Thread by @_MissieBee

Here goes. I’m so excited about this I had to articulate it somewhere. Be aware, however, that this is probably going to be the least articulate and coherent thread you’ve ever read, but I wanted to share a summary. So, THREAD:

https://twitter.com/_missiebee/status/1101511670109794304

1) Knowledge-rich, knowledge-led, knowledge-engaged, knowledge-smothered - whatever your poison may be, knowledge is GOOD. The “Matthew effect” = the (knowledge) rich get richer and the poor get poorer

2) “Reading tests are knowledge tests in disguise” - @DTWillingham so it’s VITAL our children are exposed to broad knowledge through our curriculum

3) Semantic memory vs episodic memory (this is where I realised I 💗 cognitive science bc it just makes so much goddamn sense). @ClareSealy writes much more coherently than I’m about to ramble here: primarytimery.com/2017/09/16/mem…

3 cont) my main takeaway from this bit: episodic memory is tagged w/ context. Chln may remember learning division in a Y4 room w/ Mrs S but remove that context & put them in a y5 room w/ Mr J & suddenly it’s gone (a v caveman explanation of what it actually is. Read Clare’s blog)

4) another reason why “wow” lessons are stupid - children remember the experience (in their episodic memory) rather than the actual learning (which hasn’t made it to their semantic memory). I’ve probably got that all wrong. Just read Clare’s blog.

5) “Developing memory, not rich memories, is key in developing problem solving and creativity” (with the caveat that of course episodic memory is still important, especially for those lacking in life experiences)

6) “The aim of all instruction should be to improve long-term memory. If nothing has been changed in LT memory, nothing has been learnt.” - Kirschner, Sweller & Clarke. basically, effective teaching = minimise overload of working memory to maximise retention in LT memory

7) things that might be happening in a classroom that don’t necessarily show good learning:
Students are doing lots of work
Ss are engaged
Ss are getting feedback
Classroom is calm
Ss have given correct answers

8) we need to focus on AUGMENTING REMEMBERING. 3 traps easy to fall into: trap 1- learning never makes it to the working memory if it is made “over exciting” (eg a maths game: chln are more likely to remember the rules of game rather than the actual maths)

8 cont) trap 2- cognitive load: overwhelming the working memory = stuff is easily forgotten. Break down steps into smallest chunks possible.

8 cont) Trap 3- unable to recall from memory. Retrieval, retrieval, retrieval! (French = retrouver = re-find!) The struggle of trying to retrieve something strengthens memory. Knowledge is hiding in your LT memory - play hide + seek with it!

9) basically, TEACH LESS BUT PRACTISE MORE. None of this “but I have no time to practise because I have too much to teach!”

10) Declarative knowledge = facts, Procedural knowledge = “skills” (basically putting declarative knowledge to work). Skills cannot be detached from context; an observation in science is very different to an observation in art!

11)The knowledge vs skills argument is essentially about the extent to which generic skills are transferable from one context to another.

12)”understanding”=having lots of well-connected, well-organised knowledge. YOU CAN KNOW BUT NOT UNDERSTAND; YOU CAN’T UNDERSTAND BUT NOT KNOW. “Knowledge-rich” does NOT mean lecturing at children!

13) ROSENSHINE’S PRINCIPLES OF INSTRUCTION (I’m getting more shouty as I go, I’m sorry, but really it all deserves to be shouted). Look at @olicav’s cool poster of these

14)Then @ClareSealy showed us how to build a 3D curriculum based on vertical, horizontal and diagonal links, and spoke about schemata (literally fascinating) primarytimery.com/?s=3D

15) Then @primarypercival showed us his incredibly planning based on building a body of knowledge throughout the school, plus how to reiterate this through homework and displays (Andrew, please give me your brain)

16) Moral of the story is, if you’re at all interested into bringing knowledge into the curriculum (not to bring @Ofsted into this but... you really should be), bookmark @ClareSealy’s blog: primarytimery.com
and @primarypercival’s: primarypercival.weebly.com

END. Gold star for you if you made it all the way through. Sorry for all the typos and inaccuracies that are inevitably there. I’ve basically tried to summarise my notes from the day (retrieving it to get it into that long term memory, y’know?)