Facts – we cannot think critically in the absence of knowledge. While we want students to do this, solve problems, evaluate and make deep connections, students still need to be able to recall facts to free working memory capacity. Daniel Willingam explains more here. “Is it worth memorising facts?” and “Is it better to be told or discover a fact?” by David Didau. Blog here from Joe Kirby – Knowledge transmission improves teaching. Article from Marc Smith, teacher of psychology, here via The Guardian. Kris Boulton talks about Why Maths Teachers Don’t Like Knowledge Organisers.
Faultless Communication – Engelmann’s, Theory of Instruction, introduces the concept of Faultless Communication. It is a form of communication which conveys only one interpretation of the concept at a time. The result of this is having the learner either respond by learning the intended concept, or the learner fails to do so. Faultless communication is designed in a manner where the learner’s performance is framed as the dependent variable. More here from Naveen Rizvi. Athabaskan University dedicate a free online learning tool to analysing Faultless Communication – try it yourself here. Some thoughts from David Didau here. Short article from Scientopia here.
Feedback – what moves students on? Lots of great info here from Harry Fletcher Wood. Tom Sherrington suggests we give Feedback as Actions. Blog from Joe Kirby – Marking is a hornet. This from Paul Kirschner is also a must read – “No Feedback, No Learning!”
Feedback decision tree from Harry Fletcher Wood here.
“Feedback should be more work for the recipient than the donor” Dylan Wiliam
“Feedback Collection” from Alex Quigley has lots more links too.
Feedback (whole class) – lots of ideas around at the moment about crib sheets used for whole class feedback to reduce workload for teachers. Mrs Humanities has a collection here and her feedback toolkit.
(From Mr Thornton)
Fletcher-Wood, Harry is actually my favourite blogger. A former history teacher, now at the Institute for Teaching, his blog, Improving Teaching, is full of practical advice that is well informed by experience and research. Here him talk on Craig Barton’s podcast here. Here are a series of blogs through the IfT about developing professional development for teachers. He has written two books – Ticked off: Checkists for teachers, students, school leaders and Responsive Teaching: Cognitive Science and Formative Assessment in Practice. If you haven’t already, read what he shares. It will, at the very least, make you think hard.
Flip the system @flipthesystemuk – founded by Lucy Rycroft-Smith and Jean-Louis Dutaut they are looking to “break the political stranglehold” but putting the power back into professions hands by providing support from the bottom up rather than adhering to top down accountability. They have a website here and book here, which is highly regarded.
Flipped learning – defined as a learning technique/model where by students are given a source to learn from for homework, which feeds into the next lesson or unit of lessons. This could be a video,knowledge organiser or any other source. Students then come into the class room with knowledge and the teacher can then present some purposeful practice, open up a better class discussion, question pupils and elicit misconceptions. Flippedlearning.org provides information and resources on this. Blog here on how it’s used in history. 6 reasons to NOT flip your classroom, unless… Advice from John Corbett here in a PDF. EEF report here. There is little research to say how impactful this is compared to direct instruction.
Forest – “our long term memory is more like a forest than a library” Peps McCrea, Memorable Teaching
Formative assessment – “A journey from summative to formative assessment” from Nick Rose. Blog here from Daisy Christadouou. Some practical ways to assess student learning from Blake Harvard – The Swiss Cheese Summary.
Formative evaluation of teacher performance article from Dylan Wiliam here.
Forgetting – Why students remember or forget from Daniel Willingham. Professor Robert Bjork talks about the importance of forgetting in this video. Great blog from Robin Heydon here summarising a conference talk from Bjork. Article from Nick Rose from the Institute for Teaching here. “Why do we forget stuff?” by David Didau.
Foster, Colin Dr. – Associate Professor of Education and Director of Reseach in the School of Education at the University I’d Leicester. He has developed lots of ways for maths teachers to use rich tasks in the class room. His website is here.
Foster, Rebecca – Head of English | Co-Author of Leading From The Middle #LFTM | Co-Organiser of #TENC18 | Tes Contributor | Blogger – Rebecca’s blog TheLearningProfession is excellent. One to start with might be this one on practical ways to be a research informed teacher/department.
Four-Quarters Marking is recommendation from Dylan Wiliam – Teacher, Blog from Carl Hendricks here.
Free school meals – Why does family wealth affect student outcomes? from Daniel Willingham.
FLASH marking – FLASH Marking is a school-developed approach in which teachers give skills-based feedback rather than grades in KS4 English.All of the skills required to access the top band of GCSE English and English Literature performance have been translated into short codes that teachers use when marking work. These codes are also used in lessons to teach the skills and by students to make peer- and self-marking faster, focused and more useful.
Flexible and inflexible knowledge – Willingham refers to knowledge as starting as inflexible and then becoming increasingly flexible. A continuum of flexibility. An introductory blog about this here from Kris Boulton – “What rote knowledge isn’t.”
Fundamentals for teaching by Tom Sherrington article looks at five important aspects of excellent teaching.
Funding – cost-benefit analysis blog from Kris Boulton here and “money value of time” blog here. Article from The Guardian on how the new funding system has left schools worse off and it’s impacts. Info on the new funding formula here from TES.