#191 Tools and Tips for Teachers: Episode 12 (with Ollie Lovell)

Craig Barton
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Episode details

Ollie Lovell is a maths and science teacher from Australia, an author, and my longtime, bitter podcasting rival. We have decided to get together once a month to share three things we have each learned and get the other’s take on it.

Time-stamps

  1. Responses to the Do Now (05:36)
  2. NPPPN (18:16)
  3. Ollie’s visit to a high-performing school (33:42)
  4. How does pedagogy change at A Level? (49:55)
  5. Words to avoid when giving feedback (58:51)
  6. Triple EPPs (1:05:17)

Episode summary

In this conversation, Craig Barton and Ollie discuss various topics including recovery from illness, feedback, and teaching methods. They explore different approaches to going through responses from starters in the classroom, such as working through every answer quickly, circulating and addressing specific questions, and using mini whiteboards. They also discuss the importance of setting the tone for the lesson during the do now activity. Additionally, Craig introduces the concept of atomisation in teaching and the NPPPN sequence for teaching categorical atoms. They highlight the importance of using examples and non-examples to help students understand and categorize knowledge. In this part of the conversation, Craig and Ollie discuss the importance of using effective examples and non-examples when teaching concepts. They also explore the key factors that contribute to the success of high-achieving schools, such as sustained professional learning and a shared approach to teaching. Additionally, they discuss how pedagogy may differ when teaching senior students and the importance of providing feedback in a supportive and constructive manner. 

Takeaways:

  • Different approaches to going through responses from starters in the classroom
  • The importance of setting the tone for the lesson during the do now activity
  • The concept of atomisation in teaching and the NPPPN sequence for teaching categorical atoms
  • Using examples and non-examples to help students understand and categorize knowledge Using effective examples and non-examples is crucial for helping students understand concepts.
  • High-achieving schools prioritize sustained professional learning and have a shared approach to teaching.
  • Pedagogy may differ when teaching senior students, with a greater emphasis on independent work and less focus on retrieval.
  • When providing feedback, it is important to avoid using words like ‘but’, ‘although’, and ‘however’ after praise, as they can signal negative feedback.
  • Using the word ‘just’ can undermine confidence and should be avoided when giving instructions or feedback. Handling criticism involves trusting oneself and making space for the possibility of learning from feedback.
  • Prioritize the opinions of those who are respected and disregard negative feedback from those who are not.
  • Engaging in negative discussions on social media is often unproductive and can be detrimental to one’s well-being.
  • Developing a thicker skin and focusing on the positive impact of one’s work can help in dealing with criticism.
  • Podcast anniversaries are a cause for celebration and reflection on the progress made.

Ollie’s stuff

  • Sign up for Ollie’s newsletter here: edthreads.ollielovell.com
  • On Twitter, Ollie is @ollie_lovell
  • Ollie’s website is ollielovell.com 
  • You can check out Ollie’s podcast, The Education Research Reading Room here
  • Ollie’s first book, Cognitive Load Theory in Action, is available from Amazon
  • Ollie’s second book, Tools for Teachers, is available from Amazon

My usual plugs

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