Ben Rodgers retweetledi
Ben Rodgers
378 posts
Ben Rodgers
@MrRodgersAHT
Assistant Headteacher : QOE, ECT Lead, Former Curriculum Leader of PE
Katılım Kasım 2022
402 Takip Edilen257 Takipçiler
Ben Rodgers retweetledi
There are now many versions of Willingham's Simple Memory Model. Each has its pros and cons.
Mainly though, im interested in the difference it makes. So the slide goes up in CPD presentations across the land. But what then? What are you trying to achieve? What difference do you want to make in people's classrooms?
Good CPD isn't about raising awareness. It's about leaving people with something concrete that they can use in their actual teaching. If you don't have that, you can have the best working memory model in the world, but your CPD is a waste of time.
English
Ben Rodgers retweetledi
@thsuburbanmommy @adamboxer1 Teach unit 1 as normal
Teach unit 2 whilst continually revisiting unit 1
Low stakes cumulative quizzes
Interleaving old and new content
Delayed retrieval practice
Cumulative assessments at end of each unit
Then repeat with units 3,4 ect
English
Ben Rodgers retweetledi
“A big part of being able to improve [as a teacher] is having the cognitive headspace to improve”
Is this one of the most important thing school leaders can do for their staff?
@SCottinghatt discusses this and more in the latest episode of ‘The Science of Learning’ podcast
English
Ben Rodgers retweetledi
Memory & learning, professional development, coaching…
Bradley and I discuss all this in what looks like his living room!
Shout outs to @DrSamSims @Steplab_co and all schools doing great work with PD!
InnerDrive@Inner_Drive
This week, the wonderful @SCottinghatt joins us to talk all things professional development, the science of learning, and what meaningful CPD actually looks like in schools. Loads of practical insights in this one. Give it a listen wherever you get your podcasts 👀 linktr.ee/innerdrive_edu
English
Ben Rodgers retweetledi
@AlexJQuigley on fire 🔥
A stimulating and insightful blog on adaptive teaching.
Alex Quigley@AlexJQuigley
Adaptive teaching isn’t only reactive - it begins with anticipation. Expert teachers predict misconceptions, knowledge gaps, literacy barriers & working memory challenges before instruction begins. alexquigley.co.uk/adaptive-teach…
English
Ben Rodgers retweetledi
Adaptive teaching isn’t only reactive - it begins with anticipation.
Expert teachers predict misconceptions, knowledge gaps, literacy barriers & working memory challenges before instruction begins.
alexquigley.co.uk/adaptive-teach…
English
Ben Rodgers retweetledi
Useful @EducEndowFound blog on 'How school leaders can support adaptive teaching in the classroom'. Effective implementation...
"When the focus is on ‘getting through’ the curriculum, it becomes harder for teachers to take the time to check and adapt."
educationendowmentfoundation.org.uk/news/school-le…
English
@BradleyKBusch @Inner_Drive Hi Brad, I’m not sure the link is working!?
English
🚨 We are recruiting 🚨
Want to join @Inner_Drive and help us change the world?
We’re looking for someone special to join us as our Head of Initial Teacher Training.
Details here 👇
uk.indeed.com/viewjob?jk=be2…
(Please anyone RT this so lots of amazing people see this 🙏)
English
Ben Rodgers retweetledi
One of the trickiest questions in vocabulary instruction is deceptively simple:
Which words should we explicitly teach?
After years working with schools on vocabulary, I explore that challenge here:
alexquigley.co.uk/selecting-voca…
English
Ben Rodgers retweetledi
*** NEW POST ***
Developing vocabulary is about more than memorising definitions.
I look at how understanding the morphology of geographical vocabulary supports pupils to read & write better and its curriculum, pedagogical and assessment implications.
open.substack.com/pub/enserm/p/t…
English
Ben Rodgers retweetledi
I think its important people take the time to read and digest this paper, we shouldn't always need be doing something different for SEND pupils but instead ensure they have full access to high quality teaching.
