Looking for giants is part 2 in an edventure investigating one aspect of literacy (speaking, listening, reading and writing) – vocabulary. The exposure to, the acquisition and retention of, and teaching of vocabulary (I am still thinking that teaching is …
It was, then headteacher, Geoff Barton’s presentation back in 2014 “The Habits of Literacy” that first exposed the stark inequalities of poor literacy to me. It was followed up by his book – Don’t Call it Literacy!: What every teacher …
It’s called reading. It’s how people install software into their brains. So last week I asked Twitter what the key skills of reading were? DECODING – identifying written words to decipher a text. VOCABULARY – Geoff Barton continues to inspire …
Four iterations on – I believe I have designed a powerful AND flexible ‘Learner Coach‘ PREPARE prompt for ChatGPT that tailors the learning experience to the learners prior knowledge, and confidence, and emphasises subject vocabulary. Here it is in action. …
Having completed a short course on Chat GPT, I have been experimenting with various prompts designed to impersonate me – the teacher. The focus had been to explore “PREPARE” prompts designed to help pupils secure their understanding of a previous …
I am forever re-thinking about the interplay of cognitive architecture, working memory and curriculum/instructional design, even more so when preparing schemes of learning at half-term. However, more recently, rather than thinking about what new information needs to be taught, I …
Knowing stuff makes learning new stuff easier. Does more knowing stuff have the same impact on comprehending? That is being able to not only understand, but have the “spare capacity to explore the significance, intricacies, interrelationships and implications of what …
Every time I prepare to teach a new text, I find myself thinking about, and exploring, the differences and the intersection of understanding and comprehension. The vocabulary knowledge required to access the text, the knowledge required to understand the text …
