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Peps Profile picture
@PepsMccrea
Jul 25, 2021 • 4 tweets • 2 min read • Read on X
Two things often overlooked when establishing routines:

1. Design of the cue
2. Effort of the initial action

🧵... Image
Routines can be powerful tools for learning. But they take time and effort to establish.

It's well known that routines require multiple repetitions to automate, but this is only one of the factors that influences success.

The cue that kickstarts a routine is also critical (see linked 🧵). Effective cues are:

Distinct → So they don't get mixed up with other routines
Multi-modal → They combine noise/speech with action/position
Punchy → They are quick and impactful

Also important is the initial action required by the routine. The easier this is, the more chance your students will get off the blocks.

This micro-investment also builds a sense of commitment that can act as fuel for the rest of the routine 🚀

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More from @PepsMccrea

Peps Profile picture
Apr 6
One of the most effective ways to drive effective inclusion is to make our teaching ‘accessible by default’.

Let's dig into what that means:

↓ Image
‘Accessible design’ is a well-established concept in other sectors.

Ramps in buildings, braille in lifts, websites that work with screen readers—these all help more people access what's already there.

Classrooms should be no different.
Accessible design in teaching means making lessons as usable as possible from the outset, for as wide a range of students as possible.

Then, only adapting further when necessary—and in the lightest-touch way.

(rather than leaning into personalisation, such as with UDL)
Read 12 tweets
Peps Profile picture
Mar 30
The double-edged sword of SEND labels:

↓ Image
Labels play an important role in education. They help students access targeted support and guide us in responding to particular needs.

However, they can also have unintended downsides—they are a double-edged sword.
Labels can influence expectations.

Teachers who know a student’s diagnosis can—often unconsciously—lower their expectations, asking fewer complex questions or offering less peer collaboration.

journals.sagepub.com/doi/abs/10.117…
Read 13 tweets
Peps Profile picture
Mar 23
*Diagnostic overshadowing* can thwart inclusive teaching.

What's useful for teachers to know:

↓ Image
Diagnostic overshadowing is a term originating in medical contexts (and introduced to me by @Barker_J).

It describes the phenomenon where doctors inadvertently place too much emphasis on a patient's diagnosis, overshadowing other significant health concerns.
For example, a patient diagnosed with depression might have their physical symptoms—like fatigue or headaches—mistakenly attributed to their mental health condition, potentially overlooking a critical underlying physical illness requiring separate treatment.
Read 13 tweets
Peps Profile picture
Mar 16
Two core ideas underpin effective inclusive teaching:

1. Cognitive similarity
2. Instructional sensitivity

Let’s dig into both…

↓ Image
IDEA 1

The first idea—cognitive similarity—helps us understand that:

→ the way people learn is more similar than it is different.
Despite its intuitive appeal (largely because it aligns with our modern liberal values), the notion that students learn best when taught in a way that is unique to their particular needs or preferences lacks empirical support and can even impede learning.
Read 17 tweets
Peps Profile picture
Mar 9
It’s important to consider *measurement error* when assessing learning.

Otherwise, there is potential for misplaced confidence:

↓ Image
Reliability refers to the ability of a measure to produce a similar result under similar conditions.

If I weigh 70kg and my scales always show 70kg, they are reliable. Lovely.
However, when I use my scales in the garden, they aren't quite as reliable (the grass messes with their mechanics).

They tend to fluctuate by about 2kg, and so for me they show a result somewhere between 68-72kg.
Read 12 tweets
Peps Profile picture
Mar 2
Maximising assessment validity:

(An attempt to make sense of this stuff)

↓ Image
So...

Validity refers to the extent that any inferences we draw from an assessment are a true reflection of reality.

If I weigh 70kg and my scales always show 70kg, then we might say that they are valid.
Reliability is one component of validity.

It refers to the ability of a measure to produce a similar result under similar conditions.
Read 12 tweets

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