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This is one of the most useful books for teachers to use when learning what works in teaching. Interesting for parents as well. A must read!

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How Learning Happens: Seminal Works in Educational Psychology and What They Mean in Practice

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How Learning Happens introduces 32 giants of educational research and their findings on how we learn and what we need to know to learn effectively, efficiently, and enjoyably. Many of these works have inspired researchers and teachers all around the world and have left a mark on how we teach today.
Now updated to include a new section on Memory and Cognition with five new chapters, this revised second edition explores a selection of the key works on learning and teaching, chosen from the fields

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This book taught me how to close the reading gap for all pupils. We use lots of this information when we plan for teaching pupils. It is worth a read.

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This is one of the most useful books for teachers to use when learning what works in teaching. Interesting for parents as well. A must read!

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How Learning Happens: Seminal Works in Educational Psychology and What They Mean in Practice

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How Learning Happens introduces 32 giants of educational research and their findings on how we learn and what we need to know to learn effectively, efficiently, and enjoyably. Many of these works have inspired researchers and teachers all around the world and have left a mark on how we teach today.
Now updated to include a new section on Memory and Cognition with five new chapters, this revised second edition explores a selection of the key works on learning and teaching, chosen from the fields

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The Year 6 pupils are currently reading ITCH by Simon Mayo.

Look out for these tiles in our library.

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A wonderfully written book by Jeffrey Boakye. This book offers a fascinating perspective into modern, Black, Britain.

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Jim Collins
One to read if you are interested in how cross industry success stories can impact leadership skills. I have so many take aways from this book- infact, I struggled to put it down. Lots of top tips and proven successes in company structure and culture. I would say it is a must read.

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Emotional Intelligence: Why it can matter more than IQ

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Emotional Intelligence: Why it can matter more than IQ

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Daniel Goleman

I have learned so much from this book about how our brains work and how/why humans react to situations as we do- emotionally and rationally. It also made me reflect on relationships and whether IQ plays a role in the decisions and communication. Definitely recommend a read- for everyone.

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Devoted to visualising educational concepts and processes

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This book really has been a useful guide and very insightful into leadership practice across industries. It is packed full of examples and leadership scenarios to work through and discuss- each scenario being slightly different with different outcomes really does make you think how as a leader you would respond. Some great, clear diagrams and visuals alongside the narrative make this book easy to understand and follow, with effective and practical advise. A fantastic read for anyone interested in leadership.

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I read this book a while ago and since then I've had the pleasure of Martin Robinson discuss Trivium with us at Mayflower. This book has influenced so many decisions in our curriculum, pedagogy and CPD package. It is so very interesting to learn about how theories from the past are still so very relevant today. I love the way Martin writes this book, discussing the education that he would wish for his daughter- the personal touch makes it so more real and easy to transfer the information into our own practice. After reading this blending knowledge, questioning, exploring and communication will always be at the forefront of my mind. This book is a must for all interested in the history of education, education today and education in the future.

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Principles to Improve the Effectiveness of Instructional Videos by Blake Harvard

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Principles to Improve the Effectiveness of Instructional Videos by Blake Harvard

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Principles to Improve the Effectiveness of Instructional Videos by Blake Harvard @effortfuleduktr

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The anticipation is over. After months full of nervousness and confusion, I finally know what school will look like for me in the coming semester. Like many around the world, my district decided to begin the fall 2020 school year in the virtual setting. Personally, I am at peace with this decision. I believe it is the safest option for a majority of the students in my community, and I can't not consider the safety and health of my own family. With a loving wife and three fantastic children at home, I have much to cherish and guard. While I certainly understand many disagree with the choice to educate virtually, and 'risk is everywhere' and ' you can't protect them from everything', I see this as an avoidable risk that not only could impact the health of my family, but of everyone they may have come into contact with during school.

Putting my personal feeling aside, what this means for me as a teacher is that I will be providing my students with lessons online that include, among other things, both live and recorded instructional videos. I am quite the novice when it comes to the creation of instructional videos. I've only done it a handful of times, and then it was more for my usage to improve as a teacher than for use as an instructional tool for my learners.

