Memory and Recall: Practical Strategies for a Linear World

Memory 1

This post is based on my talk at ‘Teaching and Learning Leeds: Encouraging the Leader Within’ on 23rd June 2018.

Memory 2

Teaching is fundamentally about making the best possible use of the human brain and helping students to use theirs to their fullest potential. Why then, is there so little focus on how the brain works in initial teacher training and in school based CPD? There are certainly some pockets of excellent practice out there,  Memory 3but the vast majority of teachers on the ground do not have a solid grounding in how we actually learn, and are therefore living in a fog of uncertainty and vague ‘I reckon this will probably work’ territory… Continue reading “Memory and Recall: Practical Strategies for a Linear World”

Vocabulary Flood

flood

Foundations

I am very blessed to work in a school where most of my students have a talent I do not possess. Over 75% of our students speak something other than English as their first language, and many of them speak three, four or even five languages fluently. There are 72 languages spoken in our school community. Walking through our corridors is a very humbling experience for someone like myself who scraped a grade C in GCSE French; our students are constantly slipping in and out of various languages, often creating their own unique patois as they attempt to transcend cultural and linguistic barriers to share ideas with their friends. Continue reading “Vocabulary Flood”

differentiation (with a small ‘d’)

This post is based on workshops I have led this summer at both the Leeds Trinity University NQT Conference, and at Teaching and Learning Leeds 2017 (hosted by The Grammar School at Leeds). If you attended either of these sessions and have questions, suggestions or comments, I would love to hear them @funkypedagogy, or write a comment below. My thanks to Anne Williams (@agwilliams9) and Charlotte Wright (@commahound) for asking me to speak at these brilliant events and providing the impetus I needed.

Slide5

differentiation: know your students and act accordingly. Anything which seeks to complicate this beautifully simple idea is missing the point. Continue reading “differentiation (with a small ‘d’)”