Thanks Sarah. Jo Morgan: tips and resources for teaching online by Mr Barton Maths The power of teachers reading research (49:50). How to improve students' ability to write (33:33)5. (44:32)5. All show notes, resources and videos here: https://www.mrbartonmaths.com/blog/ #166 Tools and Tips for Teachers: Episode 1 (with Ollie Lovell) byCraig Barton Five tips to improve the use of Silent Teacher in the classroom. Each episode a teacher, educator or academic will join me to share 5 tips to help improve teachers lives. Six ideas to help start the planning process Tip 43. Two ideas to help a routine stick Tip 6. Beware the distraction addiction (28:28). I interviewed Craig Latimir about his lesson planning process on my Mr Barton Maths podcast. Ten types of questions to ask when checking for understanding Tip 25. Bradley Busch , Use research on learning not as a prescription but as a compass Sarah Cottingham , Ignite the CPD culture Sarah Donarski , Leave space between reading and implementation Kieran Mackle , Treat the act of teacher development like teaching Kieran Mackle , Read for pleasure and read for progress Sonia Thompson , Be clear about your career pathway Sonia Thompson , You can learn something from everybody Ollie Lovell , Go out and visit other schools Sonia Thompson , Nobody really knows what they are doing Kieran Mackle , Whats happening in AI right now, and what does it mean for education? Hello! This podcast delivers. We have little insight into our learning (20:02), 5. Craig Barton interviews guests from the wonderful world of education about their approaches to teaching, educational research and more. For more free tips, videos and podcasts to support and inspire teachers please check out https://tipsforteachers.co.uk/ In this Tips for Teachers video we look at how asking students to give a confidence score could be a really powerful way of helping them to remember via the Hypercorrection effect. Five tips to improve student paired discussions in the classroom. Consider the impact of audio feedback (04:57), 2. Think of questions as a check for misunderstanding Tip 21. About Craig Barton. Use student worked-examples books Tip 62. Behaviour adviser and researchEd founder Tom Bennett joins us on the Tips for Teacher podcast to share his 5 tips: 1. Tips for Teachers: 400+ ideas to improve your teaching - Barton, Craig Tips for Teachers: 400+ Ideas to Improve Your Teaching by Craig Barton 5. I really enjoyed the Tom Sherrington & Dylan William episodes. Thanks for watching! Get your pupils to spell their name backwards (45:20). (22:16), 5. Tip 45. For more free tips, videos and podcasts to support and inspire teachers please check out https://tipsforteachers.co.uk/ Provide opportunities for students to read in lessons (04:23), 4. Five ideas to show students why what we are learning today matters Tip 55. Dylan Wiliam joins us on the Tips for Teacher podcast to share his 5 tips: 1. A podcast to help your supercharge your teaching one idea at a time. Teach decision making separately Tip 58. Consider recording verbal feedback Tip 96. Primary teacher and author Emma Turner joins us on the Tips for Teacher podcast to share her 5 tips: 1. The best tool for the long term might not be the best tool for now Chapter 4: Checking for understanding Tip 20. Sometimes it is better to review than retrieve (03:33), 2. Mr Barton Maths Podcast Craig Barton - Apple Podcasts - Apple How Craig Barton wishes he'd taught maths | Gowers's Weblog Provide opportunities for students to read in lessons (04:23)2. if they are confused during an explanation (08:45), 3. 