When designing instruction in my classroom, I try to incorporate strategies having research supporting the effectiveness of the strategy. It just makes sense to me that I want to teach my students using methods that support student learning in an efficient and effective manner. Since I will be required to create and use instructional videos pretty much daily in the coming semester, I became interested in locating best practices for constructing videos. Luckily, Dr. Molly Metz happened to post a fantastic article in the Society for the Teaching of Psychology Facebook group (see...Facebook is good for something) that was ideal for the classroom teacher.

Below is a review of the article ( Five Ways to Increase the Effectiveness of Instructional Video). I love it because it provides reasonable recommendations and provides accompanying evidence, theory, and implications for each of the five effects mentioned. For those who are not too versed in reading technical journal articles, this is a good one to read; incredibly well organized and straightforward.

So, here are five evidence-based principles for improving the effectiveness of instructional videos:
"...people learn better from a video lecture that shows the instructor drawing graphics as she lectures rather than referring to already drawn graphics."
The ability of the student to be able to see the person (or at least the hand) leading the instruction provides powerful social cues and can assist with guiding learners' attention. To be honest, before reading this article, I was planning on using software (screencastify) to record my screen and voice without providing even a picture of myself while talking. The dynamic drawing principle has me reconsidering this decision and I'm thinking through acquiring the proper tools for recording my whiteboard while talking through instruction.
"People learn better from a video lecture when the onscreen instructor shifts gaze between the audience and the board while lecturing rather than looking only at the board or only at the audience."
It seems to me that if you're going to follow the dynamic drawing principle above, you're also probably going to follow the gaze guidance principle. I mean, I guess you could draw your graphics on the board and discuss its implications without ever looking at the camera, but I cannot imagine doing that myself.

In my estimation, following these two principles seems to make the instructional video more natural and not so sterile. What stands out to me is that these two principles mimic what live lecture might look like in face to face classes. Although not mentioned by the researchers, that may be something to keep in mind when creating instructional videos; make it as much like face to face instruction as possible.
"People learn better from a video lecture or demonstration when they are asked to engage in generative learning activities during learning...behaviors that the learner performs during a lesson with the intention of improving learning...taking summary notes, or writing an explanation, or physically imitating the instructor's demonstration."
Promoting generative activities during videos can prime three cognitive processes:

Selecting - focusing on the important information

Organizing - mentally building a coherent structure

Integrating - using relevant prior knowledge

Engaging in these processes during learning supports later performance on transfer tests and promotes deeper learning. The researchers mention that the generative activity principle is particularly effective with low-knowledge learners.
"...people learn better from narrated video of a manual demonstration when it is filmed from a first-person perspective rather than a third-person perspective."

The first-person perspective (the image on the left) is intended to make students more involved in the demonstration. This perspective is also true to what the learner would experience, if he/she were to complete the demonstration. The perspective principle is more likely to be applied during how-to videos or perhaps when demonstrating particular lab assignments in science classes.
"People learn better from a video documentary in their second language when the words are printed (or printed and spoken) rather than spoken."
Native speakers will learn better when images are presented with spoken language than if images are presented with text. Attempting to view both the image and the subtitles will create a competition of sorts for attention.

Learners viewing an instructional video in their second language will benefit more from images presented with text, than with spoken language in that second language. Speech is transient, while written words are generally on the screen longer and can more easily be revisited.

The researchers also provide for a principle to avoid:
Seductive Details Principle "People do not necessarily learn better when interesting but extraneous video is added to a multimedia lesson."
Seductive details are irrelevant words or graphics that are added in an attempt to make lessons more interesting. More often than not, these additions only really serve as distractions and may confuse students. This may cause a learner to engage in extraneous cognitive processing, permitting less working memory capacity available to commit to the processing of relevant information. Avoiding this principle is especially difficult for me as I love to insert a quick witted joke or story that may not directly assist with explaining the material to be learned.

At first, the thought of creating instructional videos can seem a bit daunting. Hopefully, the research above can provide a few 'to-dos' as well as a 'to-don't' as many embark on a new semester that will likely look quite different.
How might these principles change how you create instructional videos?
Feature Image by Sam McGhee on Unsplash

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Principles to Improve the Effectiveness of Instructional Videos - The Effortful Educator

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The anticipation is over. After months full of nervousness and confusion, I finally know what school will look like for me in the coming semester. Like many around the world, my district decided to begin the fall 2020 school year in the virtual setting. Personally, I am at peace with this decision.

