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BRILLIANT last question to Dylan Wiliam 'What about differentiation?' His answer - DON'T! Get ALL students to a level of mastery... decide 20% that is 'desirable' but test on the 80% that is necessary for progression... build in contingency to lessons and series' of lessons.

For anyone looking at adaptive teaching, Alex Quigley provides a fantastic framework for establishing adaptations through scaffolds, scale, structure and style. alexquigley.co.uk/adaptive-teach…

Why aren’t we reading more across the curriculum? There’s plenty of evidence that reading aloud to our pupils, raises outcomes for all, particularly those from a low starting point. I’ve done a short recording summarising the research so why aren’t we making the most of these

*** Adaptive Teaching and Vocabulary Instruction *** "Vocabulary instruction lends itself neatly to ‘micro-adaptations’... they form handy distillations of worldly knowledge that can be questioned, discussed, debated, defined, explained, and tested." alexquigley.co.uk/adaptive-teach…

*** Adaptive Teaching: Scaffolds, Scale Structure & Style *** “If we are setting simple tasks for struggling pupils, but complex tasks for high prior attainers, how are they ever meant to catch up.” alexquigley.co.uk/adaptive-teach… [Access the infographic: alexquigley.co.uk/resources/]

Not just because we are often asked why we are teaching something at this point: why this, why now? It’s also important that individual topics don’t end up in a curriculum cul de sac. You can access the four steps through the curriculum here buff.ly/4bH7IYx

🪜 This one-pager explains why explicit guidance outperforms self-discovery models in learning. Based on the research of Paul A. Kirschner, Clark, and Sweller, it highlights the crucial benefits of immediate feedback and strong support provided by guided instruction. 🔁 REPOST and

***TEACHER HACKS*** The team are building a brilliant series of books designed to support subject pedagogy professional development. Teacher Hacks will zoom in on the most challenging concepts in subjects providing innovative, research-informed strategies to demystify and

For anyone looking for a handy all-in-one overview of TLAC 3.0... Helen has done a really nice job of it here...

I’ve attempted to summarise the UNESCO AI Competency Framework for Teachers, released last week. I've taken the extensive, lengthy report and attempted to gather my take on the 10 key points, and areas of focus. If you have the time, I highly recommend reading the full report!

NEW! One-pager from the awesome session by Rachel Ball & LambHeartTea (she/her) at researchED on 'The Scaffolding Effect'. The session was packed with valuable insights and practical strategies from EEF Mary Myatt Margaret Mulholland (mmulholland.bsky.social) InnerDrive RP for a free HQ copy.

Curated a bank of questions for SLT, HoD, staff and students to help drive conversations and reflections on curriculum development across all subject areas. Still a work in progress with some refinements possible: drive.google.com/file/d/1aLaXuZ… #EduTwitter #Curriculum

If you’ve ever wondered about cognitive load, PD, and what to do about it, this is the paper for you. steplab.co/resources/prof…

NEW - Retrieval Practice is one of the most well replicated learning strategies from research. BUT, which type of quizzing is best for which level of expertise? Check out our sketchnote to see our suggestions. For teacher professional learning informed by research, contact us

📚 Literacy Tree #CPD Training Jon Hutchinson from Reach Academy shared his thoughts: “What I loved most about the training from Literacy Tree is that the facilitators are all clearly obsessed with children's books. That passion is infectious.” 🌈📖 #Awards

Two of the biggest myths about direct instruction: 1. Pupils are passive while the teacher talks endlessly. 2. The teacher tells pupils everything so pupils don’t think for themselves. These are completely wrong. 🧵 1/

Direct instruction is joyful & leads pupils to success. Here is a *clip* where I use high frequency & high participation questioning in 3 phases: 1. Check for listening 2. Rehearsal 3. Check for understanding Established routines: all hands up, turn & talk, SLANT & ruler reading

I explain step by step why we should teach children WHAT to think, not HOW, and why Dr Jordan B Peterson and Elon Musk are wrong on this. This leads to habit formation, which in turn, produces creativity💪🏽 Often clever ppl don’t get this point about kids and learning. ☺️

Fluency with poetry! Fluency is more than accuracy and rate - it’s also prosody. And it can be tied to content! I use Tim Rasinski fluency development lesson to practice fluency 10-15 min a day. Poems are also tied to our content, including math!

My full 'Adaptive Teaching' module is now available on the the InnerDrive CPD Academy. This includes input from myself and Brad Busch on: ✅Adaptive teaching v differentiation ✅Clear learning intentions ✅Prior knowledge ✅Adaptive explanations ✅Adaptive modelling