Many teachers use Learning Goals and Learning Intentions (or similar). Many others will be surface parts of study designs and give students lists of Key Knowledge of Key Skills dot points. None of these things are wrong, but in our latest one-pager, Gus and I discuss the ways in which we can help better define and reinforce with students the learning 'nodes' that they should be taking away in each lesson. Hope you enjoy it! One-pager link: https://angushumphries.substack.com/p/pedagogy-one-pager-14-whats-the-takeaway?r=7lhl7i&utm_campaign=post-expanded-share&utm_medium=web&triedRedirect=true

Gus and I were joined by Dr. Jared Cooney Horvath - a neuroscientist, educator, and researcher whose work explores how the brain learns and what that means for teaching in the real world. He's the author of The Digital Delusion, a thought-provoking book that challenges many of our assumptions about technology in education and asks whether more technology really leads to better learning. The conversation was wide ranging and thought provoking - we hope you enjoy it!

We know that our students have a limited 'cup' of ... for want of a better description... capacity, attention, focus! We have a tendency to fill their cups quickly and once this happens, the additional material we send in their direction, simply overflows their cup and is lost. After a prolonged lesson of chalk and talk, how much has really be retained? Is there a better way? In this one-pager, Gus and I discuss a method of chunking content that allows for students to process and transform the content to demonstrate what they have (or have not) understood. As Gus likes to say "Just do it Ringo!" (you'll have to listen to get the explanation!) Hope you enjoy it!

One-pager: https://angushumphries.substack.com/p/the-in-then-the-out?r=7lhl7i