The first is that such approaches to differentiation consume teacher timeto such an extent that it not only becomes unreasonable, but unmanageable. The perceived benefits could never balance with the very real costs. No teacher should be expected to differentiate like this. Ever. Activities that allow the teacher to find out what students know or can do already (in relation to what is being taught in this lesson); When performing a skill, you are applying specific knowledge of things you know about (declarative knowledge) or how to do (procedural knowledge). Skills are knowledge in action. They emerge from knowledge: If we think it is okay for different students to learn more or less than others, this suggests we think it is okay for different students to have different opportunities once they leave school. I do not think this is okay. As teachers and school leaders, we should be doing as much as we can to ensure that everystudent has the same opportunity. This means that we need to do as much as we can to teach them all the same core curriculum. Mutated differentiation

The Teaching Delusion: Why teaching in our classrooms and

In chapter 4, Robertson starts to build toward implications for actual teaching. This chapter acts as a brief summary of ideas from a variety of sources in this field, including:At any point within any learning sequence, any student may require support. This can come from the teacher, from peers or from resources created for this very purpose. Getting the support matters more than the form it takes. Challenge Teachers across the country are tying themselves in knots with learning intentions and success criteria. Some are using them well; some are not. Some aren’t using them at all. To move student learning forward as best we can, we need them to jump three-metre ditches, not one-metre ones. Three-metre ditches are about desirable difficulties. 2Jumping them propels learning further and fasterthan jumping one-metre ditches does. Unlike what happens when the students jump wider ditches, here they won’t fall in. Lovell, O. (2020) Sweller’s Cognitive Load Theory in Action. Woodbridge: John Catt Educational Ltd. I am a maths teacher looking to share good ideas for use in the classroom, with a current interest in integrating educational research into my practice. Categories

The Teaching Delusion 3: Power Up Your Pedagogy by Bruce The Teaching Delusion 3: Power Up Your Pedagogy by Bruce

Thinking - "Thinking is the interaction of knowledge, from our environment and our long term memory"

Effectively, intrinsic load is ‘good load’ and extraneous load is ‘bad load’. That’s perhaps oversimplifying things a little, but it helps to reinforce a key point: to maximise student learning, we should be aiming to optimiseintrinsic load and minimiseextraneous load. 4 Learning intentions are statements which summarise the purpose of a lesson in terms of learning. A useful acronym is WALT: ‘What weAreLearningToday’.