in his essay.

Naïve knowledge. Sometimes the knowledge takes the form of naïve theories and stereotypes, even after considerable instruction. E.g. Alex persists with the notion that Lady Macbeth is solely to blame for her husband's behaviour in his essay.

Ritual knowledge. The knowledge that students acquire often has a ritual character, useful for certain academic tasks but not much else. E.g. Alex pleases his teacher by mentioning the rare rhetorical device 'anadiplosis' in his essay.

Though Perkins was writing in 1995, today we would recognise aspects of the fragility he explores as linked to the term 'metacognition' - put simply, how we think and how we use our knowledge.

In short, we need to carefully attend to our pupils' learning: ensuring we develop their knowledge of themselves as learners, of strategies, and of tasks.

We need to develop our pupils' knowledge of themselves as learners, of strategies, and of tasks.

By attending to such considerations in our curriculum design, we have a much better chance of ensuring that the knowledge our pupils learn is robust.

In practice, we might need to consider what teaching strategies we model for organising knowledge - so should Alex, writing his Macbeth essay, use writing frames, graphic organisers, mind-maps, or Cornell notes when he is marshalling his knowledge for this task?

We may need to explicitly teach Alex strategies for how to plan and monitor his writing - including how to evaluate it and spy knowledge gaps, and when seemingly 'inert' knowledge of historical context needs to be explored alongside interpretations of character and motivation.

And no doubt, when Alex is struggling, we will need to attend to his motivations, alongside supporting him to develop strategies to overcome frustrations when his 'naïve knowledge' proves insufficient.

Ultimately then, we need to ensure that these questions are addressed as we attempt to conceive a 'knowledge-rich curriculum'.

Such a curriculum must be well-sequenced and underpinned by an understanding of how children learn. But, in addition, it must be based on a rich conception of knowledge that includes the skills and attitudes that contribute to success.

**
Alex Quigley is a senior associate at the EEF, and was previously director of Huntington Research School, in York, where he also taught English. He is the co-author of the EEF's guidance report, 'Metacognition and self-regulated learning', published in 2018.

# data[].attributes.attachment_link.title
EEF Blog: What do we mean by 'knowledge rich' anyway? | News

# data[].attributes.attachment_link.description
What does a 'knowledge-rich curriculum' mean in practice? That's the question EEF senior associate Alex Quigley explores here... A New Year's Prediction: 2019 will be The Year of Curriculum. Prompted by forthcoming changes to the inspection framework and recent reforms to SATs and GCSEs, many schools will be about to begin, or already are in the midst of, curriculum reviews.

# data[].attributes.body
OFSTED

# data[].attributes.headline
What to do with a Y7 who have mixed KS2 experience

# data[].attributes.subject
What to do with a Y7 who have mixed KS2 experience

# data[].attributes.body
2009, revised 2015

# data[].attributes.body
Updated on 20 August 2014

# data[].attributes.attachment_link.description
Myth: Total English immersion from Prekindergarten through Third Grade is the best way for a young English Language Learner to acquire English. (Espinosa, L., 2008)

# data[].attributes.body
Origin Of Everything

Published on 1 Nov 2017

# data[].attributes.headline
What Is Technological Pedagogical Content Knowledge?

# data[].attributes.subject
What Is Technological Pedagogical Content Knowledge?

# data[].attributes.body
Koehler and Mishra (2007)

# data[].attributes.attachment_link.readable_text
Editors' Note: For the benefit of readers who are unfamiliar with the notion of technology, pedagogy, and content knowledge (TPACK), we offer the following condensed and updated depiction by Mishra and Koehler (2007), which was presented originally at the annual conference of the Society for Information Technology and Teacher Education in 2007.

Judi Harris & Matt Koehler
Special Issue Guest Editors

As educators know, teaching is a complicated practice that requires an interweaving of many kinds of specialized knowledge. In this way, teaching is an example of an ill-structured discipline, requiring teachers to apply complex knowledge structures across different cases and contexts (Mishra, Spiro, & Feltovich, 1996; Spiro & Jehng, 1990). Teachers practice their craft in highly complex, dynamic classroom contexts (Leinhardt & Greeno, 1986) that require them constantly to shift and evolve their understanding. Thus, effective teaching depends on flexible access to rich, well-organized and integrated knowledge from different domains (Glaser, 1984; Putnam & Borko, 2000; Shulman, 1986, 1987), including knowledge of student thinking and learning, knowledge of subject matter, and increasingly, knowledge of technology.

The Challenges of Teaching With Technology

Teaching with technology is complicated further considering the challenges newer technologies present to teachers. In our work, the word technology applies equally to analog and digital, as well as new and old, technologies. As a matter of practical significance, however, most of the technologies under consideration in current literature are newer and digital and have some inherent properties that make applying them in straightforward ways difficult.

Most traditional pedagogical technologies are characterized by specificity (a pencil is for writing, while a microscope is for viewing small objects); stability (pencils, pendulums, and chalkboards have not changed a great deal over time); and transparency of function (the inner workings of the pencil or the pendulum are simple and directly related to their function) (Simon, 1969). Over time, these technologies achieve a transparency of perception (Bruce & Hogan, 1998); they become commonplace and, in most cases, are not even considered to be technologies. Digital technologies-such as computers, handheld devices, and software applications-by contrast, are protean (usable in many different ways; Papert, 1980); unstable (rapidly changing); and opaque (the inner workings are hidden from users; Turkle, 1995).On an academic level, it is easy to argue that a pencil and a software simulation are both technologies. The latter, however, is qualitatively different in that its functioning is more opaque to teachers and offers fundamentally less stability than more traditional technologies. By their very nature, newer digital technologies, which are protean, unstable, and opaque, present new challenges to teachers who are struggling to use more technology in their teaching.

Also complicating teaching with technology is an understanding that technologies are neither neutral nor unbiased. Rather, particular technologies have their own propensities, potentials, affordances, and constraints that make them more suitable for certain tasks than others (Bromley, 1998; Bruce, 1993; Koehler & Mishra, 2008). Using email to communicate, for example, affords (makes possible and supports) asynchronous communication and easy storage of exchanges. Email does not afford synchronous communication in the way that a phone call, a face-to-face conversation, or instant messaging does. Nor does email afford the conveyance of subtleties of tone, intent, or mood possible with face-to-face communication. Understanding how these affordances and constraints of specific technologies influence what teachers do in their classrooms is not straightforward and may require rethinking teacher education and teacher professional development.

Social and contextual factors also complicate the relationships between teaching and technology. Social and institutional contexts are often unsupportive of teachers' efforts to integrate technology use into their work. Teachers often have inadequate (or inappropriate) experience with using digital technologies for teaching and learning. Many teachers earned degrees at a time when educational technology was at a very different stage of development than it is today. It is, thus, not surprising that they do not consider themselves sufficiently prepared to use technology in the classroom and often do not appreciate its value or relevance to teaching and learning. Acquiring a new knowledge base and skill set can be challenging, particularly if it is a time-intensive activity that must fit into a busy schedule. Moreover, this knowledge is unlikely to be used unless teachers can conceive of technology uses that are consistent with their existing pedagogical beliefs (Ertmer, 2005). Furthermore, teachers have often been provided with inadequate training for this task. Many approaches to teachers' professional development offer a one-size-fits-all approach to technology integration when, in fact, teachers operate in diverse contexts of teaching and learning.

An Approach to Thinking About Technology Integration

Faced with these challenges, how can teachers integrate technology into their teaching? An approach is needed that treats teaching as an interaction between what teachers know and how they apply what they know in the unique circumstances or contexts within their classrooms. There is no "one best way" to integrate technology into curriculum. Rather, integration efforts should be creatively designed or structured for particular subject matter ideas in specific classroom contexts. Honoring the idea that teaching with technology is a complex, ill-structured task, we propose that understanding approaches to successful technology integration requires educators to develop new ways of comprehending and accommodating this complexity.

At the heart of good teaching with technology are three core components: content, pedagogy, and technology, plus the relationships among and between them. The interactions between and among the three components, playing out differently across diverse contexts, account for the wide variations seen in the extent and quality of educational technology integration. These three knowledge bases (content, pedagogy, and technology) form the core of the technology, pedagogy, and content knowledge (TPACK) framework. An overview of the framework is provided in the following section, though more detailed descriptions may be found elsewhere (e.g., Koehler & 2008; Mishra & Koehler, 2006). This perspective is consistent with that of other researchers and approaches that have attempted to extend Shulman's idea of pedagogical content knowledge (PCK) to include educational technology. (A comprehensive list of such approaches can be found at http://www.tpck.org/.)

The TPACK Framework

The TPACK framework builds on Shulman's (1987, 1986) descriptions of PCK to describe how teachers' understanding of educational technologies and PCK interact with one another to produce effective teaching with technology. Other authors have discussed similar ideas, though often using different labeling schemes. The conception of TPACK described here has developed over time and through a series of publications, with the most complete descriptions of the framework found in Mishra and Koehler (2006) and Koehler and Mishra (2008).

In this model (see Figure 1), there are three main components of teachers' knowledge: content, pedagogy, and technology. Equally important to the model are the interactions between and among these bodies of knowledge, represented as PCK, TCK (technological content knowledge), TPK (technological pedagogicalknowledge), and TPACK.

Figure 1. The TPACK framework and its knowledge components.

Content Knowledge

Content knowledge (CK) is teachers' knowledge about the subject matter to be learned or taught. The content to be covered in middle school science or history is different from the content to be covered in an undergraduate course on art appreciation or a graduate seminar on astrophysics. Knowledge of content is of critical importance for teachers. As Shulman (1986) noted, this knowledge would include knowledge of concepts, theories, ideas, organizational frameworks, knowledge of evidence and proof, as well as established practices and approaches toward developing such knowledge. Knowledge and the nature of inquiry differ greatly between fields, and teachers should understand the deeper knowledge fundamentals of the disciplines in which they teach. In the case of science, for example, this would include knowledge of scientific facts and theories, the scientific method, and evidence-based reasoning. In the case of art appreciation, such knowledge would include knowledge of art history, famous paintings, sculptures, artists and their historical contexts, as well as knowledge of aesthetic and psychological theories for evaluating art.

The cost of not having a comprehensive base of content knowledge can be prohibitive; for example, students can receive incorrect information and develop misconceptions about the content area (National Research Council, 2000; Pfundt, & Duit, 2000). Yet content knowledge, in and of itself, is an ill-structured domain, and as the culture wars (Zimmerman, 2002), the Great Books controversies (Bloom, 1987; Casement, 1997; Levine, 1996), and court battles over the teaching of evolution (Pennock, 2001) demonstrate, issues relating to curriculum content can be areas of significant contention and disagreement.

Pedagogical Knowledge

Pedagogical knowledge (PK) is teachers' deep knowledge about the processes and practices or methods of teaching and learning. They encompass, among other things, overall educational purposes, values, and aims. This generic form of knowledge applies to understanding how students learn, general classroom management skills, lesson planning, and student assessment. It includes knowledge about techniques or methods used in the classroom; the nature of the target audience; and strategies for evaluating student understanding. A teacher with deep pedagogical knowledge understands how students construct knowledge and acquire skills and how they develop habits of mind and positive dispositions toward learning. As such, pedagogical knowledge requires an understanding of cognitive, social, and developmental theories of learning and how they apply to students in the classroom.

Pedagogical Content Knowledge

PCK is consistent with and similar to Shulman's idea of knowledge of pedagogy that is applicable to the teaching of specific content. Central to Shulman's conceptualization of PCK is the notion of the transformation of the subject matter for teaching. Specifically, according to Shulman (1986), this transformation occurs as the teacher interprets the subject matter, finds multiple ways to represent it, and adapts and tailors the instructional materials to alternative conceptions and students' prior knowledge. PCK covers the core business of teaching, learning, curriculum, assessment and reporting, such as the conditions that promote learning and the links among curriculum, assessment, and pedagogy. An awareness of common misconceptions and ways of looking at them, the importance of forging connections among different content-based ideas, students' prior knowledge, alternative teaching strategies, and the flexibility that comes from exploring alternative ways of looking at the same idea or problem are all essential for effective teaching.

Technology Knowledge

Technology knowledge (TK) is always in a state of flux-more so than the other two core knowledge domains in the TPACK framework (pedagogy and content). Thus, defining it is notoriously difficult. Any definition of technology knowledge is in danger of becoming outdated by the time this text has been published. That said, certain ways of thinking about and working with technology can apply to all technology tools and resources.

The definition of TK used in the TPACK framework is close to that of Fluency of Information Technology (FITness), as proposed by the Committee of Information Technology Literacy of the National Research Council (NRC, 1999). They argue that FITness goes beyond traditional notions of computer literacy to require that persons understand information technology broadly enough to apply it productively at work and in their everyday lives, to recognize when information technology can assist or impede the achievement of a goal, and to continually adapt to changes in information technology. FITness, therefore, requires a deeper, more essential understanding and mastery of information technology for information processing, communication, and problem solving than does the traditional definition of computer literacy. Acquiring TK in this manner enables a person to accomplish a variety of different tasks using information technology and to develop different ways of accomplishing a given task. This conceptualization of TK does not posit an "end state," but rather sees it developmentally, as evolving over a lifetime of generative, open-ended interaction with technology.

Technological Content Knowledge

Technology and content knowledge have a deep historical relationship. Progress in fields as diverse as medicine, history, archeology, and physics have coincided with the development of new technologies that afford the representation and manipulation of data in new and fruitful ways. Consider Roentgen's discovery of X-rays or the technique of carbon-14 dating and the influence of these technologies in the fields of medicine and archeology. Consider also how the advent of the digital computer changed the nature of physics and mathematics and placed a greater emphasis on the role of simulation in understanding phenomena. Technological changes have also offered new metaphors for understanding the world. Viewing the heart as a pump, or the brain as an information-processing machine are just some of the ways in which technologies have provided new perspectives for understanding phenomena. These representational and metaphorical connections are not superficial. They often have led to fundamental changes in the natures of the disciplines.

