 Good evening, everybody. It's Ross here. Let me just take that off the screen. Thank you so much for joining me. Always a privilege to share ideas. Thank you for your precious time. I've got a new book out. And just in case you don't know who I am, I've been a teacher for many years and I now work with teachers supporting them online and physically all over the world. I am kind of the process we've got for tonight I'm going to introduce to you Patrice Bain in a moment who is my guest and who's going to guide me through our symposium tonight which is a fancy word for a good discussion. I don't want to be tied too much by time and this is on my YouTube page so you can watch it later. But the plan is to go for eight o'clock. I suspect we'll be able a little bit later. So we'll see how it goes and I'm going to give away lots of book prizes too. I guess before I bring Patrice in just to kind of explain the technology that I'm working on here. If you've logged into a platform on LinkedIn or YouTube where this is being broadcast live, if you are logged in you can leave a comment and I'll see it in the chat box and I can say, I can put your question on the screen and I can use that to post to me or Patrice on your behalf. So before I bring Patrice in this is your chance to have a shout out online. Wherever you live, wherever you're watching from whether it's on a mobile phone in the car in the school playground or the car park or in your village. Let me know where you're watching from and I shall say hello back and then I'll bring Patrice in and we'll get started. So let's see who we've got. So I can see a few people already. The STEM challenge, hello. All the way from the Arab Emirates. Thank you so much. What are you two or three hours ahead? So it's almost bedtime for you guys but thank you very much for joining me. Who else we've got? We've got Des here from Guernsey. I've never been to Guernsey, Des. We need to sort that out. I need to come and do some teacher training. We've got Victoria from Hereford, nice part of the world. We've got Mr. Gilson here from Cumbria. I don't know if Patrice, if you know all these areas we'll test your British knowledge in a moment. And then Bea, she's mentioned that she's got our three-year-old son hoping to go to sleep. So you can watch it recorded, Bea, but yeah, I understand the challenges. Who else we've got? We've got Kirstie from Bristol. Thank you, Kirstie. Again, I've not been to Bristol for some time before the pandemic. So I need to come and visit Bristol soon. I'm going to put Claire at Broughty Ferry and I've lost my Scottish accent, but I grew up in Dundee, not too far away from this part of the world. And Issa here from Bradford. So I left London 30 years working as a teacher there. I'm now up in West Shorts, so I'm not too far from Israel. So nice to join you. Thanks for the comment. There's loads of people here. Let's get one more in so I can show you the range and breadth of people. Nigeria, and what else we've got? Come on, last chance, last chance. Cambridgeshire, Texas, fantastic. A truly international event. Right, so keep them coming. And if I see anything that pops up in my feed, I'll put them on. I'm going to get to the slides and the content of the book and prizes. There's QR codes of surveys. There's tons of stuff. They say, as an artist, that your last painting is your best work. So this is my latest book. It's my best work to date. So the jury's out. Right, I'm going to bring Patrice in. Patrice, I encountered Patrice online and discovered her book 2019. Patrice, you're correct me wrong in a minute. When it was published, Powerful Teaching, it was just a stupendous piece of work alongside Pooja Argoil. She's wonderful. We've kept in touch ever since and she's kindly agreed to compare this event. I mean, pose lots of awkward questions. So Patrice, can you introduce yourself to everybody and let us know a little bit about what you do? Hi, everyone. Thank you so much. I'm in Missouri, United States right now and I'm a teacher and a little bit of background. I've been teaching for a very long time and I had some questions such as, most of my students did really well in my class, but why? Or if some of my students didn't do well, why? And there was no place for me to find this information. Most information on how people learned was done at universities with college students and laboratories and in 2006, Drs. Henry Rotiger and Dr. Mark McDaniel wrote a large grant here in the United States to study how did children learn in an authentic classroom and that classroom that was chosen was mine. So it was the first in the United States. In 2006, we've talked about memory for thousands of years but the latest research with children in classrooms didn't start until 2006. And then along came Dr. Pooja Agarwal who worked with me every day. And we investigated how we learn and I developed strategies based upon that. And in 2019, as Russ said, we published Powerful Teaching, plugging my book a little bit right here. Fantastic book. Unleash the science of learning. And then last year, because so many teachers as I go around and do professional development, teachers said, how can we get this information to parents? So I wrote a parents guide. But Russ takes this a step further. So my book Powerful Teaching, Unleash