Tag Archives: Modelling

Blog of the Week: 15 January 2021 – Some top tips for making teaching videos

A Chemical Orthodoxy

As a school, we’ve decided to spend time this term making teaching videos. There are two reasons for this:

  1. it will help our students who aren’t in school and generally prepare everyone in the event of a school closer
  2. it’s a great way to improve our modelling

It’s difficult to know what “worst case scenario” means, but if we never need to shut or lockdown or whatever, reason 2 is still incredibly powerful.

Over the last lockdown, I made 44 videos for Oak National Academy and close to 20 for Boxer’s Shorts. I made a lot of mistakes, got some great feedback and also had to work out a whole bunch of things for myself. This is inefficient, so I wrote the list below to help out my colleagues if they were interested. You might be interested too, so hopefully it will help you as well. Please note that I…

View original post 1,181 more words

Blog of the Week: 13 December 2019 – Modelling modelling: into the classroom with live drawing

A Chemical Orthodoxy

This post comes unashamedly on the tails of Pritesh Raichura’s excellent series on teacher explanation which you can read here. I’ve written recently on dual coding and the multimedia effect because, like Pritesh, I’m worried that dual coding is in danger of lethally mutating beyond its evidence base. For me, dual coding is a process that is best used when explaining difficult material, not when making jazzy posters or the like. To summarise my previous article:

  • The working memory includes two channels: verbal (language) and visual (things you see that don’t have anything to do with language)
  • Utilising both increases the capacity of working memory and allows for a greater number of entities to be processed at once
  • This is called dual coding
  • When dual coding is carried out effectively, there is a boost to processing and learning, known as the multimedia effect

Teachers have been using diagrams to…

View original post 996 more words

Blog of the Week: 26 September 2019 – This much I know about…how I have transformed my own teaching

johntomsett

I have been a teacher for 31 years, a Headteacher for 16 years and, at the age of 54, this much I know about how I have transformed my own teaching.

I never thought I would transform my teaching in my 50s.

After 31 years of being in the classroom, I have never enjoyed my teaching more. For the last term I have been teaching Business Studies, a new subject for me. We had a challenging, 22 student, all-male Year 10 class. Relationships in the class were broken. I agreed with the teacher that I would remove the ten most disruptive students and teach them myself. When I told those students to stand up, pick up their bags and follow me at the beginning of their first lesson after Easter, they had no idea what was going on. I took them to my office, cramped them round my meeting…

View original post 1,246 more words

Blog of the Week: 24 May 2019 – I, We, You – A Simple Approach To Modelling

Class Teaching

By Andy Tharby

Modelling is the bit in the middle. It is the teaching stage that comes between the teacher’s explanation of a task or procedure and student practice. It is also the stage that is so often left out or not given enough attention by teachers. Modelling has a number of purposes: to lift the veil on hidden thinking; to demonstrate and break down step-by-step procedures; and to provide excellent examples for students to emulate.

Without careful modelling, many students are left feeling rudderless and all at sea. They have little conception of what the final product, the goal, should look like, and they do not understand the small steps they need to go through to achieve success. Inevitably, without models their thinking – and subsequent work – becomes patchy and filled with avoidable errors. Ultimately, modelling brings greater clarity.

What is less clear, however, is the best way to…

View original post 724 more words