Clarity of thought built from solid foundations
My pedagogical approach has been influenced through evidence-based practices influenced from wider readings and research during my MEd course and accumulated classroom experiences. It is not a one size fits all approach but one which pushes conscious teachers to acquire a host of skills at their disposal. The fundamental is that students learn to process information through instructional delivery and practice to master their skills for progress. A deeper insight in how we learn is achieved through understanding underlying principles in metacognition and modelling these instructions. The processes of our working memory should not be overlooked, and measures taken to scaffold the material in manageable chunks are necessary in reducing cognitive load for the pupil. As the subject educator, I believe it is imperative to highlight the neural connections between newly learned information and assimilate this to what pupils already know, building a more strengthened schema and retrieval pathway. Though it seems complex, the expert teacher can control and implement these practices in the classroom often at will and with little direction. Such a nuanced and highly skilled process is delivered to make sure the learning is made easier for the pupil.
I am also aware that what is said in theory may not necessarily work in practice, which is why an emphasis in knowing the needs of your class should be paramount in the first instance. Planning for any curve balls and hypothesising scenarios will prepare you as a teacher for the variation thrown at you. This skill cannot be taught but acquired and differentiates the class teacher from a part-time tutor. The value of knowing this presents a much smoother learning experience. It is in the structure, planning, and organisation that teachers feel the control within a classroom.
Pedagogy actioned in the classroom
A high dose of active learning exercises. From purposeful elaborations through dialogic conversations and specific questioning. As a science educator, high quality subject content, delivered through a variety of methods including lab practical’s, demonstrations, real-life examples, media/videos and analogies. A simplified summary of content which builds more meaningful connections and facilitate the moving of information into long-term memory or at the very least from shallow to deeper pathways. To do this effectively, students need to put in independent work to ensure information is consolidated and retrieved when required. You can use a range of generative learning strategies including ways to condense and summarise information, modelling answers to exam questions, mind map and retrieval practice exercises more of which will be explained in future blogs. The best students go on and implement these skills into schedules and routines that build automaticity, a fluency in the subject with strong foundations and practice. Accumulated levels of background information ensure high order thinking skills can be implemented.
Practice Makes Permanent
Explaining to students the benefit of distributive practice is a challenge when creating a buy in. I have benefitted by building resources that test their knowledge over time through review windows of weeks and months. I encourage pupils to use a review method as independent study. Research suggests spacing can take the form of 1 hour, 1 day, 1 week and 1 month. Spending a minimum of 10-15 minutes on what they learnt in class. Review learnt content after one hour, 24 hours (1 day), followed by 7 days and one month. The principle is basic, learn to review so that you can defy the Ebbinghaus forgetting curve! If these habits are established, it becomes a lot easier to manage the workload and prevent the likelihood of cramming. I am aware of the large curricular content in subjects. However, the value added in deliberately planning to assimilate older information acts as a means for review and testing to tackle inevitable forgetting. A note with respect to resources, this can be a systematic approach you agree with members of your team to formulate questions/material that are well considered and aligned with your subject specification. Ultimately you work together and produce targeted questions ready to use for lessons!
Presentation Method
Inspired through the pandemic, the use of Microsoft OneNote and a graphics tablet became my new best friend! A very powerful digital learning tool which has significantly developed my practice through a more versatile visual/audio experience in the class. A strong part of this was delivering instructions to students who can follow the narrative live as you build a concept and tell your story! This has proven far more effective in keeping the attention and focus of students as compared to the split attention problem of still images on a PowerPoint combined with shifting onto a white board interchangeably. The digital output and annotations on diagrams ensure the information is centralised in one area. The bonus is that your notes are saved forever! So you can revisit the same presentation and edit accordingly. The saved material can be used to pick out content which you want to review later as distributive practice. It takes seconds to find compared to searching through past presentations, a more efficient process. I promise Microsoft are not paying me.
I also incorporate storytelling as a medium, this has the constructive effect of being emotive in nature thus easier to remember. You take the student on a journey, and the subject content becomes more personal. I will discuss this in future blogs!
Assessment
I employ a significant volume of formative testing (assessment for learning), namely using quizzes, student-student Q and A, and mini whiteboards to ensure material covered throughout is periodically checked. This is an opportunity to elaborate and highlight any misconceptions or errors as feedback to the pupils whilst in the classroom. Providing feedback is an important checkmark to elicit what your students know. The verbal feedback allows you to scan the room and if need be, provide an opportunity to reteach or elaborate any concepts that need refining or reexplaining. This is essential in the metacognitive sphere of an individual who may need to change or reconstruct the way they think about the information taught. Another essential assessment strategy is to prepare students in completing exam specific questions and learn what the examiner is looking for. Take time to highlight areas where mistakes were made when completing past papers and model effectively, students learn your habits! You may hear friends, family or teachers say learn the mark schemes! But it is because you need to get familiar with the paper. It reduces high levels of anxiety. There is no finer preparation than doing similar content to your final exam.