By Andy Tharby Spaced practice (or ‘spacing’ or ‘distributed practice’) involves repeatedly coming back to the information that we are learning in various short sessions, spaced out over time, rather than ‘cramming’ it into a single intense period – known … Continue reading
Group work is a somewhat debateable topic in the education world, teachers are understandably wary of the pitfalls that group work can produce. The EEF’s guide on metacognition and self-regulated learning suggests that pupil-to-pupil talk can help to build knowledge … Continue reading
As a sister blog to Andy Tharby’s Cognitive Load Theory post on the Durrington Research School website, this piece will focus on practical applications for classroom teachers. In order to dovetail with the Research School blog, these strategies will be arranged and … Continue reading
At DMAT, we have moved away from a ‘tick-box’ approach to teaching and have embraced a ‘tight but loose’ approach. We want teaching to be tight, in terms of focusing on sound , evidence-informed pedagogical principles, but loose in terms of … Continue reading
Earlier this week Fran Haynes wrote a great blog on the Durrington Research School site, exploring the research evidence around effective feedback. You can read it here. This completes a series of blogs this half term on the six pedagogical … Continue reading
As Andy Tharby and Shaun Allison argue good questioning is a fundamental but “ubiquitous” and “fluid” part of the learning process. Effective questioning should also allow teachers to formatively assess students understanding of a new concept, motivate students to … Continue reading
Practice is an essential element in the acquisition of learning something new. Practice is utilising, applying, enacting, thinking about, writing about or speaking about new knowledge and skills so that can be consolidated or enhanced. To learn how to do something … Continue reading
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I'm just a teacher, standing in front of a class, asking them to be quiet and listen.
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Psychology in Education