Understanding the impact of technology on the practices and knowledge of a given discipline is critical to developing appropriate technological tools for educational purposes. The choice of technologies affords and constrains the types of content ideas that can be taught. Likewise, certain content decisions can limit the types of technologies that can be used. Technology can constrain the types of possible representations, but also can afford the construction of newer and more varied representations. Furthermore, technological tools can provide a greater degree of flexibility in navigating across these representations.

TCK, then, is an understanding of the manner in which technology and content influence and constrain one another. Teachers need to master more than the subject matter they teach; they must also have a deep understanding of the manner in which the subject matter (or the kinds of representations that can be constructed) can be changed by the application of particular technologies. Teachers need to understand which specific technologies are best suited for addressing subject-matter learning in their domains and how the content dictates or perhaps even changes the technology-or vice versa.

Technological Pedagogical Knowledge

TPK is an understanding of how teaching and learning can change when particular technologies are used in particular ways. This includes knowing the pedagogical affordances and constraints of a range of technological tools as they relate to disciplinarily and developmentally appropriate pedagogical designs and strategies. To build TPK, a deeper understanding of the constraints and affordances of technologies and the disciplinary contexts within which they function is needed.

For example, consider how whiteboards may be used in classrooms. Because a whiteboard is typically immobile, visible to many, and easily editable, its uses in classrooms are presupposed. Thus, the whiteboard is usually placed at the front of the classroom and is controlled by the teacher. This location imposes a particular physical order in the classroom by determining the placement of tables and chairs and framing the nature of student-teacher interaction, since students often can use it only when called upon by the teacher. However, it would be incorrect to say that there is only one way in which whiteboards can be used. One has only to compare the use of a whiteboard in a brainstorming meeting in an advertising agency setting to see a rather different use of this technology. In such a setting, the whiteboard is not under the purview of a single individual. It can be used by anybody in the group, and it becomes the focal point around which discussion and the negotiation/construction of meaning occurs. An understanding of the affordances of technology and how they can be leveraged differently according to changes in context and purposes is an important part of understanding TPK.

TPK becomes particularly important because most popular software programs are not designed for educational purposes. Software programs such as the Microsoft Office Suite (Word, PowerPoint, Excel, Entourage, and MSN Messenger) are usually designed for business environments. Web-based technologies such as blogs or podcasts are designed for purposes of entertainment, communication, and social networking. Teachers need to reject functional fixedness (Duncker, 1945) and develop skills to look beyond most common uses for technologies, reconfiguring them for customized pedagogical purposes. Thus, TPK requires a forward-looking, creative, and open-minded seeking of technology use, not for its own sake but for the sake of advancing student learning and understanding.

Technology, Pedagogy, and Content Knowledge

TPACK is an emergent form of knowledge that goes beyond all three "core" components (content, pedagogy, and technology). Technological pedagogical content knowledge is an understanding that emerges from interactions among content, pedagogy, and technology knowledge. Underlying truly meaningful and deeply skilled teaching with technology, TPACK is different from knowledge of all three concepts individually. Instead, TPACK is the basis of effective teaching with technology, requiring an understanding of the representation of concepts using technologies; pedagogical techniques that use technologies in constructive ways to teach content; knowledge of what makes concepts difficult or easy to learn and how technology can help redress some of the problems that students face; knowledge of students' prior knowledge and theories of epistemology; and knowledge of how technologies can be used to build on existing knowledge to develop new epistemologies or strengthen old ones.

By simultaneously integrating knowledge of technology, pedagogy and content, expert teachers bring TPACK into play any time they teach. Each situation presented to teachers is a unique combination of these three factors, and accordingly, there is no single technological solution that applies for every teacher, every course, or every view of teaching. Rather, solutions lie in the ability of a teacher to flexibly navigate the spaces defined by the three elements of content, pedagogy, and technology and the complex interactions among these elements in specific contexts. Ignoring the complexity inherent in each knowledge component or the complexities of the relationships among the components can lead to oversimplified solutions or failure. Thus, teachers need to develop fluency and cognitive flexibility not just in each of the key domains (T, P, and C), but also in the manner in which these domains and contextual parameters interrelate, so that they can construct effective solutions. This is the kind of deep, flexible, pragmatic, and nuanced understanding of teaching with technology we involved in considering TPACK as a professional knowledge construct.

The act of seeing technology, pedagogy, and content as three interrelated knowledge bases is not straightforward. As said before,

... separating the three components (content, pedagogy, and technology) ... is an analytic act and one that is difficult to tease out in practice. In actuality, these components exist in a state of dynamic equilibrium or, as the philosopher Kuhn (1977) said in a different context, in a state of ''essential tension''.... Viewing any of these components in isolation from the others represents a real disservice to good teaching. Teaching and learning with technology exist in a dynamic transactional relationship (Bruce, 1997; Dewey & Bentley, 1949; Rosenblatt, 1978) between the three components in our framework; a change in any one of the factors has to be ''compensated'' by changes in the other two. (Mishra & Koehler, 2006, p. 1029)

This compensation is most evident whenever using a new educational technology suddenly forces teachers to confront basic educational issues and reconstruct the dynamic equilibrium among all three elements. This view inverts the conventional perspective that pedagogical goals and technologies are derived from content area curricula. Things are rarely that simple, particularly when newer technologies are employed. The introduction of the Internet, for example - particularly the rise of online learning - is an example of the arrival of a technology that forced educators to think about core pedagogical issues, such as how to represent content on the Web and how to connect students with subject matter and with one another (Peruski & Mishra, 2004).

Teaching with technology is a difficult thing to do well. The TPACK framework suggests that content, pedagogy, technology, and teaching/learning contexts have roles to play individually and together. Teaching successfully with technology requires continually creating, maintaining, and re-establishing a dynamic equilibrium among all components. It is worth noting that a range of factors influences how this equilibrium is reached.

Implications of the TPACK Framework

We have argued that teaching is a complex, ill-structured domain. Underlying this complexity, however, are three key components of teacher knowledge: understanding of content, understanding of teaching, and understanding of technology. The complexity of technology integration comes from an appreciation of the rich connections of knowledge among these three components and the complex ways in which these are applied in multifaceted and dynamic classroom contexts.

Since the late 1960's a strand of educational research has aimed at understanding and explaining "how and why the observable activities of teachers' professional lives take on the forms and functions they do" (Clark & Petersen, 1986, p. 255; Jackson, 1968). A primary goal of this research is to understand the relationships between two key domains: (a) teacher thought processes and knowledge and (b) teachers' actions and their observable effects. The current work on the TPACK framework seeks to extend this tradition of research and scholarship by bringing technology integration into the kinds of knowledge that teachers need to consider when teaching. The TPACK framework seeks to assist the development of better techniques for discovering and describing how technology-related professional knowledge is implemented and instantiated in practice. By better describing the types of knowledge teachers need (in the form of content, pedagogy, technology, contexts and their interactions), educators are in a better position to understand the variance in levels of technology integration occurring.

In addition, the TPACK framework offers several possibilities for promoting research in teacher education, teacher professional development, and teachers' use of technology. It offers options for looking at a complex phenomenon like technology integration in ways that are now amenable to analysis and development. Moreover, it allows teachers, researchers, and teacher educators to move beyond oversimplified approaches that treat technology as an "add-on" instead to focus again, and in a more ecological way, upon the connections among technology, content, and pedagogy as they play out in classroom contexts.

References

Bloom, A. (1987). The closing of the American mind: How higher education has failed democracy and impoverished the souls of today's students. New York: Simon and Schuster.

Bromley, H. (1998). Introduction: Data-driven democracy? Social assessment of educational computing. In H. Bromley & M. Apple (Eds.), Education, technology, power (pp. 1-28). Albany, NY: SUNY Press.

Bruce, B. C. (1993). Innovation and social change. In B. C. Bruce, J. K. Peyton, & T. Batson (Eds.), Network-based classrooms (pp. 9-32). Cambridge, UK: Cambridge University Press.

Bruce, B. C. (1997). Literacy technologies: What stance should we take? Journal of Literacy Research, 29(2), 289-309.

Bruce, B. C., & Hogan, M. C. (1998). The disappearance of technology: Toward an ecological model of literacy. In D. Reinking, M. McKenna, L. Labbo, & R. Kieffer (Eds.), Handbook of literacy and technology: Transformations in a post-typographic world (pp. 269-281). Hillsdale, NJ: Erlbaum.

Casement, W. (1997). The great canon controversy: The battle of the books in higher education. Somerset, NJ: Transaction Publishers.

Clark, C. M., & Peterson, P. (1986). Teachers' thought processes. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed.; pp. 255-296). New York: Macmillan.

Dewey, J., & Bentley, A.F. (1949). Knowing and the known. Boston: Beacon.

Duncker, K. (1945). On problem solving. Psychological Monographs, 58(5), 1-110.

Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration. Educational Technology, Research and Development, 53(4), 25-39.

Glaser. R. (1984). Education and thinking: The role of knowledge. American Psychology, 39(2), 93-104.

Jackson, P. W. (1968). Life in the classroom. New York: Holt, Rinehart and Winston.

Koehler, M.J., & Mishra, P. (2008). Introducing TPCK. AACTE Committee on Innovation and Technology (Ed.), The handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 3-29). Mahwah, NJ: Lawrence Erlbaum Associates.

Kuhn, T. (1977). The essential tension. Chicago, IL: The University of Chicago Press.

Leinhardt, G., & Greeno, J.G. (1986). The cognitive skill of teaching. Journal of Educational Psychology, 78(2), 75-95.

Levine, L. W. (1996). The opening of the American mind. Canons, culture, and history. Boston: Beacon Press.

Mishra, P., Spiro, R.J., & Feltovich, P.J. (1996). Technology, representation, and cognition: The prefiguring of knowledge in cognitive flexibility hypertexts. In H. van Oostendorp & A. de Mul (Eds.), Cognitive aspects of electronic text processing (pp. 287-305). Norwood, NJ: Ablex.

Mishra, P., & Koehler, M. (2007). Technological pedagogical content knowledge (TPCK): Confronting the wicked problems of teaching with technology. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2007 (pp. 2214-2226). Chesapeake, VA: Association for the Advancement of Computing in Education.

Mishra, P., & Koehler, M.J. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teacher knowledge. Teachers College Record, 108(6), 1017-1054.

National Research Council. (1999). Being fluent with information technology literacy. Computer science and telecommunications board commission on physical sciences, mathematics, and applications. Washington, DC: National Academy Press.

National Research Council. (2000) How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.

Papert, S. (1980): Mindstorms: Children, computers and powerful ideas. New York: Basic Books.

Pennock, R. (2001). Intelligent design creationism and its critics: Philosophical, theological & scientific perspectives. Cambridge, MA: MIT Press.

Peruski, L., & Mishra, P. (2004). Webs of activity in online course design and teaching. ALT-J: Research in Learning Technology, 12(1), 37-49.

Pfundt, H., & Duit, R. (2000). Bibliography: Student's alternative frameworks and science education (5th ed.). Kiel, Germany: University of Kiel.

Putnam, R.T., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29(1), 4-15.

Rosenblatt, L.M. (1978). The reader, the text, the poem: The transactional theory of literary work. Carbondale, IL: Southern Illinois University Press.

Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.

Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.

Simon, H. (1969). Sciences of the artificial. Cambridge, MA: MIT Press.

Spiro, R.J., & Jehng, J.-Ch. (1990), Cognitive flexibility and hypertext: Theory and technology for the nonlinear and mutlidimensional traversal of complex subject matter. In D. Nix & R. Spiro (Eds.), Cognition, education, and multimedia: Exploring ideas in high technology (pp. 163-204). Hillsdale, NJ: Lawrence Erlbaum Associates.

Turkle, S. (1995). Life on the screen: Identity in the age of the Internet. New York: Simon & Schuster.

Zimmerman, J. (2002). Whose America? Culture wars in the public schools. Cambridge, MA: Harvard University Press.

Author Note:

The authors contributed equally to this work. We rotate order of authorship in our writing.

Matthew J. Koehler
Michigan State University
mkoehler@msu.edu

Punya Mishra
Michigan State University
punya@msu.edu

# data[].attributes.attachment_link.title
What Is Technological Pedagogical Content Knowledge?

# data[].attributes.attachment_link.description
Editors' Note: For the benefit of readers who are unfamiliar with the notion of technology, pedagogy, and content knowledge (TPACK), we offer the following condensed and updated depiction by Mishra and Koehler (2007), which was presented originally at the annual conference of the Society for Information Technology and Teacher Education in 2007.

# data[].attributes.headline
How to Improve Student Engagement in the Classroom

# data[].attributes.subject
How to Improve Student Engagement in the Classroom

# data[].attributes.body
MARCH 16, 2018

# data[].attributes.attachment_link.description
Engage your students with fun quizzes while instantly obtaining valuable mastery data. Automatically differentiate learning based on student performance.

# data[].attributes.headline
What is Your Teaching Style? 5 Effective Teaching Methods for Your Classroom

# data[].attributes.subject
What is Your Teaching Style? 5 Effective Teaching Methods for Your Classroom

# data[].attributes.body
By Eric Gill • January 5, 2013

# data[].attributes.headline
Top 10 Secrets of Successful Classroom Management

# data[].attributes.subject
Top 10 Secrets of Successful Classroom Management

# data[].attributes.headline
Teaching ResourcesDelivering world-class learning experiences at the College of Business

# data[].attributes.subject
Teaching ResourcesDelivering world-class learning experiences at the College of Business

# data[].attributes.attachment_link.title
Teaching Resources - CSU College of Business

# data[].attributes.headline
What You Will Learn On This 1-Hour Free Webinar

# data[].attributes.subject
What You Will Learn On This 1-Hour Free Webinar

# data[].attributes.attachment_link.title
How Teaching Growth Mindset Leads to Student Success

# data[].attributes.attachment_link.description
Join me for a FREE 1-hour training! Learn why having a growth mindset is so essential to student success in the classroom, and how you can cultivate a growth mindset in your room.

