Sticky Teaching and Learning E-Book

Caroline Bentley-Davies

• Herausgeber: Crown House Publishing
• Kategorie: Bildung
• Sprache: Englisch
• Veröffentlichungsjahr: 2021

Beschreibung

During her work as a teacher trainer and revision expert, Caroline Bentley-Davies noticed that educators are clamouring for guidance on how to help their students remember the content covered in their lessons. In this book, Caroline answers that call by identifying the teaching techniques that contribute most effectively to long-term learning. She then sets out how to deliver content in such a way that it stays in pupils' memories for longer and leads to greater independence and better exam performance. Underpinned by a blend of research and theory, the tried-and-tested approaches are closely tied to classroom realities that will be familiar to all teachers. She delves into the role of planning as an important foundation for achieving long-term retention and improved recall on the part of students, and also shares guidance on how to secure maximum participation - so that there are no passengers sitting on the sidelines of the lesson. Caroline also shares a toolkit of 50 engaging, tried-and-tested strategies designed to help teachers ensure that their students remember what they teach them - and, throughout the book, she provides thinking points and actions to encourage teachers' reflections upon their own classroom practice. Suitable for all teachers and senior leaders looking to improve their pupils' learning and attainment.

Leseprobe

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Praise for Sticky Teaching and Learning

Caroline’s non-patronising explanations outline key ideas with clarity, bringing the concept of sticky teaching and learning to life. She also offers thoughtful reflection points throughout, encouraging teachers to ask questions of their own practice. Her helpful toolkit also offers practical, evidence-based strategies to help challenge and support students.

Humphrey Waddington, Assistant Head Teacher, North London Collegiate School

In this book, Caroline has captured the essence of making teaching memorable with plenty of great ideas for the new teacher as well as those looking for new approaches to top up their toolkit. A well thought-out, research-informed and realistic addition to the professional library.

Hywel Roberts, writer, teacher, speaker and humorist

Packed full with relevant, relatable and realistic classroom ideas, Caroline’s book is accessible, engaging and perfect for the busy classroom teacher. I love the concept of sticky teaching, as it offers a refreshing take on teaching and pedagogy. I will, without a doubt, be using these strategies in my own lessons.

Kate Lewis, Assistant Head Teacher, Arthur Mellows Village College

Sticky Teaching and Learning is for all those teachers who have taught a great lesson on Monday, yet, by Tuesday, their pupils’ knowledge appears to have simply evaporated overnight. Throughout the book, Caroline Bentley-Davies provides startling insights and thoughtful perspectives on evidence-based techniques for improving retention and recall and securing learning by locking knowledge into the long-term memory bank so that pupils’ learning lingers. Furthermore, Caroline’s voice is wonderfully energetic, engaging and mercifully free of educational gabble. Needless to say, this book really stuck with me!

Sarah Martin, School Improvement Adviser and Director of Teacher Education, The Active Learning Trust

CAfter attending Caroline’s course on sticky teaching, I was delighted at the prospect of having a handbook containing her words of wisdom and guidance. Caroline truly understands the struggles that both pupils and teachers have with consolidating knowledge and effectively improving learning. The practical ideas that feature in this book have been useful and beneficial for all the pupils I teach. They allow you to have fun with teaching, but you are also reassured that they aren’t there just to tick boxes during a formal observation so that the lesson looks ‘good’ – they actually do benefit the pupils. Caroline’s focus on metacognition lends itself well to a range of easy-to-use techniques, which will help pupils with their learning throughout their education and beyond. Her strategies have really changed the dynamic in my classroom. The love for learning has returned!

Naomi Boyd, Head of Upper Sixth, Emanuel School

Sticky Teaching and Learning is essential reading for all teachers who want to make their lessons and learning as sticky as possible. Perfect for the time-pressed teacher who wants useful and practical techniques to make the learning stick, the book shares a wealth of successful pupil-tested classroom strategies that are underpinned by both research and background philosophy. Each sticky strategy also comes with a clear and concise explanation of what to do and why it works. Caroline shows you how to make what you teach really stick, and guides you through planning, questioning, review and assessment – to help your students to become more resilient and effective learners.

