Chris Fraser

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Chris Fraser

Chris Fraser

@EduFraser

Teaching and Learning in Further Education

Katılım Kasım 2013
1.1K Takip Edilen403 Takipçiler
Chris Fraser
Chris Fraser@EduFraser·
@SimBadd18 Yeh yeh I get that you're against all that but your open challenge is to prove that your approach using football is right. I really hope this isn't another case of educators being dismissive without contributing, especially with declaring it an open challenge. Too much of that
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Simon Baddeley
Simon Baddeley@SimBadd18·
@EduFraser The strategies cited for promoting R4P wouldn't work under any other circumstance. "Drop Everything & Football" wouldn't make me enjoy football. "You just have to find a football team you are interested in..." Nope. "You haven't found the right boots". I don't care about looking
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Simon Baddeley
Simon Baddeley@SimBadd18·
Open challenge: Before you post about inspiring children to love reading for pleasure, have a go at inspiring me to love playing football for pleasure. Go on. I double dare you.
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Chris Fraser
Chris Fraser@EduFraser·
@Coach_Temisan It's important to remember that academies are businesses. It'd be a poor business choice to allow for that. And that's okay. However, grassroots football should follow your direction, and not try to be too influenced by what academies do.
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Temisan Williams
Temisan Williams@Coach_Temisan·
When I played street football, it involved: Jumpers as goalposts Avoiding park benches Funny bounces off the kerbs Shopping trolleys as small goals Crawling to get the ball under cars ...and all ages from 10 to 18 years Can this be recreated in academies?
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Ralph Pantozzi
Ralph Pantozzi@mathillustrated·
Education idea that must go: the nature of the interactions between teachers and students is relatively unimportant
Dylan Wiliam@dylanwiliam

@Principal_Jon Students can't learn from teachers they don't like You only use 10% of your brain The cone (or pyramid, or triangle) of learning For more, take a look at "Instructional illusions" by Kirschner, Hendrick and Heal (I liked it so much I wrote a foreword for it).

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Chris Fraser
Chris Fraser@EduFraser·
@SimBadd18 No no, I'm asking you to prove that your approach is right in relation to your open challenge. So I challenge you to prove that by way of your analogy, you can develop your football literacy without just playing for pleasure.
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Simon Baddeley
Simon Baddeley@SimBadd18·
@EduFraser Completely open. But I will bring the Year 9 reader voice to the challenge. I don't have the privilege of just telling them to play along. So your coaches don't get the privilege of me being willing to try. That's the reality of promoting reading for pleasure.
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Simon Baddeley
Simon Baddeley@SimBadd18·
@EduFraser My response would be "I don't want to". And the onus then goes back onto the coach to make me want to.
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Chris Fraser
Chris Fraser@EduFraser·
But don't smile til Christmas though, right?
Dr. Lemma@DoctorLemma

In 1975, developmental psychologist Dr. Edward Tronick sat a mother and her baby face to face and filmed what happened when the mother suddenly stopped responding. First the mother plays normally, smiling, talking, making eye contact. The baby mirrors everything, laughing, pointing, babbling back. Then the mother goes blank. No expression, no response, nothing. Within seconds the baby notices. She smiles harder. Points. Waves. Screeches. Uses every tool she has to get her mother back. When nothing works, she turns away, loses control of her posture, and collapses into herself with what Tronick described as “a withdrawn, hopeless facial expression.” The moment the mother re-engages, the baby recovers almost instantly. Three minutes of emotional absence from a parent did that to an infant. It became one of the most replicated findings in developmental psychology. This was 1975, before smartphones existed. Now look around any park, restaurant, or living room. How many babies are looking up at a parent who is scrolling instead of looking back?

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Chris Fraser
Chris Fraser@EduFraser·
@SoLInTheWild I can't tell if you're joking. I wasn't being obtuse. I advocate for EI too
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SoL in the Wild
SoL in the Wild@SoLInTheWild·
One of the biggest drivers in my shift toward explicit instruction has been simplifying everything. I used to try to gamify, activify, and engagify every lesson—bells, whistles, and all. It wasn’t sustainable, and it wasn’t especially effective. I taught under the impression that I had to “make it fun.” One of the best lessons I taught all year happened today, and here’s what it required: a visualizer, a blank outline map of the Caribbean, and all the critical content I know to explicitly teach my students with. That’s it. Add in lots of questions, choral response, turn-and-talk, concrete examples, active observation, and show calls, and you have everything you need for an effective and engaging lesson. In previous years, I would have turned this simple Caribbean geography lesson into a high-energy, activity-based experience: stations, a gallery walk, or some kind of puzzle or game. There would be movement, noise, and “engagement,” but most of the new information would be lost in the shuffle. Working memory would be so overloaded that very little would actually stick. Now I know teaching explicitly and simply is the most effective way to make learning happen.
SoL in the Wild tweet media
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Chris Fraser
Chris Fraser@EduFraser·
@MrZachG @YoungCluckkk @Kris_Boulton In portraying the theory into practice it explains a line of examples & non-examples then asks you to do it yourself with feedback after. In effect "I'll model, you do and I'll feed back" The article is sound. The attitude that gradual release is 1-3% effective is not
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Kristopher Boulton
Kristopher Boulton@Kris_Boulton·
So much more to do. I do / We do - it’s fantastic, if your alternative is some kind of discovery / inquiry. But if your goal is 100% success, it’s far, far from good enough on its own. Maybe useful 2-3% of the time, but right now it’s the ‘100% of the time go-to’ for mainstream mathematics instruction 🤷‍♂️
Zach Groshell@MrZachG