# data[].attributes.headline
Harvard Study Shows the Dangers of Early School Enrollment

# data[].attributes.subject
Harvard Study Shows the Dangers of Early School Enrollment

# data[].attributes.body
By
Kerry McDonald | November 30, 2018

# data[].attributes.attachment_link.readable_text
Every parent knows the difference a year makes in the development and maturity of a young child. A one-year-old is barely walking while a two-year-old gleefully sprints away from you. A four-year-old is always moving, always imagining, always asking why, while a five-year-old may start to sit and listen for longer stretches.

Children haven't changed, but our expectations of their behavior have. In just one generation, children are going to school at younger and younger ages, and are spending more time in school than ever before. They are increasingly required to learn academic content at an early age that may be well above their developmental capability.

In 1998, 31 percent of teachers expected children to learn to read in kindergarten. In 2010, 80 percent of teachers expected this. Now, children are expected to read in kindergarten and to become proficient readers soon after, despite research showing that pushing early literacy can do more harm than good.

In their report Reading in Kindergarten: Little to Gain and Much to Lose education professor Nancy Carlsson-Paige and her colleagues warn about the hazards of early reading instruction. They write,

When children have educational experiences that are not geared to their developmental level or in tune with their learning needs and cultures, it can cause them great harm, including feelings of inadequacy, anxiety and confusion.

Instead of recognizing that schooling is the problem, we blame the kids. Today, children who are not reading by a contrived endpoint are regularly labeled with a reading delay and prescribed various interventions to help them catch up to the pack. In school, all must be the same. If they are not listening to the teacher, and are spending too much time daydreaming or squirming in their seats, young children often earn an attention-deficit/hyperactivity disorder (ADHD) label and, with striking frequency, are administered potent psychotropic medications.

The U.S. Centers for Disease Control and Prevention (CDC) reports that approximately 11 percent of children ages four to seventeen have been diagnosed with ADHD, and that number increased 42 percent from 2003-2004 to 2011-2012, with a majority of those diagnosed placed on medication. Perhaps more troubling, one-third of these diagnoses occur in children under age six.

It should be no surprise that as we place young children in artificial learning environments, separated from their family for long lengths of time, and expect them to comply with a standardized, test-driven curriculum, it will be too much for many of them.

New findings by Harvard Medical School researchers confirm that it's not the children who are failing, it's the schools we place them in too early. These researchers discovered that children who start school as among the youngest in their grade have a much greater likelihood of getting an ADHD diagnosis than older children in their grade. In fact, for the U.S. states studied with a September 1st enrollment cut-off date, children born in August were 30 percent more likely to be diagnosed with ADHD than their older peers.

The study's lead researcher at Harvard, Timothy Layton, concludes: "Our findings suggest the possibility that large numbers of kids are being overdiagnosed and overtreated for ADHD because they happen to be relatively immature compared to their older classmates in the early years of elementary school."

Parents don't need Harvard researchers to tell them that a child who just turned five is quite different developmentally from a child who is about to turn six. Instead, parents need to be empowered to challenge government schooling motives and mandates, and to opt-out.

As universal government preschool programs gain traction, delaying schooling or opting out entirely can be increasingly difficult for parents. Iowa, for example, recently lowered its compulsory schooling age to four-year-olds enrolled in a government preschool program.

As New York City expands its universal pre-K program to all of the city's three-year-olds, will compulsory schooling laws for preschoolers follow? On Monday, the New York City Department of Education issued a white paper detailing a "birth-to-five system of early care and education," granting more power to government officials to direct early childhood learning and development.

As schooling becomes more rigid and consumes more of childhood, it is causing increasing harm to children. Many of them are unable to meet unrealistic academic and behavioral expectations at such a young age, and they are being labeled with and medicated for delays and disorders that often only exist within a schooled context. Parents should push back against this alarming trend by holding onto their kids longer or opting out of forced schooling altogether.

--
This article has been republished with permission from Foundation for Economic Education.
[Image Credit: Flickr-eflon CC BY 2.0]

# data[].attributes.attachment_link.title
Harvard Study Shows the Dangers of Early School Enrollment

# data[].attributes.attachment_link.description
Every parent knows the difference a year makes in the development and maturity of a young child. A one-year-old is barely walking while a two-year-old gleefully sprints away from you. A four-year-old is always moving, always imagining, always asking why, while a five-year-old may start to sit and listen for longer stretches.

# data[].attributes.attachment_link.readable_text
Project Based Learning (PBL) is a teaching method in which students learn by actively engaging in real-world and personally meaningful projects.

Project Based Learning (PBL) is a teaching method in which students learn by actively engaging in real-world and personally meaningful projects.

In Project Based Learning, teachers make learning come alive for students.

Students work on a project over an extended period of time - from a week up to a semester - that engages them in solving a real-world problem or answering a complex question. They demonstrate their knowledge and skills by creating a public product or presentation for a real audience.

As a result, students develop deep content knowledge as well as critical thinking, collaboration, creativity, and communication skills. Project Based Learning unleashes a contagious, creative energy among students and teachers.

And in case you were looking for a more formal definition...

Project Based Learning is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging, and complex question, problem, or challenge.

Watch Project Based Learning in Action

These 7-10 minute videos show the Gold Standard PBL model in action, capturing the nuts and bolts of a PBL unit from beginning to end.

This project features teacher Rayhan Ahmed at Leaders High School in Brooklyn, NY, with his 11th grade chemistry class.

This project features Kimberly Head-Trotter of McKissack Middle School, in Nashville, TN, with her 6th grade ELA/History class.

This project features teacher Cheryl Bautista of Katherine Smith Elementary School, San Jose, CA and her third graders.

How does PBL differ from "doing a project"?

PBL is becoming widely used in schools and other educational settings, with different varieties being practiced. However, there are key characteristics that differentiate "doing a project" from engaging in rigorous Project Based Learning.

We find it helpful to distinguish a "dessert project" - a short, intellectually-light project served up after the teacher covers the content of a unit in the usual way - from a "main course" project, in which the project is the unit. In Project Based Learning, the project is the vehicle for teaching the important knowledge and skills student need to learn. The project contains and frames curriculum and instruction.

In contrast to dessert projects, PBL requires critical thinking, problem solving, collaboration, and various forms of communication. To answer a driving question and create high-quality work, students need to do much more than remember information. They need to use higher-order thinking skills and learn to work as a team.
Learn more about "dessert" projects vs PBL
The gold standard for high-quality PBL

To help ensure your students are getting the main course and are engaging in quality Project Based Learning, PBLWorks promotes a research-informed model for "Gold Standard PBL."

The Gold Standard PBL model encompasses two useful guides for educators:

1) Seven Essential Project Design Elements provide a framework for developing high quality projects for your classroom, and

2) Seven Project Based Teaching Practices help teachers, schools, and organizations improve, calibrate, and assess their practice.

The Gold Standard PBL model aligns with the High Quality PBL Framework. This framework describes what students should be doing, learning, and experiencing in a good project. Learn more at HQPBL.org.

Yes, we provide PBL training for educators!

PBLWorks offers a variety of workshops, courses and services for teachers, school and district leaders, and instructional coaches to get started and advance their practice with Project Based Learning.
Learn more

This project features teacher Rayhan Ahmed at Leaders High School in Brooklyn, NY, with his 11th grade chemistry class.

This project features Kimberly Head-Trotter of McKissack Middle School, in Nashville, TN, with her 6th grade ELA/History class.

This project features teacher Cheryl Bautista of Katherine Smith Elementary School, San Jose, CA and her third graders.

# data[].attributes.attachment_link.description
Project Based Learning (PBL) is a teaching method in which students learn by actively engaging in real-world and personally meaningful projects. Project Based Learning (PBL) is a teaching method in which students learn by actively engaging in real-world and personally meaningful projects.

# data[].attributes.headline
Top 10 Ways to Increase Your Students’ Interest in a Subject

# data[].attributes.subject
Top 10 Ways to Increase Your Students’ Interest in a Subject

# data[].attributes.body
By Luisa Brenton April 18, 2016

# data[].attributes.headline
Teacher Collaboration: How to Approach It In 2018

# data[].attributes.subject
Teacher Collaboration: How to Approach It In 2018

# data[].attributes.body
Pro Tips | February 07, 2018

# data[].attributes.attachment_link.readable_text
Teacher collaboration occurs when members of a learning community work together to increase student learning and achievement. If our ultimate destination as educators is student achievement, think of teacher collaboration as the journey. Collaboration is not a task to complete then move on, it's an ever-changing, ongoing process that is only enhanced by social networks and access to new technology.

The beauty of collaboration is not only the ability to tap into various perspectives and ideas, but also to share responsibility for our students' learning. The more people invested in a student's education, the better the chance that student has to be successful.

So, why is it that effective collaboration among teachers is not happening in any formalized or regular way despite the obvious benefits? It could be that some educators are unaware of the myriad benefits, or simply haven't put the time or effort into the collaboration process. Let's take a deeper look into how teacher collaboration benefits everyone involved.

Benefits of Teacher Collaboration

When teachers come together to share information, resources, ideas, and expertise, learning becomes more accessible and effective for students. Collaborating means purposefully building interpersonal relationships and working towards healthy interdependence, which occurs when teachers are comfortable giving and receiving help without forfeiting accountability.

When we get teachers co-planning and co-teaching based on a shared vision, here are some of the benefits we can expect:

Increased Academic Effort-Since teachers who collaborate on instruction are all on the same page, they can increase the level of academic rigor to match the core competencies they want students to meet.

Increased Understanding of Student Data-Teachers are better equipped to deconstruct relevant data (and implement effective solutions) from both formative and summative assessments. They also have a sense of shared responsibility for celebrating success and analyzing failure.

More Creative Lesson Plans-When teachers communicate and share ideas, they also share an enlarged repertoire of instructional strategies that encourage creative instruction. Colleagues may be influenced to try different approaches or have opportunities to help a peer with a new approach.

Less Teacher Isolation-While teachers should not feel forced to collaborate to avoid any "contrived congeniality," having the opportunity to share ideas and information combats professional loneliness and frustration which improves staff morale and professional satisfaction.

The best part about the benefits of teacher collaboration is that they can be a reality-as they are in so many learning communities around the world. The key is acknowledging, understanding, and working diligently to overcome the challenges and obstacles standing in the way of high-quality teacher collaboration.

Challenges of Effective Teacher Collaboration

According to the Global State of Digital Learning Survey, more than 30% of teachers, and nearly 50% of administrators report that teacher collaboration is a top priority for them. When we learned that almost 30% of those administrators believe that getting their teachers to collaborate is one of their biggest challenges, we tend to wonder where the disconnect is.

For many schools, teacher collaboration is unchartered territory, leaving the practice unstructured and inconsistent. The most common challenges of high-quality, effective teacher collaboration are:

Lack of a True Professional Learning Community (PLC)-PLCs are a powerful tool in education and school reform. Without a commitment to the PLC process, teacher collaboration can seem forced and challenging.

Lack of Planning, Collaboration, or Reflection Time-Many teachers and administrators feel like there are not enough hours in the school day. The most common challenge of effective collaboration is a lack of time to focus on working together. While this reason may occasionally be used to mask other issues-like personality conflicts or fear of judgment-it is still worth noting that planning time is a valuable resource for educators that should be embedded in their teaching responsibilities.

Personality Conflicts and Territoriality-Collaborative groups are comprised of multiple personalities and unique belief systems which can lead to unproductive experiences.

The Role of Technology in Teacher Collaboration

Despite these challenges, data proves that Professional Learning Communities (PLC) and Professional Learning Networks (PLN) are extremely effective methods of teacher collaboration that have a direct influence on student engagement and achievement, as well as growth for the educators who work with them.

Technology plays a major role in modern teacher collaboration. Actively participating in a PLN on a social network gives you direct access to the knowledge, experience, and resources of countless educators who you may have never connected with in your immediate professional circles.

Twitter is an amazing digital hub for educators and educational resources. Create an account or log in to the one you haven't used since 2013 and follow educators you admire. Take it a step further by participating in relevant Twitter Chats -when a group of Twitter users (Tweeters?) meet at a predetermined time to discuss a particular topic.

Also, don't forget about the built-in capabilities that your district's learning management system (LMS) offers. You probably already have the tools to connect with colleagues and share ideas in an online community tailored to your district or school. It it has the communication and sharing tools you need, your LMS is the perfect place to create common assessments, track student data, share resources, and keep assignments.

If you're part of a PLC school in which educators gather regularly for in-person collaborative sessions, technology is still a tool for high-quality collaboration. Have access to your LMS in these meetings as a place to create instructional content, store lesson plans and resources, and analyze student data-with the added benefit of live human interaction.

Video technology aids teacher collaboration, as well. Record lessons to use for professional development and coaching in collaborative meetings. Or collaborate with teams of teachers on other campuses via video chat applications like Google Hangouts or Zoom.

However you choose to collaborate, take note of these effective strategies to get the best out of your efforts.

Effective Teacher Collaboration Strategies

In order for teacher collaboration to be effective, teachers should want to participate, rather than feel like they have to. Collaboration, just like any other skill, can be honed and improved upon with practice. Here are a few strategies to set the stage for successful, high-quality teacher collaboration:

Develop and Agree Upon a Shared Vision and Mutual Goals-The level of ownership teachers feel about the process determines how much time and energy they really put into collaborating. Having a shared vision and mutual goals can lead to the buy-in required for teachers to have a genuine sense of ownership.
For example, if your team identifies that it is committed to building relationships with students and student learning, set goals related to that vision, discuss how to reach the goals, and assess progress regularly.

Foster a Sense of Community-Collaboration is all about building relationships. Taking the time to get to know your colleagues and relate on a personal level develops a greater sense of respect and trust. Like any relationship, collaborative teams take time to develop and increase in strength and productivity over time.