Peps@PepsMccrea
🚨New paper released today: 10 Common SEN Mis(Interventions)—An Evidence Summary steplab.co/news/common-se… Supporting students with Special Educational Needs (SEN) is a vital and growing challenge for schools. But it’s not straightforward. Learning is complex, marketing claims are confident, and the evidence is often hard to access. As a result, we can sometimes end up adopting approaches which are less effective than we initially think. For some, this may well be uncomfortable reading. As a profession, many of us have put time, effort and belief into these things, and lots will have seen students who looked like they were getting something from it. However, it’s essential that we temper our intuition with evidence, because ultimately: our most vulnerable students deserve it. This new paper co-authored with @Barker_J is an attempt to raise the visibility of the best available evidence around several commonly used SEN interventions. For each, we provide an overview of what the research says, offer a more informed approach, and provide a suite of rigorous links to help you get started. We hope it will serve as a useful resource and over time: push us to be even more 'evidence demanding' as a profession. As ever, let me know what you think. If you have pushes or suggestions for how this paper could be better, hit reply and give it to me straight. 👊
English
@WALKTHRUs_5 @teacherhead @olicav
Make Everyone Think: My reflections from WalkThrus Big Classroom in Liverpool
open.substack.com/pub/mrrodgersa…
English
Ben Rodgers retweetledi
Really interesting @CharteredColl webinar this evening on inclusive teaching and professional development with @mradamkohlbeck @PepsMccrea. A strong reminder that inclusive teaching is not separate from high-quality teaching — it is high-quality teaching: instructional clarity, explicit instruction, strong routines, modelling, retrieval practice and responsive checking for understanding all help more pupils successfully access ambitious learning. Also an important reminder that sustainable improvement comes through coaching, rehearsal and deliberate practice over time — not one-off CPD sessions. #inclusiveteaching #edchat #professionaldevelopment
English
Ben Rodgers retweetledi
📢 Calling all school leaders!
Join our Adaptive Teaching: Train the trainer programme.
Support teachers to better meet the needs of their pupils in the classroom, particularly those with special educational needs and disabilities.
Don't miss out, apply this term.
English
Ben Rodgers retweetledi
🚨BOOK GIVEAWAY🚨
I have 2 copies of ‘Teacher Hacks: English’ to give away!
Give this a retweet and @HughesHaili and I will pick 2 winners at random on Friday.
@HLearningPD
English
Ben Rodgers retweetledi
When I first started teaching, I thought I could motivate my students through engaging lessons and relevant examples.
When that didn't work, I thought I could motivate my students through getting them to be really good at science. This was the standard "trad" line to take, and was based on the 'competence' strand of self determination theory.
That definitely worked better, but only as far as it went. It resulted in three categories of students:
Category 1: "this is great, I want to study this subject further."
Category 2: "this is not so bad actually, I don't hate it."
Category 3: "I still do not like this, not one little bit."
Better teaching - explicit instruction and systematic retrieval practice - pushed more students from Category 2 into 1, and from 3 into 2. But we are talking %s here. Motivation isn't mechanical, and you can't just expect a clear process of necessary causation. While GCSE results went up by x, motivation went up by a fraction of x.
That doesn't mean that doing more whizzy lessons would make that fraction bigger. Probably the opposite. But the idea that all students are "blank slates" when it comes to motivation strikes me as naive. We have natural likes and dislikes, and often that dictates our starting points and, further down the line, our end points.
Pedro De Bruyckere@thebandb
Carl Hendrick argues that success creates motivation, not the other way around. There is truth in that. But the research literature suggests something more complicated. A short response on why the relationship probably works both ways. wp.me/p2nWPo-5WE
English
Ben Rodgers retweetledi
Teams first, coaching second. Individual coaching has a scale problem – unless we build around strong teams. teacherhead.com/2026/04/20/tea… via @teacherhead
English
QAM
Line managing PE, rather than leading it has been difficult! Less hands on!
But during learning walk today, their updated curric OAA was in full flow!
Proud!
NC Reference: present intellectual and physical challenges, building on trust and developing skills to solve problems
English