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This question isn't about making judgements. Instead, it is about how the use of the words 'we' and 'you' can have an impact on culture and efficiency in one business and the question is, might it also have implications for schools?

In Adam Grant's podcast 'How Science Can Fix Remote Work' he discusses a study of airline crews, which found it was possible to predict a flight's timeliness and fuel efficiency just by watching the first fifteen minutes of a captain's meeting with the crew.

The ineffective captains tended to monopolise the conversation. They called the pilots 'we' but everyone else 'you' - reinforcing subgroups and fault lines.

The pilots who used 'we' to refer to themselves and their co-pilots and 'you' to everyone else, in a very subtle way, were reinforcing hierarchies, a sense of 'us' and 'them'. This in turn makes communication clunkier, means that people are less likely to talk about potential problems, are likely to second- guess what is expected of them.

By contrast, the meetings led by the effective captains showed more two-way communication; they spent more time engaging with their crews, asking for feedback, listening to them. They created more open channels of communication and encouraged colleagues to talk to one another.

The effective captains created an identity based on message that 'we are all in this together'. These captains talked about everyone as 'we': not just the flight crew, but the maintenance crew, gate attendants, and even air traffic control. And it turns out that the pilots who referred to the crew as 'we' ran a more efficient process that those who used 'you'. How can the difference in a letter make the difference? Through the inclusive use of the pronoun, the pilots who talked about 'we' conveyed the message that we are all in this together. This shared identity was of one team responsible for safety of the flight. And the interesting thing is that the use of inclusive language resulted in far more than flight safety, but also resulted in higher punctuality and fuel efficiency.

Set out like this, it is clear that one way of communicating lays the foundation for a more productive, efficient, harmonious and (in the case of airlines) a safer environment. The question is whether there might be implications for schools. I think there are: what I have noticed is that leaders who:

· Use inclusive language

· Trust their colleagues

· See the business of running a school as a collective endeavour

· Include parents, pupils, teachers, teaching assistants, lunchtime supervisors, maintenance staff and governors in conversations about school business

tend to have happier, more successful schools. It's just possible that there's a connection. What happens when teams have a deep sense of common purpose is that they talk to one another, they aren't afraid to hold back information. This is obviously critical for airline safety and we could also make the case that it is pretty important for schools as well.

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This question isn't about making judgements. Instead, it is about how the use of the words 'we' and 'you' can have an impact on culture and efficiency in one business and the question is, might it also have implications for schools?

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If you are looking at enhancing and improving the professional development in schools- then I would recommend this book. It is practical, evidence based and has some amazing examples of how putting staff first, impacts schools. Thank you for such an inspirational read with extremely useful examples of practice, written by extremely effective, hands on leaders- simply brilliant.

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Seeing What Others Don't: The Remarkable Ways We Gain Insight

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Seeing What Others Don't: The Remarkable Ways We Gain Insight

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Posted by Nathan White
Using real life examples Klein investigates why some people seem to gain insights where others, given the same information and opportunity, do not. An interesting book that doesn't quite deliver on it's promise of discovering a fool-proof method of gaining guaranteed insights. But, it does open your eyes to some interesting stories, and to how we can tune in to the potential routes that may lead us on the right path towards insight.

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Post by S Strickland

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Post by S Strickland
Sam Strickland’s Education Exposed is a short snappy read. The book focuses on school leadership and how you can drive change. Here are some take away points:

Do not allow mistakes to consume you.

Be highly visible.

Behaviour unlocks everything.

We permit what we promote and we promote what we permit.

Every single school suffers from poor pupil behavioural choices at some point.

Learning is not linear.

Without knowledge pupils are left with nothing.

The teacher is the expert.

Differentiation destroys expectations.

