I love being a teacher. I also love that I’ve discovered a renewed passion for it, after twenty-two years, since I stumbled upon the evidence-informed movement a couple of years ago. And I love the simplicity and logicality it has brought to my teaching. However, there’s one paper in particular that really sparked mine and …
Continue reading “Refocusing lessons: if we take out the ‘jazz’ does this make them ‘boring?’”
An impromptu post given that it is the first week of the so long-awaited Christmas holidays. A couple of days ago I put out a tweet which was little more than me thinking out loud. However, to date, it has garnered almost 800 likes and several responses. The tweet can be seen below. This tweet …
For the last eighteen months or so, I’ve become absolutely fascinated by cognitive load theory. Slightly too much so if the amount of time I spend on Twitter avidly following other educators’ conversations is an accurate measure. I’m ashamed to say, as a teacher who has just entered their twenty-second year of teaching, that until …
Continue reading “Cognitive Load Theory: how has it changed my teaching?”
My visualiser has become my absolute prized possession! I cannot remember how I ever used to teach without it! From using it to demonstrate how to use grid references, to live marking a student’s piece of work so that the rest of the class can be made to think about how to improve theirs. It …
A few days ago, I decided I would like to gain a snapshot about the number of schools that are now using verbal methods as their main form of feedback, those that are planning or in the process of moving from written marking to verbal feedback this year, and those schools where SLT have no …
Sarah Larsen