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A1- GROUP WORK! I know where we are research wise with group work but my goodness itâs been the bane of so many lives and so much lost learning. #UKEdChat
A1: In depth/âdeepâ marking. Adds to workload & has little impact for chn, especially younger ones that canât necessarily read it. Using post it notes to capture what chn have said in their books. Surely spending that time talking to them is more effective #UKEdChat
Learning styles: hard to believe that any child has one approach to learning. All benefit from a variety in approach, dependant in task (and even day). Still remember taking a dubious quiz in secondary school about it, felt completely arbitrary as a learner. #ukedchat
Learning styles: hard to believe that any child has one approach to learning. All benefit from a variety in approach, dependant on task (and even day). Still remember taking a dubious quiz in secondary school about it, felt completely arbitrary as a learner. #ukedchat
I almost got sacked from my teacher training practice for refusing to do Brain Gym. I was like, mate, I'm a former forensic scientist, you can't massage those blood vessels without using surgical equipment...
VAK...we tell our trainee teachers it's nonsense but they still put it in their essays and plan it as part of their lessons. At least they didn't used to do what I was taught and actual run a test at the start of the year to identify ind students & label their books! #ukedchat
A1: I do not think that any teaching method is a myth. The method only has to be fit to the individual students, learning groups and situations. Not any method perfect for each student #UKEdChat
#UKEdChat q2. Iâm a massive fan of a post it note...especially for a plenar. I donât mean to boast but I have been known as the post it note king đ¤´đ˝
So many people bought into it though #ukedchat Just like the 'mindset' fad. Why do people buy into it without reading the actual research? Is it to impress the bosses?
When the kids choose a homework task based on mild/spicy etc thatâs different and fine, but itâs just this idea of RAG rating kids every lesson- itâs anathema to me really #ukedchat
âIt doesnât really matter whether a child goes to an academy, a free school, a faith school or a grammar school: if there arenât any teachers left they arenât going to learn.â
Exodus of teachers is a lesson for politicians https://t.co/2r2RY9EpTo#ukedchat#politics#SLTchat
A1 - Agreed! Learning Objectives are great to have for a lesson to guide the learning and concepts. No point in copying them out! Waste of time! #UKEdChat
Lolly pop sticks, pictures on every PP to support the learning. The PP does not need to be pretty. It needs to transmit what you want it to, even better just use a board & pen (have been guilty of making pretty PP in the past *shudders) #ukedchat
âTo rise above the harmful effects of a system that uses competition, fear and coercion as a means for controlling others, you have to learn to be responsive as opposed to reactiveâŚâ
https://t.co/PwQqpaulFt#SLTchat#UKedchat#WomenEd#PrimaryRocks
Q1. #UKEdChat annotating seating plans with information on about children who struggled was a pretty impactless activity Iâve been involved with. #fad
A2 Possibly using a "Big Question" as the title could be seen as a fad. I disagree within Geography as encouraging enquiry and questions is a great way to explore such a diverse subject! #ukedchat
I think behaviour management often falls under this category - because itâs so subjective in schools. Iâm a big believer in positivity wherever and whenever possible, but have occasionally felt like Iâm being âsoftâ because some donât think it works #ukedchat
A2 A formative assessment approach - learning partners, partner talk, randomiser for selecting chn to answer questions etc. Some may consider it a fad. Seems to engage all learners and develop speaking + listening skills. #UKEdChat
A3. In some instances. Some fads are truly worthless, but as Dylan Wiliam says research is about what works in what context, not what works everywhere. Itâs context-dependent to some extent #ukedchat
A2 - Also I use a one page Context Sheet for classes to make a note of all SEN/PP/Underachieving etc in classes. Some would see it as pointless, but i like to keep it in my class file so I can refer back when planning and even in lessons. Plus great when being observed! #UKedchat
Yes. All individuals with different styles & habits but if teaching is stripped back to good explaining, questioning, modelling & reflections/recall the myth type teaching tends to flutter quietly to the graveyard of time wasting strategies #ukedchat
A1 #UKEdChat VAK, therefore appealing to different learning styles simultaneously with a task that contains no learning but is active and loud and pretty. Eugh... oh and card sorts. 2 hour teacher work = 5 minutes students âIâm doneâ task. Sigh.