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The Active Ingredients of Effective Teacher Development Harry Fletcher-wood, Dr Sam Sims : Schools 

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The Active Ingredients of Effective Teacher Development Harry Fletcher-wood, Dr Sam Sims : Schools 

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Our research shows the consensus view of how best to conduct effective professional development in education is flawed, write Sam Sims and Harry Fletcher-Wood

Effective and sustained professional development is collaborative, subject-specific and practice-based, and should be supported by external expertise and teachers' buy-in. So goes the consensus view of the research community. But in a recently published article in School Effectiveness and School Improvement, we question the evidence underpinning this consensus.

We began our investigation when we came across examples of professional development that included all these features, but didn't seem to improve student learning. We wondered why, and dug into the evidence underpinning the claims.

We worked our way back to an early, influential review, but found it was based on just a handful of professional development trials. Some trials looked at the experience of fewer than 20 teachers; others employed weak research designs, examining the effect of professional development on one group of teachers without showing the similarities with the group they were compared with. We felt these trials would not now be accepted as robust evidence.

Additionally, reviewers had looked for the features these trials had in common. This is problematic, because a professional development programme might include a feature that doesn't contribute to its success. I might ask teachers to collaborate, for example, but if my programme works, that doesn't mean it was because they collaborated.

These features are not essential to the success of a professional development programme

We concluded that there is not yet enough evidence to expect school leaders and teacher educators to provide professional development that is collaborative, subject-specific, and so on. We simply lack evidence. For some features: collaboration may contribute to professional development; or it may just be common in successful and unsuccessful programmes. For other features, we are more suspicious - some effective professional development programmes are not subject-specific, for example.

To be clear, we're not saying that collaboration or subject-specific professional development are necessarily bad, we're saying that they are not essential to the success of a professional development programme.

So what should we do next? We suggest that we can be confident that something is an active ingredient - that it contributes to the success of a professional development programme - if we see two things:

Programmes that include the active ingredient tend to work, while programmes that don't include it tend not to work

We have an explanation for why the active ingredient works, which shows that it works in many different domains.

Here, we want to illustrate that kind of reasoning and some of the active ingredients it suggests. We're not claiming certainty, we're illustrating the kind of thinking we suggest school leaders, teacher educators and researchers pursue to design and learn more about professional development.

First, what programmes work? The type of professional development for which there is the best evidence is instructional coaching. A recent meta-analysis found consistent evidence of improvements in teaching and student learning as a result.

Second, what active ingredients explain this? Usually, in instructional coaching, an experienced teacher visits classrooms regularly, but briefly. They identify a specific way to improve, discuss it with the teacher, practise together, and visit the next week to see if it's worked.

There are several possible active ingredients encouraging the teacher to act:

Focusing on specific changes - attention and working memory capacity are limited, so it's easier for people to improve one thing at a time

Setting goals - people are more likely to act if they have a clear aim

Implementation intentions - planning when and how to act makes action more likely

Deliberate practice - necessary for mastering a new skill

Feedback - helps people adjust their efforts.

We can be confident that an active ingredient contributes to professional development if we see it in many successful professional development programmes and we know how the active ingredient tends to influence people, in schools and beyond. We believe that identifying active ingredients in professional development could powerfully improve our ability to make it work for teachers and students.

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The active ingredients of effective teacher development

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Our research shows the consensus view of how best to conduct effective professional development in education is flawed, write Sam Sims and Harry Fletcher-Wood Effective and sustained professional development is collaborative, subject-specific and practice-based, and should be supported by external expertise and teachers' buy-in. So goes the consensus view of the research community.

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Post by S Strickland
If you would like to hear Sam Strickland talk about behaviour click https://www.youtube.com/watch?v=3vAJg9IDHb8

If you would like to hear Sam’s ResearchED home talk click https://www.youtube.com/watch?v=Dn7whJ2vZ-s

If you would like to see Tom Rogers’ interview of Sam click https://www.youtube.com/watch?v=tgYqljNi4oU

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Post by S Strickland
Education Exposed 2

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Post by S Strickland

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Learning Academy Trusts- Why Some Fail But Most Don't!

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Learning Academy Trusts- Why Some Fail But Most Don't!