2. Head of English and author, Sarah Donarski, joins us on the Tips for Teacher podcast to share her 5 tips: 1. The ideas come from two sources. How to make retrieval practice work (45:53), Five tips to improve the Do Now at the start of your lesson, Video:https://www.youtube.com/watch?v=WzCO4FlBngg, Tips for Teachers book: https://amzn.to/3EEa2Sm, Tips for teachers CPD: https://tipsforteachers.co.uk/cpd/, Tips for Teachers newsletter: https://tipsforteachers.co.uk/newsletter/. Thanks for watching! Thanks for watching! Feign enthusiasm when necessary (38:54). Craig has been lucky enough to teach maths and work with teachers all over the world. Fifteen ideas to improve the Do Now Tip 89. Remember the tortoise and the hare (04:34), 3. Consider using Trello to help organise the disorganised Chapter 11: Homework, marking and feedback Tip 90. Lengthen wait times after an answer Tip 24. Overview View 1 Edition Details Reviews Lists Related Books Last edited by ImportBot February 9, 2023 | History Edit An edition of Tips for Teachers (2023) Tips for Teachers 400+ Ideas to Improve Your Teaching by Craig Barton 0 Ratings 1 Want to read But there are simple ideas we can enact to help our teaching be more effective. You wont be disappointed. as a post-assessment formative tool (44:11), 4. Go out and visit other schools (28:43). Experimentation and frustration may follow, but hopefully something good will come out of it. Mr Barton Maths Podcast for Maths Teachers on Mr Barton Maths Silent Teacher - Tips for Teachers Top 5s, Checking for understanding - Tips for Teachers Top 5s, Mini-whiteboards - Tips for Teachers Top 5s, Paired discussions - Tips for Teachers Top 5s. What to do when some students still don''t understand Tip 39. Buy on Amazon Rate this book Tips for Teachers: 400+ Ideas to Improve Your Teaching Craig Barton 0.00 0 ratings0 reviews Teaching is complex. Use a variety of techniques for differentiation, 3. Pick the student least likely to know (03:50), 2. For more free tips, videos and podcasts to support and inspire teachers please check out https://tipsforteachers.co.uk/ My dream is to build a free, extensive and diverse collection of ideas that teachers of any level of experience, teaching any subject, any age-group, and from any country might find useful and be able to apply to their own teaching. Assess relevant prior knowledge for each idea, not for the whole sequence Chapter 8: Explanations, modelling and worked examples Tip 54. Curriculum expert, Mary Myatt, joins us on the Tips for Teacher podcast to share her 5 tips: 1. Sixteen ideas to improve the delivery of CPD Tip 104. that offers or promotes your or anothers products or services. It aint what you do, its the way that you do itand thats what gets results (23:13), 4. This is another Conference Takeaways podcast from MathsConf16 in Glasgow. Explicitly teach the skills an expert in your domain uses (03:29), 3. Craig Barton interviews guests from the wonderful world of education about their approaches to teaching, educational research and more. Craig Barton (Author) A podcast to help your supercharge your teaching one idea at a time. To lower workload and build a better team ethic, make culture explicit (27:09) I go on a bit in some of the later chapters, so there will be plenty of opportunity for . Front-load the means of participation. Use explicit instruction for novice learners (02:39), 2. Video: https://www.youtube.com/watch?v=3be82GCMhbk. Explore boundary examples to deepen understanding of a concept. In this Tips for Teachers video we look at using diagnostic questions as an exit ticket. For more free tips, videos and podcasts to support and inspire teachers please check out https://tipsforteachers.co.uk/ Assess reading difficulties and respond (26:53), 4. Avoid the Split-Attention Effect during worked examples - Tips for teachers 5. About Tips for Teachers - Tips for teachers How to give yourself the best chance of making a lasting change Chapter 2: Habits and routines Why are habits and routines important? $10 . You can listen to the podcast by clicking this link, searching for the Mr Barton Maths podcast on your podcast player, or following the links directly to subscribe on Apple, Spotify or Google Podcasts. Students need to know you are in charge of the classroom (27:48). Tips for Teachers Videos - Tips for teachers Harry Fletcher-Wood joins us on the Tips for Teacher podcast to share his 5 tips: 2. How students can own and record classroom discussions Tip 40. Write out ideal student responses Tip 46. For more free tips, videos and podcasts to support and inspire teachers please check out https://tipsforteachers.co.uk/ Thanks for watching! For more free tips, videos and podcasts to support and inspire teachers please check out https://tipsforteachers.co.uk/ Mar 23. Seven ideas to improve a scheme of work Tip 