The Teaching Delusion: Why teaching in our schools isn't good enough (and how we can make it better)

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Students will apply their learning from the core curriculum in different ways, both in and out of school. Some will extend it, others won’t. Some will use it creatively, others won’t. Such differences in how learning is applied are not particularly important. What is most important is that allstudents have the opportunityto choose what to do with their learning from our core curriculum. This means that all students need to have been taught it. Another key part of improving teaching is to make use of lesson observations. There are two broad types of lesson observations: Thinking - "Thinking is the interaction of knowledge, from our environment and our long term memory"

The Teaching Delusion by Bruce Robertson | Waterstones

Let me get this straight. We’re behind the rest of our class and we’re going to catch up to them by going slower than they are?’ Careful instructional design is the key to minimising extraneous load and freeing up as much working memory as possible for thinking.Success criteria relate to the evidence you are looking for to determine if students have learned what you intended. A useful acronym is WILF: ‘WhatIamLookingFor’. Barton, C. (2018) How I Wish I’d Taught Maths: Lessons Learned from Research, Conversations with Experts, and 12 Years of Mistakes. Woodbridge: John Catt Ed

5-Minute Guide to: Knowledge vs Skills – The Teaching Delusion A 5-Minute Guide to: Knowledge vs Skills – The Teaching Delusion

Any debate about whether skills are more important than knowledge – or vice versa – is a false one. Both are equally important. The reason that students will always need teachers is because, by definition, students are novicesand teachers are experts(certainly, we assume that they are). The best way for novices to learn is through ‘Specific Teaching’ approaches with experts. If we leave them to learn independently as novices, they won’t learn as well as they would have with an expert.Misunderstandings about the relationship between knowledge and skills typically leads to an over-emphasis on skills in the curriculum. This is what we see in schools that claim to have ‘skills-based’ curricula. Not everyone understands this. There are some who believe that independent learning means minimising the role of the teacher at every stage in the learning process. For them, teacher-talk is bad; student-talk is good. Direct-interactive instruction is oppressive; discovery learning is liberating. Textbooks are old-fashioned; online research is the future. The irony is that all of this will actually make it less likelythat students will ever become independent.

The Teaching Delusion: Why teaching in our classrooms and

Most teachers and school leaders think they know what it takes to improve teaching, but they don't;Extraneous load tends to be caused when students are expected to pay attention to too much at once. Quite simply, there is too much information coming at them. For example: However, if you had tried and failed to jump an even wider ditch beforehaving success with the three-metre one, you might not have bothered with the three-metre ditch, deciding that you don’t really like jumping ditches and you’ll look for a bridge instead.