Establish Group Norms and Expectation-Unfortunately collaboration can be stressful and uncomfortable at times. Educators are typically passionate about their work and beliefs which causes us to be vulnerable in groups of people who know our strengths and weaknesses. It's important to develop a culture of trust, respect, and humility for everyone to thrive. Your team should delegate roles and responsibilities, as well as protocols for communication and time management.

Leverage Discussion to Work Through Conflicts-Dialogue can actually lead to deep professional learning for educators as they explore new ideas for teaching. Dialogue requires active listening, a willingness to share ideas, and a belief in the power of communication.
Discussion is made up of dialogue intended to build consensus or make decisions. Although dialogue opens doors to new possibilities, it can also open the door to conflict. It's a good idea to develop a conflict management plan, monitor your own emotions, and always use your professional judgment.

Though Challenging, Collaboration Benefits Teachers and Students

Strong collaborative cultures develop over time and require effort and commitment to the process. While the benefits are undeniable, true collaboration is complex. Common planning time, PLCs, and PLNs are all effective methods of teacher collaboration.

With time, teachers can develop genuine collaborative teams in which they share goals, engage in mutually beneficial professional learning, use communal resources to increase student achievement, and advance their own skills, knowledge, and beliefs related to student learning.

# data[].attributes.attachment_link.title
Teacher Collaboration: How to Approach It In 2020

# data[].attributes.attachment_link.description
Teacher collaboration occurs when members of a learning community work together to increase student learning and achievement. If our ultimate destination as educators is student achievement, think of teacher collaboration as the journey. Collaboration is not a task to complete then move on, it's an ever-changing, ongoing process that is only enhanced by social networks and access to new technology.

# data[].attributes.body
HoTel - Holistic Approach to Technology Enhanced Learning

# data[].attributes.attachment_link.readable_text
Learning Styles on Wikipedia
Criticism on Wikipedia
Learning Styled on InfEd

# data[].attributes.attachment_link.keywords[]
a human being develops cognitively from birth throughout his or her life through four primary stages of development: sensorimotor (0-2)

# data[].attributes.attachment_link.keywords[]
and formal operational (11-). assimilition is incorporation of new experiences into existing mental schema

# data[].attributes.attachment_link.keywords[]
knowledge is distributed across a network of connections to people and information - learning consists of the ability to construct and traverse those networks

# data[].attributes.attachment_link.keywords[]
entertainer and new romantic - the problem of self-judgement in assessment.

# data[].attributes.attachment_link.keywords[]
the learning of new forms of activity as they are created

# data[].attributes.attachment_link.keywords[]
rather than the mastery of putative stable

# data[].attributes.attachment_link.keywords[]
the area of capabilities that learners can exhibit with support from a teacher or peer.

# data[].attributes.attachment_link.title
Learning Theory - What are the established learning theories?

# data[].attributes.attachment_link.description
This Concept Map, created with IHMC CmapTools, has information related to: Learning Theory, zone of proximal development The area of capabilities that learners can exhibit with support from a teacher or peer., organisational learning Nonaka & Takeuchi, Montessori constructivism, Lave & Wenger situated learning, Piaget constructivism, Philosophy Dewey, The church Theology, text & conversation theory An organization is created and defined by communication.

# data[].attributes.body
ROBERT COE, STEVE HIGGINS AND LEE ELLIOT MAJOR
June 2018

# data[].attributes.attachment_link.readable_text
This article summarises the report: Coe R, Aloisi C, Higgins S et al. (2014) What makes great teaching? Review of the underpinning research. Sutton Trust, October 2014. London: Sutton Trust. Available at: suttontrust.com/researcharchive/great-teaching.

The aim of our review was to address three deceptively simple questions:

What makes 'great teaching'?

What kinds of frameworks or tools could help us to capture it?

How could this promote better learning in schools?

The quality of teaching is by far the biggest factor within schools that can make a difference to the achievement of children and young people. In the report, we review over 200 pieces of research to identify the elements of teaching with the strongest evidence of improving attainment. The report also identifies some common practices that can be harmful to learning and have no grounding in research, and analyses different methods of evaluating teaching (Coe et al., 2014).

We define effective teaching as that which leads to improved student achievement using outcomes that matter to their future success. The research keeps coming back to this critical point: student progress is the yardstick by which teacher quality should be assessed.

Some teaching approaches are supported by good evidence of their effectiveness. Examples include: challenging students to identify the reason why an activity is taking place in the lesson; asking a large number of questions and checking the responses of all students; spacing out study or practice on a given topic, with gaps in between for forgetting; and making students take tests or generate answers, even before they have been taught the material.

The report offers a 'starter kit' for thinking about what constitutes effective teaching. This is based on behaviours, approaches and classroom practices that are well-defined, easy to implement and show good evidence of improvements in student outcomes. Six key factors that contribute to good teaching are identified.

The two factors with the strongest evidence in improving student outcomes are:

1. Content knowledge. Teachers with strong knowledge and understanding of their subject have a greater impact on students' learning. It is also important for teachers to understand how students think about content and be able to identify common misconceptions on a topic.

2. Quality of instruction. This includes effective questioning and the use of assessment by teachers. Specific practices, like reviewing previous learning, providing model responses for students, giving adequate time for practice to embed skills securely and progressively introducing new learning (scaffolding), are also found to improve attainment.

Another four elements of effective teaching that have fair-to-moderate evidence showing a positive impact on learning are:

3. Classroom climate. This includes the quality of interaction between teachers and students as well as teacher expectations.

4. Classroom management. Such as the efficient use of lesson time and managing behaviour, with clear rules that are consistently enforced.

5. Teachers' beliefs. For example, the reasons why they adopt particular practices and their theories about learning.

6. Professional behaviours. This relates to professional development, supporting colleagues and communicating with parents.

The following are some of the practices that the report identifies as not proven to be effective, and for which there is an almost total lack of evidence to support their use. The seven examples of strategies unsupported by evidence are:

1. Using praise lavishly. For low-attaining students, praise that is meant to be encouraging and protective can actually convey a message of low expectations. The evidence shows that children whose failure generates sympathy are more likely to attribute failure to lack of ability than those who are presented with rebuke.

2. Allowing learners to discover key ideas for themselves. Enthusiasm for 'discovery learning' is not supported by research evidence, which broadly favours direct instruction.

3. Grouping students by ability. Evidence on the effects of grouping by ability, by allocating students either to different classes or to within-class groups, suggests that it makes very little difference to learning outcomes. It can result in teachers failing to accommodate different needs within an ability group and over-playing differences between groups, going too fast with high-ability groups and too slow with low ones.

4. Encouraging re-reading and highlighting to memorise key ideas. Testing yourself, trying to generate answers and deliberately creating intervals between study to allow forgetting are all more effective approaches to memorisation than re-reading or highlighting.

5. Addressing low confidence and aspirations before teaching content. Attempts to enhance motivation prior to teaching content are unlikely to succeed - and even if they do, then the impact on subsequent learning is close to zero. If the poor motivation of low-attaining students is a logical response to repeated failure, starting to get them to succeed through learning content will improve motivation and confidence.

6. Presenting information to students in their preferred learning style. Despite a recent survey showing that over 90% of teachers believe individuals learn better when they receive information in their preferred learning style, the psychological evidence is clear that there are no benefits to this method.

7. Being active, rather than listening passively, helps you remember. This claim is commonly presented in the form of a 'learning pyramid', which shows precise percentages of material that will be retained when different levels of activity are employed. These percentages have no empirical basis and are pure fiction.

It may seem unduly negative to focus on things that do not work, but there are a number of reasons for doing this. One is that it provides a challenge to complacency. A potential problem with lists of 'best practice' is that they can be susceptible to confirmation bias. If the list of effective practices is long enough, and contains descriptions of practices that are open to a bit of interpretation, most teachers will be able to identify something they think they are doing well. Including some examples of 'worst practice' is likely to provoke a stronger reaction, which we hope can be challenging in a constructive way.

A second reason is that many of these ineffective practices seem to be quite popular. By stopping doing things that are either ineffective or inefficient, we should allow more time to focus on things that will make more difference. The world of schools and teachers is a busy one; if we don't identify things to stop doing, we just try to cram more in to an already hectic environment.

A section of the report also reviews how we make judgements about teacher quality and questions the over-reliance on lesson observation. Given the complexity of teaching, it is surprisingly difficult for anyone watching a teacher to judge how effectively students are learning (Pianta et al., 2008).

Six approaches to teacher assessment are reviewed; three have moderate validity in signalling effectiveness:

1. classroom observations by peers, principals or external evaluators

2. 'value-added' models (assessing progress in student achievement)

3. student ratings.

Three other approaches have limited evidence:

1. principal (or head teacher) judgement

2. teacher self-reports

3. analysis of classroom artefacts and teacher portfolios.

The report argues for a formative approach to teacher evaluation, based on continuous assessment and feedback rather than results from high-stakes tests (Danielson, 2007). This will need to incorporate a range of measures, from different sources, using a variety of methods (Polikoff, 2014). A key to appropriately cautious and critical use of the different methods is to triangulate them against each other. A single source of evidence may suggest the way forward, but when it is confirmed by another independent source, it starts to become a credible guide. Currently available measures can give useful information, but we must be careful not to over-interpret.

One of the conclusions of the report is that if that we are concerned with the learning of students, we should pay greater attention to the professional development of teachers themselves (Muijs et al., 2014). Good-quality teachers are the key to an effective school and a successful education system.

Great teaching cannot be achieved by following a recipe, but there are some clear pointers in the research to approaches that are most likely to be effective, and to others, even if quite popular, that are not. Teachers need to understand why, when and how a particular approach is likely to enhance students' learning and be given time and support to embed it in their practice.

Sign up to the Institute for Effective Education's fortnightly newsletter 'Best Evidence in Brief' at: the-iee.org.uk.

Steve Higgins is Professor of Education at Durham University and responsible for the design and core content of the EEF 'Teaching and Learning Toolkit'.

Rob Coe is Professor of Education at Durham University and Director of the Centre for Evaluation and Monitoring (CEM), Durham University.

Lee Elliot Major is Chief Executive of the Sutton Trust, the UK's leading foundation improving social mobility through education.

References

# data[].attributes.attachment_link.title
What makes great teaching? | impact.chartered.college

# data[].attributes.attachment_link.description
This article summarises the report: Coe R, Aloisi C, Higgins S et al. (2014) What makes great teaching? Review of the underpinning research. Sutton Trust, October 2014. London: Sutton Trust. Available at: suttontrust.com/researcharchive/great-teaching. The aim of our review was to address three d

# data[].attributes.body
An Association for Physical Education

# data[].attributes.body
June 2018

# data[].attributes.attachment_link.readable_text
Back in 1991, Martin Haberman, as part of his life long work into how education could tackle disadvantage, wrote " The Pedagogy of Poverty " in which he explores how the accepted norms and routines of teaching life act to hold down the very children we seek to lift up. In our work, Hywel Roberts and I refer to this idea of a Pedagogy of Poverty widely, but we need to explore how it fits in with current ideas about 'rich' knowledge and core knowledge curriculum models.

All curriculum models have knowledge as a central part of their design. So why do so many advocate for a 'knowledge rich' curriculum? Well, Tom Sherrington summarises the key ideas of a 'Knowledge Rich' approach here very well and it's difficult to argue against the idea that it is better for children to have explicit and clear recall of curriculum content than a vague recollection of some experiences acquired as a kind of "rubbing off" of content on memory. Let's take his example of teaching the Romans. Tom suggests that it is better for children to have understood and retained the chronology, impact and key vocabulary of the Romans rather than to have a vague recollection of a trip to a museum and I agree. But the trip to the museum will also have had benefits that go way beyond that of remembering stuff about the Romans.

Hywel Roberts tells a story in his wonderful key notes about teaching in a school in Sheffield. The class are looking at town planning and urban developments, so as a way in, he asks them what they might find in a great city - if the city of Sheffield were to be redeveloped, what would they put there? One by one, the children list things the city should have - a Greggs, a BP Garage, a hairdressers called Streakers...they are describing their walk to school. For many of the children, their only experience of the city they live in is the walk to and from school. For those children and others like them, getting on a coach and going to a museum is about far, far more than remembering aspects of the curriculum. It can be literally life changing.

And as I outline here - we need to seize opportunities to broaden curriculum content out into much more than a series of well remembered facts. That's the bottom line - the lowest common denominator. While I accept that perhaps we haven't even achieved this as well as we might in the past, it is still no more ambitious a goal than getting the kit on a footballer without aspiring to put him on the pitch. When I teach the Romans, I firstly accept one thing:- I'm not going to have the time to teach it all. These historical periods are massive. So you have to focus in on the key areas and things you want them not just to KNOW, but to UNDERSTAND.

When I teach I want children to connect past, present and future. To link the then time to the now time with a view to impacting on future time. I don't just want children to be able to identify the location of Hadrian's wall on a map, to be able to recount who built it and why and to be able to map out the layout of the barracks. I want them to know that there were black skinned soldiers there who had marched from as far as Syria. If I choose to focus on a soldier there, I choose Syria because the name Syria resonates with children for wholly different reasons. I want children to understand that migration and population movements have always been with us. I want them to grow up to not be Arron Banks - so blinded by his own racism that he won't even accept the evidence from classical scholar Mary Beard that it was even possible that the Roman army contained people with darker skins. I want them to be able to use all the knowledge and vocabulary that Tom describes. But I want more. Much, much more.

What keeps me awake at night when I think about teaching? It's not Ofsted, testing, performance management...Ok - I don't HAVE to worry about those things any more. But even when I did, it wasn't that. I never gave a monkey's who walked into my room to see me teach. I didn't want prior warnings, I didn't want grades. If I had time I might ask for a couple of tips about what they thought I could improve on - who doesn't benefit from a bit of formative feedback? But what kept me awake was not surveillance. It was how to get through to children. It was how to not just engage them in tasks, but to make them care about the content we were covering. It was "how is my teaching going to impact on the future of the world? To make it a more compassionate and responsible place? How am I ensuring that children leave here able to form healthy relationships so that they don't become lonely? How do I teach them to believe that they have the power to change the world, not just to recount what it used to be?"

