Developing Curriculum for Deep Thinking This OA book proposes a way forward to effectively teach knowledge and complex cognitive skills in school and achieve equitable opportunities.

Developing Curriculum for Deep Thinking

The Knowledge Revival

link.springer.com/book/10.1007...

I recently sat down with Amplify’s Science of Reading: The Podcast host, Susan Lambert. We chatted about the science of learning, how cognitive load affects learning, and more. Listen to the full episode here: amplify.com/science-of-r...

ICYMI

primarycolour.home.blog/2024/12/22/5...

This next term I’d like to commit to spending more time thinking deeply about what I’m teaching and work on developing increasingly flexible mental models so that I can respond and refine my lessons more sensitively in the moment.

I feel like this is a key idea in Claire Sealy’s blogpost. Carefully planning not just what we’ll teach next but also thinking deeply about possible misconceptions and building in strategic retrieval opportunities.

Don't use praise - learn from success instead If coaches recognise that their goal is, in large part, to support teachers to develop their mental models, so they do the right thing, at the right time, for the right reason, then we coach different...

Reading through the blogpost really made me reflect on a recent Substack post by Sarah Cottinghatt: cognitivecoaching.substack.com/p/dont-use-p...

In the post she discusses how teachers who have spent time developing flexible mental models can engage more sensitively to unexpected situations.

Adaptive teaching – the four verbs approach The older I get, the more I see how good ideas undergo distortion as schools seek to implement them. Collecting achievement data morphs into half termly data drops, an Ofsted focus on curriculum di…

What does adaptive teaching look like? All too often teachers are told to make their classroom adaptive but what exactly is adaptive?

This blogpost by Claire Sealy gives excellent concrete examples: primarytimery.com/2024/03/29/a...

Mode A + Mode B = Effective teaching and a rich enacted curriculum The slide below is one that I often use in my CPD presentations.  The percentages are revealed after some reflection time.  I’m keen to stress that, as a physics teacher, this is ho…

Exploring how Understanding by Design could help structure and help create quality Mode B learning experiences.

teacherhead.com/2018/04/22/m...

www.researchgate.net/profile/Andr...

This. But not just for the early years. Even as children grow there is space for both. We don’t need to have a dichotomy. It can be equally true that children need some more formal learning alongside child-initiated play. Just perhaps with varying ratios as children develop.

I haven’t been able to get my hand on it yet! I’m really interested in reading the section about complementary sequencing and flexible connectivity. It sounds exactly like what I want to wrap my head around.

A Critique of the Expertise Reversal Effect Or, why experts vs novices isn't a helpful distinction

New post from me on the expertise reversal effect and why I don't find it very helpful: fivetwelvethirteen.substack.com/p/a-critique... #mtbos #iteachmath #edusky

“Our curriculum should be in service to our children and not the other way around” (p.21)
Lately I’m thinking about how to combine really good quality teaching with rich opportunities to develop schema and create meaningful connections.
This book was a good place to start @emmaturner75.bsky.social