Adam Boxer Profile picture
Sep 21, 2020 6 tweets 2 min read Read on X
I have not had time to blog in weeks, so it's nice to know old stuff is still helpful and relevant. I particularly like this blog, because it has *absolutely no original ideas* in it at all. Why is that important? 👇 1/
The principle idea in the blog is taken straight from Koretz, and is completely uncontroversial in assessment circles. I can't remember who first directed me to it, but @DSGhataura has helped me a lot in changing my thinking on assessment. 2/
I very rarely give any ideas that are actually original. All I do is take cool concepts which normally only exist in the abstract or in generalities and try to make them specific and concrete - readily applicable to any classroom. 3/
I'll never be a researcher and have no desire to be one. I really like being a teacher, and all I want to do is take evidence based ideas and try them out in the classroom. 4/
Researchers, consultants, teacher trainers...they can't do that. It's why the profession *needs* our voice and it's why I think the edutwitter blogosphere is so important. We're the ones that are on the ground, doing the work. 5/
And if you feel like you can contribute to that, you should. If you think you are applying somebody else's idea in an interesting way, you should blog it. And if you think you need a bit of help or advice I'd love to offer it (for what it's worth). DMs are open.

Adam out. /end

• • •

Missing some Tweet in this thread? You can try to force a refresh
 

Keep Current with Adam Boxer

Adam Boxer Profile picture

Stay in touch and get notified when new unrolls are available from this author!

Read all threads

This Thread may be Removed Anytime!

PDF

Twitter may remove this content at anytime! Save it as PDF for later use!

Try unrolling a thread yourself!

how to unroll video
  1. Follow @ThreadReaderApp to mention us!

  2. From a Twitter thread mention us with a keyword "unroll"
@threadreaderapp unroll

Practice here first or read more on our help page!

More from @adamboxer1

Jan 23
Love starting lessons like this. Spaced retrieval that isn't related to today's lesson, and chosen based on C-Scores, so targeted to areas of student weakness. We then crack out the MWBs to check knowledge that is prerequisite to today's lesson. Image
It's every lesson, so routines are fire. We go through the answers quickly, then at the end I put class scores back in using the sliders, which takes me 30s and means that problem questions will be revisited in homework or another starter. Image
If there's something they clearly don't get and requires a reteach, I'll take a note and revisit it soon once I've had time to prepare. I don't want to derail today's planned lesson for knowledge that isn't prerequisite. I'll do it later.
Read 6 tweets
Sep 29, 2024
Anyone who knows me knows that I am a strong advocate of mini-whiteboards (MWBs). Brief thread explaining the WHENWHYBY: when are they useful, why are they useful and how do you make them useful: Image
First, a CAVEAT

This is a thread. Not a full blown training session. It contains nuggets, no more. Towards the end of the thread I will signpost more content. If you are planning on delivering training from scratch based on this thread or building policy, please don't.

>
Ok, so first the WHEN

There are lots of occasions throughout a lesson or teaching cycle where MWBs can be useful, but the real biggie is any time you are checking for understanding. There are two major phases when you do this:

Prerequisite knowledge check before you introduce new content.

Check for understanding (or my preferred term - check and consolidate) after you have introduced new content (or retaught old content).

>

(if those terms don't make sense, read this by @MBDscience this by @MrARobbins or my book [Teaching Secondary Science])mbdscience.wordpress.com/2022/12/03/but…
adam-robbins.com/2024/04/27/why…
Read 13 tweets
Sep 28, 2024
YES we are discussing PowerPoint again!

Ok, ok so first: If someone says

"PowerPoint sucks"

And you say

"It's just a tool, it depends how it's used"

That's right, but it isn't a good argument. Why not? READ ON
First, because tools are - almost by definition - designed for different jobs. A screwdriver is good for driving screws, and bad for hammering nails.

If you are hammering nails with a screwdriver and someone says "don't do that", you wouldn't say "it's just a tool, it depends how it's used."

>
Second, because even amongst tools designed for the same job, some are better than others. My phone camera is designed to take photos on the go, as is a mirrorless Hasselblad. One is better than the other (it's the Hasselblad). Even if you are pedantic and say "well a phone camera is better for sharing" ok, so some phone cameras are better than others. Done.

>
Read 11 tweets
Sep 18, 2024
Here's a little experiment for you to try that relates to Teaching & Learning and professional development.

First, read the scenario below.

Second, before hitting the following post in the thread, try and predict "what would happen next in this lesson"

Scenario: Image
Here's what happened next:

[This is a real lesson, and these are my real observations (I'm Ms C in this scenario).]

> Image
I used these two segments with sessions that I am running with our trainees at school. We are focusing on lesson starts at the moment.

But this is not a thread about lesson starts.

>

(whilst you're here, if you do want to learn about lesson starts, hit the link )eventbrite.com/e/better-behav…
Read 12 tweets
Sep 12, 2024
Turn and Talk is very popular right now, I see it in most lessons I go to.

HOWEVER, in 95% of cases I watch it and think "that lesson would have been better without it to be honest"

Why? 👇
When there's a T&T in play, I almost always see at least one of:
Minimum 25% of the class just not doing it
Finishing well early
Doing it for something where everyone knows the answer
Doing it for something where nobody knows the answer
Melding into just chatting really quickly
Leaders ask for it, and expect it, but nobody can ever tell me the exact parameters of when they use it and why. Is it for checking understanding? Is it for developing thinking? Is it for generic oracy? Is it for students to practise consolidating new vocabulary?
Read 8 tweets
Sep 8, 2024
In the past weeks, I've seen a number of people make snide remarks about researchEd and how its presenters and organisers don't produce research. People asking for the papers they've written and stuff like that. This is simultaneously stupid and a fantastic cause for hope.

Read on >
It is stupid because researchEd is not an organisation dedicated to producing research. Instead, it is about translating, implementing and disseminating research findings. Let's be clear, the people making this complaint are not serious. BUT

>
There has long been a big gap between "research" and "practice." Ok, so we have a research paper about group work, or oracy, or retrieval practice or whatever - great. How do I take those findings and actually apply them in my context?

>
Read 8 tweets

Did Thread Reader help you today?

Support us! We are indie developers!


This site is made by just two indie developers on a laptop doing marketing, support and development! Read more about the story.

Become a Premium Member ($3/month or $30/year) and get exclusive features!

Become Premium

Don't want to be a Premium member but still want to support us?

Make a small donation by buying us coffee ($5) or help with server cost ($10)

Donate via Paypal

Or Donate anonymously using crypto!

Ethereum

0xfe58350B80634f60Fa6Dc149a72b4DFbc17D341E copy

Bitcoin

3ATGMxNzCUFzxpMCHL5sWSt4DVtS8UqXpi copy

Thank you for your support!

Follow Us!

:(