Research articles

Picture27

 

 

 

https://www.dropbox.com/s/9733p2rkvmzxkq3/The_Science_of_Learning.pdf?dl=0

Picture13

 

 

 

 

 

 

https://www.dropbox.com/s/hrlmoqjf7t29di4/classroom-instruction-that-works_pdf.pdf?dl=0

Picture6https://www.dropbox.com/s/dqb1f052crkugsc/3_improving-students-learning-with-effective-learning-techniques-promising-directions-from-cognitive-educational-psychology.pdf?dl=0

Picture16https://www.dropbox.com/s/lzq6i4gbokjlh1y/NCTQ_Learning_About_Learning_1-16.pdf?dl=0

Picture36

https://www.dropbox.com/s/sgxet7ew4heg61c/Principles%20of%20Instruction%20-%20Rosenshine.pdf?dl=0

Picture14https://www.dropbox.com/s/8n5a9lokgfr4083/06_understanding_memory.pdf?dl=0

Picture32https://www.dropbox.com/s/8foxlmek5crz080/bjork-creating-desirable-difficulties-to-enhance-learning.pdf?dl=0

Picture29https://www.dropbox.com/s/mns8kd14qxh2rdm/can-teachers-increase-students-self-control-willingham_3.pdf?dl=0

Picture5

https://www.dropbox.com/s/7107xgrk6wnoqxn/kirschner_Sweller_Clark.pdf?dl=0

Picture37https://www.dropbox.com/s/oldaulzaybik4c0/DGT%20Full%20report.pdf?dl=0

Picture30https://www.dropbox.com/s/c0bvx8gnz1l2zus/EricssonDeliberatePracticePR93a.pdf?dl=0

Picture1https://www.dropbox.com/s/4bvm41msvsj0s3y/whatworks.pdf?dl=0

Picture39https://www.dropbox.com/s/qk2oeqxsl90rhr7/Working-memory-and-learning-diffculties.pdf?dl=0

Picture22https://www.dropbox.com/s/jsk77di5ndmbylt/top-twenty-principles.pdf?dl=0

Picture23https://www.dropbox.com/s/1u78f4pi4fss5i0/Ruth%20Clark%20Graphics%20for%20Learning.pdf?dl=0

Picture31

https://www.dropbox.com/s/gow1fmv1wln60j7/graham-nuthall-2001-the-cultural-myths-and-the-realities-of-teaching-and-learning.pdf?dl=0

Picture25

https://www.dropbox.com/s/gogdw9bv3shertp/Grit%20JPSP.pdf?dl=0

Picture21

https://www.dropbox.com/s/bdyqcy8uagmgxpi/Resources_FiveDirectInstruct.pdf?dl=0

Picture10

https://www.dropbox.com/s/hyu68sn7w5a4wzo/RetrievalPracticeGuide.pdf?dl=0

Picture20

https://www.dropbox.com/s/umsnwxbxs86hkez/organizing-instruction-to-improve-student-learning-pashler-2007.pdf?dl=0

Picture7

https://www.dropbox.com/s/gqf7wj3qosfopri/Strengthening%20the%20Student%20Toolbox.pdf?dl=0

Picture18

https://www.dropbox.com/s/m0h3s5hv0qet8y3/Know_Thy_Impact_Visible_Learning_in_Theory_and_Practice.pdf?dl=0

Picture2

https://www.dropbox.com/s/u1ymhxyj00358eo/How-people-learn.pdf?dl=0

Picture28

https://www.dropbox.com/s/l3ykajytkms7pza/hattie-and-timperly-the-power-of-feedback.pdf?dl=0

Picture33

https://www.dropbox.com/s/3xagd2qsooyux7c/soderstrom-bjork-learning-vs-performance.pdf?dl=0

Picture8

https://www.dropbox.com/s/2c8r7y1ohhm39ba/35pdk_97_7.pdf?dl=0

Picture3

https://www.dropbox.com/s/ndgp8vc8zxvwtdi/what_works_best.pdf?dl=0

 

 

Get to the point: EXTREME COACHING

extreme-coaching

No time for coaching?  Think again…but differently.

USE EVERY OPPORTUNITY TO COACH
Less advice and more curious questioning in as many interactions with staff as possible.

Don’t think that coaching should be just about the obvious meetings: line management, one to ones…

Transform all your interactions to make coaching part of your daily repertoire. Make it important but not urgent. Focus on frequent 5-10 minute conversations.

START QUICKLY
Get to the point.
What are you currently focusing on?
What’s the issue at the moment?

‘TAME YOUR ADVICE MONSTER’
Hold onto your own opinion as you may be wrong.
Advice-giving results in overdependence and may be overwhelming.
What’s working?
What have you done so far?
What have you tried?
What have you found out about…?
How could you…?
What would make the biggest difference?
What else?

FINISH STRONG
Your conversation should always be a useful one. Get them to find the value in your interaction and ensure that they don’t miss the point of the conversation.
What next?
What are you going to do?

 

Read more here…

 coaching-habit