Chisnell Chatter – Edition 14

Welcome to my latest edition of Chisnell Chatter. In my meanderings across the South East of England, life in school continues to be both joyful and challenging with equal poise. Ofsted has a new Chief Inspector, Sir Martin Oliver, who is undertaking a ‘big listen’; let’s hope he has big ears! It would appear that the pace of inspections in the region is catching up, and as a result, many of my partner schools have received a visit.

I am thrilled to be supporting CATs International Schools NPQ programme and have been asked to speak at the Northern Rocks education event in Leeds this summer about embedding research practice in schools. I hope to catch up with you soon.

Questioning – the catalyst of learning

Adopting a pedagogical approach to questioning that empowers pupils to think, deepens the rehearsal of disciplinary vocabulary, engages pupils in active learning, and supports teachers to assess learning can be the catalyst for helping pupils to know more and remember more. In my travels, I see teachers and support staff asking questions of individual pupils that explore their thinking well. While this is great, using questioning in a way that deeply explores the thinking of all pupils in a class is the holy grail of pupil success. When used effectively, questioning that is dialogic and creates a culture where pupils become both teacher and student can have transformational qualities.

Here is a link to a podcast on questioning where Kate Jones meets with Michael Chiles to discuss great questioning. The podcast explores:

• why questioning hasn’t always received the attention and focus it deserves but why it should be a priority for all teachers and schools.
• Mini white boards and cold calling techniques, as well as discussing the role of ‘hands up’ questioning strategies in the classroom.
• The purpose of questioning.
• The design, use and implementation of multiple choice questions and how the data provided can be insightful and helpful for teachers.
• Question design and delivery is discussed, both written and oral.
• Finally, how can teachers support students to encourage reluctant learners to participate and ask questions in the lesson.

Headspace – a time to reflect and re-connect 27 & 28 June 2024

Headspace is a two-day conference for school and trust leaders. It is held in the beautiful setting of the Hythe Imperial Hotel and spa. The conference is centered on your well-being and provides a breathing space for your leadership thinking. You will be left with a range of fresh leadership ideas that can be added to your professional toolbox. Nadia Hewstone, author and educational coach, will be speaking at the event and sharing her top tips for school leadership. Spaces are limited so please get in touch quickly to secure a space.

Cognitive Load

Here is a link to an interesting article published by the Chartered College of Teaching on cognitive load. In the article, the authors explore the importance of understanding cognitive load in helping students to focus on essential learning. They advocate:

• Avoid unnecessary information that is not essential to the learning.
• Provide clear and concise explanations that break down complex concepts into smaller, manageable parts.
• Use visual aids to supplement verbal explanations and enhance students’ understanding.

Activate prior knowledge:

• Understanding the forgetting curve and how pupils forget more over time if they do not return to what they have learned.
• Develop cognitive schema – build in opportunities for retrieval practice.
• Habitually include opportunities to activate prior knowledge in the lessons.
• Intentionally interleave concepts within and across lessons – this could include opportunities to rehearse graphical representation learned in maths lessons in a science lesson.
• Make knowledge ‘sticky’  –use strategies such as examples and analogies to promote the development of knowledge that is more easily retrievable and transferable to new contexts.

Build schemas strategically

• Have a clear system to lessons that build and connect knowledge.
• Sequencing essential disciplinary and substantive knowledge carefully in lessons and across a sequence of lessons.
• Teachers then allow for consolidation, elaboration and interconnection of learning experiences.

Reference: Lightening the load: Integrating cognitive load, schema theory and progression mapping in the primary classroom Written by: Alex Reynolds, Hannah Heron, Kirstin Mulholland, Louise Jackson and Nicola Cherry. Published on: September 26, 2023.

Ofsted webinars and podcasts

Here is a link to an Ofsted webinar produced by Ofsted that explores how schools are inspected. This may be a useful link to share with governors and subject leaders. Ofsted has also produced a podcast on the subject reports for music, PE, and geography. Again, a really helpful listen for subject leaders.

Here is a link to an earlier Chisnell Chatter where I share research reviews for science and art.

I hope this edition has been of interest to you. Please feel free to share this with colleagues.

My back catalogue is available here:

Chisnell Chatter Edition 1. Chisnell Chatter Edition 2. Chisnell Chatter Edition 3. Chisnell Chatter Edition 4. Chisnell Chatter Edition 5 Chisnell Chatter Edition 6 Chisnell Chatter Edition 7 Chisnell Chatter Edition 8 Chisnell Chatter Edition 9 Chisnell Chatter Edition 10 Chisnell Chatter Edition 11 Chisnell Chatter Edition 12 Chisnell Chatter Edition 13

If I can help you in any way then do get in touch, you can email me chisnellg@gmail.com or call / text me on 07825149535.

For more information about my consultancy offer, please visit my website here. My latest consultancy offer includes Coaching for Appraisal, a course that prepares leaders and staff for impactful appraisals. This course is co-facilitated with HR expert Gary Edwards. I will also be co-facilitating Headspace, a residential recharge for school and trust leaders on 27 and 28 June 2024 at the beautiful venue of Hythe Imperial Hotel in Kent (flyer for this later in this edition). Let me know if you would like to secure a place for you and your team.

Do get in touch if you are interested in training, consultancy or coaching support.