"Reflect on who spoke and who didn't."
"It's about helping them build those skills."
"Build on the things that you already know."
In this episode of TandTeaching, hosts Arthur Moore and Mike Harrowell, along with guest Yamina Bibi, delve into the importance of oracy in education. They discuss practical strategies for implementing oracy in the classroom, including planning for discussions, engaging students during lessons, and reflecting on the effectiveness of oracy practices post-lesson. The conversation emphasizes the need for explicit teaching of discussion habits, the role of vocabulary in enhancing communication, and the importance of giving every student a voice in discussions. The episode concludes with actionable tips for teachers to immediately apply in their classrooms.
Oracy, Education, Classroom Strategies, Teaching Tips, Student Engagement, Discussion Techniques, Reflective Practice, Vocabulary Development, Teaching Methods, Professional Development
"Oracy is not the outcome, oracy is the vehicle."
"The stories we tell are key to building buy-in."
"Values are lived, not laminated."
In this episode, the hosts discuss the importance of oracy in education, focusing on how to implement a whole school approach to teaching communication skills. They explore the challenges faced by educators, the role of leadership in promoting oracy, and the significance of storytelling in building buy-in from staff and students. The conversation emphasizes the need for a collaborative effort across departments to create a culture of effective communication in schools.
Empowering Students Through Oracy
Keywords:
oracy, education, teaching, school leadership, communication skills, vocabulary, dialogic teaching, student engagement, literacy, classroom strategies
"Oracy creates good literacy."
"We need to value oracy in education."
"Without oracy, nothing else will work."
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Guest - Yamina Bibi
A Little Guide for Teachers: Thriving in Your First Years of Teaching - https://amzn.to/3ETQ34c
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Summary
In this episode of TandTeaching, hosts Arthur Moore and Mike Harrowell discuss the concept of oracy in education with guest Yamina Bibi. They explore the historical context of oracy, its significance in the classroom, and its role across various subjects. The conversation emphasizes the importance of teaching both speaking and listening skills, the impact of assessment changes on oracy, and the need for a whole-school approach to effectively integrate oracy into the curriculum.
"Lowering or impairing that short-term performance will actually lead to better learning."
"Struggle to start the lesson. We repeat it at the end."
"There's nothing wrong with reusing those same questions."
In this episode, Singh shares three guiding principles for focusing on learning rather than performance in the classroom. The first principle is understanding that there will always be a difference between what is taught and what is learned. The second principle is that learning is invisible, and measuring short-term performance helps lay the foundations for long-term learning. The third principle is that intentionally impairing short-term performance can lead to better learning. Singh also discusses techniques such as retrieval practice and distributed practice that can support student learning.
Takeaways
There is a difference between what is taught and what is learned, so teachers should not assume that just because they have taught something, students have learned it.
Measuring short-term performance can help lay the foundations for long-term learning.
Intentionally impairing short-term performance can lead to better learning outcomes.
Techniques such as retrieval practice and distributed practice can support student learning.
Keywords
learning, performance, classroom, teaching, principles, retrieval practice, distributed practice
"It's better to dig a deep learning pit and keep students in there for a sustained period of time than digging shallow ones and getting them out of it quickly."
"Learning is hard, but it has to be accessible."
"It's really challenging to measure learning and progress. We can't accurately replicate performance every single time."
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To learn more about the Inner Drive Teacher Academy just email
tandt@innerdrive.co.uk
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In this episode, Mike, Arthur and Guest Singh discuss the concept of learning versus performance in schools. They explore the challenges of measuring learning, the importance of creating a learning culture, and the need for accessible challenges. They also discuss the role of school leadership in promoting learning and the difficulties of assessing progress. The conversation highlights the need for a shared understanding of learning and performance and the importance of planning and sequencing curriculum to support deep learning.
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To learn more about the Inner Drive Teacher Academy just email
tandt@innerdrive.co.uk
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learning, performance, schools, education, curriculum, teaching, challenges, culture, assessment, progress
"Why are we bad at learning stuff?"
"We can't see learning. Like I can't open up your head and see whether you've learned fractions or like how to shoot a basketball properly or know how a particular art technique."
"When does something become truly learned? Can you hold onto a piece of information for eternity without using it on a regular basis?"