We are awash with buzz words at all times in teaching. The buzz words of the moment are 'knowledge rich,' 'mastery,' 'explicit teaching,' 'resilience,' and so on. But if we're not careful, they begin to undermine the very thing they aim to achieve. They strengthen the pedagogy of poverty. You cannot argue on the one hand that knowledge has to be painstakingly and explicitly taught and practiced because it can't be left to chance, and on the other to casually suggest that compassion, criticality, creativity and other important human capabilities will just develop by chance on the back of knowledge. For heaven's sake, you only have to look at our 'knowledgeable' government to see that won't happen!

A rich curriculum moves way beyond knowledge. It moves towards the building upon knowledge to ensure that children know what to do with it. That they can't just name emperors and kings, but that they can consider the pitfalls of power. That they can't just name rivers and mountains, but that they understand how mankind is at the mercy of our natural environment as much as we are able to control aspects of it. They should understand that our capacity to destroy is matched by our capacity to create. They should know the best that has been said and done in a whole range of cultures as well as our own, but more than that - that the best that is to be said and done may well be yet to come. From them.

Year 2. We've been learning about the Great Fire of London. The children know the dates, the places, the statistics - the facts. We've acquired them largely by driving along in a story because we know that, according to Daniel Willingham, 'stories are psychologically privileged' in the human mind. They understand that the fire was bad, but also that it brought about benefits. I want to know just how much they remember and understand. So I test them. I test them not on paper (at least not at first - later they run to the writing because they are desperate to make their case). For now, we stand together in a darkened room. And I have a small candle alight in my hand.

"Let's say..." I start, "Let's say we're back at the beginning. The moment when the fire broke out. Let's say we have the power to blow this small flame out and stop the fire. Shall we?"

Bedlam breaks out. I do the "one at a time - one at a time!" and we listen to each other.

"We must blow it out! We could save at least nine lives - maybe more."

"Hang on. If we blow it out, then the buildings won't get better. There won't be a fire service..."

"It could happen again and be worse if we blow this one out"

"The street won't get cleaned up and the buildings will still be flammable if we don't learn from this."

"But we can't let people die just so we can make the buildings better!"

"More people might die. It might have stopped the plague from coming back!"

"We don't know that for sure - but we do know that if we don't blow this out, people are definitely going to die."

And so on. I can assess their knowledge and understanding, but more than that is going on here. The children have CONCERN. The facts of the fire matter because they have been placed in a dilemma over which they have some (fictional) control. They are learning more than they would through a simple written test. They are learning that there are no easy answers to difficult problems. As one child sighed "maybe sometimes you have to let a bad thing happen in order for better things to come."

This to me is knowledge rich. But it's also humanity rich. Children have mastered content, but the quality of their discussions offer evidence of fluency. They are able to apply knowledge, consider, weigh and adapt. They are learning how to be wise, not just well informed.

So yes, let's ditch the 'we'll learn about the Romans through a dressing up day". But let's not ditch the deep questions, the humanity, the links across time, place and context that connect with us all. Let's have a future rich curriculum for all.
Addition 12th June:-
In response to some criticism that we shouldn't be teaching children about issues like racism, I'd just like to say that a knowledge rich curriculum without racism would require removing colonial history, slavery, the holocaust (indeed probably the entire second world war), the civil rights movement, not to mention the Merchant of Venice and other great texts from our teaching. It would allow us to whitewash history, isolate children experiencing racism directly in their lives and enable others to become racist without fear of censure. Apart from that...

It might also be worthwhile pointing out that I'm not "teaching Syria". I'm teaching the Romans from the perspective of a soldier from Syria. The children are familiar with the word Syria because that are familiar with news stories. I don't really need to say much more about Syria than the name and where it is on a map. They see a man from Syria - a place they know people are fleeing from today - feeling homesick on Hadrian's wall. I hope they understand that many people, far from home in circumstances they would not have chosen, feel homesick too. Stories provide safe distance from the real for children to explore these kinds of issues and History is full of stories. Personally, in my experience, that's not too hard for children to grasp.

# data[].attributes.attachment_link.description
Back in 1991, Martin Haberman, as part of his life long work into how education could tackle disadvantage, wrote "The Pedagogy of Poverty" in which he explores how the accepted norms and routines of teaching life act to hold down the very children we seek to lift up.

# data[].attributes.body
JANUARY 16, 2017 CATEGORIES: BLOG BY TIM TAYLOR

# data[].attributes.attachment_link.readable_text
Over the weekend I read an excellent blog by Harry Fletcher-Wood called, 'Starting a Lesson With Initial Stimulus Material'. Harry's blog got me thinking about how I use images with students as a way to generate thinking, grab their interest, and communicate knowledge. This blog is my response.

Harry uses three examples of images to illustrate his approach; the second is this one of Henry VII.

Harry suggests we could start by asking the students to make inferences: "What can you tell about Henry VII from this painting?"

He calls this a 'classic starter' but warns of its limitations,
"...examples like this can be restrictive, relying, as they do, on students' guesswork and often limited prior knowledge. Without careful questioning (and perhaps a richer stimulus) such starters will do little to set out the lesson's goals: simply moving on to the main body of the lesson with a "Now we'll find out which of your guesses were true," is probably insufficient."
I agree with this entirely, however I don't think the problem is with the stimulus, so much as with the question. "What can you tell about Henry VII from this painting?" is a difficult question for students to answer if they know little about the subject or the historical context

For me a more productive starting question is one that requires no prior knowledge: "I'd like to show you a painting, it was painted about 500 years ago of an English king called Henry VII. Take a careful look and see what you notice?"

This is an open question, asking the students to look rather than guess. If I did this with a class in Year 5 I'd expect them to notice the gold chain round his neck, his hat and cloak, the rose in his hand, and the writing at the bottom of the painting. Afterwards I would draw attention to how his hands seem to rest on the text, how he holds the rose. I'd ask them to describe the action - "carefully, gently, delicately" - and what this might mean. I'd also draw attention to his eyes and mouth, "Where is he looking? Who is he looking at? What do you make of his mouth, would you describe that as a smile or something else? What about the shape of his jaw? Have you ever heard the expression, 'He set his jaw?' It usually means determined or committed."

Once this first part of the conversation is over I'd say to the students, "I can tell you a little more about this king. His name is Henry Tudor and he wasn't born king of England, he had to win it on the battlefield..." And so on. In this way I would tell them the story of Henry VII, the War of the Roses, the Battle of Bosworth Fields, and the establishment of the Tudor dynasty.

Afterwards I'd draw their attention back to the painting and ask them to look at it again, now with some background knowledge of the man and his history: "What do you think this painting can tell us about Henry VII"?

We'd then discuss how the artist has chosen to portray Henry, the shape of the canvas, the words at the bottom of the picture, the reason he is holding the rose, and the golden necklace around his neck signifying the Order of the Golden Fleece. "Everything," I would tell them, "Is there for a reason. The artist is telling us something about this man, about his character, about his status, about his past. To understand we need to study his history."

For me this inquiry has five parts:

The first is an open question the students can't get wrong even if they have no knowledge of the context - "What do you notice?"

The second extends their observations, pointing out details they might have missed - "What do you make of that smile?"

The third provides background knowledge, telling them the story behind the painting - "His name is Henry Tudor..."

The fourth asks for inference and the use of evidence - "What do you think this painting tells us?"

The fifth digs deeper and extends the discussion into areas of art and historical inquiry - "The artist is telling us something about this man..."

Each step has a specific aim:

The first is to set the scene and ask the students to really look at the image (I find we often rush too quickly to interpretation without properly observing). In this step the students are doing most of the talking, the teacher is listening carefully and asking for more detail - "Yes, he is wearing a gold necklace. Can you make out anything about the design? What about this, it looks like an animal. Is it sheep? I wonder why his necklace would have a sheep hanging from it." Etc.

The second is to develop the students' thinking and make them aware of aspects of the painting they might have missed. In this step the teacher is the one doing most of the talking, asking the students for their views - "Have you noticed his eyes, how would you describe them? They look intense to me, and they're staring right out of the picture? I wonder who they might be looking at?"

The third is to tell them the story and give them the knowledge they lack. For me this comes once the students are engaged in the subject. In this step the teacher is doing most, if not all of the talking. It is the students' job to listen, I often ask them to make notes - "This is a great story and there is a lot to remember, you'd better grab your books to write it down."

The fourth is to interpret the painting, to look at it again with new eyes. Most of the talking is done by the students with the teaching probing, asking them to explain, and to use evidence - "You think his jaw is set like that because he's won the crown and he's determined not to lose it? What else in the painting supports that idea?"

The fifth is to delve deeper and provide the students with further knowledge and more understanding. The teacher will do most, if not all the talking.

In this way each step builds on the previous one, developing and extending the work.

Knowledge is essential to the process and it's not the job of the students to discover it, but it only comes after they have had the chance to look and get engaged in the subject. I think of this as tilling the earth, once they are interested we can start sowing the seeds, but only after they're interested. Seeds are unlikely to grow if they are sown on hard, dry earth.

Note: For more information on this painting visit The National Gallery.

# data[].attributes.attachment_link.description
Over the weekend I read an excellent blog by Harry Fletcher-Wood called, 'Starting a Lesson With Initial Stimulus Material'. Harry's blog got me thinking about how I use images with students as a way to generate thinking, grab their interest, and communicate knowledge. This blog is my response.

# data[].attributes.attachment_link.title
Are Our Kids Tough Enough ? Chinese School S01E01

# data[].attributes.attachment_link.description
Pear Deck is on a mission to help teachers create powerful learning moments for every student, every day - using the tools you already know and love.

# data[].attributes.body
Equality and Human Rights Commission

# data[].attributes.attachment_link.description
Our lesson plan ideas cover a wide range of topics and ideas for developing lesson plans, designed with Secondary Education providers in mind.

# data[].attributes.headline
Teaching and Learning in Chinese Schools: Core Values and Pedagogic Philosophy

# data[].attributes.subject
Teaching and Learning in Chinese Schools: Core Values and Pedagogic Philosophy

# data[].attributes.body
David Halpin
Vol.3 No.1, February 2014

# data[].attributes.attachment_link.title
Teaching and Learning in Chinese Schools: Core Values and Pedagogic Philosophy

# data[].attributes.attachment_link.description
To understand better teaching and learning in schools in modern China, it is not enough to see its pedagogic philosophy as merely a reflection of communist ideology. Core values derived from China's ancient civilization, especially the teachings of Confucius, arguably exert as much, maybe more, influence.

# data[].attributes.body
Edutopia
October 2018

# data[].attributes.attachment_link.readable_text
What you put on your classroom walls can affect your students' ability to learn.

The walls in Kenita Sutherland's classroom are lively but not overwhelming.

Heavily decorated classrooms can bombard students with too much visual information, interfering with their memory and ability to focus, a new study finds.

This is just the latest study to examine the relationship between classroom environment and students' executive functions, which include skills like memory, attention, and self-regulation. While teachers have good intentions when decorating, many classrooms end up being "sensory-rich" in a way that "could hamper children's learning gains rather than help," according to psychologists Pedro Rodrigues and Josefa Pandeirada, who coauthored the study.

To understand how decorations affect learning, Rodrigues and Pandeirada recruited 64 children between 8 and 12 years old to perform attention and memory tasks in two groups. For the high-decoration group, the walls of the room were covered with numerous pictures of ordinary objects and scenes, such as cars, musical instruments, and trees. Walls in the control group's room, on the other hand, were bare.
© Kendra Caralis
The children performed a series of tasks designed to test their attention and memory. In one attention test, for example, they observed a laptop screen, pressing a button if an X appeared and doing nothing if a K appeared. In a memory test reminiscent of the electronic game Simon Says, the children observed nine blue squares that changed to yellow in varying sequences, which the children attempted to repeat. A total of four tests were given-two for memory and two for attention.

Compared to children in the bare-wall room, children in the high-decoration room performed worse on all tests, which suggests that too much visual stimulus can be a distraction.

"Overall, the results from these studies indicate that children could have difficulty in ignoring visual distractors when these are embedded in the surrounding environment," the study authors explain.

Classrooms Should Be Engaging, Not Distracting

That's not to say that every wall must be bare. In 2015, a team of researchers in the U.K. analyzed 153 classrooms and found that students benefited most when the walls had some decorations. "The displays on the walls should be designed to provide a lively sense to the classroom, but without becoming chaotic in feel. As a rule of thumb, 20 to 50 percent of the available wall space should be kept clear," the researchers wrote.

Display student work. Students not only feel a greater sense of responsibility for their learning but are also more likely to remember the material (Barrett et al., 2015).

Feature inspiring role models. Putting up images-and short stories or quotes-featuring heroes and leaders can help students gain a greater sense of belonging and aspiration, especially when their backgrounds and interests are represented. Strive for inclusion, but avoid token or stereotypical representations-they can be damaging to students' self-esteem (Cheryan et al., 2014).

Avoid clutter. Keep at least 20 percent of your wall space clear, and leave ample space between displays so they don't look disorganized. Resist the temptation to keep adding decorations-it's better to swap them out than to keep adding more (Barrett et al., 2015).

Visual aids-like anchor charts, maps, and diagrams-are OK. Posters that reinforce a lesson, rather than distract from it, can boost student learning. But don't forget to take down ones that are no longer helpful (Carney & Levin, 2002; Bui & McDaniel, 2015).

Avoid displays of student scores or grades. Many teachers use data walls to motivate students, and while they can work for high performers, they can backfire for struggling students, leading to feelings of shame and demoralization (Marsh et al., 2014).

Let in natural light. Don't cover up your windows with decorations unless you have a problem with glare or outside distractions. Students who are exposed to more natural light in their classrooms outperform peers who get less natural light in math and reading (Cheryan et al., 2014). If you don't have windows, making sure the room is well lit can boost achievement (Barrett et al., 2015).