the Science of Learning, I feel like Russ's book could say, Unleash the Science of Memory. Because too often, we are just not taught this information and the way Russ has this book, it is the outline of it is wonderful. He starts each chapter with an explainer. What is it we're talking about? And then next he goes into practical ideas and then worked examples and then finally a template even with QR codes, it is right there for us. But there's one more thing I wanna say because I love this part too. We're now learning about the science of learning but still missing are some of the keys about memory. And there's a quote in Russ's introduction that I wanted to mention. The quote is by Tricia Taylor and it's a wardrobe metaphor. And I like it because the quote is actually by Dr. Henry Rotiger who started the research in my classroom but it compares memory to a wardrobe and here it is. Memories are objects stored in that space and retrieving a memory is akin to searching for and finding an object in that physical space. What Russ does in this book is he not only explains how our brain is and where memories are but he shows us how to get there. He shows us how to open the drawers of that wardrobe, open the doors and help teachers, help all of us understand when we learn something where does it go, where does it stay and how can we retrieve it? So that's my intro, Russ. I want to just listen to you. The reason I ask everyone, Patrice, to join me is because you'll see she's full of wisdom, she's so memorizing, she's lovely to talk with. So it's just gonna be a chat and the way you can take part in our chat just to remind everyone watching is leave a comment to log in to your channel, leave a comment and I'll display it online and then we'll use that to respond to you that the plan is to go through the book, not in too much depth because we'll be here forever but we'll go through the kind of key highlights and Patrice is gonna kind of pose questions a bit ad hoc. We've also got some planned questions and a few QR codes along the way. Just so you know, on my side, I'm managing all the chat box, the slides, the technology and Patrice has thrown some hard questions at me. So my work in memory is gonna be through the roof but I'm gonna do my best. And as ever, you can watch this later so don't feel like you need to stay all night but hopefully you can get all the best bits as part of the live session and also win a prize. You can see I've prepared my book display here and I've got a good 50 copies on the side lurking. So we'll see how many we give away depends on how nice all of you are and how much you participate. So we're gonna just kind of kick off stuff. Patrice is gonna ask me a question at the start, middle and end of each chapter and I'm gonna take you through the book. So Patrice, do you wanna kick off with the first one or should I just crack off? I will. So Ross, why did you write this book? Oh, well that's the most important question I suppose. I think ultimately, you know, I've always had a fascination with psychology. I've never had a formal degree in that area but I have found myself covering for a psychology teacher teaching 18 year olds for their exam. I'm a best friend, my best man was actually a psychologist. So I've always been part of psychological conversations. Then my life as a blogger from 2007 putting out an idea on social media, someone critiquing it, sending you feedback, show me the evidence, why do you think so? I guess that rabbit hole of social media and access to research and ideas spreading very quickly and rapidly, you soon get into this wormhole of ideas and find yourself writing blogging and the more you write and blog the more cathartic it is, the more deeply you get into lots of areas. And I guess, you know, my website, as people will know, you know, 17 million readers, the analytical data has allowed me to see what resonates with teachers and also my doctoral research is looking at social network. So I'll pull out a string of tweets from Twitter and see what teachers are discussing and correlate it with my website and my physical training. And I guess the last 10 years and particularly the last five, there's been a massive explosion about education research, cognitive science and teachers just super, it's not there yet for everybody but some are very, very excited including myself about this new access for teachers. It's not a new field of research although the neuroscience is relatively new but it's just great for teachers to access and then find some practical recommendations is the biggest challenge. So I guess the book was me putting what I think was a distinct lack of training when I trained to be a teacher in the early 90s that I could have benefited from earlier on. And I wanted to write that book that I could give to everybody and say, here it is. Now that's part of your journey, what are you gonna do next? And I think that's it. So it's kind of everything and anything into a book. Everyone goes on that kind of journey about why we remember, why we forget. So I just wanted to put it in a place really and just use some of my insights and experience to put it into some practical techniques. Great, well, let me ask another question Ross. So, okay, here the brain and memory and this can be sometimes a little intimidating