In this episode, Singh discusses the difference between learning and performance. He shares his experiences as a teacher and explains how students can struggle to retain information even after successfully performing a task. Singh emphasizes the importance of revisiting information over time to ensure long-term learning. The conversation also touches on the challenges of assessing learning versus performance and the idea of when something can be considered truly learned. The hosts and Singh discuss the implications of these concepts for teachers and the need to prioritize learning over simply teaching to perform.
"We create the culture in our classrooms."
"Routines reduce cognitive overload."
"Embrace the silence for thinking time."
In this episode of TandTeaching, hosts Arthur Moore and Mike Harrowell, along with Dr. Pippa Busch, delve into the significance of processing time in education.
They discuss strategies for creating a safe learning environment, the importance of wait time, and how to frame questions effectively to enhance student engagement. The conversation also touches on the variability of processing speed among students and the necessity of normalizing mistakes in the classroom to foster a culture of learning. The episode provides practical tips for teachers to implement these concepts in their classrooms, ultimately aiming to improve student outcomes and create a supportive educational atmosphere.
"I break processing into three different areas with their input, the processing and the output."
Dr. Pippa Busch, a child and educational psychologist, discusses the concept of processing time in education. She breaks down the process into three stages: input, processing, and output.
The input stage involves sensory organs converting stimuli into neural signals.
The processing stage involves working memory and long-term memory, as well as decision-making and planning responses.
The output stage is the response to the information received. Dr. Busch emphasizes that processing time varies for each individual and is influenced by factors such as experience, genetics, stress levels, and sleep. She also highlights the importance of creating a safe space for learning and normalizing mistakes in the classroom.
"It's the umbrella that sits over everything"
In this episode, Arthur, Mike, and Claire discuss how to implement Rosenshine's principles of instruction in the classroom. Claire suggests that teachers start by reflecting on their current teaching practice and identifying areas for improvement. She emphasizes the importance of knowing your subject and using modeling and questioning techniques effectively. Mike adds that modeling should involve breaking down steps, checking for understanding, and showing different contexts. Claire also highlights the value of using a visualizer and being generative with pre-prepared models. They conclude by discussing the significance of effective questioning and the need to plan responses to student answers.
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Claire Grimes is an experienced secondary school senior leader committed to improving the life chances of young people through evidence informed practice. With expertise in Teaching and Learning and Professional Development, she now work across a Trust of schools supporting leaders and teachers to achieve the best possible outcomes for their students
She is also author the brilliant 'Rosenshine's Principles in Action: The Workbook 'which is available here:
"Nothing we're looking at here is nothing new. Teachers do these things. But it's the extent to which you do it."
In this episode, Arthur Moore and Mike Harrowell are joined by Claire Grimes to discuss implementing Rosenshine's principles of instruction in schools. Claire shares her experience of writing a book on Rosenshine and provides insights on how to bring these principles into schools. They discuss the importance of generating a shared understanding and language around the principles, focusing on specific areas of need, and providing ongoing support and professional development. They also address potential pushback from teachers and emphasize the importance of intentional and reflective practice. The episode concludes with a discussion on how to get staff on board and sustain the implementation of the principles.
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Claire Grimes is an experienced secondary school senior leader committed to improving the life chances of young people through evidence informed practice. With expertise in Teaching and Learning and Professional Development, she now work across a Trust of schools supporting leaders and teachers to achieve the best possible outcomes for their students
She is also author the brilliant 'Rosenshine's Principles in Action: The Workbook 'which is available here:
"It's a framework on which to hang effective classroom practice."
In this episode, Arthur Moore and Mike Harrowell are joined by Claire Grimes to discuss Rosenshine's principles of instruction.
They introduce Rosenshine as a person, a professor in the Department of Educational Psychology at the University of Illinois, who developed 10 key principles for effective teaching. They discuss how Rosenshine's principles provide a framework for effective classroom practice and can be used to challenge and improve teaching. They also highlight the importance of research-informed practice and how Rosenshine's principles have become popular in schools as a foundation for teaching.
The episode concludes with a discussion on how to deliver CPD on Rosenshine's principles to teachers with varying levels of experience.