42. When watching a video, colleagues could consider: Some schools choose one video a week to email to colleagues as part of a regular (and free!) Podcast. Craig rocks! Diagnostic Questions the perfect exit ticket? Ask yourself "what evidence would change your mind?" Please keep providing this awesome service for us educators!! Doing maths is not the same as teaching maths (16:07). Study the teachers you respect (1:04:32). To make sure your students are ready to practise, use mini-whiteboards (2:43) Tip 9. The queen of GCSE maths re-sit teaching, Julia Smith, joins us on the Tips for Teacher podcast to share her 5 tips: 1. Make sure you subscribe to the podcast so you never miss an episode. Former English teacher and now best-selling author, Alex Quigley, joins us on the Tips for Teacher podcast to share his 5 tips: 1. To reduce choppy time in lessons, use a Front Loaded Means of Participation and wait for Golden Silence (43:10) Five tips to improve the use of mini-whiteboards in the classroom. Sammy Kempner joins us on the Tips for Teacher podcast to share his 5 tips: 1. Reflect after a worked example Tip 69. English teacher and author, Jamie Thom, joins us on the Tips for Teacher podcast to share his 5 tips: 1. Four types of words to consider removing from your teaching vocabulary Chapter 3: The means of participation A challenge Tip 9. Assess relevant prior knowledge Tip 52. Show your students the limits of working memory Tip 79. Prioritise relevant prior knowledge Tip 51. I have lots of podcasts and websites (too many, my wife says) that are designed to help and support . Use, where possible, dialogic teaching (46:25). For more free tips, videos and podcasts to support and inspire teachers please check out https://tipsforteachers.co.uk/ Ten ideas to improve Cold Call. Choose the right feedback type (17:00), 4. Order within 13 hrs 13 mins. Tips for Teachers (podcast) - Craig Barton | Listen Notes Teach behaviour lesson one by making developing the right classroom culture your objective for the early lessons (02:56), 2. Make sure students know whether thy are right or wrong, and dont wait until its too late (17:07) Use the school behaviour policy (02:56), 2. Teach in small chunks and fool Craig Barton on Twitter: "@gucci22 Thanks Sarah. I go on a bit in some Thanks for watching! Show your students that being familiar with something is not the same as knowing it, Be aware of the Valley of Latent Potential, Get your students to assign confidence scores to their answers, Responsive teaching: what to do when some students understand, and some dont, Use related examples and non-examples to explain a concept, Two frameworks for learner generated examples, Use SSDD Problems to improve students practice, Lesson phases and formative assessment strategies: an exercise, Avoid the Split-Attention Effect during worked examples, Dont ask students to listen and read simultaneously, How to help students avoid silly mistakes. CPD programme. Learn more See this image Tips for Teachers: 400+ Ideas to Improve Your Teaching Paperback - February 28, 2023 by Craig Barton (Author) See all formats and editions Kindle $11.99 Read with Our Free App Paperback $24.95 1 New from $24.95 Pre-order Price Guarantee. Eight ideas to help introduce a routine Tip 4. Listen on Spotify Message Available on Alex Quigley Tips for Teachers Feb 06, 2023 00:00 01:21:25 Alex Quigley A free tip in your inbox every Monday to try out in your classroom, This site requires JavaScript to run correctly. Former English Teacher, and now author and head of education at No More Marking, Daisy Christodoulou, joins us on the Tips for Teacher podcast to share her 5 tips: 1. Review every lesson plan in terms of what the student is thinking about (02:58), 2. An interactive transcript of each new episode of the Mr Barton Maths and Tips for Teachers podcasts - search for a key term and with one click you can listen to the section of the podcast where it is discussed. Trick your students to test if they really understand Tip 35. . Rebrand homework as practice (25:08)4. The best feedback is a learning activity, and its much better than written feedback on the page (16:28), 3. Vary the types of retrieval questions you ask Tip 