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Professional Love in Early Childhood Care and Education

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Professional Love in Early Childhood Care and Education

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Paul Garvey suggests a way to turn CPD on its head and centre it on the teacher seeing others teach and gaining ideas, not provided by an outside source, or the school. Visiting classrooms with others is the key and he calls it PPD. Personal Professional Development.

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Tom Sherrington and I tried to clarify exactly what teaching techniques looked like — in terms of what you need to think about and what you need to do. So we broke down each technique into five steps. Why five? Well we know from Nelson Cowan's research that when dealing with new material, our load is counted as being 4 plus or minus 1. So, five steps. The last thing you want when trying out a new technique in front of your class is to be stumped as to what you need to do next. Five steps, can be remembered, especially when they are described simply (Tom does that wonderfully) and illustrated (my part).
Oli C

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If you wanted to dig a bit deeper into the psychology of why visuals are so central to the learning process, then why not try Barbara Tversky's Mind In Motion book of last year? She's been an eminent psychologist in this area for over 40 years and in wider than educational domains too. 

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If you wanted to dig a bit deeper into the psychology of why visuals are so central to the learning process, then why not try Barbara Tversky's Mind In Motion book of last year? She's been an eminent psychologist in this area for over 40 years and in wider than educational domains too. 

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Oli C

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Tiny Habits The Small Changes That Change Everything - BJ FOGG

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Tiny Habits The Small Changes That Change Everything - BJ FOGG

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This is another example of Tom Sherrington;s powerfully clear language and organisation of information. I was so struck by how he cleverly grouped the ten principles into four groups (makes it easier to remember: Cowan's 4 =/- 1) that I created a new poster on it.

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This is another example of Tom Sherrington;s powerfully clear language and organisation of information. I was so struck by how he cleverly grouped the ten principles into four groups (makes it easier to remember: Cowan's 4 =/- 1) that I created a new poster on it.

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Oli C

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If you'd like to download some of the images in this book, then go to my website — olicav.com — where you can also download my PowerPoint slides and see some of my online presentations.

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If you'd like to download some of the images in this book, then go to my website — olicav.com — where you can also download my PowerPoint slides and see some of my online presentations.

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Oli C

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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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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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Click on image below to access free e-book.

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 The Curriculum Gallimaufry to Coherence

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 The Curriculum Gallimaufry to Coherence

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Back on Track Fewer Things, Greater Depth

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Back on Track Fewer Things, Greater Depth

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Rosenshines Principles of Instruction CPD Video (MCA)

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Rosenshines Principles of Instruction CPD Video (MCA)

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Rosenshine’s Principles of Instruction CPD Video

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https://www.academia.edu/29491165/Motivation_and_Personality_BY_Abraham_Maslow
I am really interested in knowing more about motivation and how we can motivate our pupils to learn when they return to school in Sept. This book updated in 1970 has made me ask a lot of questions...

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Understanding and Teaching Primary Geography (2nd Edition)

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Understanding and Teaching Primary Geography (2nd Edition)

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Recommended by Chris West

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Fiorella and Mayer's GENERATIVE LEARNING IN ACTION (Zoe and Mark Enser)

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Fiorella and Mayer's GENERATIVE LEARNING IN ACTION (Zoe and Mark Enser)

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Oli Cav and David Sammels Tea@2 Broadcast

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Oli Cav and David Sammels Tea@2 Broadcast

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https://twitter.com/i/broadcasts/1OyKAgRWeowJb?invitee=778585790444105728

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Oli Cav and David Sammels Tea@2 Broadcast

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Oli Cav and David Sammels Tea@2 Broadcast

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https://twitter.com/i/broadcasts/1OyKAgRWeowJb?invitee=778585790444105728

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Oli Cav and David Sammels Tea@2 Broadcast

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Oli Cav and David Sammels Tea@2 Broadcast

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https://twitter.com/i/broadcasts/1OyKAgRWeowJb?invitee=778585790444105728

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Building Communities of Engaged Readers : Reading for Pleasure

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Building Communities of Engaged Readers : Reading for Pleasure

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I have added this book to the Padlet as I have used it as a reference tool and inspirational piece so many times. I have used it to help me to understand the theory behind reading theories and then transfering the theory into action to promote reading for pleasure in the classroom and also remotely. Definitely worth a read.