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Claire Grimes is an experienced secondary school senior leader committed to improving the life chances of young people through evidence informed practice. With expertise in Teaching and Learning and Professional Development, she now work across a Trust of schools supporting leaders and teachers to achieve the best possible outcomes for their students
She is also author the brilliant 'Rosenshine's Principles in Action: The Workbook 'which is available here:
A tough but important episode for us to record.
We speak with Sharon Cawley, former teacher and now CEO of Conexus Tuition Franchise and also the founder of the hugely popular Facebook Group
"Life After Teaching - Exit the Classroom and Thrive"
which has over 160k members.
We chat about our experiences, why people are looking to leave, how we can keep them, and if they do what to leave what they can do next!
A interesting chat as always on TandTeaching
Today we chat with Sean Sherwood - Founder of Sean Anthony Health & Wellness, Intl. Keynote Speaker, Education Professional and SAS Who Dares Wins Finalist 2021.
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With over 14 years of experience in education, Sean has a background in pastoral leadership, special educational needs, inclusion, and counselling. He is also a mental health first aider and a finalist of the SAS Who Dares Wins series 6, which sparked his platform for motivational speaking and resilience training. He have travelled internationally, speaking to more than 30,000 people in various environments, including schools in the Middle East and is always looking to connect with positive-minded people and organisations that share my mission of making a positive impact on young people's lives. Connect with Sean here:
The latest in our series where we chat about a teaching tip sent to us!
The latest in our series where we chat about a teaching tip sent to us!
Today on TandTeaching we chat with Peter Mattock about . . . MATHS!
Peter Mattock has been teaching maths since 2006 and is a specialist leader of education (SLE) and an accredited Secondary maths professional development lead who regularly presents at conferences across the country.
Peter is also part of the first cohort of the National Centre for Excellence in the Teaching of Mathematics’ (NCETM) secondary mastery specialists, developing teaching for mastery in the secondary school classroom. Peter is based in Leicestershire, in the UK.
Peter’s Books are:
Leading Maths: https://amzn.to/4bWZU4K
Conceptual Maths: https://amzn.to/4dZyf4U
Visible Maths : https://amzn.to/4e2f8qY
National Thank a Teacher Day is coming up on the 19th of June In today's episode, we chat with CEO of 'The National Teaching Awards' Mary Palmer and Award Winning Head Teacher Ben Levinson OBE
What is 'Thank a Teacher Day'? This is the day when the whole of the UK is encouraged to come together in celebration of all the hard-working staff working in education across the UK.
Via the 'Thank a Teacher' campaign you can send a free personalised thank you e-card to all teaching and support staff working in UK early years, schools, and colleges. There are lots of ways to get involved on the day, just go to the website www.thankateacher.co.uk for more information. Thank A Teacher website Thank A Teacher Facebook Thank A Teacher Twitter Thank A Teacher Instagram
Part 2
In this episode of TandTeaching Arthur continues his chat with about Child Agency Dominic Wyse and Yana Manyukhina from IOE - UCL's Faculty of Education and Society.
Dominic Wyse Dominic is Professor of Early Childhood and Primary Education at the Institute of Education (IOE), University College London (UCL). He is the Founding Director of the Helen Hamlyn Centre for Pedagogy (0-11 years) (HHCP) a research centre with a focus on primary and early years education and was President of the British Educational Research Association (BERA) from 2019 to 2022.
Yana Manyukhina Yana is Senior Researcher at the Helen Hamlyn Centre for Pedagogy 0-11 years (HHCP) with a strong association with Child Agency
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NOTES for further Reading
Blogpost (10 April 2019): What next for curriculum?
https://www.bera.ac.uk/blog/what-next-for-curriculum
Blogpost (14October 2021): Living and learning during a pandemic: what can children tell us?
News story (6December 2021) including the link to the conference keynote talks (June 2021) which were held under the theme: ‘Children’s Agency and the Curriculum’ in collaboration with the Education Learning Trust (ELT) and the Association for the Study of Primary Education (ASPE):
https://www.youtube.com/playlist?list=PLiIYJpyo9fmv_5x6IJWKy3ihqH95Vqz0f
Blogpost (1st March 2021): Children’s agency: What is it, and what should be done?
https://www.bera.ac.uk/blog/childrens-agency-what-is-it-and-what-should-be-done
Animation video about children’s agency (2023):
https://www.youtube.com/watch?v=6RF2-VVxpAg
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