Lesley Ann McDermott, Head of History, Whitworth Park Academy

Sticky Teaching and Learning is incredibly inspiring. It uses examples from teachers to offer some really powerful ways of increasing pupils’ motivation, boosting their self-esteem and encouraging them to be aspirational in their learning. A whole-school CPD package in one book.

Brenda Parker, Assistant Principal, The Pingle Academy, and Lead for ECT and ITT teacher training, The de Ferrers Trust

DSticky Teaching and Learning offers an excellent blend of theory and practice. Its research-informed content is supported by case studies and examples which illustrate how to embed the strategies that Caroline shares into your practice immediately. The book offers a smorgasbord of quick wins for newly qualified and experienced teachers alike, and the ready-to-use toolkit of 50 techniques makes this easy to implement too. Caroline’s conversational tone also encourages professional reflection and development, as reading it feels a bit like chatting with a teaching guru over a coffee.

Jeni Loud, Assistant Deputy Head (Staff), Lord Wandsworth College

In Sticky Teaching and Learning, Caroline Bentley-Davies shares her experience of teaching and promotes the autonomy, independence and rights of children to be learners. She shares with teachers a range of approaches for keeping learning alive and for encouraging pupils to be brave in their learning while nurturing a healthy self-reliance. Caroline encourages both children and staff to not fear imperfections or incorrect answers, but rather to see them as part of the perfection of the art of learning. Such a mindset brings benefits to staff who model behaviours as lifelong learners, thus creating a class climate where all can flourish. The book also offers a wealth of evidence-based research and a comprehensive bibliography which will support further study.

Christian N. Kendall-Daw, Deputy Head Teacher, St George’s Weybridge

In a time of real concern over ‘lost learning’ due to the enforced lockdowns and school closures of the COVID-19 pandemic, Sticky Teaching and Learning is the toolkit we have all been waiting for. It draws on a range of engaging examples, current educational research and theories and a range of effective practices to really make the reader think about how to engage pupils as active participants in their learning.

Making the precious curriculum content we have delivered stick is the thing we all crave – and this book presents practical and accessible strategies in a really readable format to enable us, as teachers, to do just that.

Charlotte Cross, Assistant Head Teacher – Teaching and Learning, Bournville School

EGiven that a need to make learning memorable is integral to effective teaching, Caroline Bentley-Davies’ Sticky Teaching and Learning is important reading for new and experienced teachers alike. It is, in fact, a comprehensive manual, offering structured guidance on all aspects of classroom practice – from creating a purposeful environment, to effective planning, questioning, feedback, mindset, and more. Her tone will be familiar to anyone who has had the opportunity to work with her in her capacity as an adviser, combining as it does the authority which comes from meticulous research and plenty of experience in the classroom, as well as a very real appreciation of the challenges faced by both students and teachers.

Anthony Lowey, English teacher and Progress Leader, Stratford upon Avon School

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For my parents – thank you so much for encouraging me.

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Acknowledgements

I would like to thank the entire Crown House team for their hard work and for all their expertise, in particular: David Bowman, Beverley Randell, Amy Heighton and Emma Tuck.

Thank you to Ross, my amazing husband, for his consistent support and wonderful ideas.

Thanks to the thousands of fantastic teachers I have met who have shared tips and teaching ideas with me. Special thanks to: Jo Baker, Charlotte Cross, Vanessa Lea, Kate Lewis, Lesley Ann McDermott and Dr Paul Owen, and for general writing and lockdown support: Kelly Hudson and Jo Noble.

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Preface

This book has come about for several reasons. I teach pupils and teachers in the UK and overseas, and I know it is important not just that I ‘feel’ my teaching has gone well but that it really influences my pupils. It matters that they remember and can draw on the learning in later lessons and in later life. I write training courses on all aspects of teaching and learning; however, recently teachers have been clamouring for training on how to help their pupils remember their lessons – essentially, how to make learning stick.

