Teach about Relationships
Use the Jigsaw Method to organise groups to be experts on topics relating to relationships. There is plan, graphic to guide grouping and research excerpts.
LESSON SEQUENCE for JIGSAW METHOD COMING SOON
THE JIGSAW METHOD: HOW IT WORKS DIAGRAM COMING SOON
RESEARCH EXCERPTS COMING SOON
Summary of Memory Classroom Strategies
Click below for Planning with Memory in Mind and High Impact Strategies
Teachers should explicitly teach metacognitive regulation to children, model and practise in context.
HOW TO INTRODUCE METACOGNITION
MODEL TEACH PRACTISE CONNECT
Learning – General
Coe, R., Aloisi, C., Higgins, S. and Major, L. E. (2014) What makes great teaching? Review of the underpinning research. London: Sutton Trust.
Rosenshine, B. (2012) ‘Principles of instruction: research-based strategies that all teachers should know’, American Educator 36 (1) pp. 12–19, 39.
Neuroteach: Brain Science and the Future of Education by Glenn Whitman and Ian Kelleher.
Australian Society of Evidence Based Teaching ‘What everyone needs to know about high-performance, teacher student relationships’
Francis, B., Taylor, B., Hodgen, J., Tereshchenko, A. and Archer, L. (2018) Dos and don’ts of attainment grouping. London: UCL Institute of Education.
Gathercole, S. E. and Alloway, T. P. (2007) Understanding working memory: a classroom guide. London: Harcourt Assessment.
Centre for Education Statistics and Evaluation (2017) Cognitive load theory: research that teachers really need to understand. Sydney: NSW Department of Education.
Centre for Education Statistics and Evaluation (2017) Cognitive load theory in practice: examples for the classroom. Sydney: NSW Department of Education.
Dunlosky, J. (2013a) ‘Strengthening the student toolbox: study strategies to boost learning’, American Educator 37 (3) pp. 12–21.
Willingham, D. T. (2009) ‘Why don’t students like school?’, American Educator 33 (1) pp. 4–9, 12–13.
Dweck, C., Walton, G. M. and Cohen, G. L. (2014) Academic tenacity: mindsets and skills that promote long-term learning. Seattle, WA: Bill & Melinda Gates Foundation.
Yeager, D., Walton, G. and Cohen, G. L. (2013) ‘Addressing achievement gaps with psychological interventions’, Kappan 94 (5) pp. 62–65.
Cozolino, L. (2013) ‘Nine things educators need to know about the brain’, Greater Good Magazine [Online], 19 March.
Willis, J. (2009) What you should know about your brain. Alexandria, VA: Association for Supervision and Curriculum Development.
Cambridge Assessment International Education (no date) ‘Getting started with metacognition’.
Quigley, A., Mujis, D. and Stringer, E. (2018) Metacognition and self-regulated learning. Education Endowment Foundation.
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