Laying the Foundations
One teacher's journey
This is the second part of a four part series where I suggest 22 things that you might appreciate in 2022. Part 1 recommended six books. Today I am nominating some podcasts (the numbering continues on from the previous post). Between a commute to work and my time spent running, I find podcasts a great source of entertainment. Although many of the ones I listen to regularly have nothing to do with the realm of education, I have a few that I relish in. I hope that you enjoy them too! 7. Education Research Reading Room by Ollie Lovell
The best thing about starting a new month is the release of another episode of the ERRR podcast. Ollie Lovell has interviewed a veritable who's who of education superstars in the 60 episodes. Some of my favourite guests include Bill Rogers (#31), Natalie Wexler (#34), James Handscombe (#53), and Anita Archer (#60). Something that I admire about Ollie Lovell is that he seeks a diverse range of guests and endeavours to gain a richer understanding of education throughout. This is clearly seen in episodes #17 and #18 where he interviews Adrian Simpson and John Hattie, giving both the opportunity to have their voices heard. Ollie is also the author of the phenomenal Sweller's Cognitive Load Theory in Action (which only missed out in the previous post because I knew I could mention it here). 8. Filling the Pail by Greg Ashman Greg Ashman is a prolific blogger and while his podcasts aren't as frequent they are a fantastic listen. Greg's wit and insights are on display during his chats with his guests. I had forgotten quite how many interesting guests he had hosted until I sifted through it for this post. Some of my favourites include Daisy Christodoulou, Katharine Birbalsingh, Doug Lemov and E.D. Hirsch. I appreciate the conversational style of the podcast. While I am not sure how much podcasting Greg plans to do in the future, there's a healthy back catalogue to explore. 9. Melissa and Lori Love Literacy by Melissa Loftus and Lori Sappington Melissa and Lori Love Literacy is a recent and welcome addition to my podcast rotation. Unsurprisingly, this podcast focuses on literacy instruction. Melissa and Lori host a wide range of guests, including teachers, academics, leaders, authors and parents. They explore the Science of Reading with a healthy emphasis on building background knowledge (and a love of puns). Some of my favourite episodes include Tim Rasinski and Lindsay Kemeny. Melissa and Lori recently interviewed me and you can find the episode here! 10. Mr Barton Maths Podcast by Craig Barton I started teaching because I am passionate about maths and the Mr Barton Maths Podcast refreshes this love every time I listen (and there is plenty for the non-maths teacher too). Craig Barton has a great way of summarising the key ideas of his conversations (and extending this to conferences that he attends). A few of my favourite episodes include Emma McCrea, Michael Pershan (which follows on from his appearance on ERRR with Ollie Lovell), Adam Boxer, and Peps McCrea. If you haven't discovered Mr Barton Maths Podcast before then enjoy discovering the plethera of topics covered over 150 episodes! 11. The History of English Podcast by Kevin Stroud The History of English Podcast will not be everyone's cup of tea, but for a nerd like me it is an absolute delight! Kevin Stroud explores the history of the English language in fascinating detail (he's also over the 150 episode mark). There's a misconception that the English language doesn't make sense. The more I listen to this podcast, the more I appreciate the complex logic within our beautiful language. A couple of favourite episodes include learning about The Great Vowel Shift (over 3 episodes), A Rude and Rusty Language or you could start way back with episode 1.