84. Share photos of students' work (04:11), 2. Mr Barton Maths Podcast Craig Barton - Apple Podcasts - Apple They may be tips about pedagogy, marking, well-being, routines, dealing with parents, memory - anything that can help teachers do their job better. We can quickly assess our whole class' understanding and then respond accordingly. How to organise the disorganised (1:08:52). Make use of the Encoding specificity principle (19:46), 3. Kate Jones joins us on the Tips for Teacher podcast to share her 5 tips: 1. Fourteen ideas to improve the explanation of a concept Tip 57. Focus on explanations not resources (14:17) 3. Mr Barton Maths Podcast Craig Barton - Apple Podcasts - Apple Six ideas if a student says ''I don''t know'' Tip 37. Pay attention to how students write their answers (we need a reciprocal symbol!). 4. Learning doesnt start in Year 7 (55:10). Provoke curiosity in our students (47:57). hello im craig barton and welcome to this tips for teachers video now one of the key takeaways from the research into cognitive load theory is that where possible as teachers we should try to avoid whats known as the split attention effect now if youre not aware of what the split attention effect is just have a read of that sentence on the left now for me the key to the split attention effect is avoiding this switch this switch between different sources of information every time a student needs to do a switch it has a cognitive cost it takes up attention in working memory now it turns out that the way i was doing worked examples for about probably trying to split as much attention as i could with my students which is not ideal so lets imagine youre my kids and im trying to teach you the wonders of a prime factorization so im going to teach you how to write i would do is i would be at the board doing some writing so theres something that you need to watch and also read at the same time id be talking id be offering verbal explanations and asking questions and if that wasnt enough at the same time id be expecting you to copy the word example down was it any wonder that my students didnt take it in or worse than that they seem to take it in at the time because its all very easy to kind of nod along frantically scribble things down yeah yeah and almost convince yourself youre understanding it but then everything falls apart whenever you then have to do some independent practice so ive now got a three-stage process that i do for all my work examples so first i model the process in silence i then try to prompt self-explanation in my students and finally my students copy it down or maybe they copy it down so lets have a look at this in action lets start with this model in silence now theres a real danger that when we model something in silence it can be a very passive experience for our students they just watch something unfold in front of them so i dont want that to happen i want my students thinking hard at all stages so i give my students a challenge i say that whilst im doing my silent modeling im gonna pause at key points so when i pause i want you to ask yourself whats he just done why is he done it and what do i think hes gonna do next and they dont have to write this down they dont have to tell anybody its just for them to be thinking in their heads and this prompts this self-explanation thats going to be then followed up in the second part of this process so ill just show you what i mean and i cant do this as effectively as i would be able to do in the classroom but hopefully youll get a sense of it and you may be familiar this is how i set out my board when im doing worked examples a worked example column on the left a thinking column which were going to fill in in a moment in the middle and then the your turn on the right so in silence id go through something like this and i pause here so my challenge for students is whats he just done there why has he written that six what do i think hes gonna do next and then id do it pause again whats he just done why has he done it whats he gonna do next pulls and then finally pause sorted now once ive gone through that model in silence i then move on to the second part which is where i want to prompt self-explanation this is