The need to make our teaching ‘sticky’ has never been greater. Coursework, once the fail-safe of the conscientious pupil, has gone. No longer can coursework or long-term assessments be carefully polished or redone if they are not deemed successful enough. Pupils are therefore increasingly reliant on their own ability to remember and utilise knowledge. Sometimes they will have been taught the course material over two years previously, but they still need to retain this information 24 months later at some speed and under immense pressure. We need to make knowledge sticky. Our pupils must be skilled at retrieving, shaping and utilising what we have taught them, so that in an assessment they can prove exactly what they know and can do. We can’t afford to sell them short.

There are other reasons why we want pupils to become successful at sticky learning. We want them to develop an appetite and aptitude for learning that will stay with them for the rest of their lives. We want them to enjoy learning and relish the challenge of mastering new skills and knowledge. We want to give them lifelong skills in developing successful learning strategies for themselves. As educators, there is an increasing rebellion against just preparing pupils for the demands of a specific test or examination. In some schools, in recent years pupils have been force-fed information, a foie gras approach to education if you like, a fail-safe for examination success.iv

These passive pupils are stuffed full of facts, information and enough pass notes to enable them to hurdle over the examination requirements with the minimum of effort. Countless revision sessions and notes are provided for pupils by their teachers. There is little expectation that they will develop any autonomy or the will to revise and learn for themselves or by themselves.

This wasn’t the intention, of course. However, in increasingly accountable times teachers and school leaders have been under immense pressure to get results – at any cost. Of course, we want pupils to pass tests and become successful. However, the over-reliance of pupils on their teachers means that they become much less skilled at learning and thinking independently. Instead, they are increasingly reliant on their teachers’ efforts, rather than their own. Ultimately, it doesn’t work. It doesn’t get the best results and it doesn’t help to secure learning.

A classic example of the danger inherent in this practice occurred when I was observing some students in a school near Essex. The school was working incredibly hard to get them to achieve well in their examinations. I observed a hard-working teacher with one reluctant GCSE class. Her lesson was well prepared and she had excellent subject knowledge, but the students were sluggish and apathetic throughout the lesson. This was a crucial lesson: it covered essential learning points and reviewed some of the key material they would need for their examinations, which were just a few weeks away. However, when I challenged one lad about why he was not paying full attention and engaging with the activities, his reply was very telling: ‘It’s alright, Miss. We’ve got revision classes after school today and Miss will go through it all again.’ The students knew that the lesson would be rerun like a Netflix episode, allowing for minimal mindless participation in the first instance. The students could allow it to wash over them because it would be repeated immediately after school! They didn’t need to make any real effort with their learning.

One of the key premises of sticky teaching is that the initial learning in the lesson must actively involve pupils. They can’t simply be passive observers. vInstead they must be active participants in the actual learning in the lesson. There are of course several advantages to this. Firstly, if pupils are active participants in their own learning, they are more likely to engage, remember and reflect on what they have learned. Moreover, when teaching pupils who are just unreceptive recipients of the teachers’ knowledge, it is hard – if not impossible – to tell how much has been properly understood and retained. You can’t tell what learning is insecure and will require revisiting and reteaching because the pupils have not grappled with the learning – they have just taken it in without question. In schools where pupils are docile in attitude, it is possible to teach like this; however, there is often an unpleasant surprise when results are received and some pupils have not done as well as expected. Their polite, biddable behaviour and compliance has covered up crucial misunderstandings and a lot of learning that was secure only at a surface level.

Finally, but importantly, teaching is a demanding and time-consuming profession. If we can do all we can to ensure the learning sticks during the initial teaching time, there will be much less need to increase our workload by replicating and repeating our lessons. Instead of running yet another revision session after school, we can use that valuable time to assess, feed back or plan more engaging and sticky lessons, so the learners engage and develop the tools to revise and secure learning for themselves.