when we don't have a lot of that background. How complex do you think this topic is? Oh gosh, that is a, well, it's very complicated. I mean, as you'll know, it takes years to even get close to master in the classroom and that art of teaching as well as the science of teaching, I think for much of my career I rested on the art of teaching and slowly the science and the research is starting to really refine my approaches. I guess the new teachers I work with, they're being immersed with this much sooner. The challenge they face is they need to then go in and put it in practice and live that art side of their teaching experience and connect the dots, I suppose, which is why I love Trish Taylor's book, Connect the Dots. It's an incredibly complex topic. We're not cognitive neuroscientists, we're not cognitive psychologists, we're teachers who have a small interest in this area and I think we're all fascinated with how we teach and the best ways to do it and we've got a good understanding of study techniques and how students should learn but I think just taking it a little step deeper, here's the brain, here's how we can support or hinder the learning process. This is what happens to our neurons and our memory when we get more sleep or less sleep or eat poorly or eat well, et cetera. And I think all these things really do strengthen our professional development and will, I believe, change the way you teach. I'm not in the classroom full time anymore but if I was, I would be an entirely different teacher without questions. So I guess the position I am in now, I can share that knowledge with a much wider range of professionals around the world using my platform so that that impact can spread and people can use the ideas beyond me and maybe kind of go quicker. It's taken me 30 years so hopefully this book will help people go quicker. And just to add to that, Ross, even though it really is complex, you've made the information really accessible. So you take what's complex and make it so we can all understand it. And I really appreciate that in your book. Let me follow up with another one. So getting this information, what difference do you think this might make to teachers, students, parents? Well, I think just to reiterate that last point, it will influence the way that you teach, absolutely. For parents, particularly if we think about our socioeconomic status, the disadvantaged context, if these messages could be spread to school leaders and college leaders in particular where they can then work a bit, refine their processes to reach hard to reach parents. And I guess more strategically policymakers and how governments can raise the agenda of sleep, diet, exercise. We know it's all important, but it's not really part of, at least here in England, a robust education policy process. We talk about lunchtime and break time here in England over the last 10 years, that time has reduced. Now, I know why if you give kids more time to play around on the playing or all the friends, unsupervised, they're gonna, particularly challenging skills, they're gonna start up in a fight. So you need to reduce that time and get them back into class. But the research is clear that we all benefit from regular breaks, exercise, et cetera. So how can we use this information to change the way we teach or redesign our curriculum and our lunches and breaks? And again, context is key, different types of skills, different age groups, all that matters. I guess my experience in a high school talking more about the older students in our society, how do we change it at that level, even alongside, I guess, the kind of importance of exams, but the importance of these study skills for life that will give all children kind of long-term success and problem-solving skills and looking after themselves rather than some of the things that we're all familiar with. I'm conscious I'm gonna go put some slides on and I've got loads of comments coming through. So I'm gonna try and manage it all, Patrice, but maybe if I put the slide up, let's see how we get on here. That first slide I've got coming up folks and keep your questions coming through is a guess just to kind of what, why, how, journey of some of the things that I've alluded to already. I guess ultimately in the back end of the book, and I'll explain this for chapter 10 as we go through, is using all my wisdom with teacher training, in my own life as a school leader and now doing it full-time professionally, is here's how you can do it back in your school with the resources and use everything that I know to design your own highly effective teacher training session. If I just go through the book and just some of the kind of introductory parts, there's 10 chapters in the book. So the first one is, let's look at the brain. And I found this really challenging, really interesting and I kept asking myself, how much of this do I need to know? And how would it make me a more effective teacher? It was the question I kept asking myself. So maybe we can come back to that question, Patrice, at some point. Chapter two is how memory is shaped. So what happens anatomically in the brain when we develop our knowledge or we learn to walk or we can remember two plus two equals? Then we look at the types. So I want to spend a little bit of time just explaining this