where i would ask the kind of questions that normally i would have bundled together with my silent model so things like this what pair of numbers can we choose for that first row was it just six and four whats special about six and four could have chosen some of the numbers which type of numbers do we circle and what order do we write our final answer now those questions again its up to you as a teacher how you choose to get your students to respond and what ive experimented with is is reading out the question and having it there on the board giving my students time to think silently and then explaining the answer myself but of course what i could also do is they could write their answers down on mini whiteboards and hold them up or they could discuss their answer with their partner or we could have a whole class discussion whatever works with you but the idea here is that we are now prompting thought were prompting the students to reflect on what theyve just seen but were not bundling it together theyre not having to watch and reflect at the same time and what you can also do is you can break it up and this works particularly well for longer examples so you might choose to do something like this start with the 24 split it like that and then pause and give that self-explanation prompt and then once youve dealt with that self-explanation problem move on to the next stage and then give the second one so you can break it up that way but i really like the idea of presenting something in silence even if its for a short period of time before then we verbalize and ask the questions so students get chance to really focus watching and then they can do the talking listening and so on and so forth and then we get to this bit copy it down now i never even considered this for probably about 15 years of course you copied down thats how students learn but do they learn from copying things down is there value in them then copying this word example down im not so sure ill give you the argument why it might not be that good an idea so first we get books that look like this and it looks beautiful but ive got two questions about this one how long does that take how much class time is that taking up and two do kids use their books to revise because thats often the argument given right you copy down the words example so the kids can use the books to revise how many kids do that and are the books the best way to revise maths we know the best way to do maths is to is to learn maths and remember math is to practice doing maths im not convinced that many students will learn from their books or the books the best medium to do it and then of course you get things like this the kids who are so slow writing their example down that they never get around to actually finishing it and thats a bit of a waste of time and then you also get things like this this is my favorite example so this was a worked example on pie charts and the teacher asked the students to copy that down and this was the result some kind of deformed egg which isnt accurate at all and you dont really want the kids revising from that so im not so sure anymore and one of the best things ive seen if teachers do get kids to copy things down is they copy down the word example but then what they ask the students to do is to annotate around the word example their answers to their thinking prompts and that way the copying down is a bit more of an active process its not just blindly copying things down its copying things down but then thinking so why did we choose the six and four could weve chosen some other numbers why do we circle our answers so copy down the words example and annotating with answers to thinking prompts i think works quite well but ill leave that for you to decide so thats my words example process and now and that i used to kind of bundle those three together but now i separate them what do you think about that and might you give that a go is that similar or different to your words example process if you found that useful id be so grateful if you could like the video and subscribe to the tips for teachers youtube channel and visit tipsforteachers.com uk for more tips like this thanks so much for watching, YouTube Video