Short thread on communication, teaching and selling ideas:

When I finished school I went to study in Israel in a "Yeshiva" - these are like HE academies where you just study Jew stuff: philosophy, bible, history, law. And, lots of talmud. 1/
The Talmud is really hard at the best of times. It's very confusing, varies in style from page to page, the content itself is very demanding and it's in a weird Aramaic-Hebrew hybrid. 2/
Everyone in the Yeshiva studied the same tractate (like a book of the talmud) but there were lots of different classes, with each rabbi having a very different style and approach. 3/
One rabbi took a highly abstract and conceptual approach. He used very complicated ideas and words and did a lot of monologuing. Everybody used to rave about how amazing his classes were. So, one day, I decided to go. 4/
I confess that I didn't understand a damn thing. It all just felt very...like...nothingness. Like things were being overcomplicated and overdramatised and ideas and lenses were being added that didn't really add much at all. It was just confusing. 5/
Afterwards I asked my friends "um so how was that" almost all of them said some variation of "absolutely brilliant. I didn't really understand it - but it was brilliant"

Emmmm not for me, mate. 6/
Instead I went to a different rabbi, who was famed for the clarity of his ideas. He used to synthesise all the different opinions, lay them out clearly, explained precisely where each authority differed from the next. It was SO unsexy, but we learnt loads. 7/
There were no moments where I was like "OMGIZZLE MIND BLOWN I'M INSPIRED" it was just "yeah, cool that makes sense. nice one." And that was perfect. 8/
Feck I'm 9 tweets in and haven't got to the point. Basically, I see a lot of stuff out there in ed teaching and CPD that is just wool. It doesn't actually clarify ideas, doesn't have concrete examples, lacks detail BUT - and this is the key - makes you feel smart. 9/
This is salesman work. Where you give people a product that doesn't actually move them on, but makes them feel like something awesome has just happened. Tomorrow, nothing has changed. 10/
Be wary of big words. Be wary of the cult of charisma. Be wary of things and ideas that aren't communicated in a way that makes them readily intelligible. And be wary of that feeling of "MIND BLOWN", often it just results in nothingness. /end

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More from @adamboxer1

30 Dec 20
Science Teachers! With remote learning on the horizon, here is a short thread with some useful free resources. Please read to the end and make sure to share widely - we need to help each other.
First up is obviously @OakNational. The science content here is very strong indeed, and was led by @littlewoodben and @MissWhittick_GW. For me it's a no-brainer for your students. teachers.thenational.academy
Next up is the @GreenshawTrust offering - I have not used this myself, but Greenshaw have been pretty ace throughout this and they have some fantastic schools and staff, so I imagine their generous offering here is of a very high quality. twitter.com/GreenshawTrust
Read 10 tweets
28 Dec 20
Lots of talk about the emails out of work hours thing, so wanted to add some detail. There are a number of different types of colleague:

1) The teacher who gets all their work done in normal business hours. Does not want to receive emails or work outside those hours.
2) The teacher who does not get all their work done in school hours, but still does not want to receive emails outside of school hours because it is an additional thing to worry about
3) My group: the teacher who deliberately keeps odd hours. I leave school as early as I can so I can be with my family, and pick up the rest of my work in the evenings and on weekends.
Read 7 tweets
24 Dec 20
So it turns out very few people know what the word "kosher" means or what the dietary restrictions on a religious orthodox Jew are, so I thought I'd give some headlines in a little thread if anybody is interested. Here goes:
The rules governing what food is "kosher" are MASSIVE. Literally huge. Books and books and books. I'm not going to do all of that here obviously, both because I don't know it all (that's why we have rabbis) and also because just no. These are the highlights only.
Most people know about the pork thing. In the Hebrew Bible it says not to eat animals unless they have cloven hooves and chew the cud. So pigs are out, cows and sheep are in. Birds: we have a list- chicken, turkey, goose and duck are in, most others are out.
Read 15 tweets
5 Nov 20
@BioRachProject A reminder: poor student behaviour is not your fault, even if there is stuff you can do to prevent it that you didn't do. Put it like this: if I drive to Birmingham up the motorway, odds are good I might break the speed limit. Bear with me. 1/
@BioRachProject I slow down when I see a traffic camera or a sign for one. So logically, if there was a camera all the way up the motorway, I would never speed. So the police could stop me speeding by putting up cameras along the entire route. 2/
@BioRachProject But they didn't. So I ended up speeding in bits where there was no camera. Now if I get caught, can I say "well hang on, you could have put a camera up, then I wouldn't have sped, so really it's your fault"? Obviously not. It's still my fault. Still on me. 3/
Read 6 tweets
21 Oct 20
Ok here's the NERDY THREAD on interleaving and blocking!

When I was doing research for the @cogscisci FREE module on "how to write practice for your students" I uncovered some really cool findings, but also some mysterious ones. Read on for nerfery! 1/
So first, we know that "overlearning" leads to positive learning gains. This is where you just do a monster amount (a shed load?) of practice on a specific skill. 2/
We also know that "interleaving", which is where you mix different skills (or knowledge areas) together, you also get positive learning gains. 3/
Read 13 tweets

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