to you. Some of you that follow me will have seen my little beginner's guide to memory, but chapter one and two, I'm going to show you the resources, but in the rest of the chapters, you're going to have to get the book, I'm afraid. Number four, learning is emotional. I demonstrate this in my physical training all the time with adults, with professional teachers. And I demonstrate how learning can be hindered when we heighten the stress or the scenarios or the consequences. So we talk about rewards and sanctions in school in particular. Cognitive load theory, a term that's quite familiar with a few teachers here in England. Now, why? Because it's part of government policy and language, which is good. So again, it's not necessarily tick boxing, but what does the research say? How will it make as a better teacher? Then some mental models, how do you remember the colors of the rainbow? What's happening there? And how does that support retention? Then I've looked at neurons and brain plasticity. So I guess from this point, what happens when we drink a glass of wine? Did you know that you're deliberately choosing to kill your neurons? And how we restore neurons after an accident, when we talk about diseases and brain damage and things like that. Again, that's a complex field and it's way beyond my level of expertise. Another term, cognitive apprenticeship, another new piece of research from the early 90s. It's looking at moving away from what we do traditionally as teachers to more of a cognitive approach. Then number nine, chapter nine. So looking at wellbeing, so sleep, diet, exercise, we know what the research says. I guess I'm just highlighting some recent research and posing the question, how can we make this more of a policy decision at government level and change the way we do things in school? Yes, exams, but what about all these other things? As part of an explicit curriculum rather than what we call a hidden curriculum, things that are taught behind the scenes I suppose. And then the last chapters have already alluded to how you take all this back into your own place of work or you professionally as an individual and do this for yourself and share the information. Patricia's already explained the book method. So there's 10 chapters, 156 pages if you're interested. It's about 25,000 words. 105 references. I've started a little database and I want you to be part of it. My bold plan is to have one of the largest databases in England for teachers at being surveyed on work in memory. So I'll show you what I've got so far. And then there's the kind of process. So what do you need to know or what have I found out? Here's an idea. How would I do it in my classroom and then you try it? And that's how the book is laid out chapter by chapter. So let me show you the data. Then I'll pause on the survey and I'll take a couple more questions from people watching as well as from Patricia. So here's a first bit of data. So there's all the kind of age, experience, ethnicity, et cetera, so I'll share that another day. But so far I've got, the survey shows 40 but there's about 100 responses now. I only published it last night. My aim is to get a thousand teachers responding in the next couple of months. But you can see here, this large blue bar suggests in terms of teacher training when you qualified or the training you currently have, this is the biggest weakness. What is cognitive apprenticeship? Does it matter? Will it make a difference? So that was the greatest. Then we've also got here sharing ideas on cognition in-house between one another in our day-to-day work or in professional development. So those are the bits of information that people are telling me. This question here is the confidence. What confidence do you have as a teacher in these areas of the book? So the questions are aligned to the book. So you'll see straight away, cognitive apprenticeship features again. So it could just be people don't know what it is. I think once I explain it, it should become clear and we might start to see if I survey people again in the future and we'll see how this data changes. I guess if we pick out a strength, we could argue and the most of the information's come from the UK so far, cognitive load theory as a policy phrase used in documentation, more and more teachers are familiar with what it is. I guess the challenge is, how does it change the way you teach? And I'm very conscious known what I know now doing this online session where 20, 25 minutes in, we all need to pause for a break. So I'll do that in a moment. The last bit of data is this one. So what are the challenges of bringing it all to life? No surprise, time and the costs. So this free webinar, you've got a book. If you take part in the survey, I'll give you half the price of the book back. So I don't think many authors do that. So I'm gonna show you a QR code in the moment that you can scan on the screen. It'll take you to the survey link. There's about five, 10 questions that'll take you five minutes or so. And it can be part of the largest database, I hope, that I can build and share this data and give it to you so you can use it back in your workplace. But that's an interesting chart there also with the current challenges. So my gut suggests that if this is what it looks like already, I suspect in a