#UKEdChat Q3 again
Can something be one personâs myth be another personâs useful pedagogical practice and both are right?
Please use the hashtag & A3...
A3 I very much agree with this. You could have a really good idea but if it's not thought through or implemented hastily without diligence it won't work as effectively as in another context. You have to do what's right and what works for the chn in your setting. #UKEdChat
A3 - i think so ... problem is when something small that works for one thing gets put in a box and people try to sell it as 'this will fix all your problems'. Things that work in one subject/topic might not/ should not be used all the time for the sake of it #UKedChat
A3 Yes! Everything is useful in some way! If we never try new things we never know what works for us! Keep adapting, keep trying new things! Don't religiously stick to just one approach! #ukedchat
A3: I am convinced of that. Every teacher is a person with different charisma and personality. one method fits better with one personality, another with another personality. #UKEdChat
A2 - I sometimes use actions when i'm talking eg. When we learn Paley (RE teacher) I make a point of pointing to my watch to check the time. The students then made actions for Aquinas/Tennant/Brown/Newton. Seems faddy but it works!
A3 I very much agree with this. You could have a really good idea but if it's not thought through or implemented hastily without diligence it won't work as effectively as in another context. You have to do what's right and what works for the chn in your setting. #UKEdChat
#UKEdChat of course it can. An example of this can be found in the book âtalk less teaching.â Weâre all different and will all engage our students in different ways. đđźđđź
Do you self differentiate in a different way or at all? Just curious, as this way of differentiation was the big message on my PGCE two years ago. The message was not to put a ceiling on learning, but your view is equally as valid
#UKEdChat Q4
What is the role of research in myth-busting, especially when controversial myths/ideas stem from academic research in the first place?
Please use the hashtag & A4...
#ukedchat A3 Yes, depending on the context. My two Y10 #SEMH classes might get two completely different lessons to teach the same topic because one of them really likes copying/writing notes and the other would rather highlight notes on a sheet...
A3 I suppose so. Recently discussed how questioning research has shown infrequent and specific praise leads to effective questioning.They disagreed due to finding frequent praise as a way of encouraging responses in their classes #UKEdChat
I teach to the very top, and scaffold for the bottom e.g. writing frames etc. I never plan for differentiated tasks- except extensions and âextra challengeâ stuff. I get excellent results doing it this way. No ceiling, just teach at highest possible level & support #ukedchat
A2: starter activities. I like to have them as either a way in, a recap or a time filler whilst I get set up. They originally stemmed from the 3 part lesson which I believe is no longer 'A thing' #ukedchat
A4 - HUGE - causes and fixes the problems! Might just be me but I really love reading anything that may improve my teaching. I am happy to give most things a go but if I feel it is a waste of time I am getting happier to ditch it! #3yearsin#UKedChat
#ukedchat A3. I think there's a distinction here. Some myths are disprovable (e.g. VAK, Brain Gym) & seem to be the result of people trying to find surety in science but getting it wrong. Some are stories of what works in a context, handed-down wisdom. They have different value.
We have bronze silver and gold tasks but the children choose the level themselves and have the option to change during a lesson if itâs too easy/too hard. E.g. in maths hey often do 5 questions then mark and adjust. Whatâs your opinion on that?
A3: yes absolutely. The problem comes from a whole school approach and a this must be implemented. Ive trialled some things that simply haven't worked for me or my students and bee able to not repeat. Others have been compulsory from the top (WALT/WILF) #ukedchat
I think that sounds different for Maths from my experience in English- especially as itâs self-directed. But is there a worry that some children could pitch it too low for themselves? Or do they tend to be good at self-assessing? #ukedchat
#ukedchat q4. Research is crucial. The promotion of concepts that create more work for us all can be avoided if people are close to quality research! Take that a step further- if colleagues actually complete action research, then you start to mould an impact focused culture đđź
#UKEdChat Q4 again
What is the role of research in myth-busting, especially when controversial myths/ideas stem from academic research in the first place?
