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Grounded in research. Shaped by experience.
TailoredPractice is grounded in educational research and shaped by classroom experiences in numerous settings across different ages. Together with schools, we connect the dots between relationships, memory and mindset to create a culture and climate that maximises learning for all – educators and the young people we support.
RELATIONSHIPS
BELONGING | NORMS | EXPECTATIONS
BIAS | CULTURE
MEMORY
COGNITIVE LOAD | RETENTION
KNOWLEDGE | LEARNING STRATEGIES
MINDSET
SELF-BELIEF | METACOGNITION
FEEDBACK | CLASSROOM TALK
Build positive relationships by creating a sense of belonging, establishing norms and high expectations; and breaking down barriers like unconsious bias.
Maximise memory by managing cognitive load, using effective learning strategies, planning for long term retention and application of knowledge.
Cultivate learning mindsets by building self-belief; developing metacognitive skills; and using feedback, goal setting and classroom talk effectively.
IN SPOTLIGHT
What makes great teaching: an evidence-informed approach
The session on the science of learning with Tricia was 'transformative', said the principal of this high school in Queens, New York. Pictures here, teachers from the teaching and learning team are aligning the evidence of effective teaching with their current practices to create guiding principles for all teachers, tailored for their school, Business Technology Early College High School.
The new book, Connect the Dots, hits the shelves
Connect the Dots: The Collective Power of Relationships, Memory and Mindset in the Classroom is finally here.
Written by Tricia Taylor with Nina Dibner and illustrated by Oliver Caviglioli, the book is an evidence-based practical guide for teachers
and leaders. Read more about Connect the Dots on the About page or see below for a look inside.
Look inside
Scroll through the some sample pages of Connect the Dots.
A Tailored approach: how does it work?
TailoredPractice builds on what participants already know and do effectively and models effective teaching practice as part of how we deliver training.
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What are you already doing?
Start by tapping into what you already know and do in your context.
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What does the evidence say?
Understand the research that is relevant to your focus, presented in clear, memorable ways.
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So what?
See examples of what the research looks like in practice in real classrooms.
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What's next?
Produce a plan for putting it into practice in your school context.
I came away buzzing and have already written my timeline for implementation in my school.
Head of Phase:
Cooperation Almondbury
Community School
WHAT'S HAPPENING?
Three Key Areas for Leaders to Connect—and 9 practical Ideas
Get Names Right—Right from the Start. It's Worth it
Managing Multitasking: What teachers and students need to know—and do
Retrieval practice: How to get students using it
X (Twitter)