Mark Miller’s Post

📖 Enhance your school's pedagogy through effective feedback. I will show you how to implement changes to your teaching and learning policy, quality assurance processes and approaches to feedback. 🔗

Wonderful to see the interest in this forthcoming book. In It’s Never Just About the Behaviour: A holistic approach to classroom behaviour management, educator Claire English answers this very question. Behaviour isn't ever just about the behaviour itself and effective behaviour management isn’t about simply responding to a behaviour. It is about thinking through: *the 'why' behind the behaviour, *the 'what' is going on in the body and the brain, and *the 'how' you can proactively craft your pedagogy and practice to support the wellbeing, development and educational experience of all students. https://amzn.eu/d/hdtExTs

Just finished the course “Instructional Design: Adult Learners” by Jeff Toister! It was interesting to see the similarities and differences between adult learning strategies and strategies found in pedagogy. Check it out: https://lnkd.in/ge3iAbH2 #instructionaldesign.

To plan an adaptive teaching lesson teachers need to ask/know as a minimum: 1. Do the students possess the pre-requisite knowledge/key conceptual subject knowledge required to access the new knowledge I am about to implement/deliver? 2. What evidence do I have? 3. What are the reading ages of the class? 4. SEND needs/EHCP targets/SEMH 5. P8 or end of key stage aspirational targets. Without this evidence: How can teachers plan adaptations which meet the needs of learners? How can teachers provide an evidence based rationale for compatible adaptations? How can leaders observe a lesson and assess if the learning is meeting the children's needs? How can leaders ensure learners are learning knowledge in the correct sequence without knowing/gathered evidence of No 1?

🎓 Upgrade your teaching and learning policy! Research-informed feedback strategies in this exclusive webinar. 🔗

Unfinished Teacher" by Michael Lubelfeld explores the ongoing journey of educators towards continuous improvement and growth. Lubelfeld emphasizes the concept that teachers are perpetual learners who must adapt to ever-evolving educational landscapes. The book highlights the importance of self-reflection, collaboration, and embracing change to enhance teaching practices and ultimately improve student outcomes. Through personal anecdotes, research, and practical strategies, Lubelfeld encourages educators to view themselves as lifelong learners who are never truly "finished" in their professional development.

Implementation Science suggests that people move through well-defined stages when implementing a new program, including a new curriculum. However, these stages are not always linear and impact each other in complex ways. Learn more in our "Measuring High-Quality Instructional Materials" series at https://lnkd.in/gsXHZ-Ns

I would like your thoughts on new teacher training and support. My curiosity was stirred by this 𝐠𝐫𝐞𝐚𝐭 𝐩𝐨𝐝𝐜𝐚𝐬𝐭 on what works in education hosted by Dr. Rick Fernandez with guests John Hattie and Dr. Lance Groppel (Superintendent of Tyler ISD). I found the phrase "𝐭𝐡𝐞 𝐬𝐨𝐟𝐭 𝐛𝐢𝐠𝐨𝐭𝐫𝐲 𝐨𝐟 𝐥𝐨𝐰 𝐞𝐱𝐩𝐞𝐜𝐭𝐚𝐭𝐢𝐨𝐧𝐬" to really resonate with me. I had not heard that concept phrased that way - really powerful! 💥 I appreciated the part of the conversation on new teacher support. John Hattie articulated that new teachers: 🔷 Want to be collaborative and work in a community. 🔷 Benefit from solving problems of praxis with peers. 🔷 Only 5% of them have a mentor who makes a difference. 🔷 Partake in induction programs that are not working. 🔷 Worry about implementation and classroom management. 🔷 Have problems that can only be solved by deeply listening to them. 🔷 Need direct feedback from their students to make adjustments. 🔷 Are retained if they are well-supported during the first three years. 🤔What would you add to this list? 📝 #Schools #education #superintedents

Shout-out to Claudia Salinas of Curriculum Associates, Dr. Lance Groppel of Tyler Isd, and Dr. John Hattie for allowing me to take part in this discussion. We talk a little visible learning, barriers to student success, and instructional strategies with significant effect sizes. Here's a link ink to the full episode. https://lnkd.in/gjnjQPTt