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Article: https://drive.google.com/open?id=0BySLjZQ5z1XTaU9USk1icFptTnM

If you read no other educational research, then this is the one that you should read. Based on cognitive science and observing expert teachers, this article presents 10 teaching techniques that will help students optimise their learning.

Summary Blog Post: http://markhamtl.wixsite.com/teaching-learning/single-post/2017/09/11/Principles-of-Instruction

Exploring the Principles: https://teacherhead.com/2018/06/10/exploring-barak-rosenshines-seminal-principles-of-instruction-why-it-is-the-must-read-for-all-teachers/

Putting Theory into Practice (Geography): https://heathfieldteachshare.wordpress.com/2018/04/23/putting-theory-into-practice/

Rosenshine Reordered: https://teacherhead.com/2018/10/19/rosenshine-re-ordered-a-poster-by-olicav/

10 FAQ: https://teacherhead.com/2019/10/02/rosenshines-principles-10-faqs/

Rosenshine Masterclass: https://www.youtube.com/playlist?list=PL_WHYo5KULlfcpKvyf5fXrFEXbA6zroIk

Image below by Oliver Caviglioli.

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TLAC is a guide to teaching techniques that have been shown to work as they are all techniques that have been taken by observing expert teachers. For many it is the book that all teachers should read, though it is not without controversy.

Placemat of Techniques: https://drive.google.com/file/d/1JogT2us7-trHt3oZwEWV0rShMWMWMsC-/view?usp=sharing

Summary by https://twitter.com/PearceMrs : https://drive.google.com/file/d/1caDgNNcLMRfYeyy0KV_ZDtGYN9fl_NbV/view?usp=sharing

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Learning - What is it, and how might we catalyse it?

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Learning - What is it, and how might we catalyse it?

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Article: https://drive.google.com/file/d/1c4aZ369QcOo3t6B432AzGeDG-D8biLwH/view?usp=sharing

A brief article that introduces 9 insights into learning, each with implications for teaching.

PDF of Summary: https://drive.google.com/file/d/1Zzrs4Bxt42hhHSzrPSAregW1Jfw7h3ea/view?usp=sharing

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Article: https://drive.google.com/open?id=0BySLjZQ5z1XTSXlhZjdrajNlNlk

This 10 page article is a succinct overview of how effective different study strategies are for students. It details those which are most effective (but students don't use) and those that are least effective (the ones that students tend to choose).

Summary Blog Post: http://markhamtl.wixsite.com/teaching-learning/single-post/2017/08/28/Strengthening-the-Student-Toolbox

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Article: https://drive.google.com/open?id=0BySLjZQ5z1XTSU9USXM5SnF4T0k

This is a 7 page must read for all teachers. It asks 6 questions that the Deans for Impact say are relevant for all educators, and then summarises the science behind the answers to these. It is succinct and covers a wide range of ideas.

PDF of Summary: https://drive.google.com/open?id=0BySLjZQ5z1XTaF9WSlFPLWN0Wkk

Summary Blog Post: http://markhamtl.wixsite.com/teaching-learning/single-post/2018/04/04/The-Science-of-Learning

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Desirable Difficulties Perspectives on Learning

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Desirable Difficulties Perspectives on Learning

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Article: https://drive.google.com/open?id=1X0Djm06ROinqyJuffyf5EtR5w1YUpv4N

This 3 page article gives an excellent overview of the difference between performance and learning, then discusses what desirable difficulties are, some examples, and then, importantly, discusses what are undesirable difficulties.

PDF of Summary: https://drive.google.com/open?id=1PxuCn7bNA-i4klRA-J_BY7pdQkKuA74U

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Article: https://cta-redirect.hubspot.com/cta/redirect/2366135/b744deb4-ee1c-4eb8-a391-131c293792a6

A review of evidence as to what makes great teaching, breaking it down into 4 areas and multiple principles. It focuses on the things for which their are evidence that improving them makes a difference to student learning, and gives teachers and leaders a guide as to where to direct attention in school/teacher development.