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Happy New Year! 2021 was memorable for many frustrating, tedious and covid-related reasons. However there were also many good things that happened throughout the year. One example: this blog was created! In order for 2022 to start off on a good foot (and it looks like it might need a bit of help here), I thought I'd share some resources that I've either discovered or used frequently during the past year. To prevent this post being an unwieldy list, I have broken it up into four parts. I will suggest some websites, podcasts and webinars throughout the week. Please note that the order is fairly random and not intended as a ranking (unless you are the author/creator of a resource listed first, in which case feel free to take it as a preference). Today I am kicking off with the thing that I arguably spend too much money on: the books. There were a lot of books that just missed out. If there's one that you recommend and hasn't made the list, feel free to leave a comment. Note: I do not receive any financial benefit from any of the links or recommendations in this post. Photo by Tom Hermans on Unsplash 1. Teaching Sprints: How Overloaded Educators Can Keep Getting Better by Dr Simon Breakspear & Bronwyn Ryrie Jones Teaching Sprints articulates a simple framework that schools and educators can use to improve practice. Dr Simon Breakspear and Bronwyn Ryrie Jones outline three big ideas that can assist in selecting a focus for a Teaching Sprint. I have found this framework to be sustainable, realistic and ambitious. Teaching Sprints will help shape how we improve practice at my school throughout 2022 (and beyond). My copy of Teaching Sprints is currently on loan it to a colleague, as it has been almost constantly since I read it. 2. Teaching Walkthrus: Five-step Guides to Instructional Coaching by Tom Sherrington & Oliver Caviglioli Teaching Walkthrus breaks down 50 different teaching techniques into five steps. Each step is carefully explained by Tom Sherrington and accompanied with a visual illustration by Oliver Caviglioli. The five steps make complex ideas easier to understand and unpack with colleagues. It is a beautiful and efficient way to enhance your professional learning program. 50 techniques might seem like a lot, but there is a second volume of Teaching Walkthrus which feature 50 more (including the aforementioned Teaching Sprints) and a third volume is in the works. Tom Sherrington is the dynamo behind Rosenshine's Principles in Action (with Oliver Caviglioli again providing illustrations) which framed my recent post about how swim teachers use Rosenshine's Principles. 3. Running the Room: The Teacher's Guide to Behaviour by Tom Bennett I wish that I had been given Running the Room when I first started teaching, rather than discovering it a decade later. Tom Bennett explains why teachers need to 'run' their classroom. More importantly he provides detailed tips and advice about how we can go actually achieve a cohesive classroom. The pop culture references are almost as frequent as the good tips. At our school, we now gift this book to each graduate teacher because I believe it is essential reading. 4. The Art & Science of Teaching Primary Reading by Christopher Such The first book on this list that was actually published in 2021 and it really proves that there are good things to come out of the year. If I were to design a course on Reading Instruction, The Art & Science of Teaching Primary Reading would be the text book. Christopher Such breaks down the complex components of reading into concise chapters. He provides plenty of links to classroom practice, while ensuring that he provides opportunities for professional discussions, further readings, and plenty of references. It has quickly become my go-to resource for reading instruction. 5. Spelling for Life: Uncovering the Simplicity and Science of Spelling (2nd Edition) by Lyn Stone This is the second book published in 2021 and another one that has become a staple reference. In fact, I refuse to lend this one as I am constantly wanting to reread sections. Lyn Stone is the powerhouse behind Reading for Life (which I've read and it almost made it to this list) and Language for Life (which I haven't read yet). Spelling for Life provides clarity about the English spelling system with abundant tips. While it is not necessarily aimed at those teaching students in the first year of school, it demystifies the spelling within English and provides advice about how to teach spelling explicitly. One of the joys of remote learning was accessing Lyn's Lessons in My Jim Jams with my daughter. Her four-step process of teaching spelling is simple in design, yet highly effective. 6. Dystinct Magazine edited by Zahra Nawaz
Dystinct Magazine is an online magazine which features contributions from a wide range of educators, parents and individuals with dyslexia. I have found this mix of perspectives creates a rich tapestry of stories. I have been honoured to have a piece published through this magazine. For those of you concerned that an online magazine doesn't quite fit the definition of a 'book' then stress less, because there is a magnificent and beautiful Dystinct Coffee Table book too.
One of the things that I love about twitter is how it often challenges my assumptions and beliefs.
This has happened again as someone I respect posted a tweet that I thought wasn't too controversial.
Actually, I thought that it might be controversial, but I was surprised at which people were saying that flash cards shouldn't be used when teaching grapheme-phoneme correspondences. These include many whose opinions I also deeply respect.
