Cognitive Load Theory – what to do | classteaching

As a sister blog to Andy Tharby’s Cognitive Load Theory post on the Durrington Research School website, this piece will focus on practical applications for classroom teachers.

In order to dovetail with the Research School blog, these strategies will be arranged and preceded by information from research published by the Department for Education in New South Wales, Australia: Cognitive load theory in practice: Examples for the classroom.

Strategy 1: Tailor lessons according to students’ existing knowledge and skill

One of the most important implications of cognitive load theory for…

Continue reading at:

https://ift.tt/2TjGrpX

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Cognitive Load Theory – what to do | classteaching

As a sister blog to Andy Tharby’s Cognitive Load Theory post on the Durrington Research School website, this piece will focus on practical applications for classroom teachers.

In order to dovetail with the Research School blog, these strategies will be arranged and preceded by information from research published by the Department for Education in New South Wales, Australia: Cognitive load theory in practice: Examples for the classroom.

Strategy 1: Tailor lessons according to students’ existing knowledge and skill

One of the most important implications of cognitive load theory for…

Continue reading at:

https://ift.tt/2TjGrpX

The Active Ingredients of Great Teaching | classteaching

At DMAT, we have moved away from a ‘tick-box’ approach to teaching and have embraced a ‘tight but loose’ approach.  We want teaching to be tight, in terms of focusing on sound , evidence-informed pedagogical principles, but loose in terms of how this is interpreted in classrooms.  For example, how a PE teacher models throwing a javelin will be very different to how a history teacher models how to write a discursive essay.  We do not talk about ‘outstanding’ teaching and we do not grade lessons; instead we talk about great teaching and how all teachers can get that little bit better.

We have…

Continue reading at:

http://bit.ly/2S5p6MQ

The Active Ingredients of Great Teaching | classteaching

At DMAT, we have moved away from a ‘tick-box’ approach to teaching and have embraced a ‘tight but loose’ approach.  We want teaching to be tight, in terms of focusing on sound , evidence-informed pedagogical principles, but loose in terms of how this is interpreted in classrooms.  For example, how a PE teacher models throwing a javelin will be very different to how a history teacher models how to write a discursive essay.  We do not talk about ‘outstanding’ teaching and we do not grade lessons; instead we talk about great teaching and how all teachers can get that little bit better.

We have…

Continue reading at:

http://bit.ly/2S5p6MQ

Focus on Feedback | classteaching

Earlier this week Fran Haynes wrote a great blog on the Durrington Research School site, exploring the research evidence around effective feedback. You can read it here. This completes a series of blogs this half term on the six pedagogical principles that shape our approach to teaching here at Durrington.

In ‘What does it look like in the classroom?‘ by Carl Hendrick and Robin Macpherson, Dylan Wiliam makes some typically insightful comments about feedback:
“Make feedback into detective work.”
“…the major purpose of feedback should be to improve the student.”
“Just one sentence…

Continue reading at:

http://bit.ly/2DBeNLy

Focus on Feedback | classteaching

Earlier this week Fran Haynes wrote a great blog on the Durrington Research School site, exploring the research evidence around effective feedback. You can read it here. This completes a series of blogs this half term on the six pedagogical principles that shape our approach to teaching here at Durrington.

In ‘What does it look like in the classroom?‘ by Carl Hendrick and Robin Macpherson, Dylan Wiliam makes some typically insightful comments about feedback:
“Make feedback into detective work.”
“…the major purpose of feedback should be to improve the student.”
“Just one sentence…

Continue reading at:

http://bit.ly/2DBeNLy

The Importance of Questioning | classteaching

 

As Andy Tharby and Shaun Allison argue good questioning is a fundamental but “ubiquitous” and “fluid” part of the learning process. Effective questioning should also allow teachers to formatively assess students understanding of a new concept, motivate students to engage in their learning and encourage students to ask their own questions, as such the quality of questioning can make or break a lesson. The question must be asked then – how can we make sure our questioning is effective?
Cold Calling:

Lemov refers to the ‘culture of engaged accountability’ where every student knows that it…

Continue reading at:

http://bit.ly/2TyLtfe