couple of months time, the data will probably be very similar. So I don't expect too many changes. So here's the QR code, and that's the blog I put out last night. I'm just gonna move a few things on my screen here so I can see a few comments. So on your phones, if you've got a double device on your side, if you're watching on a desktop, you can use your QR code. I'm just going to turn this banner off so you can see the QR code properly. So take part. So I'm gonna pour some water, Patrice, and you can give me some thoughts or a question. And I'm just gonna skim the chat books also and see what everyone else has to say. I think these are wonderful questions. And this is gonna be a really important study. In our teacher preparation programs, will more of this be taught? Will more CPD involve this information? This is valuable. It is. I'm just gonna skim a few comments here, Patrice. If I just, I shall switch the screen off for a moment. Lots of questions. So what I'm gonna do, folks, I'm gonna star a few of these questions and come back to them at the end. But thank you for everyone saying where you're watching from. I've never been to Greece, Anastasia. I need to sort that out, don't I? Whether it's for a holiday or to come and work in your school. But yeah, thanks for taking part. There's loads of great questions such as this from the biggest impacts on the effectiveness of memory. So thank you, Victoria. I'll star that and I'll come back to it later. So I'm gonna go into chapter one and two in greater detail. And then the plan is, and I told you I wouldn't be done by eight o'clock, we're gonna skim the rest of the chapters. I'm gonna just show you what's in them and then we'll have a discussion at the end with you guys taking part online as well as Patrice firing me some difficult questions. So let's get back to the screen. So here we go. So there's the QR code, folks. Scan this, take part in the survey. On completion, you'll get a voucher code on my website. You'll grab half the book for half the price. My publishers would be outraged. And then what I'll do is I'll sign a copy to you personally. And I live in Yorkshire now. There's a very steep hill to the post office and it's quite tiring to walk up the top, but I will do it just for you if you want an assigned copy. Anyway, that's enough of the book plug. So the first chapter is the brain. And I said to Patrice before we came online, this is still not yet embedded knowledge for me. So I have already, let me just pop back a slide there. I've missed a slide. This is not yet embedded fully enough for me. And I need to revisit the material many, many times for it to be embedded, but I'm getting there. So this is very much, I would say for a teacher, a kind of intermediate advanced knowledge for psychologist teachers. This should be pretty much part of your teacher training. So following the method of what's in the book, explain. Here's an idea. Here's how I would do it with a worked example. And then here you have a go. That's the process throughout the whole book. So this chapter in particular is about the anatomy and the physiologic of the brain. Why? Because if we understand a little bit more about its components, it will tell us a bit more about how we can look after our brain, what happens when we are learning and how we can do certain things at policy level as well as classroom level and at home to work alongside our young people. So what I did, I guess bringing together some of the things I've been reading as part of my blogger life, but also exclusively researching on memory and lockdown. I guess one advantage there I say of lockdown for me was, particularly on the strict lockdown at home regular day walks, audible books, listening to lots and lots of research on memory. So I've brought everything together about what I've been reading and listening to. So let me kind of just start with this. I'm going to be quizzing you on this later, everyone. So you need to be paying attention here. There's two fields. I guess the other one is the neuropsychology, but I guess the neuroscience is the relationship between the cognition. So remember, cognition is your thinking and then the functions and how that kind of connects. So the biological functions and the mental processes the psychological aspect is how the mind operates. So how we acquire knowledge. And I guess as teachers, we're kind of, for me, I've been very much interested in the bottom half what I've been working alongside Patrice and accessing blogs is getting really interested in the top. And I've been trying to get into a little bit more and now I've seen it sort of blended into a bit of the anatomy. And I keep asking myself this question, if I know more about the brain, how does it change what I know currently or how I might teach? I can come back to that question. So what I say at the beginning of the book is the ideas in this book aren't new. So there's one way to kind of put people off wanting to read it. Why? Because people have been talking about memory since, you know, Egyptian times even probably, I mean, that's the first written record. And I've actually got one of my first quotes here that I just want to forgive me, please read out. And humans ought to know that from nothing else but from the brain come joy, delight, laughter and