Balance wall colors. You don't have to stick with four white walls-try having a single feature wall painted a bright color, with the rest being muted (Barrett et al., 2015).

So what do researchers say teachers should do?

Developing Brains

While decorating walls is a favorite pastime for many teachers, young children may not respond as teachers hope.
Courtesy of Amy Mileham
"Our findings could be related to the fact that children's cognitive capacities are still under development, including executive functions responsible for the filtering of irrelevant information for a given task," explain the study authors. A teacher may have little difficulty ignoring a wall full of decorations, but young students may find themselves unable to look away and focus on a lesson.

Children aren't born with fully developed executive functions-they have to develop these skills over time, according to Harvard's Center on the Developing Child. Children who have adverse experiences-such as neglect, abuse, or violence-or learning disabilities are at greater risk of impaired attention and self-regulation skills. So classroom distractions may be harming the students who need the most help.

The Third Teacher
© Nichole Murray
This study is the latest in an emerging field looking at classrooms as the third teacher-after parents and the teacher-which views the environment as essential to supporting learning. The idea is hardly new; approaches such as Reggio Emilia and Montessori put it at the forefront of pedagogy, giving classrooms a prominent role in shaping how students learn. Recent studies have shown evidence for the role that classrooms play in learning: A 2014 study, for example, found that young students spent more time off-task when classroom walls were highly decorated, while research on flexible classrooms shows that optimizing physical characteristics of classrooms such as light, color, and seating options can improve academic performance by as much as 16 percent.

The takeaway: Classroom walls should feel warm and lively but not overcrowded-keep 20 to 50 percent of the wall space clear, and fill the rest with student work, inspiring pictures, and learning aids.

# data[].attributes.attachment_link.description
What you put on your classroom walls can affect your students' ability to learn.

# data[].attributes.attachment_link.keywords[]
resources for adapted physical education

# data[].attributes.attachment_link.keywords[]
strategies for adapted physical education

# data[].attributes.attachment_link.description
Resources, videos, and links for Adapted Physical Education.

# data[].attributes.body
Kids Included Together
October 2012

# data[].attributes.headline
What is imposter syndrome and how can you combat it? 

# data[].attributes.subject
What is imposter syndrome and how can you combat it? 

# data[].attributes.body
TedEd by Elizabeth Cox

# data[].attributes.attachment_link.title
What is imposter syndrome and how can you combat it? - Elizabeth Cox

# data[].attributes.headline
7 Best Practices for Physical Education Teachers

# data[].attributes.subject
7 Best Practices for Physical Education Teachers

# data[].attributes.body
By Chris Nichols

# data[].attributes.attachment_link.provider_name
PE Blog - Read & Discuss Current PE Topics

# data[].attributes.attachment_link.readable_text
We've all seen or read quotes from the short essays by Robert Fulghum about how all the things you really need to know you learned in kindergarten. As physical education teachers, what are the tips and best practices that we really need to know for us to provide quality physical education? I've put together a list of best practices for physical education teachers that will hopefully provide a bit of guidance before the school year starts.

Leaving college after four, or maybe more, years of coursework provided by college professors is a great baseline to help you when starting your career. I seldom provide a training without getting into a conversation about which edition of Dynamic Physical Education you used in college. It's a great topic and leads to lots of in depth discussion from various age groups as we reminisce about our college days. Recently, Dr. Pangrazi uploaded his entire curriculum online for FREE at www.dynamicPEASAP.com. Books/resources like these helped us start down the path to becoming physical education teachers, but that is only the beginning.

I've had the privilege of working with many talented teachers throughout my career, and the knowledge colleagues can provide is invaluable. If you work in a small district and don't have that sounding board, then social media is your friend. Recently, I joined the Twitter universe (Yes, I know I'm a little behind the times!), and I've been amazed at how invaluable this resource is for garnering new ideas. Start by following @GopherSport and me, @Cnicholspe, and then let yourself go down all the rabbit holes you find. Great stuff is out there just waiting for you to stumble across it!

Another great resource is state and national conventions. Living in the great state of Texas, I'm blessed with one of the most dynamic organizations for physical education, TAHPERD. The teachers I've encountered are so willing to share their ideas that after 23 years, I learn something new every year. We also have our SHAPE convention that always provides great presenters to help with tips and best practices.
Here are my thoughts on the most important teaching tips and best practices:

Embrace state and national standards and utilize the district curriculum to help plan out your school year.

Develop a "Year at a Glance" to help guide you through the lessons you will provide for students.

Plan units around special events like the World Series or the Super Bowl. I try to be mindful of events like Heart Health month and tie in my Jump Rope for Heart unit during that time.

Cultivate relationships with all the core teachers at your campus. We are not just physical education teachers and we can be a valuable resource for the entire school.

Create a positive learning environment, (e.g., decorate bulletin boards, hang posters, create student-interest inventories) all centered around creating healthy lifestyles and staying active.

Focus on and plan for solid classroom management. It's the key to student and teacher success. My first year of teaching, I was given Harry Wong's book, The First Days of School: How to Be an Effective Teacher. I thought, "I've got this, I don't need to work on procedures, procedures, procedures." Oh, how wrong I was! What you do during the first days of school will determine your success or failure for the rest of the year.

Build relationships and listen to your students. They will tell you what they think. They often have great suggestions for making activities better, and they are a solid barometer for how things are going. I grow every year with input from colleagues, social media, and professional conventions, but what I have realized is all I really need to know I learned from my students.

There you have it, my teacher tips for a successful school year and career. Please share any additional ideas that you may have in the comment section below.

Chris has been a Physical Educator for 22 years in Texas. He has been recognized as a district finalist for Teacher of the Year and formerly served as the Early Childhood Chair Elect for the Texas Association of Health, Physical Education, Recreation and Dance (TAHPERD). Chris has presented at state and national conferences and spent two years writing curriculum, creating and delivering professional development, and supporting physical education teachers as a Health and Physical Education Specialist in a large urban district. Now an elementary Physical Education teacher in Garland ISD, Chris strives to promote a healthy and physically active lifestyle in both his personal and professional life.

# data[].attributes.attachment_link.title
7 Best Practices for Physical Education Teachers | Gopher PE Blog

# data[].attributes.attachment_link.description
We've all seen or read quotes from the short essays by Robert Fulghum about how all the things you really need to know you learned in kindergarten. As physical education teachers, what are the tips and best practices that we really need to know for us to provide quality physical education?

# data[].attributes.body
March 2013

# data[].attributes.attachment_link.title
The five 'P's of positive behaviour | Tes News

# data[].attributes.attachment_link.description
One teaching assistant explains how using more positive language in the classroom has helped to improve pupil behaviour

# data[].attributes.body
Inspired by something similar I was told about on a CPD day. Focusing on feeding back to feed forward

# data[].attributes.attachment_link.readable_text
Listen to my interview with Joe Hirsch (transcript):
Sponsored by Kiddom and Pear Deck

As teachers, we pretty much give feedback all day long. We tell students how they can improve on assignments, we praise them for things they're doing well, we correct their incorrect responses, and we redirect them when they behave in ways that aren't helpful to learning.

And that's just the students. We also give feedback to our colleagues, although in most cases, these exchanges don't happen as often or as freely as they probably should. We receive plenty of feedback as well, from our students, their parents, our administrators, and our peers. And we encourage our students to give feedback to each other, albeit with pretty uneven results. Really, the experience of school could be described as one long feedback session, where every day, people show up with the goal of improving, while other people tell them how to do it.

And it doesn't always go well. As we give and receive feedback, people get defensive. Feelings get hurt. Too often, the improvements we're going for don't happen, because the feedback isn't given in a way that the receiver can embrace.

It turns out there's a different way to give feedback that works a lot better, a way of flipping its focus from the past to the future. It's a concept called "feedforward," which was originally developed by a management expert named Marshall Goldsmith. As far as I can tell, not a lot of educators are familiar with the practice of feedforward, and I really think if we learned how to do it and started using it more consistently, it could make a huge difference in how our students grow and how we grow as professionals.

In this week's podcast, I interview Joe Hirsch, author of The Feedback Fix: Dump the Past, Embrace the Future, and Lead the Way to Change. ( Bookshop.org | Amazon). In the book, Joe digs deep into the practice of feedforward and shows us how and why it works. You can listen to our full conversation in the player above, read the full transcript, or stay right here-I'll give you a quick overview.

What's Wrong with the Way We Give Feedback?

When we give feedback to our students, or when our co-workers or administrators give feedback to us, the focus is on the past. "People can't control what they can't change, and we can't change the past," says Hirsch. "And that happens to be the focus of most of the feedback that we give or receive."

More specifically, backward-looking feedback doesn't often get good results for three reasons:

It shuts down our mental dashboards. "When we get negative feedback about something that we can't change or control," Hirsch says, "our brains flood with stress-inducing hormones, cortisol, that trigger our threat awareness and put us on the defensive. The parts that are responsible for executive function, for creativity, the parts that allow us to sort of set our agendas and make rational decisions, essentially we are in a state of mental paralysis."

It focuses primarily on ratings, not on development. Most of feedback's time and energy is spent on looking back and rating (or grading) performance that's already over, rather than focusing on what can be done from now on. "When feedback consists of an impersonal set of performance standards, we're overlooking the essential goal of feedback, and that's to create positive and lasting improvement."

It reinforces negative behaviors. "When we hear about flaws that we can't fix anymore-because they're in a past that we can't change-it creates a feeling of learned helplessness, the feeling that we are unable to do anything about our future. Instead of committing ourselves to improvement, which is what we would hope would happen, we hold onto this debilitating view of who we are instead of focusing on who we are becoming."

What is Feedforward?

When we give feedforward, instead of rating and judging a person's performance in the past, we focus on their development in the future.

Suppose my student is writing an essay. Instead of waiting until she is finished, then marking up all the errors and giving it a grade, I would read parts of the essay while she is writing it, point out things I'm noticing, and ask her questions to get her thinking about how she might improve it.

In his book, Hirsch takes this broad concept of feedforward and defines six components of it, six specific characteristics of feedforward that make it so effective. He refers to these by the acronym REPAIR (regenerates, expands, particular, authentic, impact, refines).

So let's take a look at each of these. If you want to implement feedforward well, it should have these attributes:

It REGENERATES talent.

The most effective kind of feedforward helps people see opportunities for growth-ways they could take on new opportunities and roles. "At the simplest level," Hirsch writes in his book, "it leads to the unmistakable feeling that we're moving forward in our professional and personal lives. Getting positive feedback about our performance may feel good, but it doesn't break new ground. It merely confirms what we already know about ourselves and our talents, essentially holding our growth in check. But when feedback gets us thinking about how to spread that talent to others, it has a multiplying effect."

So when we notice that a student is developing a strength or an interest in an area, instead of just pointing that out, we might give the student an opportunity to enter their work in some kind of competition, publish it in some way, or share it with others in a presentation, rather than simply keeping it to themselves. This helps students see themselves in a new light and gets them thinking about ways they could grow.

It EXPANDS possibilities.

Effective feedback starts with what is and helps add to it, expanding what's possible, rather than simply pointing out problems. In his book, Hirsch describes a concept used by Pixar studios called "plussing." When Pixar's creators get together to review a day's work, they are expected to give each other feedback to improve the work. What makes these sessions so effective is one important rule: Participants can't point out a problem without proposing an alternative, saying "What if?" to a problem.

This concept of "plussing" could work wonders in staff or committee meetings: When we are discussing possible solutions to an issue, rather than shooting down ideas that might not work, we could add to them by making small tweaks. "That's an interesting idea. What if we made this small change and tried that?" This technique would also work beautifully with project-based learning tasks, when students may need to come up with several ideas for solving a problem before arriving at the best solution.

It is PARTICULAR.

Far too often, feedback is given in an "information dump," with lots of criteria being measured and reported on at the same time. This can be a pretty ineffective way to help people grow. "There's a limit to how much we can absorb and operationalize in any given time," Hirsch says. "Feedforward is really about picking your battlegrounds strategically and selectively." He advises us to make feedback an ongoing process that is embedded in the day-to-day work, and to only focus on a few things at a time.

So rather than wait until an assignment is done to point out all the ways a student can improve, find ways to give them specific pointers while they work, and only one thing at a time, so students can process and act on it right away.

It is AUTHENTIC.

No one particularly likes giving criticism. "We see problems, we see pitfalls in other people, and we know it's a problem," Hirsch says, "but we don't want to be mean, right? We don't want to crush them. So the tendency is to either avoid giving feedback altogether or to disguise it as a praise sandwich, where we basically slip one piece of criticism in between two very, very surface level gauzy praises."

The problem with that approach, Hirsch explains, is what's called the recency effect: People remember most the thing they heard last. So when you tack on some praise after delivering constructive feedback, the person doesn't really absorb the critical part as well as they would if you'd just given it to them more directly.

Hirsch recommends a more direct approach: Describe what's happening, explain why it's a problem, then prompt the person for a solution. "When delivered this way," Hirsch explains, "it puts people at ease, it takes them off the defensive. It is clear, it is concise, it's locating the problem, it's looking for solutions together. People don't want a praise sandwich. People want the truth."

This approach could work with academic situations or classroom management problems: If you're dealing with a student who is disrupting class, describe the behavior you're seeing, explain why it's a problem, then ask the student for ideas on how to solve it. It sounds really simple, but if what you're doing right now isn't giving you the results you want, it's worth a try.

It has IMPACT.

One of the reasons people don't make progress after receiving feedback is that they don't necessarily know what to do with it. "If you want feedback to make an impact," Hirsch notes, "you have to put it in terms that people can operationalize." In his book, he cites studies showing that regular feedback doesn't typically result in a transfer of new skills or habits, but when that feedback is combined with coaching, the transfer skyrockets to 95 percent.

So if a student regularly forgets to bring materials to class, rather than simply telling him to change, help him make a specific plan for improvement. Ideally, that plan should have lots of small steps to make it achievable, and the student should take the lead in developing that plan.

It REFINES group dynamics.

