Adding to this with some of the brilliant examples of adaptive teaching that I have seen in our @affinitylp schools over the past few days…

https://twitter.com/pearcemrs/status/1894152463055225043

1. In maths, pupils completing initial independent practice on mini white boards, which they held up to the teacher when they completed each question. The teacher checked the answer, telling them to move on if it was correct…

Adaptive Teaching: A Thread..... Adaptive teaching is crucial to high quality, inclusive education that enables all pupils to achieve success. So, what is adaptive teaching, when does it take place and how can it be implemented? ....

I’ve had lots of messages/interest in my work with Coventry MAT over the past couple of weeks and it has been amazing to develop an ongoing partnership with school leaders/a Trust, so I wanted to give some more details….

https://twitter.com/aimeetinkler/status/1889762415580971124

Our first session looked at the reasons for developing a school/Trust framework for T&L inc the importance of: a shared language for T&L, a shared and consistent understanding model of excellence in T&L, equitable CPD provision and consistency in quality assurance.

I love a CPD session so being asked to lead CPD for a school, Trust or organisation is always a pleasure. A belated recap of the CPD sessions I delivered over the last term - and a big thank you to everyone who asked me to speak to their teachers.... First up a session on Desirable Difficulties for @MissPowersNE including why desirable difficulties are effective (the difference between learning and performance) and implementing DDs in the classroom such as challenging retrieval practice and varied practice.

🧵🧵A thread of tips on effective modelling 🧵🧵
1. Chunk the model into parts, performing the I do-We do-You do for one chunk before going back to the I do-We do-You do for chunk 2. This prevents having to remember a large amount of steps/content in their working memories. 2. Elongate the We Do stage by gradually fading scaffolding. This may include giving pupils multiple practice questions/task with less and less guidance each time, until they can complete the question independently.

An evening of reading (and re-reading) on all things assessment.
First up the latest @CharteredColl Impact journal on approaches to assessment including this article by @mradamkohlbeck on a systematic approach to ensuring teachers use assessment…my.chartered.college/impact_article… to in future lessons by splitting pupils into three groups – those that have fully understood the content/with small misconceptions/large misconceptions. In the following lesson, the teacher re-teaches the group with the largest misconceptions while others are doing spaced…

Brilliant day with @Doug_Lemov. This was one of the highest ratio training sessions I have been in. Some takeaways for ensuring all participants fully engage in CPD:
1. Create the norms of participation and discussion at the very start of the session by getting participants… To engage in thinking, answering q’s and positive habits of discussion (building on others’ responses, etc) as soon into the session as possible.
2. Use time for independent work to ensure everyone has the opp to reflect on their own thoughts.
3. Build psy safety by thanking…

📚🧵Half term means catching up on reading 📚🧵

First up, a @CSTvoice paper on integrating practices as Trusts grow, encouraging us to ensure the most effective knowledge/practices from our schools become those of the Trust. cstuk.org.uk/assets/pdfs/IC… A brilliant article on curriculum development by
@SaysMiss highlighting the importance of teachers collaborating on curriculum development and evaluation.
my.chartered.college/impact_article…

🧵Thread on the PD I have delivered recently with a big thank you to everyone that has asked me to present.
Firstly, Cognitive Load Theory's implications for teaching for @JohnCattEd conference, including worked examples, part-completion problems, guidance-fading, removing...





redundant info from explanations and resources, not splitting attention, using both channels of the working memory, using human movement & ensuring info is not transient.

Really enjoyed my recent session on 'Becoming an Evidence-Informed School' for @Inner_Drive Cog Sci Network. A summary (with slides) below:
1. Leaders/teachers collaboratively reflecting & engaging with evidence to develop an evidence-informed framework. @Inner_Drive 2. How to embed this framework: baselining current practice, iding priorities, creating action plans, providing CPD & guidance mats, allowing time for subjects/phases to contextualise, monitoring, providing follow up CPD, coaching, mentoring & peer support, sharing best practice.