Teaching is a career that is increasingly time pressured. This book provides a range of useful techniques designed to make learning and lessons as sticky as possible. You can just turn to these sections to receive a range of useful sticky, practical and pupil-tested classroom strategies in the Toolkit which forms the final two chapters of this book. These will enhance engagement and learning in any lesson. Your pupils will find that the learning sticks, and you will discover some new and engaging techniques nestling alongside others that you may have used before but be pleased to rediscover. However, some teachers will want to assure themselves of the research and background philosophy behind these strategies. For this reason, Chapters 1–9 cover the research philosophy and classroom realities behind the concept of sticky teaching and learning.vi

Research is important – after all, we don’t want to fritter away time and energy on something that doesn’t work or is just the latest in a line of teaching fads. However, each school is different. It has its own unique set of circumstances and contexts. Pupils and teachers within an individual school are also different. It is essential to be aware of this whenever we are seeking to improve and change our practice. On occasion, undigested research findings are trotted out as a panacea to cure all ills in a school. Unfortunately, it isn’t as simple as that. I have briefly summarised some of the pertinent research in this book, but it is important that you think about this critically: the research implications must be appropriate to the context and needs of your pupils. Most of all, it is essential to be open-minded. If we are seeking to make specific improvements to the way we make learning sticky in our lessons, then we really need to trial new techniques, solicit feedback from pupils and ponder upon our findings for ourselves. For this to happen, there are ‘thinking points’ and suggested actions throughout the book to enable you to note down your thoughts and observations as you read – I do encourage you to do this.

I hope you enjoy Sticky Teaching and Learning. By reading and reflecting on these issues you will be well on the way to getting your pupils thinking and learning for themselves. Most importantly, you will be helping them learn how to make their learning stick and helping them develop crucial life skills – as well as obtaining the best set of examination results possible!

Most of all, relish it, try out the practical lesson ideas in the Toolkit with your students, in your school or college and talk to your pupils and fellow teachers to explore what is successful and has a real impact. Do let me know how you get on and what you find useful.

Caroline Bentley-Davieswww.bentley-davies.co.uk Twitter: @realcbd

Contents

Title PageDedicationAcknowledgementsPrefaceIntroduction: What Is Sticky Teaching and Learning and Why Does It Matter?Metacognition and sticky teachingThinking pointWhat this book will do for youChapter 1: The Sticky Classroom: Teacher Expectations and Student MindsetsThe six areas of sticky teachingTeacher expectations for effective sticky learningHow are high expectations signalled to pupils?Student mindset: securing sticky learningThinking pointChapter 2: The Classroom Climate for Sticky Learning: Increasing Pupil IndependenceWhat might you expect to see in a sticky classroom?Two classroom climatesThinking pointWhy the right climate supports great learningThe physical climate: wall displaysThe learning climate in the lesson: promoting independenceChapter 3: Sticky Stages in Teaching and Learning: Sticky PlanningWhat is the most important learning in this lesson or series of lessons?Thinking pointStudent questionsAvoiding planning pitfallsReinforcing and reviewing previous learningChapter 4: Planning for Reviewing LearningInterleavingRetrieval practice evidenceRetrieval activities that workThinking pointChapter 5: A Sticky Lesson in ActionSummary of positive observationsThinking pointObservations on the lessonThinking pointThinking pointChapter 6: Questioning for Learning and FeedbackWho asks questions?False positivesBreaking down the barriersThinking pointChapter 7: The Importance of Engaging with Getting Things WrongWhy incorrect answers help usMultiple-choice questions: do they help learning stick?Appropriate challengeFinal thoughtsThinking pointChapter 8: Feedback That Makes Learning StickWho gives feedback?Six characteristics of quality feedbackThinking point: the feedback squareChapter 9: Peer and Self-Assessment: Why It MattersThe steps for successful peer assessmentSelf-assessmentThinking pointThe Toolkit: 50 Strategies to Help Your Students Remember What You Teach ThemChapter 10: Sticky Teaching in Practice: Active Classroom StrategiesGetting sticky in practiceChapter 11: Sticky Teaching in Practice: PlenariesBibliographyAbout the AuthorCopyright

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Introduction

What Is Sticky Teaching and Learning and Why Does It Matter?

 There is no learning without remembering.

Socrates (attrib.)

