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Tag: Science of Learning

Can we create professional learning that works for teachers? (Part 2)

Posted on May 3, 2022May 3, 2022 by Brendan

This post will look at what we used for effective professional learning for teachers, how we used it and how it measured up against the Education Endowment Foundations Effective Professional Development guidance report. Finally, I reflect on how effective it actually was and what future recommendations I have.

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Can we create professional learning that works for teachers? (Part 1)

Posted on April 28, 2022July 21, 2022 by Brendan

Teacher professional learning is one of those things that all schools do, but not many do well. This article looks at why it needs to be done well and how we can do it using the evidence.

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How To Implement The Science Of Learning When The Rest Of The School Isn’t

Posted on March 16, 2022October 10, 2022 by Brendan

More educators are wanting to implement the Science of Learning or Reading but hit a roadblock when trying to implement it across the school. This article explains how to move a Pre-Contemplator through the Stages of Change (Prochaska & DiClemente) and present them with a Theory of Action (Robinson).

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Why should we follow the Science of Reading?

Posted on February 16, 2022January 17, 2023 by Brendan

This blog post looks at what the Science of Reading is and why we should follow it. We look at Nancy Young’s Ladder of Reading and Writing, Pamela Snow’s Language House, Scarborough’s Reading Rope and the Language Literacy Network.

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How should we actually teach Primary English?

Posted on January 30, 2022March 17, 2022 by Brendan

Currently, there is a mountain of research to support teachers in being evidence-informed English educators. There is so much research that it has even been given its own label – the Science of Reading. For many practitioners, this very term can send shivers down their spine at the thought of “yet another fad” or that what they have been doing in the classroom has been labelled as wrong. I would argue against that and say, “you only know, what you know.”
I have put together a series of pages here that goes through a lot of the research on how we should be teaching primary English. I encourage you to go through these pages skeptically with an open-mind.

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The ABCD(E) of Motivation

Posted on October 30, 2021March 17, 2022 by Brendan

Coming from a sporting background and then moving into teaching, I have always been intrigued with motivation. Many classes have left me wondering why some students have this drive to do their best, while others will do their best to avoid doing their best! I have come up with this model on motivation as a way of combining the knowledge I have gained from learning about psychology and cognitive science. I feel knowing these five principles are vital for understanding why people do what they do.

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Mr Lee’s Top Teacher Takeaways for Sep 21

Posted on September 30, 2021March 17, 2022 by Brendan

A monthly overview of the top things that I have read, listened to, seen on social media and learnt about teaching and education.

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Zooming out to Zoom in on Elaboration Theory

Posted on September 14, 2021March 17, 2022 by Brendan

Elaboration Theory is an instructional design theory that is more than just zooming out and then zooming in. It requires teachers to follow a structure that assists schema development. This post looks at how teachers can best use Elaboration Theory to help the learner build connections in their knowledge base.

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Can students learn effectively from home?

Posted on August 24, 2021August 25, 2021 by Brendan

This article looks at the difficulties that schools and families face during remote learning, as well as how we can help students learn more effectively from home.

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Teacher attitudes towards professional learning

Posted on August 17, 2021March 17, 2022 by Brendan

Teachers are passionate about learning, but not necessarily good at it. School leaders need to create the right culture and environment that enables teachers to learn. This article looks at how cognitive biases affect us all and where we sit on the Dunning-Kruger curve. How can we get The Personal Trainer, The Chef, The Train Driver, The Carpenter and The Card Collector all collaboratively working towards school improvement?

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