For those of you interested in what edu-geeks of times past argued about, here's a selection of journal articles* from the 70s:

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It's both unnerving and comforting that we are still unpacking these things in the 2020s. Some problems will likely never be resolved to our satisfaction.

*All from 'Educational Leadership', clearly a kick-ass journal. Go check it out: ascd.org/publications/e… (🔓)

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More from @PepsMccrea

8 Aug
We are heavily influenced by the behaviour and attitudes of others. The effect is particularly powerful when a large proportion of a group act in a similar way.

→ These unwritten rules of conduct are known as 'norms' and they play a HUGE role in school.

🧵...
First, let's take a step back. Why do norms exist?

Firstly, an ‘imitation’ shortcut to behaviour makes sense from a risk point of view—if those around us are doing it, it can’t be all that bad a bet, right?
Secondly, conformity is a critical pre-condition for large group co-operation. Working together at scale can supercharge our individual and collective success.

But these things are only possible when the behaviour of individuals within a community is consistent and predictable.
Read 15 tweets
25 Jul
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

Read 4 tweets
11 Jul
Routines offer serious value for learning.

However, they take time and effort to establish, and often come with an initial dip in performance. During this phase, it can be tempting to give up.

→ This is what @JamesClear calls the 'Valley of Latent Potential'.

🧵... Image
At their best, routines can:

→ Redeploy attention
→ Reduce behaviour management
→ Increase student motivation, confidence and safety
→ Free up of teacher mental capacity to monitor learning and be more responsive

However, these benefits only come once routines become automated.

The amount of time it takes for a routine to automate depends on its complexity and how frequently we run it. Simple routines can take 20 repetitions. More complex ones can take up to 200.

Read 7 tweets
4 Jul
Routines redeploy attention

→ They enable students to spend less time thinking about the *process* of their learning and more time thinking about the *content* of their learning.

🧵...
First, let's zoom out a bit. Routines can be both behavioural and/or instructional:

• Behavioural routines (eg. classroom entry) create more time and space for learning.
• Instructional routines (eg. cold call) make learning more efficient.
Both types bring a range of benefits:

→ Reduction in behaviour management burden
→ Increased student motivation, confidence and safety
→ Freeing up of teacher mental capacity to monitor learning and be more responsive
Read 8 tweets
9 Jun
The daddy of teaching expertise papers

🎓Describing the behavior and documenting the accomplishments of expert teachers by David Berliner

researchgate.net/publication/23…

It includes of of my favourite research stories... [brief thread] Image
In 1988 Berliner asked a bunch of expert teachers to teach a short lesson to an unfamiliar group of pupils.

Despite performing well, one teacher walked out, another ended up in tears, and all were unhappy they participated!
💡Lesson:

Expert teaching entails specific knowledge about the pupils being taught: what they know, what motivates them etc.

When you remove this, you inhibit superior performance.

And piss expert teachers right off.
Read 4 tweets
23 May
*Essential* idea for teacher educators:

The 'Optimal Adaptability Corridor' → what it is, and why it's useful

🧵A thread...
To begin, we need to take a step back and unpack why learning to teach is so hard in the first place.

There are many reasons of course, but one big factor is the nature of the the classroom itself.
In particular, the classroom environment is:

A. Complex → there are *many* moving parts and decisions to be made with incomplete information

B. Hot → many of these decisions need to be made under pressure and in a tight time window
Read 12 tweets

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