What do all great teachers have in common? Likely, many attributes and qualities but all great teachers never stop learning. I am a very strong advocate for teachers taking ownership of their own professional development and learning because when I did this it improved my teaching practice and many aspects of my life. Taking responsibility of your own professional development can enhance, and eventually even transform, your teaching practice.
I recently attended a presentation, at the ResearchEd conference in Dubai, listening to teacher, leader and author Robin Macpherson discuss cognitive psychology. In his presentation, which you can read more about here, Robin posed some very interesting questions that I have been thinking about and reflecting on. Robin made the point that there has been an increased interest in cognitive psychology amongst educators in recent years and this is certainly true. However, some of the psychology linked to memory that we are now discussing, sharing, reading and writing about is not actually new at all.
I often share the quote above because I remember reading it and feeling completely liberated. The quote is taken from The Confident Teacher: Developing successful habits of mind, body and pedagogy (2016). It is my favourite book about education and you can read my review of it here. In the early years of my career I often felt exhausted. I was constantly chasing perfection and desperately trying to complete the endless to-do list. There’s always something we can add to our lists as teachers, whether that’s developing schemes of work, lesson planning, paperwork or even tidying up displays.
The exam season is fast approaching and this can often be a time of stress, anxiety and pressure for students and teachers alike. I have taught GCSE and A Level throughout my career and whilst some aspects have become much easier, for example in the first few years of teaching I would have fears that I wouldn’t teach all of the required content in time … but I always managed to with time to spare. Careful planning, confidence and experience can help teachers with these worries but I like many other experienced teachers are teaching new exam specifications for the first time. This has brought new challenges such as being the first year to sit the new exams, meaning limited examples of past papers and a lack of clear grade boundaries.
I didn’t fully engage with educational research at the start of my career but in recent years it has transformed my teaching practice and further built my confidence in the classroom. As a trainee teacher I was told that educational research informed us about VAK learning styles and the idea of the learning pyramid! This so-called research is now better known by many in education as edu-myths, theories that have been debunked because they are not supported by the science and research as initially claimed. This post isn’t about debunking myths but if that is something you are interested in then I can highly recommend the work of Pedro De Bruyckere, Paul Kirschner and visiting the popular blog by US educator Blake Harvard.
Last month, December 2018, I was very fortunate to visit Hong Kong. This trip was a combination of work and leisure. I was presenting at the Asia-Pacific International Schools Conference (known as AISC) and the timing of the conference was perfect as it was at the end of the winter term at my school here in Al Ain, Abu Dhabi. Therefore after the conference, I was able to spend a week exploring Hong Kong – it was my first time visiting Hong Kong. I absolutely loved it, both the conference and the sightseeing. I wanted to share and reflect on my trip.
I discovered a quote by Jennifer Gonzalez where she interviewed Cognitive Scientist Pooja Agarwal “Retrieval practice: The most powerful learning strategy you’re not using” (you can listen to the podcast interview here) and this resonated with me because it wasn’t a strategy I was using for many years during my teaching career. Teachers often have so much content to get through that little time can be spent revisiting prior learning and subject content previously covered – I was guilty of this. Each lesson or week I would work my way through delivering new content on the specification or scheme of work and return to recall knowledge and understanding at a much later date. On reflection, it seems obvious that revisiting a topic 12 months later (or longer!) in the classroom just before the exam won’t be as effective as regular recall and retrieval.
Over the holidays I always enjoy spending time reading – from a John Grisham thriller to a historical or educational book. I love to read in different locations too – from my own home, the pool, beach, coffee shops – anywhere nice, quiet and relaxing. I thoroughly enjoyed reading Made to Stick by the Heath brothers – perhaps more so because I read it during the holidays where time becomes a luxury and it’s easier to switch off from the to-do list usually on my mind!
I am delighted to be featuring a guest blog post by Carmel Bones. Carmel is a former History teacher, Head of Department, Teacher trainer, AST and she is now an education consultant providing CPD for teachers across Europe. Carmel is also a well-known author amongst the History educational community and Fellow of the Historical Association. It was at TMHistoryIcons 2017 where I first heard Carmel share the idea of summarising pyramids. In a short amount of time Carmel managed to explain the resource with such enthusiasm and show various examples. I think this is a great idea and resource for the classroom. Carmel has kindly agreed to explain summarising pyramids in more depth. You can read her post below:
A few weeks ago I presented at the second Digital Innovation Summit in Dubai at Jumeriah English Speaking School ( known as JESS). I have written an overview of the event that will be published in the upcoming edition of Education Journal Middle East (so apologies if this blog post seems self indulgent as it is just about my presentation which I didn’t refer to in the EJME article!). Many people have contacted me since my presentation to ask questions or provide feedback. I thought I would address any questions and share my slides for anyone who wasn’t able to attend my session or the event.