Summary by https://twitter.com/PearceMrs : https://drive.google.com/file/d/1J2pkDp-cebwcs9y02r3vzkPgvHMOktez/view?usp=sharing

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MARGE: A Whole Brain Learning Approach for Students and Teachers

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MARGE: A Whole Brain Learning Approach for Students and Teachers

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Article: https://shimamurapubs.files.wordpress.com/2018/09/marge_shimamura.pdf

This short 40 page ebook explores the way in which our brains learn new material through the hand acronym MARGE.

Blog Post: https://teacherhead.com/2018/10/03/introducing-marge-a-superb-ebook-about-learning-by-arthur-shimamura/

Blog Post MARGE vs EBC: https://www.interactive-maths.com/blog/marge-vs-ebc-two-models-of-the-science-of-learning

PDF of Summary: https://drive.google.com/open?id=1_iYgI1r_spAhxaJz-iTSqg_rfuOH1LFb

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Putting Students on the Path to Learning

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Putting Students on the Path to Learning

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Article: https://drive.google.com/open?id=0BySLjZQ5z1XTN2w4XzVKQjB4THc

The authors of this 5 page article argue that fully guided instruction is the best way to help novice learners learn. It is compared with partially guided instruction methods (such as discovery, inquiry), which are more effective for experts.

PDF of Summary: https://drive.google.com/open?id=1jldXtMfvdSFPbkPxo4THOf8vPNrjJKPq

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Putting Students on the Path to Learning

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Summary Blog Post: https://www.interactive-maths.com/blog/teach-like-nobodys-watching

Breaking teaching down into a simple model of 4 components, this book empowers teachers to do what they do best, without interference from fads.

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Summary Blog Post: https://www.interactive-maths.com/blog/wholesome-leadership

Wholesome Leadership is a wide ranging book on school leadership, that is filled with practical takeaways.

PDF of Summary: https://drive.google.com/open?id=16Et-v0YBY9XiZfXL-WO0cwlpkpCvEtTv

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Reflections Blog Post: https://www.interactive-maths.com/blog/the-teaching-delusion-some-reflections

The Teaching Delusion is:
1. Thinking you know what great teaching is, when you don't;
2. Thinking you know how to improve teachinb, when you don't;
3. Thinking teaching is good enough, when it isn't.

This book is an analysis of how to address these issues in education, with practical things that school leaders can do to actually improve teaching.

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Article:  https://drive.google.com/open?id=1JecpmVz-821mSN98jRnXC7R8UcN2f5DX

This article (a chapter from a book reprinted in a journal) is an excellent introduction to the main ideas of Direct Instruction. It will take a while to read, but definitely worth it. Even if not going to adopt the full DI programme, there are lots of ideas for effective teaching that can be adopted.

PDF of Summary: https://drive.google.com/open?id=102t6QELMJC8xLteHcHt37h3U8cuiYjU-

Summary Blog Post: https://markhamtl.wixsite.com/teaching-learning/single-post/2019/07/12/The-Components-of-Direct-Instruction

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Summary Blog Post: https://www.interactive-maths.com/blog/memorable-teaching

Peps Mccrea gives a concise overview of 9 Principles of teaching for remembering, which he argues are vital for learning. A short read at 1-2 hours.

PDF of Sketchnote: https://drive.google.com/open?id=1iww5iHznHAsmtgbS_dLGFxp4U5j5Jki3

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Article: https://drive.google.com/open?id=1It_c0ykFSCVKKhck6y4wrLZErJzowaf9

This 6 page article describes two classic experiments on the benefits of testing over restudying content. Importantly they compare the same amount of studying time with testing time. Both experiments show that restudying leads to better performance after a 5 minute delay, but that testing leads to better long term retention after 1 week.

PDF of Summary: https://drive.google.com/open?id=1nGQUJH2xBil1pDXAw1rvQfVHba3_LWmg

Summary Blog Post: http://markhamtl.wixsite.com/teaching-learning/single-post/2018/10/11/Test-Enhanced-Learning

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Summary Blog Post: https://www.interactive-maths.com/blog/slow-teaching

This book is a great introduction to many areas of teaching and learning, with a focus on slowing down to be more efficient at our jobs.

PDF of Sketchnote: https://drive.google.com/open?id=1yGAijd4Qrtx8APIrt3nRU8f2Dbpr_nnW

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Dividing Attention In The Classroom Reduces Exam Performance

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Dividing Attention In The Classroom Reduces Exam Performance

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Article: https://drive.google.com/open?id=1Z8DjGKPFpUolG4iP7hNuOMgzieqqTcat

The authors look at the effects of having devices in the classroom on both immediate performance and performance in exams at a later date.

