Embedded Files
This "resource bank" is a one-stop shop to locate all the information that has been shared at Within School Lead Teacher hui, or in Collab groups, as well as readings and material that might support your research as part of your Teaching as Inquiry.
TEACHING AS INQUIRY
How-to-use-data-for-teaching-as-inquiry.pdf"Data is your starting point in a search for meaning. Data tells you where you are and what is happening. There is a story behind the data, which you need to uncover"
This set of question cards is very useful to help you question and analyse your data, in order to:
narrow the focus
make decisions
take action
Questions for data Analysis .pdfLEADERSHIP
Leadership_Capability_Framework.pdfEmotional Intelligence for leaders.pdfYou can lead from anywhere.pdf
THE SCIENCE OF LEARNING
thescienceoflearning.pdfThis provides a summary of the existing research from cognitive science related to how students learn, and connects this research to its practical implications for teaching and learning.
This one-pager summarises key ideas from Cognitive Load Theory, which emerged from the work of educational psychologist John Sweller and colleagues in the 1980s.
cognitive load theory (1).pdfIn this video, educational consultant, Anita Archer gives a very concise explanation of explicit instruction and why it is important.
This project explored the science of learning through the perspective of cognition, emotion and biology, and provided the analyses of the implications for different types of application in learning environments,
50300814.pdfThe two reviews below take a holistic and integrated view of the science of learning across multiple disciplines.
SoLD_Design_Principles_REPORT.pdfEducator_Learning_for_SoLD_REPORT.pdfLITERACY
Six-insights-from-the-Early-Literacy-Approachc.pdfThis report brings together key insights from Literacy Evaluation reports into BSLA, RR & ELS, Ready to Read Phonics Plus, and accelerative structured approaches to literacy trials.
Strong Reading Culture Turns the Pages on Literacy Challenges
From the Education Gazette ISSUE: VOLUME 103, NUMBER 6
"Inspiring students to read for fun can have an astounding impact on their success and engagement in all learning areas."
MATHEMATICS
A couple of thought-provoking articles around the pros and cons of different maths approaches
This article asks: Is there any reason to be cautious when using manipulatives in the teaching of maths?
The research shows that the answer is not simple- they can help children understand complex ideas, but their effectiveness depends on the nature of the manipulative and how the teacher encourages its use.
This article from the Journal of Educational Psychology suggests that using two types of stimuli at the same time helps students to perform better in creative problem-solving tasks.
This article from the Journal of Educational Psychology suggests that using two types of stimuli at the same time helps students to perform better in creative problem-solving tasks.
Animations need narrations: An experimental test of a dual-coding hypothesis.
Animations need narrations: An experimental test of a dual-coding hypothesis.
Journal Article Mayer, R. E., & Anderson, R. B. (1991). Journal of Educational Psychology, 83(4), 484–490.
Abstract: In 2 experiments, mechanically naive college students viewed an animation depicting the operation of a bicycle tire pump that included a verbal description given before (words-before-pictures) or during (words-with-pictures) the animation. The words-with-pictures group outperformed the words-before-pictures group on tests of creative problem solving that involved reasoning about how the pump works.
In a follow-up experiment, students in the words-with-pictures group performed better on the problem-solving test than students who saw the animation without words (pictures only), heard the words without the animation (words only), or received no training (control). Results support a dual coding hypothesis (A. Paivio, 1990) that posits 2 kinds of connections: (1) representational connections between verbal stimuli and verbal representations and between visual stimuli and visual representations and (2) referential connections between visual and verbal representations.
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