Please use the hashtag & A4...
this is also our dept/school policy. For me the jury is out whether I like it. I can see the point in it BUT I also want to rip it to bits as quick #UkedChat
In reply to
@MissLJFisher, @meganmansworth, @ukedchat
A1 By definition no...but by what it actually implies yes. Myth = widely held false belief. But I actually think, in education, people use it to describe bad ideas. Some bad ideas can still work for some. 1/2 #ukedchat
A4 Itâs important for teachers to remember that things are always changing, with new, better practices emerging all the time, just like they are in other fields/professions. Everyone is responsible for staying aware of these developments and doing research #ukedchat
A1 i.e. it's a bad idea for my son to jump off a high chair, but it is fun. One time he will hurt himself and it end badly but I bet when I say to warn that it will actually work and be great fun! LOL #ukedchat
#ukedchat A4 I think some schools/leaders jump on the bandwagon of trendy ideas and stick with them in spite of research because they've invested time/money despite research indicating the contrary. As teachers we just pay it lip service and do what we think works with the kids.
#ukedchat A4 a balanced approach to research, consideration of context of school, experiences of teachers of what actually works & a long term approach to curriculum planning & implementation can go some way to dispelling myths. Pragmatism before jumping on board key
#UKEdChat Q4
What is the role of research in myth-busting, especially when controversial myths/ideas stem from academic research in the first place?
Please use the hashtag & A4...
#UKEdChat Q5
When something has been debunked it seems to take a long time to disseminate thought the profession. Why is this and how can this be quicker?
Please use the hashtag & A5...
Sometimes. Or often Iâll plan a resource and then say âhereâs a writing frame if people want itâ & hand tons out so people donât feel singled out. Having a little brother with SEN, Iâm very protective of childrenâs self-esteem #ukedchat
My school has invested into mindset and 'the learning pit'. I think there isn't anything wrong with re-drafting/being positive/putting in your effort/not giving in etc. but I personally don't like the 'fixed mindset' label. I am happy to have a 'fixed mindset' sometimes #ukedchat
A2 #ukedchat many things at one time...they can't be a myth until they are proved wrong and I am happy to try new things. That means some are likely to become a myth (false) after I have tried them....I think we call it learning ;-)
A4: I've been on some fabulous training over the years, all proven by research then a few years down the line, it's a fad/myth/nonsense according to research. Research is becoming a fad in itself! But it's still great to trial some of these ideas #ukedchat
A1 #ukedchat I don't. Somethings work and some things don't. Stats can work either way and in practise work another. I see it all as teaching and learning (by staff not pupils). We are all trying new things and learning so anything we do might end up a "fad" but it's worth a go!
Research is key! I created TalesToolkit w working as deputy head, wanted to create resources that worked, didn't add to workload. Used research to create our resources & v excited that Goldsmiths Uni about to release a research report saying it makes a big difference #ukedchat
Q5. As sadly there are some colleagues who donât like to work in any other way, who are reluctant to change and who are in influential positions. An example, I know of a local lead practitioner who promotes VAK. This also proves why research/reading (q4) is important #ukedchat
A4 When looking for research about setting I found research for and against setting and it varied according to prior attainment. With any research, you have to consider who did the research, sample sizes etc. Often there are correlations rather than cause and effect. #UKEdChat
#ukedchat Also, don't believe everything the big names say as detractions later can make a lot of work implemented invalid or questionable. Also, if its going on a poster but not embedded in the core of the school values etc. is it needed? #ukedchat
A5 - call me cynical - money or people not wanting to look foolish for giving something time and effort to be proven wrong. We need to be reflective but if you have invested time etc. in something there is reluctance to try the next thing/something different #ukedchat
#UKEdChat Q5 again
When something has been debunked it seems to take a long time to disseminate thought the profession. Why is this and how can this be quicker?
Please use the hashtag & A5...
#ukedchat A4 - Great question. Recent mindset/marshmallow test replication problems highlight the idea that science is pro-doubt - it has to be. As such it's a great tool for skewering myths, even its own. So the role is as a Devil's Advocate to the practice (praxis) one inherits
By developing your understanding of leadership theory and practice from the outset of your career, you are equipping yourself for future challenges and experiences.
