Surface structure and deep structure. T1 is a short and concise piece on the distinction between surface and deep structure. This has big implications for the way that we teach and the way that knowledge is built. This complements an excellent article by Daniel Willingham on inflexible knowledge, which I shared back in TOT024 (about the 7th article or so).
I came across T1 via T2. #CogSciSci is a group set up to support science teachers interested in cognitive science. Well worth checking out.
T3 was a piece that I really enjoyed by Ben Newmark. I, like Ben, started out think ‘If I can only help my students get high marks, they'll be able to go to uni, get out of poverty, and have a better life'. Ben's piece is a reflection on coming to terms with a realisation that this narrative is an oversimplified one.
Next, we've got the first hat-trick of TOT (T4, 5, and 6). Tom Sherrington has taken it out! These three posts are fantastic. I particularly enjoyed the one on planning CPD, which is nested under T4.
T7 is spot on!
T8 is sensitive and a great boost. I've been thinking a lot more about how I relate to students recently, and this was a helpful piece to get me thinking about the concept of ‘grace'.
Enjoy : )
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Surface structure and deep structure
This article is perfectly timed as I explore what understanding is (an exploration that'll probably never end!). A clear description of the difference between surface and deep structure, with some really great examples. HT #cogscisci @adamboxer1 https://t.co/BhlAjkMRZ4
— Oliver Lovell (@ollie_lovell) July 24, 2018
#CogSciSci: The new network for science teachers interested in cognitive science, via @adamboxer
#CogSciSci has grown massively from some very humble beginnings. Below is a brief introduction to what we are about. Please RT and send to your school's science team – the more the merrier! https://t.co/bo5osgyOTE
— Adam Boxer (@adamboxer1) July 17, 2018
What's the point of teaching? via @bennewmark
If you could design a school/professional development plan from scratch, what would it look like? via @teacherhead
‘Here's your school development plan – no, really, don't thank me' . Expert post that all school leaders should read. I especially suggest following the links contained within points 1 and 8 #SLTchat https://t.co/Jb4QFQLor6 via @teacherhead
— Oliver Lovell (@ollie_lovell) July 21, 2018
Built-in CPD. Our new model. Fantastic to see a quality cpd plan laid out in detail planned in advance for the whole year, and informed by evidence. @teacherhead, how do department specific meetings fit into this, if at all? https://t.co/7OK3uE20tH via @teacherhead
— Oliver Lovell (@ollie_lovell) July 21, 2018
Effective use of speech in the classroom. Some key pointers, via @teacherhead
Great list of common mistakes made by students whilst speaking. Very useful to help make explicit to them how to communicate in a more formal code, when it's appropriate. Via @teacherhead https://t.co/USK3FnCwzN
— Oliver Lovell (@ollie_lovell) July 21, 2018
Ten conversation starters for you and your teacher team, via @teacherhead
“10 essential discussions to have in any teacher team.” some great provocations. I particularly like numbers 2, 7, and this one… https://t.co/bRUw14HcsK via @teacherhead pic.twitter.com/Qv43b5RBDu
— Oliver Lovell (@ollie_lovell) July 26, 2018
‘Am I mansplaining?', a flow chart
I have had more than one male colleague sincerely ask whether a certain behavior is mansplaining. Since apparently this is hard to figure out, I made one of them a chart. pic.twitter.com/7DZ1RTrB3R
— Kim Goodwin (@kimgoodwin) July 19, 2018
What is the meaning of ‘grace' when it comes to teaching. I needed this.
‘The Lesson of Grace in Teaching ‘ From weakness to wholeness, the struggle and the hope'. I actually found this quite profound. You can read or listen to the speech. I listened on the way to school today. Great start to the day. https://t.co/KrmShTYW18 HT: @nomad_penguin
— Oliver Lovell (@ollie_lovell) July 26, 2018