sport, sorrow, grief, despondency and lamentations. And by this in a special manner, we acquire wisdom and knowledge and see and hear and know what are foul and fair, what are bad and what are good. And by the same organ, we become mad and delirious and our fears and terrors are sailors and all these things we endure by the brain. And this is from a quote from Hippocrates who this is the kind of time when he lived. And it kind of highlighted me, I've just started my journey really and kind of recorded it but I'm not the first person to do it and I won't be the last. And I guess for people participating here, this whole process just being part of this webinar, reading the book, reading my materials, that's part of your journey. The question for me is what are you gonna do next and how are you going to share it? So I'll pause for a break in a moment but let me just take it a little bit further. So I've looked at the kind of key components, the kind of parts of the brain, the top, the bottom, left and right. So I've learned all these words, how to spell them, what they mean and I was saying to pretty shortly, I need to keep quizzing myself on this to make it memorable. The five regions, so all these complicated words, what the cephalon mean, mesen, dien, teller, meten, mylene, really, really interesting stuff. And then just breaking the brain down a little bit further into, well, what part of the brain helps us to hear? What part of the brain helps us to make judgments? So that's the frontal lobe. And when I ever received critique from a troll online in particular, I've soon discovered that when we develop empathy, it's actually a part of the brain that we can nurture and grow and it's not so much in other people, particularly people who can't empathize with another person's view. So I often think that that might be the kind of trolls of the world or there are bullies in the world that don't necessarily have that part of the brain as developed as ours. So there's something for you to take away. So the practical idea in this book, I've attached a teaching idea alongside each chapter. The one I've chosen here is direct instructions and how we can be more concrete in our discussions or our questions with pupils, how we can be more explicit, how we can be more mindful about what we say, when we say it, how and so on and so forth. And then the idea or the worked example I've given you is if we were in a classroom, so I might give you this worksheet and I might say, well, here are the parts of a volcano. Could you write a paragraph to describe all the key features or the parts or whatever the explicit instruction would be and I'm not demonstrating that here. And this is a good example of the kind of cognitive science technique dual coding. I've given you an image and I'm asking you now to write a text. That's on the premise that you already know some information and you can recall it as part of a retrieval exercise. What's interesting even when I share this with adults is if I now flip it and let's say in the classroom, instead of me giving you the picture, I give you instead the paragraph with the keywords written in red and I give you a blank diagram and I ask you to label the diagram. It's really interesting. So comments in the chat box. Most people find this process a bit easier. So I guess because we're seeing this for the first time and we all know what a volcano is, but we might have forgotten some of the words. So this is where we get into memory. We can start to see I suppose what technique has more benefits and how far will it take us to do the first example where we see the picture with the words labeled and then we can actually recall the whole paragraph and write it down ourselves for the first time. So there's one technique inside the book you've got. So there's the two examples there. So inside the book, you've got me kind of explaining this in an abstract fashion just with text using the dual technique example there as example two. There's another example here. Example one where you've got the instructions of how to build a table. And I don't know if you have outside England, I'm sure most people might have an IKEA store or a Walmart or something like that where you get a table and a set of instructions. And those universal instructions have no text. They are universal drawings so that anyone can build the table. So it's kind of looking at how we might do this in the classroom being clear and precise, direct instruction, concrete information rather than abstract concepts. So in the book, there's a QR code. So you can scan this one, grab the template. Obviously in the book, there's a lot more detail around the book but this QR code, everybody will take you to this particular template if you want that one. So that's chapter one, Patrice. Excellent. And what I really like is having the access to that information. We may not memorize every aspect but it helps us become familiar. And then with your book, when we have questions, we can go back. It's right there for us. So I really like chapter one and the clarity it gives us. Thank you, Patrice. Hello, John. I know John, I've worked with John in his school in Spain. So hi, John, thank you for joining me. Nice to see some friends. Okay, chapter two. So taking it a bit further. So we've done a bit of history