For example, if success criteria relate to being able to identify advantages and disadvantages of something, teachers shouldn’t specify how manyadvantages and disadvantages.

The Teaching Delusion

You might even be prepared to have a go at jumping an even wider ditch, your success having boosted your confidence. Without data, school leaders are focusing improvement planning on what they think are the biggest needs, but they may be very wrong. To move student learning forward as best we can, we need them to jump three-metre ditches, not one-metre ones. It might take some longer than others, and some might need more support than others, but everyone should be aiming to learn this curriculum, in full.The reason that students will always need teachers is because, by definition, students are novicesand teachers are experts(certainly, we assume that they are). Behaviour is one area where most agree that consistency is important, but what about pedagogical choices. Some schools insist that teachers get students to do that, but students learn nothing from doing so and it just wastes valuable learning time. As to Professional autonomy, I believe that this should be high: teachers should be in control of what happens in their classrooms and in their professional learning.

The Teaching Delusion by Bruce Robertson | Waterstones

I have been thinking a lot more carefully about the questions I use as examples in recent years, ensuring that I show students the full breadth of a concept, including non-examples and boundary examples.And now to what I found to be the most interesting and useful part of the whole book: the Lesson Evaluation Toolkit. Referring back to learning intentions reminds me of the Learning Map that Jim Knight discusses in High-Impact Instruction that I have been playing around with. eds) Psychology and The Real World: Essays Illustrating Fundamental Contributions to Society(2nd edition). Once its limit is exceeded, working memory goes into cognitive overload, whereby thinking slows down, we stop understanding things, and we make mistakes.