Metacognition and sticky teaching

Sticky teaching means teaching in a way that makes learning memorable. It aims to maximise pupils’ ability to remember, recall and respond to what we have taught them. One dictionary definition of sticky as ‘long lasting’ suggests that it is important for the learning to persist. The intention is to make the learning experience as engaging and adhesive as possible, so the pupils get immersed in what they are doing and can recall the key learning later. However, sticky teaching is about more than just trying to make learning experiences engaging and unforgettable.

An underlying principle of sticky teaching is that pupils should be engaged in the thinking processes involved in what they are learning. This encourages them to use metacognition (thinking about the thinking and learning process for themselves) so they can reflect on how they found the learning activity, what helped or hindered them and how they might do it differently next time. Research shows that pupils who practise and develop their metacognitive skills make much better progress than those who don’t. The ability to reflect and then tweak and adapt our next approach to learning is crucial in becoming an effective and resilient learner. The Education 2Endowment Foundation’s Teaching and Learning Toolkit summarises the effectiveness and cost of a range of different strategies designed to raise pupil achievement.1 It cites metacognition as a top educational strategy: if managed effectively, it has a huge impact on improving pupils’ learning, equivalent to, on average, eight months of pupil progress. Moreover, it is also relatively low in cost to implement in schools – important in these financially straitened times. Given the strong research pedigree of this approach, it is vital that our pupils’ metacognitive skills are developed as early and as effectively as possible.

Developing pupils’ metacognitive skills is vital on many different levels. We know that if pupils receive a range of interactive and effective learning experiences, then it is likely that they will engage and be more interested in what they are doing. This will help them to better remember and recall the ideas, understanding and key concepts that you are teaching because they are incredibly involved in the lesson. However, it is the ability to self-evaluate and reflect on their success in learning that makes for the most independent and successful learners. The skill of self-reflection is crucial in developing resilience towards learning, which in turn allows pupils to stand back and reflect on their own performance and consider how things can be improved next time. Good metacognitive practice allows pupils to think about how they have performed and why this might have been. It helps them work out how their learning strategies could be refined and improved for the next occasion. This clearly leads to better learning and greater success. It is a virtuous cycle.

When we think about our own past learning experiences, we can see how an emphasis on metacognitive skills might have helped us to achieve better outcomes. When I was at school, being encouraged to develop better self-reflection would have really helped my learning, certainly in the subjects where I struggled. For example, I remember starting French lessons as an excited 11-year-old. My motivation was extremely high because I was to be learning a new language. However, I had no prior experience in 3learning a language, so I had no previous strategies to draw on. Early on, I recall being given a long list of French vocabulary about different types of pets to learn over the weekend for a test on the following Monday. I started trying to memorise the list in a diligent fashion on the Sunday afternoon; however, I didn’t do very well in the test, despite spending a lot of time staring at and rereading the words. I got the first word lapin quite effortlessly, poisson rouge (I remembered from previous colour vocabulary that rouge was red) but not many others. After the test and my poor results, I felt very disheartened. My excitement and motivation for learning French was fast disappearing. I had spent ages ‘revising’, but I still hadn’t succeeded.

Did the teacher help us by discussing strategies to help us improve next time? No, she did not. Those of us who had gained fewer than half marks were told sternly that we would be retested in the next lesson – and woe betide us if we didn’t improve. We know now that trying to cram in last-minute revision won’t work as our working memory is soon overloaded.2 We need to embed, revisit and review our learning across time to become successful learners. Although I had to study French up to GCSE, it is fair to say that I underachieved by at least one grade in the final examination. At no point in any of the lessons do I remember our teacher discussing different methods to help us learn vocabulary effectively. We weren’t given a range of different techniques to experiment with and we certainly weren’t encouraged to reflect after our tests on which revision and learning techniques worked for us and which didn’t. This would have been so useful, not only in that specific test but for all vocabulary learning in French and a range of other subject areas. It would have allowed us, at a young age, to understand that there are different approaches for committing information to memory and that we could directly influence our own success by taking a particular approach to our revision.