of the brain and what millions of people have done before us. So I thought, right, let me unpick a bit of anatomy and what happens when we can suddenly, so I'm waving my hands and I'm talking and I'm using all this technology. So there's a lot of memory storage that's happened already for me to be in this position where I can respond to questions from Patrice and use the technology. So I've unpicked all this. So here's some facts, I suppose. Did you know we have 86 billion neurons which is just ridiculous and they can form up to one trillion connections which I think is unfathomable. So if we want to kind of break this down and I believe 50 billion, in fact, give or take one or two are in the center of your brain in that core part. But if you count to one million seconds, it will take you 11 and a half days, not that you'd want to. But imagine doing it for 86 billion. So just to count to one billion would take you 31 years. Now we don't have time to do that, but that shows you. And I'll have to double check the book's data but I think it's about one billion stars in our Milky Way galaxy or something crazy like that. So you can kind of see the depth and breadth of the neurons that are available to us in our brain are just mind-blowing. And I guess it goes, for me, when I started to unpick this, I thought, well, I'm 48, I can still learn a language. I can still learn the piano. I just need to put in that hard work, build those connections, repeat, repeat, repeat to a point where it's automatic. And that's how learning happens. And I guess we just need to make time to do these types of things. So can you still learn a language when you're 89 years old? My answer is yes, you can. So I think it's a good message for us all in terms of just the facts about our neurons. I wanted to know, I guess, from this part of the book, what happens in the brain physically and how. And again, not being an expert, just wanting to unpick this. And then thinking, right, back to the teacher, how can I shape memory in the classroom knowing that that's what goes on? So we do this as teachers, but I just wanted to kind of get a bit more detail. So without getting too bogged down, everybody, and I need to turn that off, I haven't checked those PowerPoint little animations. Here is a neuron, give or take, give or take the graphic. But just I'm picking some of the terminology here. And I'm thinking very carefully, because at the moment I'm just designing the teacher training materials. And I've got to think, right, if I stand in front of a room of teachers and do this, I think the jury's out on how useful it might or might not be. So I'm gonna have to work really hard in terms of takeaways for teachers. But it'll have a purpose and some shape or form, I'm confident, but there is a single neuron. And then I thought, well, let me just dig a bit deeper and what happens when it connects. So you've got that connection right in the middle and that's that neuroplasticity. So when the dendrites connect to the synapses and form that memory. And again, I could go into this in greater detail, but probably not for this short session. The practical idea in this part is retrieval practice. So I'm a great, I'd like to be joined by Patrice, who is the guru on this and got a wonderful book so that if you've not read Patrice's book, everyone, I'd strongly recommend it. There's some brilliant stuff in there. But the retrieval practice, I guess to emphasize and Patrice will back me up, it's a learning strategy, not an assessment strategy. So assigning grades and all those types of things and high-stakes scenario, that's quite the opposite in terms of what the research recommends. And I know Patrice's good friend, Pooj, has done a huge database on all the retrieval practice research. And you have to work quite hard to find classroom research studies on this topic, but it is getting shared and it is being accessible to teachers more and more. And I think more people that are familiar with this now are starting to see the benefits. So just for this last book, rather than share the template, if I wanna do a quiz, because it's retrieval practice. So on your phones, everybody, and I'm gonna come out the slides to make this work, I'm gonna try a quiz using this QR code. So if you can scan this QR code for me, please. And I will put the chat, I'm gonna put the link in the chat box because as soon as I move away, I'm sure someone will say, what was the link? So here is my code, here it comes. So P-O-L-L-E-V.com forward slash teacher toolkit or scan the QR code. I just need to come out the slides and activate the actual quiz. So I'm gonna test you on what we've done so far to hopefully embed your knowledge. So fingers crossed that works. If you've not got connected, there you go, the link is on the screen. So P-O-L-E-V.com forward slash teacher toolkit. Apparently, if I do it right and I don't break it, you'll be assigned a name and you'll go up and down the leaderboard. You've got 10 seconds to ask, answer nine questions. And then whoever's at the top of the leaderboard, first prize giveaway. So this is what people have come for. The rest of the book we're gonna skim through and Patricia and I are gonna have a chat and I'm just gonna rather than be tied to the slide just dipping in and out of them. So here we