Laura Brown

[Laura Brown @learningtrail12]

@RyonWLeyshon Absolutely this! The beauty of it is that this needn't take up much time in the school day. Short, sharp review as you describe here is so achievable and impactful.

[Ashley Booth @MrBoothY6]

It's now May, so I am giving away my monthly class set of a book from my bookshop @ANewChapterBks.

Simply retweet to win, and please bear me in mind when buying books!

[Laura Brown @learningtrail12]

...can lead to an over emphasis on these as discrete skills.

[Laura Brown @learningtrail12]

Such an important message from @RyonWLeyshon on classroom approaches to "comprehension"...
Teaching inference: are we all on the same page? https://t.co/Q1d2eZX7Gj

[Laura Brown @learningtrail12]

There are big questions here in terms of how we interpret and work with standardised assessment data in NI. The PTE results are broken down in specific areas such as simple/complex inference, authorial technique and retrieval. I fear that this...

[Laura Brown @learningtrail12]

@kmi_edu Very Alice in Wonderland! 😄

[Laura Brown @learningtrail12]

@RyonWLeyshon @researchEDBelf 👏 Thoroughly enjoyed this on Saturday. Loved the emphasis on assessment too and the value in analysing errors.

[Mr Leyshon @RyonWLeyshon]

The power of teaching spelling via morphological word families 🧵

At @researchEDBelf yesterday, I (hopefully) managed to stress the importance of teaching and assessing spelling through phonological and orthographic lenses, but morphology didn’t get the love/time it deserves…

[Laura Brown @learningtrail12]

@kmi_edu 🙋

[Laura Brown @learningtrail12]

@RyonWLeyshon Brilliant! I'll be looking forward to it 😊.

[Alex Quigley @AlexJQuigley]

‘Write less; Read More’

“What if pupils had more time reading, and talking about what they read, then write brilliant, polished diamonds of sentences. Not paragraphs, or pages filled with aimless efforts.”

https://t.co/YDOEdTuhDP

[Carl Hendrick @C_Hendrick]

They key takeaway here is that we should view retrieval as a learning event. Retrieval practice is not so much about testing whether someone knows something but rather a core part of actually learning that something, a process which occurs across time and space.

When we 'learn' something by reading it or being taught it, we don't learn it in that moment, we learn it across a number of episodes yet to happen in the future. This is why thinking carefully about curriculum and how to review and recall learned material is so, so crucial.

Ultimately, educators should be aware that memory is a highly dynamic process in which memories are not recalled like a tape recorder or from a computer hard-drive but rather reshaped and consolidated according to how we access them.

Work cited: Bjork, R. A., & Bjork, E. L. (2006). Optimizing treatment and instruction: Implications of a new theory of disuse. In L.-G. Nilsson & N. Ohta (Eds.), Memory and society: Psychological perspectives (pp. 116–140). Psychology Press.

[Laura Brown @learningtrail12]

@RyonWLeyshon Another alarming element in this issue is the financial cost of this practice to schools. A fortune is spent each year on these assessments.
As you point out, an alternative screening tool would in theory be more effective, quicker and much, much cheaper!

[Kate Winn @thismomloves]

2 key takeaways:

1️⃣ “Reading comprehension should be taught with texts worth reading – texts from which we want students to gain knowledge.”

2️⃣ “Three kinds of instruction paid off the most: summarizing, developing an understanding of text structure, and/or paraphrasing.”

⬇️

[Laura Brown @learningtrail12]

@literacytutor5 The most wonderful time of the year!

[Laura Brown @learningtrail12]

@RyonWLeyshon @EduResAnS https://t.co/Ttiz1RRwEj a worthwhile read with comments on the rigidity and outdated nature of dyslexia criteria towards the end

[Laura Brown @learningtrail12]

@RyonWLeyshon 👏 I have been anticipating this thread since following your move to NI! As expected, I think you've made a succinct representation of the landscape. Great to hear your views on this.

[Christopher Such @Suchmo83]

@JB_EnglishTeach In brief...
1. Develop fluency through repeated reading.
2. Get pupils reading lots.
3. Choose texts for their value and variety.
4. Read entire texts. Use extracts sparingly and purposefully.
5. Discuss texts to develop curious, appreciative and strategic dispositions.