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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
Jul 21
Directing student attention (with gesture and more)...

↓ Image
What our students attend to is what they learn.

Removing distractions, promoting participation, and optimising thinking time can help orchestrate attention…
However, while these techniques are pretty effective at creating a swell of attention, they don't always aim it with precision.

Which can be problematic when working with novices (as is the nature of education), who don't always know exactly what to attend to and when....
Read 16 tweets
Peps Profile picture
Jul 17
30 of most interesting edu-threads from the last 3 months:

↓
1/ @xpateducator with his fav evidence-informed teaching papers

@XpatEducator 2/ @Sam_LGibbs on the link between teacher agency and retention

Read 34 tweets
Peps Profile picture
Jul 14
On thinking time:

↓ Image
What our students attend to (and when) is ultimately what they end up learning about.

One way we can orchestrate this is by maximising the proportion of pupils who participate.
But we can go further, by adapting these strategies (and others) to maximise the depth and duration that each student pays to each idea.

(aka what Doug Lemov calls 'think ratio')
Read 15 tweets
Peps Profile picture
Jul 7
On the (playing-field-levelling) power of high participation teaching:

↓ Image
Attention is the gatekeeper of learning—what our students attend to is ultimately what they learn.

However, the things we teach in school are not always inherently interesting for students, and so we must pro-actively orchestrate student attention.
One of the ways we can do this is by getting as many students as possible to be thinking about the right stuff at the right times.

This is what @Doug_Lemov calls 'participation ratio'.
Read 18 tweets
Peps Profile picture
Jul 4
Summary of @Barker_J & my presentation at #EducationFest today:

(Another beast of a thread)

↓ Image
@Barker_J Teaching has the potential to be the Best Job in the World (BJW).

EXHIBIT A → Superhunk @Mr_Raichura in full flow, loving his job, living his best life. Image
@Barker_J @Mr_Raichura BUT, we're not there yet for all teachers.

And we may not even be headed in the right *direction*.

Q: Where would YOU put teaching on this scale? Image
Read 49 tweets
Peps Profile picture
Jun 30
In many ways, teachers are 'orchestrators of attention'.

When we do this well, not only do we help students learn but we level the playing field...

↓ Image
What we attend to is what we learn about.

Attention is the currency of the classroom, the gatekeeper of learning.

As such, it should be a core consideration in any act of teaching. The two-fold challenge of attention in school is that:
1/ Our attentional bandwidth is limited

We can only ever attend to a very few number of things at any one time. Multi-tasking is a myth (it’s really just task switching: an inefficient way to learn).
Read 15 tweets

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