"Feedback is a team sport," Hirsch says. "It is not just something that happens one to one. It happens in groups and across and within organizations. And when we dump that command and control nature of traditional feedback, we make room for something much more collaborative and shared."

So rather than give feedback in a top-down, hierarchical model, open up more pathways for people to get feedback from their peers, even those whose jobs might on the surface have little in common with our own. In his book, Hirsch borrows a term from management circles known as "creative abrasion," which is what happens when people with opposing views work on the same task together. Although it can result in more conflict, the contributions from different points of view usually produce a higher-quality product in the end.

This idea can play out in a lot of educational settings: Instead of just having our department head observe our teaching, why not get feedback from someone who teaches a completely different subject? When students go to the same peers for feedback on their work, have them seek out the opinion of someone new, or consider getting the input of a group of students from a different class or grade level entirely.

There's nothing simple or straightforward about telling people how to improve. So it's no surprise that we're still figuring it out and finding new ways to refine it. If the feedback you're giving to your students, your coworkers, and even the people at home isn't having quite the effect you intend, try shifting to a feedforward approach. Doing so can help us, as Hirsch says, stop seeing ourselves just as who we are, but who we are becoming. ♦

Learn more about Joe Hirsch on his website or visit his LinkedIn page. Teachers who read The Feedback Fix should also grab this free Discussion Guide for Teachers to help apply the book's principles to your own work.

Come back for more.
Join our mailing list and get weekly tips, tools, and inspiration that will make your teaching more effective and fun. You'll get access to our members-only library of free downloads, including 20 Ways to Cut Your Grading Time in Half, the e-booklet that has helped thousands of teachers save time on grading. Over 50,000 teachers have already joined-come on in.

# data[].attributes.attachment_link.description
Instead of rating and judging a person's performance in the past, feedforward focuses on their development in the future.

# data[].attributes.attachment_link.description
Awesome, bitesize projects to set minds whizzing, zooming and whirring! Week by week, pick and mix our carefully selected, low-preparation activities to get the most out of your class.

# data[].attributes.body
December 2012

# data[].attributes.body
Teaching Resources

# data[].attributes.attachment_link.title
Making Learning Sweeter! Create and share your own games!

# data[].attributes.body
TED Talk by Rita Pierson

# data[].attributes.attachment_link.description
Rita Pierson, a teacher for 40 years, once heard a colleague say, “They don’t pay me to like the kids.” Her response: “Kids don’t learn from people they don’t like.’” A rousing call to educators to believe in their students and actually connect with them on a real, human, personal level.

# data[].attributes.headline
IF PEOPLE TALKED TO OTHER PROFESSIONALS THE WAY THEY TALK TO TEACHERS

# data[].attributes.subject
IF PEOPLE TALKED TO OTHER PROFESSIONALS THE WAY THEY TALK TO TEACHERS

# data[].attributes.body
by SHANNON REED

# data[].attributes.attachment_link.readable_text
"Ah, a zookeeper. So, you just babysit the animals all day?"

"My colon never acts this way at home. Are you sure you're reading the colonoscopy results correctly? Did you ever think that maybe you just don't like my colon?"

"I'd love to just play with actuary statistics all day. That would be so fun! I bet you don't even feel like you're at work!"

"You're a sanitation worker, huh? I hated my garbage collectors when I was growing up. One of them once yelled at me when I stood directly in front of their truck and kept it from completing its appointed rounds, and ever since then I've just loathed all of them, everywhere."

"So you run a ski lodge? Do you just, like, chill during the summer? Must be nice."

"Since my singer-songwriter thing isn't taking off yet, I've been thinking about going into lawyer-ing. I mean, how hard can it be? I know criminals like me, or at least the two that I see once a year at Thanksgiving do."

"I bet that's the best part of being a banker - all the free money!"

"Do you even read your patients' charts, or do you just assign them a random dosage based on how nice they've been to you?"

"Before you give me a ticket, Officer, I just wanted to mention: My taxes pay your salary."

"Excuse me, my seven-year-old son, who mere minutes ago lied about whether he had to pee or not, just told me that you wouldn't give him any ketchup even though he says he asked for it politely. Now I'm going to ask the manager to move us to another server's table, and also fire you."

"Since you're a plumber, and you're around them all day, I have to ask - do you ever find one of your pipes attractive? Even though you know you shouldn't go there?"

"Sure, the pay is low, but I bet the joy of putting together press releases for local events is reason enough to stick with this job in the events division of the Chamber of Commerce. You must really believe in its mission."

"Oh, you're a stand-up comedian, huh? So, you just stand up there and bullshit until your set is done?"

"Damn! Look at you in that dress! Now I'm Hot for Quality Control Manager for the Western Division!"

# data[].attributes.attachment_link.title
List: If People Talked to Other Professionals the Way They Talk to Teachers

# data[].attributes.attachment_link.description
"Ah, a zookeeper. So, you just babysit the animals all day?" "My colon never acts this way at home. Are you sure you're reading the colonoscopy results correctly? Did you ever think that maybe you just don't like my colon?" "I'd love to just play with actuary statistics all day.

# data[].attributes.attachment_link.description
On the morning of 14 October 1066, William ordered his infantry (foot-soldiers) to attack. But their arrows bounced harmlessly off the English shields, and the Norman soldiers turned and ran. A rumour went round that William was dead. The Duke had to take off his helmet and ride amongst his men to stop them running away.

# data[].attributes.headline
15 Characteristics of a 21st-Century Teacher

# data[].attributes.subject
15 Characteristics of a 21st-Century Teacher

# data[].attributes.body
By Tsisana Palmer
June 2016

# data[].attributes.attachment_link.description
Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

# data[].attributes.attachment_link.readable_text
Skip to content

What we do

Help & advice

Helpful information and guidance on a range of key online safety topics.

The Childnet Film Competition 2024 is open!

Do you know any young people aged 7-18 who are passionate about film? Can they tell a good story, create animation or inspire positive change? Would they like to make a short film about online safety?
Then enter the competition now!

Download brand new interactive resource ReelLife!

An interactive resource to help young people aged 9-14 identify the potential risks of social media.
Check out the resource...

Try out the Childnet Digital Leaders Programme today!

A youth leadership training programme empowering young people to educate their peers about online safety.
Sign up for a guest login

Blog

The latest advice and guidance on key online safety issues, as well as information on the latest apps and games.

Free resources to help you teach about online safety.

We use cookies on our website to give you the most relevant experience by remembering your preferences and repeat visits. By clicking "Accept All", you consent to the use of ALL the cookies. However, you may visit "Cookie Settings" to provide a controlled consent.

# data[].attributes.attachment_link.title
Childnet - Online safety for young people

# data[].attributes.attachment_link.description
Helping make the internet a great and safe place for children and young people.

# data[].attributes.headline
The importance of play | John Cohn | TEDxDelft

# data[].attributes.subject
The importance of play | John Cohn | TEDxDelft

# data[].attributes.body
December 2013

# data[].attributes.attachment_link.title
The importance of play | John Cohn | TEDxDelft

# data[].attributes.headline
The professional and Chartered body for all teachers and leaders who want to work in a more effective, informed way.

# data[].attributes.subject
The professional and Chartered body for all teachers and leaders who want to work in a more effective, informed way.

# data[].attributes.attachment_link.readable_text
The Chartered College of Teaching is the professional body for teachers. We are working to empower a knowledgeable and respected teaching profession through membership and accreditation . We are dedicated to bridging the gap between practice and research and equipping teachers with the knowledge and confidence to make the best decisions for their pupils.

We are supporting the profession to shape the future of teaching. In these challenging times, it is more important than ever that teachers are celebrated for their expertise and professionalism and that teachers have the opportunity to have their voice heard through consultations, surveys and roundtables. The Chartered College of Teaching is an unequivocally positive voice for teaching, raising the status of the profession to benefit teachers, their students and the whole of society.

"Teachers and schools are at the heart of what we do. We want to support the teaching profession to thrive in an optimal, research-informed way, providing the best possible education for children and young people."

Professor Dame Alison Peacock, Chief Executive of the Chartered College of Teaching

Supporting your profession

Latest announcements and comments

Become a Chartered Teacher

Latest Research & Publications

# data[].attributes.attachment_link.title
Chartered College of Teaching Home - chartered.college

# data[].attributes.attachment_link.description
The Chartered College of Teaching is the recognised professional body for teachers. We are focused on celebrating, supporting and connecting teachers.

# data[].attributes.body
British Council

# data[].attributes.attachment_link.readable_text
Welcome to TeachingEnglish

Be part of the world's largest online English teaching community. TeachingEnglish is a global programme for English teachers and teacher educators, drawing on UK and local expertise, and the unique insight and experience of the British Council. Build your professional network, share ideas and knowhow, and stay up to date with the latest research and innovations in teaching. You'll find lesson plans, events and learning resources to support your practice, as well as new opportunities to help your career grow - whether you're taking your first steps as an English language teacher, or your next steps as a teacher educator.

# data[].attributes.attachment_link.description
Be part of the world's largest online English teaching community. TeachingEnglish is a global programme for English teachers and teacher educators, drawing on UK and local expertise, and the unique insight and experience of the British Council. Build your professional network, share ideas and knowhow, and stay up to date with the latest research and innovations in teaching.

# data[].attributes.headline
Display Student Work that Turns into a Memory Book

# data[].attributes.subject
Display Student Work that Turns into a Memory Book

# data[].attributes.body
Easy Teaching Tools by Kristen

# data[].attributes.attachment_link.readable_text
Oh my word? Have you ever spent hours at the end of the school year sorting through student work to put into a memory book? Have you ever lost your mind trying to figure out who stole the binding machine to put together books while you so desperately need to begin yours? Were you that teacher who took the binding machine? Oh geez, this is stressing me out just hearing about this!

Where to Hang a Memory Book

I can't suggest enough that you should place your file folders turned memory books somewhere low and have students be in charge of hanging up their work. I've got mine trained-if they see hole punches at the top, they know it's going on their memory book.

Side note: I hung mine on a high wall and dreaded hanging up work...lesson learned!

What Do you Display?

At the end of the year, my kids go crazy looking back at all of their work. They especially get a good laugh at their first day of school portrait.

As a teacher, I love going back and realizing that we had a pretty awesome year. I also give myself a little pat on the back for giving my kids the opportunity to create art on a pretty consistent basis.

Every month, I create a color photo collage of the awesome things we did that month. I send it home in our monthly newsletter so parents can have a peek. But at the end of the year, I take all of those collages up to the copy machine, and copy them, back-to-back in black and white, and attach them to the front of the memory books. The kids think it's like their own little yearbook. I'm a huge advocate for students doing things for themselves, by themselves. So, each kiddo is in charge of adding these photos to their own memory book. Since they are already in order, the kids just plop them into the book. Super easy!

To finish off the memory book, I print off enough cover pages for the whole class. It has my name, our school name, and the year. I take a photo of each child with a cap {it's a table center piece from the Dollar Tree), print it on photo paper, and laminate it. I recruit a trusted kiddo to be in charge of laminating with my personal laminator. Not comfortable with that, have a parent do it or you can do it at home in front of some good reality tv!

Here's a side view of the memory book that YOU DIDN'T have to put together. Now you can use that time to do all of that other end of the year stuff that needs your attention.

Want your very own editable copy of the memory book cover? Click on the photo!

It's completely editable so you can add your class name, grade, school name, and year.

(Visited 52,813 times, 29 visits today)

# data[].attributes.attachment_link.title
Display Student Work that Turns into a Memory Book - Easy Teaching Tools

# data[].attributes.attachment_link.description
Oh my word? Have you ever spent hours at the end of the school year sorting through student work to put into a memory book? Have you ever lost your mind trying to figure out who stole the binding machine to put together books while you so desperately need to begin yours?

# data[].attributes.headline
The Importance of Raising an Emotionally Intelligent Child: Erika Brodnock at TEDxHackney

# data[].attributes.subject
The Importance of Raising an Emotionally Intelligent Child: Erika Brodnock at TEDxHackney

# data[].attributes.body
July 2013

# data[].attributes.attachment_link.title
The Importance of Raising an Emotionally Intelligent Child: Erika Brodnock at TEDxHackney

# data[].attributes.body
By Nina Parrish

October 4, 2018

# data[].attributes.attachment_link.readable_text
Any student may refuse to cooperate at times, but handling students with oppositional defiant disorder requires that teachers have a plan.

We all have students who test our limits. Most kids can be uncooperative at times, especially if they're tired, hungry, or feeling overwhelmed. For certain age groups, like 2- to 3-year-olds and teenagers, noncooperative behavior is a normal part of development.

In addition, up to 16 percent of all children and 40 percent of students diagnosed with attention-deficit/hyperactivity disorder have oppositional defiant disorder (ODD), which is characterized by a pattern, in multiple settings over time, of consistent negative and hostile behavior that can include deliberately annoying or upsetting others, explosions of anger and hostility, defiance or frequent arguing with adults, and then blaming others for misbehavior.

Often teachers react defensively to obstinate behavior, creating a situation where teacher and student may become locked in a power struggle or an ineffective pattern of communication.

So how does a teacher handle a student who openly defies rules, purposely tries to irritate the teacher, or has a pattern of hostile behavior toward authority? Here are some suggestions to help you avoid problems or to manage them when they arise.

Remain Calm

As a new teacher, I quickly determined that showing anger was counterproductive with students who were oppositional. It made the behavior worse as they were often amused or encouraged by upsetting an adult.

Even when you're upset or frustrated, it's important not to allow the child to see your emotional response. Keep a positive tone to your voice, and adopt neutral body language by keeping your hands by your sides. Be cautious about approaching the student or entering their personal space as this might escalate the situation.

Choose Your Words Carefully

Learning to use "I statements" helped me immensely in working with students with difficult behavior. When a student is noncompliant, often our first impulse as teachers is to point out the behavior by using a statement that begins with "You" and gives a command. For example, "You never listen and follow directions. Don't get out of your seat again!"

