"Reflect on who spoke and who didn't."

"It's about helping them build those skills."

"Build on the things that you already know."

In this episode of TandTeaching, hosts Arthur Moore and Mike Harrowell, along with guest Yamina Bibi, delve into the importance of oracy in education. They discuss practical strategies for implementing oracy in the classroom, including planning for discussions, engaging students during lessons, and reflecting on the effectiveness of oracy practices post-lesson. The conversation emphasizes the need for explicit teaching of discussion habits, the role of vocabulary in enhancing communication, and the importance of giving every student a voice in discussions. The episode concludes with actionable tips for teachers to immediately apply in their classrooms.

Oracy, Education, Classroom Strategies, Teaching Tips, Student Engagement, Discussion Techniques, Reflective Practice, Vocabulary Development, Teaching Methods, Professional Development

"Oracy is not the outcome, oracy is the vehicle."

"The stories we tell are key to building buy-in."

"Values are lived, not laminated."

In this episode, the hosts discuss the importance of oracy in education, focusing on how to implement a whole school approach to teaching communication skills. They explore the challenges faced by educators, the role of leadership in promoting oracy, and the significance of storytelling in building buy-in from staff and students. The conversation emphasizes the need for a collaborative effort across departments to create a culture of effective communication in schools.

Empowering Students Through Oracy

Keywords:

oracy, education, teaching, school leadership, communication skills, vocabulary, dialogic teaching, student engagement, literacy, classroom strategies

"Oracy creates good literacy."

"We need to value oracy in education."

"Without oracy, nothing else will work."

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Guest - Yamina Bibi

https://www.yaminabibi.co.uk/

A Little Guide for Teachers: Thriving in Your First Years of Teaching - https://amzn.to/3ETQ34c

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Summary

In this episode of TandTeaching, hosts Arthur Moore and Mike Harrowell discuss the concept of oracy in education with guest Yamina Bibi. They explore the historical context of oracy, its significance in the classroom, and its role across various subjects. The conversation emphasizes the importance of teaching both speaking and listening skills, the impact of assessment changes on oracy, and the need for a whole-school approach to effectively integrate oracy into the curriculum.

"Lowering or impairing that short-term performance will actually lead to better learning."

"Struggle to start the lesson. We repeat it at the end."

"There's nothing wrong with reusing those same questions."

In this episode, Singh shares three guiding principles for focusing on learning rather than performance in the classroom. The first principle is understanding that there will always be a difference between what is taught and what is learned. The second principle is that learning is invisible, and measuring short-term performance helps lay the foundations for long-term learning. The third principle is that intentionally impairing short-term performance can lead to better learning. Singh also discusses techniques such as retrieval practice and distributed practice that can support student learning.

Takeaways

There is a difference between what is taught and what is learned, so teachers should not assume that just because they have taught something, students have learned it.

Measuring short-term performance can help lay the foundations for long-term learning.

Intentionally impairing short-term performance can lead to better learning outcomes.

Techniques such as retrieval practice and distributed practice can support student learning.

Keywords

learning, performance, classroom, teaching, principles, retrieval practice, distributed practice

"It's better to dig a deep learning pit and keep students in there for a sustained period of time than digging shallow ones and getting them out of it quickly."

"Learning is hard, but it has to be accessible."

"It's really challenging to measure learning and progress. We can't accurately replicate performance every single time."

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To learn more about the Inner Drive Teacher Academy just email

[email protected]

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In this episode, Mike, Arthur and Guest Singh discuss the concept of learning versus performance in schools. They explore the challenges of measuring learning, the importance of creating a learning culture, and the need for accessible challenges. They also discuss the role of school leadership in promoting learning and the difficulties of assessing progress. The conversation highlights the need for a shared understanding of learning and performance and the importance of planning and sequencing curriculum to support deep learning.

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To learn more about the Inner Drive Teacher Academy just email

[email protected]

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learning, performance, schools, education, curriculum, teaching, challenges, culture, assessment, progress

"Why are we bad at learning stuff?"

"We can't see learning. Like I can't open up your head and see whether you've learned fractions or like how to shoot a basketball properly or know how a particular art technique."

"When does something become truly learned? Can you hold onto a piece of information for eternity without using it on a regular basis?"

In this episode, Singh discusses the difference between learning and performance. He shares his experiences as a teacher and explains how students can struggle to retain information even after successfully performing a task. Singh emphasizes the importance of revisiting information over time to ensure long-term learning. The conversation also touches on the challenges of assessing learning versus performance and the idea of when something can be considered truly learned. The hosts and Singh discuss the implications of these concepts for teachers and the need to prioritize learning over simply teaching to perform.

"We create the culture in our classrooms."

"Routines reduce cognitive overload."

"Embrace the silence for thinking time."

In this episode of TandTeaching, hosts Arthur Moore and Mike Harrowell, along with Dr. Pippa Busch, delve into the significance of processing time in education.

They discuss strategies for creating a safe learning environment, the importance of wait time, and how to frame questions effectively to enhance student engagement. The conversation also touches on the variability of processing speed among students and the necessity of normalizing mistakes in the classroom to foster a culture of learning. The episode provides practical tips for teachers to implement these concepts in their classrooms, ultimately aiming to improve student outcomes and create a supportive educational atmosphere.

"I break processing into three different areas with their input, the processing and the output."

The input stage involves sensory organs converting stimuli into neural signals.

The processing stage involves working memory and long-term memory, as well as decision-making and planning responses.

The output stage is the response to the information received. Dr. Busch emphasizes that processing time varies for each individual and is influenced by factors such as experience, genetics, stress levels, and sleep. She also highlights the importance of creating a safe space for learning and normalizing mistakes in the classroom.