So what to do? Well, it got me reflecting on how and why I use flash cards. 1. Flashcards are cheap and easy to make. Anyone can make a flashcard. You just need a pen and some card (although most people would probably print them). This is perfect for educators who are time-poor and/or with limited financial resources (a.k.a. all of us!). 2. Flashcards can provide retrieval practice. Once you have the flashcards you can use them to get students to retrieve the information that they have learnt previously. Novices need plenty of practice in order to learn new skills. This is particularly true when we want students to learn something as crucial as reading. In order to read effectively, students must learn grapheme-phoneme correspondences. Putting them on flashcards allows the teacher to provide regular opportunities to practise these skills. When you go through a set of cards with your students, you can easily sort them into the ones that they got correct and the ones that they got incorrect. Then you have sorted these into a pile of material that needs to be retaught, along with a pile that students are firm with. 3. Flashcards are portable. If students need opportunities to practise, then teachers need to take advantage of any opportunity they have. I find flashcards perfect for slipping into a pocket so that we can review material whenever my class is waiting for something. This means that I am able to maximise my instructional time. Half the class needs the toilet? Flashcard time! Packed up quicker than expected? Flashcard time! Waiting for the rest of the school to join us for assembly? Flashcard time! 4. Flashcards are maneuverable. One of the key arguments that arose against using flashcards when teaching grapheme-phoneme correspondences is that these are better practised in the context of words. I use flashcards to demonstrate how these isolated units can be blended together into words. I can put the 't' 'e' & 'n' cards up and blend it to read 'ten'. I can rearrange the same cards to form the word 'net'. I can substitute the 'e' for a 'u' and make the word 'nut'. This makes the complex process of reading visible to students. 5. Flashcards are not always perfect or useful. There are of course limitations to flashcards. If we emphasise the 'flash' aspect then we may not be providing our students the thinking time that they need. I am not convinced that flashcards are useful when students are learning split digraphs ('a_e' etc.). Flashcards could of course be used in ways that are ineffective, or promote an unhelpful culture of competition. I think the important thing is that educators reflect on how they are using flashcards to support their students' learning. Once again, it comes back to being intentional about our practice in helping every child to learn. I have focused on using flashcards when learning grapheme-phoneme correspondences as that was the context of this particular discussion. However, I use flashcards across subject areas, and find they are especially useful in maths. How about you? Do you use flashcards? Why or why not? How do you use them? I'd love to learn some new ways to incorporate them into my instruction. It's that time of year, the end of the school year, Christmas approaching, and on top of it all the students are getting swimming lessons. I get the joy of sitting on a hot pool deck watching the kids learn new skills. On the first day I turned to the graduate teacher next to me and said, "Watch how the swim teachers are breaking down each skill. They are phenomenal at it!" I started to observe closely too. .. Then I realised that they were following Rosenshine's Principles of Instruction. Photo by Brian Matangelo on Unsplash Rosenshine's Principles of InstructionThe Principles of Instruction were compiled by Barak Rosenshine. They are a series of research-based principles that draw on the realms of cognitive science, cognitive supports, and the practice of expert teachers. The resulting list of 10 principles helps teachers ensure that their students are able to learn material efficiently and effectively. Rosenshine's article on the Principles of Instruction can be found here. 1. Begin a lesson with a daily review.Swim teachers start every session by reviewing of what the kids already learnt. Last Friday they taught the students to call 000 in an emergency. The following Monday the very first question was, "What number do you call in an emergency?" In the first session the children were taught how to enter the pool safely, and you can rest assured that they have reviewed this in every single session since. Reviewing the prior learning is an essential step in checking whether or not our students have actually learnt it. If a student hasn't learnt it, then the teacher needs to teach it. This is why I start every session, whether it's Maths, Reading, Art or Science with a recap of what we've learnt in the previous lesson. 2. Present new material in small steps.Swim teachers are awesome at breaking new material into small steps. Need a survival stroke? That's "Chicken, Aeroplane, Soldier". Want to learn freestyle? "Kicky legs, blow bubbles, rainbow arms." Trying to dive under water? "Crocodile arms, hide your ears". When we teach skills we need to break them down into smaller steps. When a skill is broken down into smaller steps, it helps teachers to provide feedback on each element of the skill. Swim teachers are excellent at breaking a complex movements into isolated actions. This reminds me of how a solving a worded problem in Maths can be overwhelming. However, if we break the problem into small steps then all students can succeed. 