Jill Nottingham 🇪🇺

RT @Sue_Cowley: I'm running a webinar on adaptive teaching next Wednesday. Lots of practical advice about inclusive approaches to teaching. Pay what you can to attend. Very grateful for retweets. Thank you! #edutwitter

RT @Sue_Cowley: I'm doing a #giveaway of my latest book to celebrate the Bank Holiday weekend! *Like and retweet to enter.* Winner announced Monday evening. See below for some links to buy it! @BloomsburyEd #free #freebie

RT @jillberry102: "How can we get better at diagnosing & supporting pupils with dyslexia to improve their school experience?That was the question debated by a high-profile panel of experts at an event hosted at @KingsCollegeLon last week." @ellencph reports in @tes:

I love this💕 I now feel justified in my book ‘collection’ x

In Japanese, "tsundoku" means collecting books and letting them pile up, not for neglect, but for the joy of knowing they're there, full of untold stories.

RT @ImtaBrendan: Don't mention the lids of glue sticks!

RT @mjfree: No one follows more etiquette rules than the Royal Family—but notice how King Charles didn’t make any smart-ass or demeaning comments about Zelensky’s attire today. Why? Because respect isn’t about clothes—it’s about character. And that’s something money can’t buy.

So very sad for the profession, professional and students x

Interviewed a ‘Teacher of the Year’ who left the profession last month. “Why did you resign?” “I was constantly exhausted, overwhelmed, and left feeling unappreciated. Even with strong classroom management, student behavior was unmanageable—and the pay was simply too low.”

RT @DrBradJohnson: Let's create confidence in our students! @teachergoals

RT @mjfree:

RT @sharonmdraper: Happy first day of #womenshistorymonth! 🩵

RT @HelpATeacher: This! 🎄

RT @mrsdicksonteach: @JamesNottinghm gave two 90 minute sessions where we discussed creating optimal challenge and ambition. I’ve got some great takeaways about celebrating progress to implement, as well as considering the language we use as a school to challenge our students. #BHSpedagogy

RT @PEMrHudson: Brilliant day at #BHSpedagogy conference. Thank you to @JamesNottinghm for imparting some very useful practical wisdom. Looking forward to next year

RT @mrsdicksonteach: Have you got your ticket yet? Link in comments! SBC colleagues, email us direct.

RT @HelpATeacher: Yup.

RT @naomicfisher: What’s the problem with the idea that direct instruction is always the most effective way for a person of any age to learn? It seems intuitively to make sense, after all. No messing around with trying to figure things out. Much quicker to just tell them. It certainly feels more efficient as the adult. I have no problem with direct instruction. I prefer to be told the crucial information when I am learning. Tomorrow I am about to start running a training course for therapists – three days of direct instruction and deliberate practice. They want to know how to do something and my job is to help them do that in the most efficient way possible. I am not expecting them to learn how to do therapy through play or through discovery learning. Children’s learning – particularly young children – isn’t the same as adult learning. Their brains work differently. They are less focused, more expansive and they have a shorter attention span. They find it hard to listen to things they find boring and they need to move around a lot. They are ‘into everything’ and full of energy, but they often find sitting still and listening very difficult. In fact, sitting still takes so much effort that they may have nothing left to actually listen. This is completely uncontroversial in the developmental psychology and neuroscience world. Brain development really matters, and four-year-olds (and fourteen-year-olds) are not just non-expert adults. School learning is different to adult learning in other ways. Adults choose what they learn, children are told what they will be learning. Adults often think that children should learn to read (or do maths, or do many other things) before the children themselves see the need. The adults may be right, but again, this means that children’s learning isn’t the same as adults. With adults, you can give them the information because they want to know it. With children, you have to start with helping them understand why this might be useful. Without this, your explanations are unlikely to stick. Learning without a reason for doing so becomes meaningless. Discovery learning is a stage of life. It’s not free of adult input, and it’s not ‘leaving them to figure it out by themselves’. It’s intensely interactive, with the child as an active participant. Once they grow up, they can’t go back and catch up on that time of experiencing the world in a different way. Our children deserve to be allowed their time to play.

Unfinished business: Sir Tim, the curriculum review and me #powerful #revieweducation

RT @MaryMyatt: Unfinished business: Tim Brighouse, the curriculum review and me Found this very moving

RT @naomicfisher: Discovery learning involves trying things out, experimenting and getting it wrong. This is how young children learn. Instruction is a far less efficient way to do this, as anyone who has spent any time with 3-7 year olds can tell you. You can tell children things as many times as you want. You can read a perfectly designed script that explains phonics. And then that child will turn around and say 'How can I become a caterpillar?' and your speech is halted in its tracks. What we say to children and what they learn are very different things. Children learn through discovery and play. If we don't understand that, then we do them a grave disservice.

Encouraging children to figure out stuff for themselves is a big part of how people learn. If we only focus on one way transmission then we miss opportunities to help people innovate and develop their own thinking. Agency really matters. 😊