UExLTnZxYlJpV2ZYaHRZQ0Z0UlloaXlCaWt3Um9fSE5Qdy41NkI0NEY2RDEwNTU3Q0M2, YouTube Video UExLTnZxYlJpV2ZYaHRZQ0Z0UlloaXlCaWt3Um9fSE5Qdy4yODlGNEE0NkRGMEEzMEQy, YouTube Video UExLTnZxYlJpV2ZYaHRZQ0Z0UlloaXlCaWt3Um9fSE5Qdy4wMTcyMDhGQUE4NTIzM0Y5, YouTube Video UExLTnZxYlJpV2ZYaHRZQ0Z0UlloaXlCaWt3Um9fSE5Qdy41MjE1MkI0OTQ2QzJGNzNG, YouTube Video UExLTnZxYlJpV2ZYaHRZQ0Z0UlloaXlCaWt3Um9fSE5Qdy4wOTA3OTZBNzVEMTUzOTMy, YouTube Video UExLTnZxYlJpV2ZYaHRZQ0Z0UlloaXlCaWt3Um9fSE5Qdy4xMkVGQjNCMUM1N0RFNEUx, YouTube Video UExLTnZxYlJpV2ZYaHRZQ0Z0UlloaXlCaWt3Um9fSE5Qdy41MzJCQjBCNDIyRkJDN0VD, YouTube Video UExLTnZxYlJpV2ZYaHRZQ0Z0UlloaXlCaWt3Um9fSE5Qdy5DQUNERDQ2NkIzRUQxNTY1, YouTube Video UExLTnZxYlJpV2ZYaHRZQ0Z0UlloaXlCaWt3Um9fSE5Qdy45NDk1REZENzhEMzU5MDQz, YouTube Video UExLTnZxYlJpV2ZYaHRZQ0Z0UlloaXlCaWt3Um9fSE5Qdy5GNjNDRDREMDQxOThCMDQ2, YouTube Video UExLTnZxYlJpV2ZYaHRZQ0Z0UlloaXlCaWt3Um9fSE5Qdy40NzZCMERDMjVEN0RFRThB, YouTube Video UExLTnZxYlJpV2ZYaHRZQ0Z0UlloaXlCaWt3Um9fSE5Qdy5EMEEwRUY5M0RDRTU3NDJC, YouTube Video UExLTnZxYlJpV2ZYaHRZQ0Z0UlloaXlCaWt3Um9fSE5Qdy45ODRDNTg0QjA4NkFBNkQy, YouTube Video UExLTnZxYlJpV2ZYaHRZQ0Z0UlloaXlCaWt3Um9fSE5Qdy4zMDg5MkQ5MEVDMEM1NTg2, YouTube Video UExLTnZxYlJpV2ZYaHRZQ0Z0UlloaXlCaWt3Um9fSE5Qdy41Mzk2QTAxMTkzNDk4MDhF, YouTube Video UExLTnZxYlJpV2ZYaHRZQ0Z0UlloaXlCaWt3Um9fSE5Qdy5EQUE1NTFDRjcwMDg0NEMz, YouTube Video UExLTnZxYlJpV2ZYaHRZQ0Z0UlloaXlCaWt3Um9fSE5Qdy41QTY1Q0UxMTVCODczNThE, YouTube Video UExLTnZxYlJpV2ZYaHRZQ0Z0UlloaXlCaWt3Um9fSE5Qdy4yMUQyQTQzMjRDNzMyQTMy, YouTube Video UExLTnZxYlJpV2ZYaHRZQ0Z0UlloaXlCaWt3Um9fSE5Qdy5ENDU4Q0M4RDExNzM1Mjcy, YouTube Video UExLTnZxYlJpV2ZYaHRZQ0Z0UlloaXlCaWt3Um9fSE5Qdy4yMDhBMkNBNjRDMjQxQTg1, YouTube Video UExLTnZxYlJpV2ZYaHRZQ0Z0UlloaXlCaWt3Um9fSE5Qdy5GM0Q3M0MzMzY5NTJFNTdE, YouTube Video UExLTnZxYlJpV2ZYaHRZQ0Z0UlloaXlCaWt3Um9fSE5Qdy4zRjM0MkVCRTg0MkYyQTM0, YouTube Video UExLTnZxYlJpV2ZYaHRZQ0Z0UlloaXlCaWt3Um9fSE5Qdy45NzUwQkI1M0UxNThBMkU0, Dont ask students to listen and read simultaneously. Revisit education books and podcast episodes Tip 100. Have your coffee whilst sitting in the classrooms of effective teachers (31:28), 5. He taught maths in secondary schools for 15 years, and was TES Maths Adviser for 10 years. By Craig Barton A podcast to help your supercharge your teaching one idea at a time. Peps McCrea , Rethinking To-Do lists Ollie Lovell and Craig Barton , How to give a colleague feedback Adam Boxer , Diagnosis in coaching Ollie Lovell and Craig Barton , Develop competing hypotheses when observing teaching and learning Ollie Lovell and Craig Barton , To lower workload and build a better team ethic, make culture explicit Adam Boxer , Think about implementation Sonia Thompson , Be explicit when modelling for colleagues Kieran Mackle , The principles of Cog Sci apply to humans (not just students) Craig Latimir , Maintain perspective Harry Fletcher-Wood , Remember the tortoise and the hare Jamie Thom , Tackle the negativity radio Jamie Thom , How to get better sleep Ollie Lovell and Craig Barton , The secret to a happy life Craig Latimir , End the day on a positive Ollie Lovell and Craig Barton , Use the same questions, with different numbers Sammy Kempner , Use calculators with students from the earliest opportunity Jo Morgan , The power of a slideshow for teaching mathematics Ollie Lovell and Craig Barton , Doing maths is not the same as teaching maths Jemma Sherwood , Practice, practice, practicenot until you can get it right but until you cannot get it wrong Julia Smith , It aint what you do, its the way that you do itand thats what gets results Julia Smith , Fluency in the four operations is a cornerstone of developing mathematical understanding Julia Smith , How to deal with students who say they hate maths or are no good at maths Julia Smith , Learn about reading development Chris Such , Provide opportunities for students to read in lessons David Goodwin , Every teacher should make the teaching of literacy a high priority Clare Sealy , Analyse words using morphology and etymology Chris Such , Focus on developing keystone vocabulary Alex Quigley , Assess reading difficulties and respond Chris Such , How to improve students ability to write David Goodwin , Support your students using sentence expanding Alex