“Shame is the intensely painful feeling that we are unworthy of love and belonging’

What is the pull of home, compared to the pull of school? Where does the balance lie? How do we collaborate with parents, not just tell them things?

Made me think a lot about how early we intervene - we wait until it’s a big, established problem, rather than working earlier.

Some familiar territory- Andrew Tate, ‘manosphere’ and misogyny, but was less aware of ‘femosphere’ - young women pressured/rejecting progressive gender views - see attached slide’

A 4 step model was shared:

Understand

Do

Decide

Improve

Nice practical tips such as:

• set sentence stems around sharing weekend experiences with peers and responding

• Mixed ability tables setting a table handshake to greet each other with each morning followed by a daily positive huddle where children give and receive positive affirmation with their table mates

• Importance of reading away from education and considering the application of the research within education

Listening | Universal Framework

Make explicit links.

Meaning is made in the mind of the student, not in the words of the teacher!

Check for meaning Vs check for understanding.

Teach to the top - avoid a poverty of education; show all children the end goal.

Worked examples.

Flexible grouping.

Gradual release.

Checks for understanding - to add / release scaffolds.

Anticipate barriers.

During the lesson, live adaptations and scaffolds.

Hinge questions.

Cold calling.

Think pair share.

Modelling - I do, we do and you do.

Teacher talk narrates metacognitive (process).

Continuum - do not think as a rigid structure.

Retrieval - low stakes testing.

Verbal nudges - in the moment support.

Adapt the instructions - in the moment.

Use of prior knowledge.

Encoding through modelling and practice.

Attention -

• repeat

• visual

• verbal

• re-explain

• close questions - repeat recently introduced content - questions for listening - questions for retrieval

• Chunking - new content - practise

• Clarity - repeat but with clarity, remove unnecessary info, remove non-crucial information

• Use of graphics, but only where it adds to learning (diagram, timeline)

• Use of examples and non-examples

Analogies - re-explain the content using an analogy

MTP show explicit links back to prior learning

Build in opportunities for re-learning

Simple to complex questions. Factual retrieval, scaffold retrieval - prompts such as a picture.

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