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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
Nov 20
(I tried to post this thread a couple of weeks ago but I didn't get to finish it smh)

For the last 8 years, over at @Steplab_co, we've been working on a project to codify HIGHLY EFFECTIVE TEACHING.

A long-ish summary of what we've learned:

↓ Image
@Steplab_co One of the essential ingredients of effective professional development is the provision of concrete & granular teaching 'strategies'.

These can be used as examples of 'what good looks like', which teachers can translate for their context, and practise in a productive way.
@Steplab_co However, it's also critical to help teachers see how such granular strategies fit into their broader teaching repertoire.

*Context* is as important as *content*.

Eg: How Cold Call fits into the wider goal of maximising pupil thinking, alongside Wait Time and other strategies. Image
Read 25 tweets
Peps Profile picture
Nov 17
CONTINGENCY BLINDNESS

(aka why graded lesson observations don't work)

A mega-geeky thread I've been sitting on for 5 years:

↓ Image
Imagine we wanted to create a system for evaluating doctors' effectiveness.

Suppose we designed a rubric outlining all the actions effective doctors typically perform:

→ Prescribe painkillers
→ Refer to specialists
→ Order blood tests
→ Conduct physical exams
→ etc.
Now imagine this system judged doctors solely on how well they fulfilled this rubric, regardless of whether these actions actually improved patient health.
Read 14 tweets
Peps Profile picture
Nov 13
Q. How does time spent in direction instruction vs peer interaction vs practice/assessment impact learning? And does the answer differ by subject?

Burgess et al analysed the performance and data from 250+ teachers to answer these Qs.

Here's what they found:

↓ Image
We know that teacher choices affect student learning and lives.

But we know less about exactly *how* the 'macro' moves of the classroom predict learning.
Burgess et al examined observational and GSSE attainment data for 250 maths & English teachers across 32 schools. They bucketed teaching into:

• Direct instruction
• Student peer interaction
• Personalised instruction
• Practice and assessment

And hunted for correlations.
Read 13 tweets
Peps Profile picture
Nov 10
When multiple teachers within a school all use the same routines, special things happen.

A short thread on collective acceleration:

↓ Image
First up, routines have the potential to be powerful tools for student learning, feelings of belonging, and responsive teaching.

However, their power is only unleashed once they become automated.
The problem is that it can take anywhere between 20 to 60 repetitions to achieve automation...

which could be weeks or months, depending on (A) how often we see our classes and (B) how frequently the routine gets run within each lesson.
Read 16 tweets
Peps Profile picture
Nov 6
For the last 8 years, over at @Steplab_co, we've been working on a project to codify HIGHLY EFFECTIVE TEACHING.

A long and geeky thread on what we've learned:

↓ Image
@Steplab_co One of the essential ingredients of effective professional development is the provision of concrete & granular teaching 'strategies'.

These can be used as examples of 'what good looks like', which teachers can translate for their context, and practise in a productive way.
@Steplab_co However, it's also critical to help teachers see how such granular strategies fit into their broader teaching repertoire.

*Context* is as important as *content*.

Eg: How Cold Call fits into the wider goal of maximising pupil thinking, alongside Wait Time and other strategies. Image
Read 5 tweets
Peps Profile picture
Nov 3
Routines are valuable, but only once they have become automated.

Until then, we must treat them as an investment:

↓ Image
Routines are sequences of action which are prompted by a cue, all of which happens with minimal thought.

They have the potential to enhance student learning, confidence, and belonging.

And free up teacher cognitive capacity to monitor learning and be more responsive.
When we establish a new routine, we will be less skilled and our students will be less familiar.

This entails greater effort all round, and we can be tempted to give up.

However, this effort is not being wasted. It is merely being stored 🔋
Read 11 tweets

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