I’ve always been deeply fascinated by the intricacies that are involved with planning the curriculum. The never-ending Tetris theme tune that seems to be stuck on repeat in your head every time you attempt to tackle a topic or subject- let alone a primary curriculum or a whole school strategy! When we consider that the same degree of consideration has to be provided to HOW this curriculum is then taught, we’re exposed to the most strategic game of Tetris you could ever play. The composites have to fit effectively (creating the curriculum). In order to do this, the shapes need to be controlled and manipulated to a certain degree (the learning strategies).
The careful planning and strategic consideration of approaches also reminds me of the game ‘Operation’. These types of decisions take a careful and steady hand, a hand that then becomes languished in the fear of a giant fog-horn of failure if the task is not completed correctly.
The fact is, in order to succeed; we need to carefully plot the learning trajectory of our students. I don’t know about anyone else, but I can’t help but picture a 1970s hippy colony whenever anyone starts talking about a ‘learning journey’, but I suppose the principle is still sound.
There is still a destination. It is just what we perceive that destination to be.
As Adam Boxer recently reiterated in one of his online sessions, a teacher’s main goal is to encode learning; for information to be moved from the working to the long-term memory stores. It is then the goal of education for students to be able to retrieve this information in the form of either standardised testing, or the more holistic goal for students to be able to adapt this long-term memory in order to become functioning members of society.
When researching the most efficient ways to approaching quality first teaching strategies, I’m finding it’s beneficial to identify and reinforce fundamental strategies, and then consider the research and support for each one. Almost like focussing on the braches before admiring the leaves.
Where is the game being played?
Once these core principles are established, it’s then a case of metaphorically welcoming these interpretations with open arms and an inviting smile, whilst ensuring that the chosen approaches are the most suitable for the students in our care. When we consider our audience, we need to aknowledge that no child should be shielded from potential critical thinking because their demographic would suggest that they may not be able to comprehend a certain degree of cultural capital. If anything, I believe that it is in these circumstances where we should be endorsing the crystallised knowledge that David Didau introduces in his work on ‘Making Kids Cleverer’.
It’s important to recognise that we can not run the risk of diluting knowledge and expectations based on social circumstances. If we begin to condense our menu to suit the needs of a less flamboyant appetite, we run the risk of creating a beige and bland meal.
Should we not instead consider how we can introduce these flavours and elements of critical thinking in a way that they can digest the informatiom within their long term memory? Didau reinforces this suggestion in his research. He has challenged us to consider how we can effectively define culture capital and how we can truly embed deep-rooted thinking.
What type of shape will I choose?
When I first became engaged with the theory and learning of cognitive science, I found it incredibly easy to become consumed by a range of strategies and approaches. There are those critical thinkers that we gaze in awe upon for their research and knowledge in their particular field. They are firmly rooted in their own beliefs and theories and are consequently seen as beacons as a result.
There are those that appear strict and regimental in their appreciation for specific types of research. These thinkers have identified what they deem the best approaches and they have more of a negative perception of those strategies that may have become less valid or popular as time has gone on.
Finally there is the majority. Pedagogical sponges that resemble Pokémon trainers; attempting to capture as many strategies as possible that we can then use when in the battleground of the classroom. By appreciating the wealth of strategies out there, and not becoming weighed down by one specific strategy we become the ambassadors of adaptation- a title we aspire to model with our learners.
Choosing the rotation.
Based on the 2013 publication by John Dunlosky that focusses on ‘Strengthening the Student toolbox’ the identification of ten learning strategies has provided the foundations on which to develop a research-based appreciation of different approaches. These strategies are:
1. Practice Testing
2. Distributed Practice
3. Interleaved Practice
4. Elaborative interrogation
5. Self-Explanation
6. Rereading
7. Highlighting
8. Summarising
9. Keyword Mnemonic
10. Imagery
These approaches will be considered in more detail during my next blog in the hopes that I can utilise the provisional research of Dunlosky in order to consider the expansion of certain aspects in the past 7 years since the article was first published.
Hopefully by the end of these series of blogs, I should have evidence-based appreciation of the variety of shapes that I can utilise to create my epic Tetris quest!
Citations:
Didau, David (2019). Making Kids Cleverer. Crown House Publishing
Dunlosky, John (Fall 2013) ‘Strengthening the student toolbox’ American Educator < “>https://www.aft.org/sites/default/files/periodicals/dunlosky.pdf> ;
Realistic Teaching 