Research curation for the uninitiated

My school decided to adopt Rosenshine’s 10 Principles as our “guide” for all practice around Teaching, Learning and Assessment.

(My specific advice was to just adopt them as they were. People didn’t go for that, and we tweaked a bit to incorporate our collective focus on embedding new B4L procedures, and on explicitly improving oracy and communication. I can tolerate those tweaks, though they weren’t necessary IMHO.)

https://www.aft.org/sites/default/files/periodicals/Rosenshine.pdf

That’s what we based our work on.

Now, a term-and-a-bit in, I think people should have a better idea of which areas they may need to develop and to work on. I’m trying to populate a “guide” to each, with a mixture of press articles, academic journal entries, practitioner blogs etc. I’ll make it more user-friendly when I’ve finished compiling everything, but this I mainly a cry for help: are there any obvious sources I’ve missed out? Particularly empty is the securing of a high success rate, and the use of scaffolding. (I also can’t find anything about ‘signposting the learning’ but I was quite strongly against our school including that as it smacks of a commitment to lesson objectives, so I don’t really want to flesh that out…)

1 ‐ The culture and climate of the whole community

The ‘Top Five Lies’ about behaviour: https://teachingbattleground.wordpress.com/2006/10/30/the-top-five-lies-about-behaviour/

The Key to Classroom Management – https://www.researchgate.net/publication/283749466_The_Key_to_Classroom_Management/download

The negative consequences of disruption… https://www.nber.org/digest/may16/w22042.html

An account of a B4L system not unlike our own https://thestableoyster.wordpress.com/2017/02/09/learning-and-thriving/

Behaviour = assertive teachers in a supportive system https://teacherhead.com/2018/04/03/behaviour-balance-assertive-teachers-supportive-system/

Bill Rogers’ Top 10 Tips: https://teacherhead.com/2013/01/06/behaviour-management-a-bill-rogers-top-10/

The impact of seating plans http://www.corelearn.com/files/Archer/Seating_Arrangements.pdf

“Good classroom management is nothing to be proud of” https://ukedchat.com/2016/11/04/good-classroom-management-is-nothing-to-be-proud-of-by-bennewmark/

2 ‐ Frequent and regular review of previous learning

A blog on teaching stuff over & over to ensure it sinks in, with some good stuff on modelling:  https://thestableoyster.wordpress.com/2018/09/15/teaching-nothing-new/amp/?__twitter_impression=true

A blog about promoting meta-cognition through retrieval practice (like our 5 a day starters): https://theeffortfuleducator.com/2017/04/03/promoting-metacognition-with-retrieval-practice-in-five-steps/amp/?__twitter_impression=true

A report on retrieval practice https://evidencebased.education/retrieval-practice-a-reason-to-assess-more/

Article on retrieval practice https://www.tes.com/news/retrieval-practice-five-new-tips-make-learning-stick?amp

Article on retrieval practice https://www.aft.org/sites/default/files/periodicals/dunlosky.pdf

3 ‐ Signpost and review the learning

4 ‐ Introduce new material in small steps

A blog on teaching vocabulary (it’s RE, but still generally applicable): https://missdcoxblog.wordpress.com/2018/09/16/a-focus-on-knowledge-vocabulary-rich-teaching/amp/?__twitter_impression=true                                                         

5 ‐ Talk The Task

Tes piece on the importance of oracy in new curricula https://www.tes.com/news/oracy-crucial-skill-were-danger-producing-generation-unable-speak-public

A site with resources/strategies to help all students “find their voice”: https://www.school21.org.uk/voice21

How can teachers use classroom talk to improve pupil understanding? http://reflectiveteaching.co.uk/books-and-resources/reflective-teaching/being-a-reflective-teacher/13.-teaching/reflective-activities9/how-can-teachers-use-classroom-talk-to-promote-pupil-understanding

TES piece arguing that pupil-talk can boost grades in English, Maths and Science (and presumably other subjects…) http://reflectiveteaching.co.uk/books-and-resources/reflective-teaching/being-a-reflective-teacher/13.-teaching/reflective-activities9/how-can-teachers-use-classroom-talk-to-promote-pupil-understanding

A guide to ‘structuring’ talk and ensuring academic conversation matters; https://eleducation.org/uploads/downloads/StructuringtheTalk.pdf

6 ‐ Provide models to demonstrate success

A blog on teaching stuff over & over to ensure it sinks in, with some good stuff on modelling: https://thestableoyster.wordpress.com/2018/09/15/teaching-nothing-new/amp/?__twitter_impression=true

A blog about the use of ‘worked examples’ (modelling): https://tomneedhamteach.wordpress.com/2018/09/10/applying-cognitive-load-theory-part-1-overview-and-the-worked-example-effect/amp/?__twitter_impression=true

PowerPoint about modelling – geography specific, but theoretically grounded and easily adapted https://canvas.bham.ac.uk/courses/462/files/521704/download?verifier=XNdtn9WxUWE6adNAEAEg71EX9WZHgn9PT7DNy9OO&wrap=1

SecED – Teaching Practice: Explanations and modelling http://www.sec-ed.co.uk/best-practice/teaching-practice-explanations-and-modelling/

TES piece on how to use modelling successfully in the classroom https://www.tes.com/news/how-use-modelling-successfully-classroom

7 ‐ Require and guide independent practice

A blog on effective sequencing of models or worked examples, then completion problems, then independent practice of full problems https://tomneedhamteach.wordpress.com/2018/10/15/applying-cognitive-load-theory-to-english-part-3-the-problem-completion-effect-an-overview/amp/?__twitter_impression=true

A meta-analysis of the relationship between practice and competence: https://www.scottbarrykaufman.com/wp-content/uploads/2014/07/Macnamara-et-al.-2014.pdf

8 ‐ Assessment and feedback

A blog on marking: https://teacherhead.com/2012/06/17/264/

A blog on ‘great questioning’: https://teacherhead.com/2018/08/24/great-teaching-the-power-of-questioning/amp/?__twitter_impression=true

EEF guide to Assessing and Monitoring Progress https://educationendowmentfoundation.org.uk/tools/assessing-and-monitoring-pupil-progress/

A talk by Rob Coe on ‘crap’ assessment http://www.cem.org/blog/but-that-is-not-an-assessment/

Review of the evidence base on marking https://achemicalorthodoxy.files.wordpress.com/2018/02/marking-review-for-sharing.pdf

9 ‐ Obtain a high success rate

10 ‐ Provide scaffolds for difficult tasks                                                                                    

A blog on effective sequencing of models or worked examples, then completion problems, then independent practice of full problems https://tomneedhamteach.wordpress.com/2018/10/15/applying-cognitive-load-theory-to-english-part-3-the-problem-completion-effect-an-overview/amp/?__twitter_impression=true

 

https://achemicalorthodoxy.wordpress.com/2017/01/29/useful-bits-and-pieces/amp/ I owe this blog a debt of gratitude for many of the links, which I’ve simply pinched. If you’re not as lazy/uninitiated as me, that’s probably a better place to look!

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