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Peps Profile picture
@PepsMccrea
Sep 4, 2021 • 9 tweets • 3 min read • Read on X
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🧵THREAD...

For those who can't make it to my #rED21 session tomorrow, here's the ultraconcise version:
1. Teaching expertise matters.
2. But developing expertise is not something we've cracked, yet.
3. Partly because of the noisy relationship between teaching and learning.
4. Our best bet is to focus on building expert mental models.
5. These consist of mechanics and strategies, encoded in embodied and fluent ways.
6. And organised around the perpetual problems of teaching.
7. We can systematically build these mental models by deploying the active ingredients of PD.
Of course, the reality is *way* more complex... seven images can only go so deep.

For folks interested in the full, complex and nuanced version, you're going to have to wait for the book (which you can PRE-ORDER FOR ONLY £5! ⤵️)

amazon.co.uk/dp/B08HT568NW

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More from @PepsMccrea

Peps Profile picture
Nov 30
Pedagogical Fit (and how it relates to adaptive expertise)

One of my fav ideas:

↓ Image
What our students pay attention to and think about is what they end up learning.

There are a variety of tools we can deploy to guide thinking, some better (such as elaboration or retrieval), some worse (such as learning styles and brain gym).
However, effective teaching is not just about having the right tools to hand, it’s also about choosing the right tool for the job.
Read 10 tweets
Peps Profile picture
Nov 16
Elaboration:

The key to deepening understanding and transfer

↓ Image
Prompting students to externalise their thinking through activities such as talking, writing, or drawing can enhance learning.

This works by focusing attention, strengthening encoding, and fostering clarity of thought.
During externalisation, if we prompt students to expand upon new ideas, integrate them with prior knowledge, or organise them in more meaningful ways, we can help them to deepen their understanding and better apply it to new situations.
Read 12 tweets
Peps Profile picture
Oct 12
🚨 LIBERAL OVERREACH

When applying our values backfires:

↓ Image
The myth of learning styles is pervasive across society (and even education). But what exactly makes it so attractive?

One compelling—albeit more theoretical than empirical—argument is that such concepts hold a modern-day ‘moral appeal’.
We live in a society that places a high value on individuality, personal choice, and the inherent superiority of natural traits.

Understandably so—these are the cornerstones of liberal democracy and romanticism, the grand narratives upon which many Western nations have been built.
Read 12 tweets
Peps Profile picture
Sep 14
Student behaviour is a big deal.

It's best taught (rather than told):

↓ Image
When behaviour is strong in school, students feel safe and can devote more attention to learning.

When it’s not, school can be a painful experience for both students and staff.

Excellent behaviour is a pre-condition for success.
However, excellent behaviour is not always the status quo across our system.

A recent survey by the DfE found that, on average, around a quarter of learning time is lost to poor behaviour.

That’s over 44 days a year 😱
Read 12 tweets
Peps Profile picture
Jul 9
🔥 16 hottest education related research papers from the last 8 weeks:

(all open source 🔓)

↓
1/ Review of RCTs on growth mindset in schools

→ finds strongest studies show near-zero impact, so large-scale investment may not be warranted

bera-journals.onlinelibrary.wiley.com/doi/10.1002/re…
2/ Longitudinal study of ‘teaching to the test’

→ finds increased TTT before exams may (in contrast to common views) actually boost intrinsic motivation, importance, and utility

sciencedirect.com/science/articl…
Read 17 tweets
Peps Profile picture
Jul 6
Composite Planning (vs solo planning).

Leveraging specialisation & scale for better education:

↓ Image
The quality of any lesson plan (or sequence) is limited by the expertise of the planner and the amount of time available for planning.

Also, the things we teach are often largely similar across many classrooms and schools.
It is for these 3 reasons that—as a profession—we should be thinking hard about 'composite' (rather than solo) approaches to planning.
Read 15 tweets

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