Summary Tweets: https://twitter.com/ollie_lovell/status/1026578589645340672?s=03

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Summary Blog Post: http://markhamtl.wixsite.com/teaching-learning/single-post/2018/11/08/Seven-Myths-About-Education

Daisy Christodoulou tackles 7 myths about the nature of education. A controversial read, that has had a huge impact on the way I view education.

PDF of Skethnote: https://drive.google.com/open?id=1d7KCd73WwiqGIm4XN6Egl8FC1HMLwB1Q

PDF of Summary: https://drive.google.com/open?id=1YY7bpcqm0fturu4Sy1c7_mk18fUbunLk

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Article: https://drive.google.com/open?id=0BySLjZQ5z1XTNHpZZTMtNWFqcjA

This 9 page article is a reflection on the importance of knowledge. Two important ways in which knowledge helps us learn are discussed: How Knowledge Brings More Knowledge and How Knowledge Improves Thinking.

Summary Blog Post: http://markhamtl.wixsite.com/teaching-learning/single-post/2018/03/07/How-Knowledge-Helps

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The book from Dylan Wiliam that details his years of work on formative assessment.

Summary by https://twitter.com/PearceMrs : https://drive.google.com/file/d/1f7CdlGBImqmP9NVpxn8_ZOhpSQpeiwFO/view?usp=sharing

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Cognitive Load Theory: Research That Teachers Really Need to Understand

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Cognitive Load Theory: Research That Teachers Really Need to Understand

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Article: https://drive.google.com/open?id=0BySLjZQ5z1XTSXdnUWk2R1I3Vm8

This 7 page article is an excellent introduction to Cognitive Load Theory. It gives an overview of the research evidence backing for Cognitive Load Theory, a description of some of the effects, and most importantly, some implications for teaching.

Examples for the Classroom Article: https://drive.google.com/open?id=1ASnwljeD_AUptWjkqGCssyqMpcfTpToz

This is a longer 34 page article that goes into depth on 7 strategies that can be used in the classroom based on Cognitive Load Theory. Along with theory, there are real examples of classroom practice.

Summary Blog Post: http://markhamtl.wixsite.com/teaching-learning/single-post/2017/09/25/Cognitive-Load-Theory-Research-that-teachers-really-need-to-understand

Summary by https://twitter.com/PearceMrs : https://drive.google.com/file/d/1u5HpfS9PeqpUDP7n5cliOXjE6R4s23ac/view?usp=sharing

Image below by Oliver Caviglioli.

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BOOK: The Ingredients for Great Teaching

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BOOK: The Ingredients for Great Teaching

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Summary Blog Post: https://markhamtl.wixsite.com/teaching-learning/single-post/2019/09/13/The-Ingredients-for-Great-Teaching

A great summary of 10 principles of great teaching, exploring not only when they work, but als when they do not work. An argument to be evidence informed, not evidence based.

PDF of Summary: https://drive.google.com/open?id=1pHzzcA1oQPItwS1xIFeGAjaPHj-6n7cq

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A unique study into the world of students and what they learn. A relatively short book packed with interesting findings. My top 6 takeaways are given in the sketchnote.

PDF of Sketchnote: https://drive.google.com/open?id=1cPhry3gmuR2Zb1YXD8z1BaC9e1t153fv

Blogpost: https://teacherhead.com/2020/02/15/re-reading-nuthalls-hidden-lives-of-learners-insights-from-a-classic/

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Article: https://drive.google.com/open?id=0BySLjZQ5z1XTcU1TTlIwVVFGOUk

This 18 page article reviews the evidence on three different ways to improve long term learning over short term performance. These are Distribution of Practice, Variability of Practice and Retrieval Practice.

Summary Blog Post: http://markhamtl.wixsite.com/teaching-learning/single-post/2017/06/15/Learning-Versus-Performance

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BOOK: What Does This Look Like in the Classroom

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BOOK: What Does This Look Like in the Classroom

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A series of interviews with experts in different areas of teaching with a focus on what it looks like for teachers in the classroom.

