The Teaching and Learning Playbook : Examples of Excellence in Teaching (Paperback)

Introduction: The Teaching and Learning Playbook Why don’t teachers get better? 1. No model of excellence 2. Our working memory is limited 3. The curse of knowledge ? we presume that others know what we are thinking 4. We are all biased … and so is our feedback 5. A lack of trust 6. I’d like to get better ? I just don’t have the time 7. No deliberate practise ? it just feels awkward 1. Routines for Learning 1.1 Set the Tone1.2 Do Now 1.3 100% on Task 100% of the Time 1.4 Say It To See It 1.5 Hand Sanitiser 1.6 Three, Two, One for Focus 1.7 Silent Independent 1.8 Purposeful Pairs 1.9 Collaborative Groups 1.10 Whole Class Respectful 1.11 Clear Instructions 1.12 Track the Speaker 1.13 Make It Obvious 1.14 Responsive Reading 1.15 Forensic Monitoring 1.16 Periscope 1.17 Stand Still, Be Clear 1.18 Hold Steady 1.19 Powerful Praise 1.20 Practice Makes Permanent 1.21 Least Intrusive Form of Correction 1.22 Tough Love 1.23 Issuing a Sanction 1.24 Make It Fun 1.25 Tight Routines 2. Questioning and checking for understanding 2.1 Directed Questioning 2.2 Stick With It 2.3 Push for Perfection 2.4 Hinge Questions ? Planning 2.5 Hinge Questions ? Execution 2.6 Metacognitive Questions 2.7 Call and Response 2.8 Break It Down 2.9 Exit Tickets 2.10 Foresee Failure 2.11 Fail Early, Fail Often 2.12 Find Failure 2.13 Think, Write, Speak 2.14 Grapple Questions 2.15 Encouraging Oracy 2.16 Review Now 2.17 Mini Whiteboards 2.18 Planner Sheets 2.19 Monitoring for Understanding 2.20 On the Spot 3. Modelling, explaining and feeding back 3.1 Explaining New Content 3.2 Embedding New Vocabulary 3.3 Concrete to Concept 3.4 Example/Non-Example 3.5 ‘Why’ First 3.6 I Do / We Do / You Do 3.7 Scaffolded Modelling 3.8 Live Modelling 3.9 Using the Visualiser 3.10 Hunting 3.11 Spotlighting 3.12 Feedback for Action 3.13 Messy Marking 3.14 Literacy Marking 3.15 Live Marking 3.16 Verbal Feedback 3.17 Written Feedback 3.18 Concurrent Feedback 3.19 Terminal Feedback 3.20 Peer Feedback 4. Resilience, independence and retrieval 4.1 Intrinsic Motivation 4.2 Growth Mindset 4.3 Building Resilience 4.4 Desirable Difficulty 4.5 Sequential Incremental Challenge 4.6 Checklist 4.7 Note-Taking 4.8 Metacognition and Self-Reflection 4.9 Individual Needs 4.10 Quizzing 4.11 Using 100% Books 4.12 Study Prep 4.13 Pastoral Check 4.14 Dual Coding 4.15 Rehearsal and Performance 4.16 Teaching Revision: Look Cover Write Check 4.17 Teaching Revision: Cornell Notes 4.18 Teaching Revision: Mnemonics 4.19 Teaching Revision: Self-Quizzing 4.20 Teaching Revision: Brain Dump 4.21 Elaborative Interrogation 5. Curriculum 5.1 Curriculum Intent 5.2 Curriculum Implementation 5.3 Curriculum Impact 5.4 Curriculum Overview 5.5 Sequential Lesson Planning 5.6 Explicit Resources 5.7 100% Books 5.8 Individual Lesson Planning 5.9 Core and Hinterland 6. Beyond the subject classroom 6.1 Robust Reading 6.2 Instructional Reading 6.3 Morning Meeting 6.4 Analysing Student Data 6.5 Running Effective Meetings 6.6 Managing Up 6.7 Hold Fast, Stay True Conversations 6.8 Communicating with Families 6.9 Staff CPD 6.10 Collaborative Coaching