The Leadership Matters Programme: https://t.co/mxcTzKdqHr#NCE#RQTchat#UKedChat#CPD
I canât envision any other way of differentiating than teaching to the very top and supporting others to get there. Perhaps it doesnât work in all subjects/contexts but it definitely works in English. Sharing âall/most/someâ with the kids feels morally wrong to me #ukedchat
In reply to
@MissBorwick, @MissLJFisher, @ukedchat
A4 Research could be in and out of classroom. It all needs to work together but there are too many factors that can effect it. To many uncontrollable factors. How about we do what works for our pupils and use any research as a guide of ideas. #ukedchat
Meant in that people believe it is effective when research and body of evidence shows that this is not, or at least there is some controversy about it. #ukedchat But I agree that people do use it as a derogatory term for things they don't like. Fake news anyone?
Far better to trust your intuition in this case. The problem is with research is that the researcher subconsciously influences the outcome. This has been proved by quantum scientists. #ukedchat
Everyone could get a Twitter account? From experienced teachers I work with, Iâm told that things that were proven, then debunked have eventually been proven again. Education research does seem to have a way of repeating itself. #UkedChat
#ukedchat unfortunately, twitter is a bubble, therefore not everyone is reading research & seeing the range of other evidence. Also, often add a new strategy but when do schools explicitly remove one? A5
#UKEdChat Q6
Whose responsibility is it, within a school, to keep up-to-date with research and strategies that prove to offer the most impact?
Please use the hashtag & A6...
A6 I think we should promote people in school to take this role (along with SLT). I have proposed research experts in my school to do this and share ideas as CPD. This means we can all learn and try with shared effort and experience. #ukedchat
Possibly. I know I have done a fair bit of reading on it - if i am asked to do anything I usually do my own research. Not sure that is true of everyone #ukedchat
A5: I've worked in Wales & England and the req and debunking is years apart. Maybe because it works for one educational system & not the other. Maybe because the 2 govts must be seen to be different. Maybe because cpd companies just want to make as much ÂŁ as poss #ukedchat
Depends what we think of that body of evidence...see my later post about factors (having a psychology degree it's too hard when we don't have a "control" group as such within the class room it will "work" in) #ukedchat
A1: In-depth marking and feedback in books that requires written response from the children. Not only is it very time consuming for both the teacher and child, it seems to have much less impact than marking with the children in lessons and instant verbal feedback. #UKEdChat
A5: making research accessible, in both language and time. Thatâs why twitter is such a fab resource for teachers, distills discussion, whether positive or negative! #ukedchat
A4 - didn't multiple intelligences have a lot of research behind it?Made a lot of teachers do a lot of works trying to differentiate for those intraspective, visual, etc. learners...
#ukedchat
Everyone working to improve the quality of lives/education for the students #ukedchat however it can be disseminated in a drip feed bitesize way such as @olicav infographs etc. As they really show how to apply research easily & in a non- wordy but common sense way A6
I was working in a year 2 class once and they had 4 different differentiated tasks. It was a nightmare because once you got one group sorted another had finished. I took them to play outside in nature instead. Much better for 6 year olds! #ukedchat
In reply to
@meganmansworth, @MissBorwick, @MissLJFisher, @ukedchat
Q6. In all honestly, I believe that it is everyoneâs responsibility to keep researching! However, as leaders we have a bigger sphere of influence and we need to model a commitment to research and continuous improvement if we expect our colleagues to do the same. #UKEdChat
I think both sometimes. We currently all have a personalised dept learning pit in our rooms for example. Morally it's on my wall. Financially the printing def. wasn't cheap. #ukedchat
#ukedchat q6 - it's the responsibility of anyone interested. What's disappointing is when you have classroom teachers passionate about research and leadership who are stuck in a rut and don't research.
#UKEdChat Q6 again
Whose responsibility is it, within a school, to keep up-to-date with research and strategies that prove to offer the most impact?
Please use the hashtag & A6...
