Ben Cooper FCCT | WAGOLL Teaching
@WAGOLLTeaching
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Primary Headteacher | Passionate about Primary Blog: https://t.co/FnHYLsd6Vg Substack: https://t.co/r4EAd9eqpp
Dubai
Joined June 2009
We can do so much more than add icons next to words to make the most of Dual Coding Theory... https://t.co/prVUJ5i2xe
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Teaching handwriting to support learning not just to create neat books. https://t.co/prVUJ5i2xe
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We have relaunched handwriting in my current school, so I thought I'd post about it because it is so important. https://t.co/jJaEtkxjrX
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Here’s what teachers need to know and do to teach students to read and spell. Thanks to Linnea Ehri for this critically important and deeply informative research article and ‘roadmap’! Grateful to @MmeLockhartLDS for bringing it to my attention! https://t.co/7T3V9ipPUr
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Exploring confusion around modelling: "I do, we do, you do" vs "Guided and Independent Practice" - https://t.co/4Op8682KNK via @teacherhead
teacherhead.com
In the last couple of days I’ve seen a couple of resources posted online that made me question my understanding of the idea of ‘I do, we do, you do’ and how this fits with ideas o…
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Should we try to get kids discover it for themselves or just tell them? What does the evidence say about modeling and demonstration? This is the number one book in Educational PD and Administration. Hope you enjoy reading 📖
This book is all about the science of explanations and explicit teaching. Secure attention Use visuals Check for listening Sequence examples Use stories and analogies Avoid seductive details Manage cognitive load Gestures + more! Pre-order now! https://t.co/aKZBLxjXjZ
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Excited for Tuesday’s session: How AI can support planning & task design. I’ll introduce my ‘Cyborg Model’ & share practical ways to use AI while keeping teacher judgement central. 🗓 18 Nov, 3.40–4.40pm 💷 £10 🔗 https://t.co/8tpJvkclOe
#TaskDesign #AIinEducation #Edutwitter
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This week's new post! Beyond Icons: Rethinking Dual Coding in the Primary Classroom https://t.co/Vbg1Bl9KKd
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It doesn't replace thinking but it does force thinking. When im physically writing a sentence, im thinking about the words I use. Keep on moving! 🕺
No, movement doesn't replace thinking. But it can hold information at no cognitive cost and to the benefit of retrieval.
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A model for a 6 week professional development cycle. https://t.co/LYuZpUA0H3
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A Gather Round. An alternative to front of class modelling. https://t.co/lMjo2qbnh8
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Should we reconsider the 'Three Before Me?' https://t.co/EGqawHKbNe
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Tackling the behaviour crisis in Scottish schools by focussing on the shape of the school day is a spectacular way to miss the point. Children mess about when we let them, when the boundaries are vague or ambiguous, and where consequences are trivial. This is like trying to lose
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The power of a purposefully planned hidden curriculum https://t.co/44oFlE8doR
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Marking Codes to reduce workload and develop a common feedback language. https://t.co/8eEdfsMaE1
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Last week's post on scaffolding for all as a learning tool, not just a first aid kit. https://t.co/5s8GoNQ8bc
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@olicav Full post here 👉 https://t.co/tTpYE4U4vV
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Learning doesn’t happen in isolation. It’s embodied, social, and environmental. The brain does the learning, but the environment shapes the process. Hence why I worked with @olicav to design a model that takes the environment into consideration.
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Take whiteboard work, for example. It’s often seen as just a way to check understanding. But it’s also a manipulative, a space to place thinking, to organise, edit and refine it through physical action.
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