3. Ask a large number of questions and check the responses of all students.My goodness, swim teachers ask a lot of questions! Within the first five minutes of the lesson I counted at least 50 questions. It was a fantastic back and forth where the instructor would say a brief fact and then ask a question to check that students had understood. How often are you asking students to respond? A brilliant reflection is to get someone to observe you and count how many questions you ask in a set time frame. The swim teacher asked a question every 10 seconds. This helps engage students. If you can't have someone observe, then record yourself and keep a tally. 4. Provide models.Swim teachers model exactly what they want their students to do. I am not quite sure how they manage to show what they need their kids to do underwater, but they've somehow worked out a way to do it! I think it has something to do with breaking the skills into small steps. This means that the instructor can use their arms to model what they want students to do with their arms. Then the instructor can use their arms to model what they need to achieve with their legs. We need to be able to show students not only what we want them to achieve, but also demonstrate how they can achieve it. When educators model to our students we are able to emphasise the process of learning, rather than just the outcome. 5. Guide student practice.Swim teachers guide their students very closely. They talk the kids through every step. There is a real closeness between a swim teacher and their students, as the instructor gently raises a chin to help a child float, or lifts their belly up. How closely are we guiding our students? Are we steering them through each step, or are we just telling them to get to the other side of the pool? Guiding our students intimately means that we can provide feedback so that they don't sink and are suitably challenged. 6. Check for student understanding.Swim teachers check to ensure that every kid has got it before moving on. If the students need more practice, then they get more practice. This makes sense because if they are not kicking well, then they won't kick well when you add arms into the mix! Likewise, it's essential that classroom teachers check their students understanding regularly. We should constantly be trying to find out which students have learnt new material and which ones haven't got it yet. 7. Obtain a high success rate.Do you know what they call it if a swim teacher doesn't get a high success rate? Drowning! Being subjected to a low success rate when you are learning to swim is traumatising. Swim teachers work hard to ensure that every child is learning and this leads to them having fun in the water. There is a lot said about the importance of enjoying learning. Learning is enjoyable if you have a high success rate. We need to make sure that every child is successful. This is another one to record. Film yourself teaching and make note of how many responses are correct. If students are getting it right at least 80% then you've got a high success rate. (Of course we don't expect students to get it right 100% of the time, either). 8. Provide scaffolds for difficult tasks.Swim teachers use plenty of scaffolds. Some of the obvious physical ones include kickboards, life vests, goggles, and pool noodles. The depth of the pool is another really clear scaffold: you don't get to go into deep water until you can actually swim! What scaffolds do you provide to ensure that the waters of your classroom is not too deep? Recently, I set my students a task in maths and very quickly I realised that I'd thrown them in the deep end. They were struggling, and not in a productive way. Fortunately, I realised that they were starting to drown and was able to stop the class and provide the scaffolds they needed. After breaking the problem up into smaller steps, the students were able to swim through it. 9. Require and monitor independent practice.Swim teachers seem to know just when to let their kids to do it themselves. The exhaustion from kids doing multiple laps of backstroke, freestyle and breaststroke speaks volumes for how much swim teachers want these skills to be automatic. We need to make sure our students also get the time that they need to practise skills until they have mastered them. And we need to monitor this independent practice, so that our students are learning what we intended them to learn. 10. Engage students in weekly and monthly review.A fortnight of swimming lessons wasn't really long enough for me to see how the swim teachers implement weekly of monthly reviews. For that I'd need to observe the squad sessions and I don't really like the idea of waking up at 5am just to write a blogpost... So I'll leave it to Troy (@TroyWood01) Think about this in terms of the foundational skills in maths, literacy, science, etc. Are you teaching these skills in manageable parts or a cumulative sequence? If you are then you will see the need to review them regularly. If what we teach is important, then we need to ensure our students learn and remember it. Not just at the end of today's lesson, but at the end of the week, month and year. Find out more about Rosenshine's Principles of InstructionHopefully I've given you an insight into how Rosenshine's Principles of Instruction provides a framework the we can use to ensure that we provide quality explicit instruction. All our students deserve to be taught in a way that empowers them to learn new skills. As educators, it is our role to reflect on how our practices best meets our students' needs. Explicit instruction is an effective and efficient way to cultivate student learning.
One excellent resource to learn more about the Principles of Instruction is Rosenshine's Principles in Action by Tom Sherrington. It's the perfect mix of easy-to-read, practical, informative and affordable! |
I'm JamesI am a father of two (8 & 5), married to a future Early Childhood Educator. Archives
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