A bit more direct instruction

A recent (April 11 2013) TES post said: “Social science is often not science. It is investigation; it is commentary; it often illuminates, and helps provide valuable light and guidance in human affairs. What it does not do is offer reliable predictive powers, nor irrefutable explanatory mechanisms for processes. Merely commentary, case study, opinion, and subjective analysis.” I’ll come back to this in the last […]

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A bit of direct instruction

The ideas that the three psychologists, Clark, Kirschner and Sweller (Ed. Psychol. 2006 42(2)99-107) are putting forward to support their argument for direct instruction are: The brain is made up of structures, cognitive structures which handle learning. Two of these structures are the working memory and the long term memory. Their existence is demonstrated by experiments in psychology over a long period. Being described as […]

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The Dodo Verdict

I’ve been working for a Local Authority Educational Psychology and Specialist Support (EPSS) service for 16 years. I’m called an Advisory Support Teacher. In written documentation it is stated that the service we provide is based on sound psychological principles. In the last few years we have been trying to tighten up the interventions we offer to support children who are struggling in school for […]

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Ideas about agency

Ideas about agency I’ve been reading though a lot of comments and tweets from people interested in children’s behaviour today. There’s a theme about the motivation of children who come onto the ‘behaviour’ radar. This is how I see it. I am a solution focused practitioner. The solution focused framework for my work is very clear. I’m interested in where the child says they are […]

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Guardian Education article April 2 2013

Two sides of the same coin – learning and behaviour

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Doing something different – children’s behaviour

When it comes to children’s behaviour we’re all looking for something that works so how about this idea? I’m employed by a Children’s Service in England as an Advisory Support Teacher. The main behaviour problem in schools is low-level disruption which is routinely managed by consistent good classroom practice. My work is with the much smaller group of children whose behaviour soaks up so much […]

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