A5 As humans we tend to be creatures of habit and it can take time to alter pedagogy, adapt practice and change deep rooted beliefs. It can be hard to think what you were doing for so long was not right. In all honesty, not sure how it could be quicker. #UKEdChat
A6 - I see it as everyone's job - at the end of the day you are responsible for your own CPD. That said if someone in SLT is making policies I think it is their job to validate the idea #ukedchat
A1. The whole thing of always sharing learning objectives (thereâs joy in learning & discovering what youâre learning as you go); writing/copying objectives in books (an activity that has no impact on learning); and printing & sticking objectives into books (pointless) #UKEdChat
A6 - an issue is that reading some research, getting on board with it, and trying it out takes a relatively short amount of time - seeing impact can take over a year, and consistent impact, many years. Not many stick with it long enough #ukedchat
If these strategies relate to a specific area of the curriculum then it ought to be dealt with by a combination of subject leads and SLT (@ukedchat) #ukedchat
A6 To an extent the teacher's, as part of their professionalism. However, they do need a good support structure. You can see the difference if there are effective professional orgs, good leadership, worthwhile CPD, etc. Without that, it's much harder for the individual #ukedchat
@ukedchat in all honesty I believe it is everyoneâs responsibility to keep researching. However, as leaders we have a wider sphere of influence and therefore we need to model the proper use of research if we expect colleagues to do the same #UKEdChat
A6: I've noticed recently that schools are appointing Research Leads staff. This has never happened in my 12 years of Teaching. CPD was chosen by SLT and staff just did it. There's a change in that all staff are beginning to engage, thanks to Twitter and new cod books #ukedchat
That is why a vision of the school is so important - how does the new bit of research fir in with what you are about as a school? If it does, then there will be strategies for implementing it (or not) #ukedchat
A2. I used to use peer massage in a challenging class. Not for everyone, and not for me always. But, it did have a calming effect on this particular class at this particular point in time. Fadish? Probably. #UKEdChat
So true. Most people will go along to CPD events and not put into practice what they have learned. With coaching & the right support afterwards they are much more likely to make progress. #ukedchat
What I find it that often the bronze silver gold within maths have variation of topics, so the bronze are the scaffolded questions, silver then step it up and gold could be wordy exam style questions! Often I start everyone on the same area and then help from there #UKEdChat
In reply to
@meganmansworth, @MissLJFisher, @ukedchat
A6 In the preamble of the Teachers' Standards it mentions 'keep their knowledge and skills as teachers up-to-date.' As teachers we are responsible for improving teaching through appropriate professional development. Engaging with research would be part of this. #UKEdChat
A5 Unlike other professions there is no expectation that teachers keep up with recent research. Lack of access to journals is a major barrier and if every schoolâs T&L team doesnât disseminate these things during INSET etc then it wonât spread throughout the profession #UKEdChat
#ukedchat A6 It's everybody's responsibility to keep up with research. That's part of being a professional. And it's SLT's responsibility to both make time for people to do that and to make sure that research-led initiatives don't come so thick and fast you can't breathe
I hear so the term 'retrieval practise' so much now - on tweets, on school documents, on publisher websites... It's like a bandwagon - not say
ing its wrong, but so many will dress something up and say, "oh yeah, that's retrieval practise" without understanding it... #ukedchat
Yes. And I think it's important to keep at least some SLT on the shop floor so they can keep a teaching perspective on current best practice ideas and an understanding of what the implications are! #ukedchat
Whatever research you might want to implement has to be done in a way that if it is any good, it will be in your school for a long time and crucially, will evolve. #ukedchat
@ukedchat q7. I think if colleagues are taking well calculated risks and are focusing on the impact on the learning then weâre good. If colleagues are following a fad, or worse having a fad enforced onto them, without any impact evaluation, then we have an issue. #UKedchat
agreed but isn't that sad! doing silly things just to look like you're doing something - i swear that's only something teachers/teaching staff do! #ukedchat
You're right. We find schools using our online ongoing training much more engaged that this who do a one off days training. Support is really important #ukedchat
A3. Iâm of the opinion teaching is an art. A craft one can hone. Itâs not a science - itâs more nuanced than that. An able teacher can find & make things work in particular scenarios when required. Itâs the claim that such things are then magic bullets which is wrong. #UKEdChat
Not saying you should, but what would be the reaction by staff if SLT decided tomorrow to ditch it (or any particular initiative that the staff had invested in)? #ukedchat
I think in some ways Maths is so different from English, because this wouldnât work in English at all but sounds really good for Maths. Your lessons are always awesome @MissEmilyCragg! #ukedchat
In reply to
@MissEmilyCragg, @MissLJFisher, @ukedchat, @MissEmilyCragg
A7 Schools insisting that new âfadâ ideas are adopted, and then not allowing individuals to be flexible if those ideas donât work for them. Others sticking to them even when better alternatives come to light and getting stuck in their ways even worse! #ukedchat
Time is the key word here. I think most teachers want to learn and improve and be up to date on new research but most are too knackered and bogged down in work. What's the solution? #ukedchat
I run an online coaching programme - if I do a training in school I insist the head teacher has a coaching session with me otherwise I won't do it. #ukedchat
A7 Having such myths can alter the mindset of staff and chn in a school. It could impact on workload and wellbeing. This is why any changes must be clearly thought out including potential problems and sensible solutions. How alliterative! #UKEdChat
#ukedchat A7 You have to accept that there is no magic bullet. You know your own classes/students. How about a fad that says basically get a good rapport going with your kids and most ideas will fall into place....??