Rephrasing this as an "I statement" is much more effective. For example, "I would like for all of my students to sit down, listen, and follow directions so that they know what to do next."

This statement is less judgmental, and it instructs by describing the positive behavior desired. Remember to keep directions concise and deliver them in multiple ways (in writing, spoken aloud, or using signals, for example).

When possible, offer choices where you will be happy with either outcome. For example, "Students may sit on the beanbags or at their desks to work quietly." Choices make students feel like they have agency without having to display defiant behavior.

Reinforce Positive Behavior

Switch your focus from recognizing negative behavior to seeking out demonstrations of positive behavior. Look for and reward even small steps toward flexibility, compliance, and cooperation.

When a student shows improvement, give it attention. I found positive notes home to be especially effective. I sent postcards to my students who demonstrated improvement in their behavior. A parent once told me that not only was this the first positive note the student had received, but he was so proud of it that he kept it on the refrigerator to look at every day. Don't underestimate the power of positive words in shaping behavior.

Determine the Cause of the Behavior

When does this behavior happen or not happen?

What happens before and after the behavior?

Who is the audience?

Are there factors outside of the student's control that might be causing or contributing to the behaviors? (For example, has the student experienced trauma? Does he or she come from a household with housing or food instability?)

What alternative behavior would be more acceptable than the one being displayed?

Behaviors help students obtain something desirable or escape something undesirable. Learning to think of behavior as feedback or a form of communication helped me to work more effectively as a teacher with students who display problem behaviors.

Consider that there may be understandable reasons for the misbehavior. For example, as a teacher I often saw students create a problem to avoid doing work that was too difficult for them. Some students act out because of difficult issues in their homes or communities. I also saw students act tough or argumentative to impress peers or avoid bullying or victimization by other students.

Understanding the cause of the behavior will help in establishing a plan to address the challenges.

If a student frequently displays problematic behavior, it also may be possible to request a functional behavior assessment (FBA), which looks at academic and non-academic factors that could be contributing to or triggering behavior. While the law only requires an FBA after a suspension of 10 days or more, an FBA may be requested at any time. An FBA is usually conducted by a team, which can include a special education teacher, general education teachers, parent or guardian, school administrators, and specialists (such as a speech therapist, psychologist, or behavior specialist). The FBA is then used to create a detailed behavior intervention plan (BIP).

Once a behavior is identified and assessed, a plan may be developed to prevent it from continuing. A BIP outlines steps a teacher will take when a problem behavior occurs.

A BIP should teach the student more productive behaviors and strategies, reward positive and appropriate behaviors, and outline who is responsible for each intervention.

Perhaps changes can be made in the environment, like moving the student's seat, or instructional methodology changes could be made, like shortening or modifying an assignment to match the student's capability for independent work. Teachers could also consider altering routines if there are times when the behavior is likely to occur.

The teacher will provide the student with a set of questions about the lesson to answer on paper and turn in instead of answering questions aloud.

The student will be responsible for asking for a short break or alternative location to complete assignments when they are feeling overwhelmed.

Each day, if the student turns in their answers after the lesson, they will receive a positive note home and 5-10 minutes to work on their art projects.

For example, if a student is having an outburst every time they're called on in class or asked to present information in front of their peers, the plan might offer alternatives such as:

The behavior plan that the team comes up with should be implemented in all classes. The team should meet to hear teacher and parent/guardian feedback, and the plan should be revisited periodically to change ineffective interventions or modify interventions where the student shows improvement.

We all have the capacity to learn, change, and grow. When given the right tools and environment, students with problematic behavior can learn more productive strategies that will help them have positive and effective interactions with others.

# data[].attributes.attachment_link.description
Any student may refuse to cooperate at times, but handling students with oppositional defiant disorder requires that teachers have a plan.

# data[].attributes.attachment_link.description
The Nrich Maths Project Cambridge,England. Mathematics resources for children,parents and teachers to enrich learning. Problems,children's solutions,interactivities,games,articles.

# data[].attributes.body
TED Talk - Ken Robinson

# data[].attributes.attachment_link.readable_text
Get a daily email featuring the latest talk, plus a quick mix of trending content.

By subscribing, you understand and agree that we will store, process and manage your personal information according to our Privacy Policy

# data[].attributes.attachment_link.title
Sir Ken Robinson: How to escape education's death valley

# data[].attributes.attachment_link.description
Sir Ken Robinson outlines 3 principles crucial for the human mind to flourish -- and how current education culture works against them. In a funny, stirring talk he tells us how to get out of the educational "death valley" we now face, and how to nurture our youngest generations with a climate of possibility.

# data[].attributes.attachment_link.readable_text
Primary SOL, assessments and mixed-age learning plans

NEW FOR 2017!

This summer has seen the launch of our fully revised and updated Primary SOL 2, which are already attracting hundreds of thousands of downloads and excellent feedback!

Take a look for yourself and see how these could save you time and support teaching and learning in your classroom.

Don't forget to let us know how they work for you and your pupils!

# data[].attributes.attachment_link.description
NEW FOR 2017! This summer has seen the launch of our fully revised and updated Primary SOL 2, which are already attracting hundreds of thousands of downloads and excellent feedback! Take a look for yourself and see how these could save you time and support teaching and learning in your classroom.

# data[].attributes.body
For Free. For Everyone. Forever

# data[].attributes.attachment_link.description
A required part of this site couldn’t load. This may be due to a browser extension, network issues, or browser settings. Please check your connection, disable any ad blockers, or try using a different browser.

# data[].attributes.attachment_link.title
Times Tables Rock Stars – Times Tables Rock Stars

# data[].attributes.body
Adenike Akinbode

# data[].attributes.attachment_link.readable_text
Adenike Akinbode - Senior Lecturer, School of Education, University of Hertfordshire

As a teacher are you concerned about the quiet learners in your class? Do you feel that they sit back and let others do all the work? Do you find it necessary to coax quiet learners into participating more in class. Do you consider 'quiet' a flawed way of being? Given that teaching is a vocal profession, is it possible to be a quiet teacher?

Quiet is an aspect of diversity that is given little consideration in society and the education system. As a quiet person and teacher I chose to seek out research and literature relating to quiet personality types. I found that most literature comes from the USA, such as by Aron (1999), Kahnweiler (2009) and Cain (2012). I only found two studies relating to quiet teaching, Pailliotet (1997) and Collins & Ting (2010).

Collins & Ting (2010) and Pennington (2012) discuss how Carl Jung proposed two personality types, introverts who gain their energy from internal events, such as thinking and feeling, and extroverts who gain their energy from external events, such as social interaction and being active. Aron (1999) and Cain (2012) discuss research that suggests that there are physiological differences between introverts and extroverts. The research also suggests that there is a 50/50 split of introversion and extroversion in human populations. There have been arguments that people behave differently in different situations, and these personality types have been questioned. Pennington proposes a spectrum with introversion at one end and extroversion at the other. Most people would position themselves in between the two. In my view it might be helpful to consider this positioning to be dynamic, in which an individual might possibly favour one end of the introversion/extroversion spectrum for most of the time. The significant issue is that different societies tend to favour traits associated with the personality types.

In the USA and UK, society favours extrovert traits like talking and much social activity. China and Japan are societies which favour introvert traits such as quiet thoughtfulness. This means that social conditioning within societies encourages individuals to behave in the desired way. Cain writes about attitudes in the USA:

Since, in the UK, society also favours extroversion, the introvert is often considered to be flawed. This is due to a lack of understanding about introversion. Pennington considers:

Cain (2012) discusses how research shows that most teachers consider the extrovert as the ideal student. The education system is designed for the extrovert. In the UK the school classroom is designed with the extrovert in mind. Assumptions are made that the silent introvert is doing nothing, and this is considered to be undesirable. This situation is due to a lack of understanding of the behaviour and needs of the introvert. The characteristics of the introvert include the following:

Prefer to process ideas through thinking and reflection before talking

Might have plenty to say - when they are ready

Engage in deep conversation often with one person

Often find contentment in quiet time alone e.g. reading, walking and thinking rather than partying

Often happy to be with other people sitting in silence

Often spend time 'people watching' quietly noticing behaviour and interaction.

An issue for introvert learners is that they need time for thinking and processing. Being picked on in class to speak out can be very uncomfortable for an introvert. Unfortunately, teachers often assume that an introvert student or pupil's silence is laziness. Another issue for introvert learners is that when they are ready to speak they need extroverts to stop talking and give them the space to be heard.

Another aspect of introversion is high sensitivity. Aaron's (1999) research suggests that 70% of highly sensitive people are also introverts. The characteristics of highly sensitive people are as follows:

Very sensitive to physical stimuli e.g. light and sound

Very sensitive to the moods of others

Need regular quiet time alone (especially after a lot of interaction)

Pick up on atmospheres and things that others miss

These issues have serious implications for classroom practice. A highly sensitive learner might find a crowded and noisy classroom rather overwhelming, needing quiet space in order to re-charge effectively. Awareness of diversity among learners is important to consider in education practice to promote equity. This means that teachers and organisations need to be aware of the needs of the quiet learners who might be introverts and highly sensitive. Quiet strengths need to be considered such as the following characteristics:

Thoughtfulness (before speaking)

Thinking through issues thoroughly before taking action

Good active listening

Good at noticing what others miss

Engaging in quiet leadership.

It is considered desirable that the teaching population reflects the diversity of the learner population. This means that the strengths of quiet teaching should be considered and encouraged. Collins & Ting (2010) found in their study with quiet student teachers that it was important to enable and support the students in developing their own style of teaching. The quiet student who was supported in developing her practice in her own way progressed and flourished. The quiet student who was urged to act more outgoing than she felt failed her teaching practice and was exhausted. When she later was supported in developing her own style of teaching she progressed well. Collins & Ting found that quiet teachers had particular strengths in moving around the classroom and working well with small groups of children, rather than putting on a whole class performance. Ultimately teachers, whether they are introverts or extroverts need to be aware of their own personality type and preferences. Teachers need to be aware of the needs of the learners who might be different from themselves. The classroom environment and teaching approaches need to be carefully considered in order to support all learners effectively. In a society that values extroversion, the needs of the quiet learner and the strengths of the quiet teacher need to be acknowledged.

Quiet: The power of the 'introvert'

Watch Susan Cain's TED2012 talk.
⇠ Read 'Voices of children aged 10 and 11 revisited...'
References

Aron, E.N. (1999) The Highly Sensitive Person. London: Thorsons.

Cain, S. (2012) QUIET: The Power of Introverts in a World That Can't Stop Talking. London: Viking Penguin Group.

Collins, S. & Ting, H. (2010) 'Actors and act-ers: Enhancing inclusion and diversity in teaching and teacher education through the validation of quiet teaching'. Teaching and Teacher Education. 26 pp 900-905.

Kahnweiler, J.B. (2009) Quiet Influence: The Introvert's Guide to Making a Difference. San Francisco: Berrett- Koehler Publishers Inc.

Pailliotet, A.W. (1997) ''I'm really quiet': A Case Study of an Asian Language Minority Pre-service Teacher's Experiences.' Teaching and Teacher Education. 13(7) pp 675-690.

LINK 2015, vol. 1, issue 2 / Copyright 2015 University of Hertfordshire

# data[].attributes.attachment_link.description
Adenike Akinbode - Senior Lecturer, School of Education, University of Hertfordshire As a teacher are you concerned about the quiet learners in your class? Do you feel that they sit back and let others do all the work? Do you find it necessary to coax quiet learners into participating more in class.

# data[].attributes.body
Mike Lamb
November 2016

# data[].attributes.attachment_link.description
Due to the fact that I had developed this technique to deal with a problem in the classroom I use it regularly and don't see it as a fad. However like everything in teaching I try not to use it unreservedly.

# data[].attributes.headline
Ofsted's new inspection regime set out in 24 slides

# data[].attributes.subject
Ofsted's new inspection regime set out in 24 slides

# data[].attributes.body
Contributed by R. Newsham, article dated 12 Nov 2018 by John Roberts via Tes.com

# data[].attributes.attachment_link.readable_text
Ofsted has set out in 24 slides how it plans to put the curriculum at the heart of its new inspection framework.

The inspectorate has produced a series of slides explaining its vision for a new way of assessing schools, which gives more weight to what is being taught, rather than the exam results a school achieves.

In the new presentation, Ofsted says the framework will also have an increased focus on off-rolling and reducing workload for teachers and leaders.

The body says that if children have been pushed through "mark scheme hoops" and have not developed a deep body of knowledge, they will struggle in later study.

Ofsted also warns that an industry has "arisen around data", and that what children are learning is coming second to schools delivering performance-table results.

To address this, the watchdog says it is putting curriculum at the heart of the new framework and will assess its intent, implementation and impact.

The slides say Ofsted will ask whether the content of the curriculum has been learned in the long term.

But it also wants to ensure that knowledge "does not sit as isolated 'information' in pupils' minds".

Earlier this year, chief inspector Amanda Spielman said that she did not want a "pub-quiz curriculum".

However, Ofsted has faced accusations that its plans show that it favours a knowledge-rich approach to curriculum - something the inspectorate has denied.

The slides outline concepts that Ofsted says are important when discussing the curriculum. It says progress should mean pupils knowing and remembering more, and that knowledge is connected in webs.

The inspectorate also highlights its previous warnings that there is a lack of curriculum knowledge and expertise in schools, and that some schools are narrowing their curriculum, as well as teaching to the test.

Ofsted has visited 23 schools that were said to be invested in curriculum design, as part of its plans.

The inspectorate identified several factors that could be linked to curriculum quality.

The body will consult on the substance and detail of the new framework during the spring term of 2019, with a final document set to be published in the summer, which will go live in September.

# data[].attributes.attachment_link.title
24 slides set out Ofsted's new inspection regime

# data[].attributes.attachment_link.description
Ofsted has set out in 24 slides how it plans to put the curriculum at the heart of its new inspection framework. The inspectorate has produced a series of slides explaining its vision for a new way of assessing schools, which gives more weight to what is being taught, rather than the exam results a school achieves.