🧵📚A thread on the reading I have been catching up on recently, and my main takeaways 🧵📚 A blog from @MrNickHart on school improvement & the importance of:
Assessing the current position through mapping – multiple sources and viewpoints
Strategic intent – the narrative of what we want to achieve, our collective purpose. 1/n

🧵🧵Some great education resources/guides have been published (or come to my attention) recently. A thread on those that I have found most useful. 🧵🧵
An amazing collection of chapters on all things cog sci including desirable difficulties, pre-questions, successive relearning, interleaving, CLT, quizzing and study strategies.teachpsych.org/ebooks/itow

Revisiting this brilliant book on teacher development by @PepsMccrea. A short thread on my favourite points: To implement strategies effectively teachers have to understand the mechanics - HOW and WHY these strategies work, and have the opportunity to tailor these strategies to their context (subject/phase/students).

I’ve just finished reading @tob22 ‘School Self-Review: A Sensible Approach’. A quick thread on my main takeaways: 1. The school’s self-review should determine their self-evaluation and this should then directly feed into/set the school development plan.
Future reviews should then be based on the priorities in the school development plan - this results in a ‘review-plan-do-review…’ cycle.

Thread - A summary of my presentation on ‘Improving T&L at Scale’ - my thinking on how we can improve T&L across a number of schools - based on my experience, reading, research, and talking to brilliant colleagues about their approaches. Consistent evidence-informed T&L Principles are crucial for giving colleagues within and across schools a shared language and understanding of excellent T&L, allowing for high quality teaching in all classrooms, an equitable CPD offer and consistency in quality assurance.

🧵🧵A thread of some of my favourite papers on effective CPD 🧵🧵 1. A brill paper by @mikehobbiss on habit formation, showing that over time teachers' practice becomes habitual. Therefore, professional development should involve repeated practice in realistic settings in order to overwrite and upgrade existing habits. cris.brighton.ac.uk/ws/portalfiles…

THREAD: Sometimes, blogs/articles can be more time efficient, easily accessible and give more practical ideas for classroom implemented, than academic research papers. A potential reading list of 30+ such blogs/articles by aspect of T&L below: Explaining and modelling
Explaining and modelling article 1: A blog on effective explanations from @DurringResearch researchschool.org.uk/durrington/new…

Interesting review of PD in schools from DfE/Ofsted. My main takeaways:
- High quality PD is vital for teachers at every stage of their career.
- The purpose of PD is to: improve knowledge/skills, improve pupils' outcomes, promote a culture of development. PD was see as more effective when:
-There is a dedicated PD lead.
-A well-planned, long-term PD programme.
-PD that meets school & individual needs.
-PD is included in the school development plan.
-Across trust/school collaboration to share best practice and the use of experts.

🧵🧵🧵🧵A summary of the findings in our first T&L Spotlight:
🤓Retrieval & spacing are generally the most effective learning strategies but this differs in different subjects (e.g. elaborative integration is most effective in science and imagery in MFL) 1/n 🤓Asking specific q’s in retrieval is more effective in helping pupils remember important info, if initial learning has included some irrelevant info.
🤓It’s more effective for pupils to try to complete tasks on their own before googling for help
2/n

In lieu of my presentation at @researchEDBPL, a thread on the most effective implementation of retrieval practice ‘Retrieval Practice- What Every Teacher Needs to Know’.
1/n 🧠 Retrieval has been shown to be effective for all learners in all subjects. Yang (2021) found retrieval improved learning for pupils in primary, secondary and post secondary education, across 18 subjects ans for male and female pupils.

This year, our ‘T&L Inquiry’ group have investigated, trialled and evaluated the most effective questioning techniques, in preparation for launching this as a whole-school T&L priority next year. A thread of our findings bellow ❓❓🧠🧠:
1/n ❓ Cold calling - when the teacher calls on pupils regardless of whether their hand was raised, also saying the chosen pupils name after the question. We have found this to ensure all pupils prepare to answer the question (I.e do the thinking) and that pupils get more used to….