Summary by https://twitter.com/PearceMrs : https://drive.google.com/file/d/1ZUuDsH2ob6HT2muz4JZGF6EQoBMbPuY_/view?usp=sharing

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Dunning-Kruger Effect and the Curse of Knowledge

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Dunning-Kruger Effect and the Curse of Knowledge

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Summary Blog Post: http://markhamtl.wixsite.com/teaching-learning/single-post/2018/05/18/Dunning-Kruger-and-Curse-of-Knowledge

The Dunning Kruger Effect is the idea that the less skilled you are in a particular domain, the more likely you are to be over confident in your ability.

The Curse of Knowledge is the bias when experts find it difficult to imagine not knowing something.

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David Weston and Bridget Clay share their wisdom on designing the best professional learning programmes. Filled with useful case studies, check lists and links to research, this is a must read for anyone involved in teacher development.

PDF of Summary: https://drive.google.com/open?id=1Z9sjhIMcyMMBGYab4W9d2xjQOK2ZrRgl

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Boosting Achievement With Messages That Motivate

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Boosting Achievement With Messages That Motivate

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Article: https://drive.google.com/open?id=0BySLjZQ5z1XTWHFrTndBLUsxMXc

This 5 page article is an excellent introduction into the ideas of fixed mindset and growth mindset. It then goes on to talk about how we as teachers can watch what we say to help students develop a growth mindset.

Summary Blog Post: http://markhamtl.wixsite.com/teaching-learning/single-post/2018/06/08/Boosting-Achievement-with-Messages-that-Motivate

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Critical Thinking: Why Is It So Hard To Teach

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Critical Thinking: Why Is It So Hard To Teach

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Article: https://drive.google.com/open?id=0BySLjZQ5z1XTQkEzSjA0WDZIcjQ

This 10 page article explores why teaching critical thinking to students is difficult. The main idea is that critical thinking relies on a substantial amount of subject specific knowledge, and the ability to see the deep structure of a problem, and not get caught up in the surface structure.

Summary Blog Post: http://markhamtl.wixsite.com/teaching-learning/single-post/2017/07/27/Critical-Thinking-Why-Is-It-So-Hard-to-Teach

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Summary Blog Post: http://markhamtl.wixsite.com/teaching-learning/single-post/2018/07/11/Make-It-Stick

Make it Stick is often cited in works on effective studying. It is an excellent book that looks at some of the ways cognitive science can help us learn better. It is told through stories of amazing individuals who have used these techniques in their varied lives.

Summary by https://twitter.com/PearceMrs : https://drive.google.com/file/d/1OBQeX4chbXAtBiCiFOBE11gHpECkavKJ/view?usp=sharing

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Why Minimal Guidance During Instruction Does Not Work

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Why Minimal Guidance During Instruction Does Not Work

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Article: https://drive.google.com/open?id=0BySLjZQ5z1XTRlBxZk9id21JSE0

This controversial 10 page article sets out the case for teaching using an explicit form of instruction as opposed to inquiry, discovery or problem based learning.

Summary Blog Post: http://markhamtl.wixsite.com/teaching-learning/single-post/2017/05/24/Why-Minimal-Guidance-Instruction-Does-Not-Work

This particular paper produced lots of responses. Two can be found here: https://drive.google.com/open?id=0BySLjZQ5z1XTUjZIcDRVd0dhOVE and here: https://drive.google.com/open?id=0BySLjZQ5z1XTYmRENHNCeG1kVkk

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Summary by https://twitter.com/PearceMrs : https://drive.google.com/file/d/181GHW0bAi5jOn_WDIDk36R0jB1raQ6dg/view?usp=sharing

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Summary Blog Post: http://markhamtl.wixsite.com/teaching-learning/single-post/2018/03/01/Making-Every-Lesson-Count

Making Every Lesson Count is a book that sets out to help teachers plan successful lessons for their students. It follows a simple structure of 6 elements that are required for a good sequence of learning, and each chapter focuses on one of these elements.

Summary by https://twitter.com/PearceMrs : https://drive.google.com/file/d/145Y_P_7sDp-C8cvktbiHGMLUHV-cCXoU/view?usp=sharing

Walkthroughs: https://classteaching.wordpress.com/2019/11/03/a-walk-through-making-every-lesson-count/