Quigley , Get your pupils to spell their name backwards Daisy Christodoulou . Ask students to make a pre-topic mind map (02:55)2. Jo Morgan and I discuss our takeaways from the workshops we saw, including: 2. Thanks for watching! Start with whoever got 8 out of 10 (14:05), 4. Practice, practice, practicenot until you can get it right but until you cannot get it wrong (04:24), 2. tip to allow teachers to not get overwhelmed by the responses from 25+ mini-whiteboards. Ollie Lovell , Be super clear about what you want children to learn Clare Sealy , Do less, but better Harry Fletcher-Wood , We should all be focussing on doing fewer things and greater depth Mary Myatt , Review every lesson plan in terms of what the student is thinking about Daisy Christodoulou , Take a low effort, high impact approach to task and question design Kate Jones , Teach what you mean to teach Jemma Sherwood , Focus on the concepts and the Big Ideas in our curriculum Mary Myatt , Learning doesnt start in Year 7 Craig Latimir , Beware the curse of knowledge Sarah Cottingham , Set out the big picture Tom Sherrington , We know more and remember more when weve heard it in a story Mary Myatt , Planning the exposition Craig Latimir , Use explicit instruction for novice learners Jade Pearce , Try teaching from anywhere in the room Jake Gordon , Begin your explanations as a series of questions that everyone can answer Michael Pershan , Use, where possible, dialogic teaching Sarah Donarski , Encourage students to say stop! if they are confused during an explanation Emma Turner , Avoid the Split-Attention Effect during worked examples Craig Barton , What you dont say matters Jemma Sherwood , Dont ask students to listen and read simultaneously Craig Barton , Explicitly teach the skills an expert in your domain uses Craig Latimir , Use visual aids, including props and online tools to bring explanations alive Jo Morgan , Reduce clutter from everything students see and hear Jake Gordon , Beware of seductive details Craig Barton , Use examples, not definitions, when teaching & assessing Daisy Christodoulou , Get used to asking what if after explaining something Michael Pershan , Provoke curiosity in our students Mary Myatt , Use related examples and non-examples to explain a concept Craig Barton , Further thoughts on the Myth of Copying Things Down Ollie Lovell and Craig Barton , Feign enthusiasm when necessary Chris Such , Planning the practice phase Craig Latimir , Teach in small chunks and fool kids into doing lots of work initially Femi Adeniran , Make sure students know whether they are right or wrong, and dont wait until its too late Jo Morgan , Provide answers so pupils can check their work in real-time Femi Adeniran , Set occasional open-response tasks Tom Sherrington , Two frameworks for learner-generated examples Craig Barton , Use SSDD Problems to improve students practice Craig Barton , How to help students avoid silly mistakes Craig Barton , We have little insight into our learning Dylan Wiliam , Challenge students on what they like versus whats best for them Bradley Busch , How to overcome the limits of working memory Ollie Lovell , Have a robust culture of retrieval Clare Sealy , Understand the active ingredients of retrieval practice Jade Pearce , Retrieval practice is worth investing time to understand and use Sarah Cottingham , How to make retrieval practice work David Goodwin , Try using a collage collection to stimulate ideas Alex Quigley , Show your students a model of memory Craig Barton , Show your students that being familiar with something is not the same as knowing it Craig Barton , Develop systematic revision Charlie Burkitt , Give worked examples with retrieval starters Jake Gordon , Get your students to assign confidence scores to their answers Craig Barton , How to organise the disorganised Jon Mumford , Make corrections quizzable Craig Barton , Sometimes it is better to review than retrieve Kate Jones , Make use of the Encoding Specificity Principle Kate Jones , How to make the best use of technology for retrieval practice Kate Jones , Choose the purpose of your Do Now and tell your students!
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craig barton tips for teachers