XFacebookYouTubeLinkedInEmail

Blog archive

The trouble with transfer: How can we make learning more flexible?

I define learning as the long-term retention of knowledge and skills and the ability to transfer between contexts. The retention bit is fairly straightforward and uncontroversial: if you can't remember something tomorrow, can you really be said to have learned it? As Kirschner, Sweller & Clark put it, "If nothing has changed in long-term memory, nothing has been learned.” Transfer though is a bit trickier. In essence it's the quality of flexibility; can what you know in one context be applied in another? As Daniel Willingham says, "Knowledge is flexible when it can be accessed out of the context in which it was [...]

2016-10-24T12:22:16+01:00October 17th, 2016|learning, psychology|

The feedback continuum: why reducing feedback helps students learn

The effects of feedback are more complex than we often realise. While expertise and mastery is unlikely to develop without feedback it's certainly not true to say that giving feedback results in expertise and mastery. There are few teachers who do not prioritise giving feedback and yet not all teachers' feedback is equally effective. My understanding of the effects of feedback has grown as I've come to accept and internalise the profound differences between 'performance' and 'learning'. If you're not clear on these, I've summarised them here. Hattie and Timperley point out that, "Feedback is one of the most powerful influences on learning and achievement, but this [...]

2016-11-21T23:27:50+00:00October 15th, 2016|learning|

Robots, evolution and why schools shouldn't worry about innate skills

It should come as little surprise to hear that some of what human beings can do is innate. That is to say, we are born with various capacities and abilities which appear to be 'hardwired' into our brains. The evolutionary psychologist David Geary talks about such capacities as being either biologically primary or secondary adaptations. Biologically primary adaptations are those that emerge instinctively by virtue of our evolved cognitive structures, whereas biologically secondary adaptations are exclusively cultural, acquired through formal or informal instruction or training. Evolution, through natural selection, has resulted in brains that eagerly and rapidly learn the sorts of things which allow us to [...]

2016-10-13T22:45:49+01:00October 13th, 2016|learning|

How to observe a lesson

Recently, I was asked by a school to give some feedback on their lesson observation pro forma. My advice was that they shouldn't use it. They were a bit flummoxed (and probably a bit annoyed) as they'd spent quite a while trying to make sure it guided observers to look for the things they felt were especially important for teachers to include. This, I explained, was the problem. If we tell teachers what good looks like we undermine their expertise. Rather than doing what they genuinely believe is in their students' best interests, they'll simply do what you tell them to do. Instead [...]

2016-10-11T21:44:37+01:00October 6th, 2016|Featured|

Call and response

Over the past few years I've spent a lot of time visiting schools to talk about literacy. One of my stock nuggets of advice is that it's worth spending lesson time scaffolding students' speech in order to help them become fluent in academic language. My contention is talk is a powerful cognitive lever and that by getting students to speak in academic language it changes the way they think. If you can think in academic language then writing becomes straightforward. I call this my simple theory about writing. Amazingly though, I've very rarely seen this done well. Teachers are very keen on making [...]

2016-10-05T14:05:38+01:00October 5th, 2016|learning|

On gimmicks

What is a gimmick? The dictionary defines it as "a trick or device intended to attract attention, publicity, or trade." So, putting a cartoon tiger on a packet of breakfast cereal in order to attract children's attention is a gimmick. So is repackaging ordinary Shreddies as 'Diamond Shreddies'. In the words of Rory Sutherland, these sorts of gimmicks attempt to solve problems by "tinkering with perception, rather than that tedious, hardworking and messy business of actually trying to change reality." An example of something that isn't a gimmick is a BOGOF offer where the customer gets something of practical value that they might actually [...]

2017-07-15T21:47:07+01:00October 2nd, 2016|learning|

Why Ofsted inspectors shouldn’t give advice

Unfortunately I was unable to attend the recent Learning First conference in Wolverhampton, but I did manage to follow some of the tweets. This one in particular caught my attention: Marilyn Mottram HMI talking about what Ofsted are looking for #LearningFirst pic.twitter.com/MJDrm3cUkf — school data updates (@jpembroke) October 1, 2016 As you can see by reading the thread below the tweet, it's possible that Marylin Mottram didn't actually say this was what Ofsted were looking for, but that's certainly what was inferred by some members of the audience. In response, I tweeted the following: As long as Ofsted 'look for' instead [...]

2016-10-01T21:52:21+01:00October 1st, 2016|Featured|

Why mini-plenaries are a waste of time

Plenary is an interesting word. It originally meant absolute, without reservation or qualification. The pope used to offer plenary indulgences to crusaders absolving them in advance of any sin they committed in the defence of the Holy Land. Later it came mean full, complete or pertaining to all. A meeting or assembly to which all were obliged or expected to attend would be called a plenary. Nowadays, conferences often have plenary sessions which sum up themes and draw disparate threads together. From here the word has leapt into education parlance as a mechanism for ending lessons in a way intended to ensure [...]

2018-10-28T12:37:23+00:00October 1st, 2016|learning|

Is our behaviour a choice?

Arguments about free will date back to ancient Greece, but the scientific consensus now tends towards the belief that free will is an illusion. It's become an article of faith in the life sciences that all organisations can be reduced to algorithmic processes written in our genes. We either respond to environmental stimuli either by rapidly and unconsciously processing the best option in terms of survival or through random biochemical blips. We may believe we choose our actions, but in actual fact, choice is an illusion.  If every choice we seem to make is just an electrochemical brain process - a deterministic reaction [...]

2017-08-11T11:50:52+01:00September 29th, 2016|behaviour, literacy|

What causes the gender gap in education?

In the 1940s the Belgian philosopher Albert Michotte identified our tendency to believe we could see causality. His book, The Perception of Causality, published in French in 1945 showed how certain very simple visual sequences carry the appearance of causal connectedness. Click this link for an example. This paper is a good recent update on how illusions of causality bias our judgement. Human beings are natural pattern seekers. We see shapes in clouds, faces in wallpaper and meaning where there is just random noise. In particular, we believe we can see causes when all we can actually see are effects. In teaching, [...]

2016-09-26T13:27:25+01:00September 25th, 2016|Featured|

Better teaching through chemistry?

One of my favourite books of last year was Yuval Noah Harari's magnificent Sapiens. It looks like his new tome, Homo Deus, is going to be just as fascinating if the rest of it lives up to the first couple of chapters. The book charts some of humanity's possible futures but is also an attempt to force readers to rethink their thoughts of the future by exploring and understanding our history. One of the most compelling ideas to surface so far concerns education. Harari pints out what anyone on edu-Twitter knows well: Whether in ancient China or Victorian Britain, everybody has his or [...]

2016-09-14T22:27:00+01:00September 14th, 2016|Featured|

What’s the job of a teacher?

One of the sessions I attended at researchED last Saturday was a debate on whether there really is a mental health crisis amongst young people. There were lots of interesting points made and the debate was slightly less polarised than you might expect, but it still turned out fairly predictably with one side saying the crisis is one we've created by pathologising normal feelings and behaviour and the other saying that young people are increasingly vulnerable and that the modern world is an increasingly scary place to live in. The bit I found particularly interesting was when one speaker made the point [...]

2016-09-14T09:02:41+01:00September 13th, 2016|Featured|
Toggle Sliding Bar Area
Go to Top