Making teacher explanation stick
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The document discusses strategies for making teacher explanations stick. It notes that words are ephemeral and pupils from disadvantaged backgrounds have limitations in working memory. Effective teachers spoke for 23 minutes in a 40 minute lesson while ineffective ones spoke for 11 minutes. Strategies to support working memory include building on prior knowledge, using retrieval practice, supporting explanations with diagrams, leaving notes on the board, avoiding distractions, and using anecdotes to illustrate points. The document asks which geography concepts are difficult to explain and how to explain them more clearly.
Making teacher explanation stick
- 1. Making Teacher Explanation Stick Chalk and Talk that works.
- 2. Making Teacher Explanation Stick The Myths • You should only talk for 10% of the lesson. • Pupils only remember X% of what you say but Y% of what they do. • If pupils are listening to you they aren’t learning. • Listening is passive and learning needs to be active.
- 3. Making Teacher Explanation Stick The Experts • “The problem with explanation is that words are ephemeral. Once they have been said they are gone” – Oliver Caviglioli. • “Pupils from more disadvantaged backgrounds often have greater limitations in their working memory” – Professor Becky Allen. • “Effective teachers spoke for a total of 23 minutes of a 40 minute lesson. Least effective ones for 11 minutes.” Professor Barak Rosenshine.
- 4. Making Teacher Explanation Stick The Strategies – Support Working Memory • We are able to remember more about something we already know a little about • Build on prior knowledge • include retrieval practice throughout a lesson • We can take in information on both auditory and visual channels (dual coding) • Support what you say with diagrams • Don’t have them read along with what is being read out loud (overwhelms one channel) • Only use relevant images that aid explanation • There is a limit to how much information we can hold in our heads • Outsource working memory by leaving notes and key words on the board • Avoid distractions – including long tangents • Think about how much information you need to give at any one time • The human brain prioritises stories • Geography is full of stories • Use anecdotes to illustrate points
- 5. Making Teacher Explanation Stick Which concepts are difficult to explain in geography? What can we do to explain them more clearly?