I keep coming back to Kris Boulton's Level 1, Level 2 framing. Schools often get stuck in Level 1, because it's safe and late adopters still haven't adopted. But simplifications like "use non-examples" only get you so far.

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Chris Fraser
Chris Fraser@EduFraser·
@MrZachG @YoungCluckkk @Kris_Boulton The article uses I do, you do to explain direct instruction. I'm not disputing the value of any of this, but surely I do, we do includes examples and non examples as modelling then with faded support?
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Chris Fraser
Chris Fraser@EduFraser·
@TheS_Resource 100% Teams where the coaches live vicariously through the kids. Winning prioritises development. Poor performance leads to punishment. However, I also agree that there is a team for every player, and some players should play at a lower level in a setting where they can learn
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The Sporting Resource
The Sporting Resource@TheS_Resource·
This is not coaching. This is elitism. Under 8s. Year 3. Seven turning eight. And a child is getting 5 to 10 minutes a half. Then “released” for not being “good enough”. While being told they can still come to the end of season presentation. That is not standards. That is status. Grassroots is supposed to be the entry point. The foundation. Movement. Confidence. Belonging. Wellbeing. Sport for everyone. Not a trial. Not selection. Not a tiny minutes budget for a child who loves playing. The moment you keep a child for training numbers, then leave them out of friendlies and games, you are not building a team. You are teaching children where they rank. A coach talking about teamwork while excluding one child is performing values, not living them. This is how children quit. Not because they hate football. Because they start to hate what football feels like around adults. A child-centered and age-appropriate coach protects confidence first and then builds skill. At this age, different abilities is normal. That is the whole point of coaching. Find a club that includes. Find a coach who develops. Walk away from any environment that measures seven year olds like finished products.
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.@YoungCluckkk·
@SoLInTheWild Meanwhile this was from my school’s pd today. Feeling like a lone wolf😂
. tweet media. tweet media
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SoL in the Wild
SoL in the Wild@SoLInTheWild·
“Explicit instruction is absolutely necessary in teaching content that students could not otherwise discover.” So many great books out there on explicit instruction but it was time to finally read the OG.
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Chris Fraser
Chris Fraser@EduFraser·
Fabulous work. Thank you, Paul. I've asked ChatGPT to produce an image of how I treat it. I believe this resembles offloading more than outsourcing!
Chris Fraser tweet media
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Chris Fraser
Chris Fraser@EduFraser·
What can we learn from this viral video in terms of learning & informing teaching? 1. When attention is planned for, working memory can comprehend information rapidly 2. When pacing is purposeful, only then can encoding happen 3. Speed reading does not lead to learning 🤷
Oliur@UltraLinx

Can you read 900 words per minute? Try it.

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Chris Fraser
Chris Fraser@EduFraser·
From Jan, each month has just one super-pillar, allowing more time on each area. We start with Confidence, encouraging players to be creative and take chances. Linking back to resilience and control, they'll embrace mistakes and start the year dancing on the pitch
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Chris Fraser
Chris Fraser@EduFraser·
Since the start of the season, our young players have only lost one game, moving from Div 2 in the YEL to the top Division. Other teams comment on how well-drilled players are, but where other teams might be good at doing skills, our players have developed control to be patient
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Chris Fraser
Chris Fraser@EduFraser·
Psychosocial Football Curriculum Update. Rather than focusing on Tec & Tac development, we focus on psychosocial factors. The eight super pillars our players we focus on are: Resilience, Communication, Commitment, Control, Confidence, Self-Awareness, Presence & Concentration
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Keşfet

@SimBadd18 @Coach_Temisan @dylanwiliam @mathillustrated @SoLInTheWild @MrZachG @YoungCluckkk @Kris_Boulton