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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
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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