#ukedchat A7 Monoculture. The dangers for me are both blandness of acceptance (It's all growth mindset) and blandness of rejection (what if everything you knew about mindset was wrong). Neither are balanced, critical thinking
A4. Reading a very interesting book at the moment which makes the case against intuition and very much for research. âUnderstanding How We Learn.â @doctorwhy@DrSumeracki#UKEdChat
In reply to
@helenpengelly, @gemlcampbell, @ukedchat, @doctorwhy, @DrSumeracki
Idea - might it be worth having all questions included in tweets? Tweets increase in length as the chat progresses - saves scrolling a mile to see all the questions? Just a thought
*goes back to scrolling #ukedchat
Well said. There are lots of initiatives that are great and can really make a difference but it's important to think through the implications and consider the effect on teachers workload and to think about what you'll be taking away #ukedchat
In reply to
@HeadBeardy, @BunsenLearner, @ukedchat
A7: if you are allowed to use a variety of tools in your toolbox, then there are no real dangers. These myths may actually work for you & your students. It's when it's a blanket stop, change, only this now approach which is problematic. #ukedchat
A7 the dangers are simple - you could be doing something ineffective or wasting your time, to the detriment of pupil learning. Even if harmless, myths lead to attention/effort focused on the wrong things - opportunity cost #ukedchat
Ultimately everyones but it should certainly be coming from headteachers/DH's. They're the ones in a position to implement new research and should lead by example. #A6
#UKEdChat A7 throwing the baby out with the bathwater e.g. whilst current criticisms of Growth Mindset and replication issues are valid, it doesn't mean that the whole concept should be ditched. In general it's a positive way to frame thinking about improvement.
Everyone! Research should be developmental. It should be encouraged for all staff & offered as part of in house CPD not only led by SLT but by teachers etc. It links to abiding by teacher standards. The challenge is making everyone interested #A6#UKEdChat
A5 Unlike other professions there is no expectation that teachers keep up with recent research. Lack of access to journals is a major barrier and if every schoolâs T&L team doesnât disseminate these things during INSET etc then it wonât spread throughout the profession #UKEdChat
A8 I find it sad when people say they are not good at maths, I challenge them. Yesterday a waitress said this. Earlier this year a yoga teacher and a lady at the hairdressers. As a taxi driver said maths is a subject where a teacher can make it or break it. #UKEdChat
#ukedchat No idea! I would have thought certain steps might help:
1) work/life balance etc
2) not expecting teachers to be academic researchers (potted summaries)
3) moving away from the panicky "all education is broken" theme to "let's spend a year working on this bit research
I'm doing a research Ed course through @CharteredColl and the importance of identifying the agenda/bias/funding stream for the research is paramount before simply taking it at face value 'this is science/Research #ukedchat
In reply to
@maximjkelly, @helenpengelly, @ukedchat, @doctorwhy, @DrSumeracki, @CharteredColl
A8 He spoke about his child hating maths with one teacher and loving the subject with another. I often wonder if this is a subject specific issue and why this should be. I'm determined to make it for the chn I teach - for their enjoyment more than anything else. #UKEdChat
#ukedchat A8 I hate the assumption that all Science teachers are Sci Fi geeks/mad scientists. I bloody hate Dr Who and I'm not mad, just mildly perturbed...!!