go. I'm gonna break this, Patricia. Let's see what happens. So here's the first question, everybody. How many chapters are there in the book? So there is your eight seconds or so to respond. I guess it will automatically time out. So 29 results. Thank you for people participating. Okay, and then I can show you the correct answer. It's like being in class, isn't it? So 10, now I believe, Patricia, the research and retrieval of multiple choice quizzes is make the options hard, not too easy. So if I put a thousand chapters, it's too easy to eliminate. So you can see here, one or two people got the answer wrong. So let's see who's in the lead. So if you've got, in fact, there's lots of people all joined first place. So let's see nine questions later. All right, what chapter is cognitive load theory? So I showed you all 10 chapters at the start. You've likely have forgotten unless, I don't know, Darren Leslie or Sarah watching. You've got a copy of the book to hand, hopefully. You can have a quick sneak peek through the book and find what chapter it is. So what chapter, three, six, five or eight, 10 seconds. Okay, time up. Okay, correct answer is chapter five. Okay, so let's see our leaderboards. Okay, we've got four, five people in tied positions. So let's see, let's move on. The research, so I showed you where teachers lacked confidence the most. Which area of the book was it the most? We need some kind of quiz music here, don't we? Okay, 10 seconds. So correct answer was cognitive apprenticeships well done, 81%. Let's have a look at the leaderboards. Okay, so we've got guests, one, three, nine, five. Can we have a woohoo? That's me in the chat, let's see who it is. Identify yourself. Okay, next question. What do teachers say is the biggest challenge? Okay, so this is a hard one. So I want to make the multiple choice hard. That's what the research recommends. Okay, I think we've got a woohoo from the STEM challenge. Okay, so correct idea was the cost for training. That's what the data says at the moment. So only 7%. So let's see who's top of the leaderboard. Is it still STEM challenge? I think it is, I think it is. What is cognitive neuroscience? So I skip these definitions really quickly. And there's your choices. Okay, one more second. Okay, let's show your answers. So there's your choices. 56% with relationship between thinking and function. Okay, leaderboards, one, three, nine, five still ahead. I think they might have it in the bag, let's see. What date is one of the earliest references to the brain? So I showed you a couple of things on a graphic and I read a quote. Here's your choices. I've made them, desire to be difficult is the phrase, isn't it, rather than too easy? Two seconds left, let's see. So there we go, 1700 BC, the first written record, Egyptians. So one, three, nine, five, still in the lead, eight, seven, one, six, close behind, there's not many questions left. What part of the brain is the root of our mind? Now, I talked about the front of the brain. I wonder if you can remember the part or the label of the diagram. Again, I skipped through this really quickly. Okay, so the correct answer is telencephalon, the front of your brain. Let's see, one, three, nine, five still ahead. I think they got it in the bag. Okay, next question, frontal lobe. What's it responsible for? Balance, touch, judgment, or vision? Okay, correct answer is judgment, well done, 80%. Let's check that leaderboard, okay. Okay, how many neurons does the adult brain give or take one or two, depending on how much wine you drink? Where are we? What are you going with here, Beatrice? What are you going with? Okay, correct answer, 86 billion, 33%. Well done. I think guess one, three, nine, five has one because the little ticket tape exploded. So there we go. So who's one, three, nine, five? Everyone's going to say it's me. So I'm going to double check the scores after we finish and see who the person is. But if you can email me, I'm assuming it's the Wu, the STEM challenge. Let's see, unless you just were excited that you got one answer correct. So please get in touch if that's you. Guest one, three, nine, five, and I will ping you over a copy of the book and walk up that steep hill. So Patrice, I'll just pause there. Yeah, I have a question for you, Ross. A question slash statement. So what you showed us for chapter two is really pretty technical about the neurons and everything, but you have this great analogy in there that a pathway through a forest is real similar to learning. So taking from the real technical aspect to something we can relate to, how would you describe that? Well, it goes back to that wardrobe metaphor because we love metaphors, but we should also maybe not be too constrained by them, I suppose, when we get into the world of the brain and memory, because they can also, when you get deeper, they can limit you and then you end up being given the wrong details, I suppose. But I guess keeping it simple as a beginner's guide to at least get interested in getting love with this area. I suppose we go up to the hills of Yorkshire where we are and we go off the path and we walk through a meadow and all the flowers are above our knees. There's no trodden path. So if we create a path and follow it the next day, eventually the grass will be flattened and it will turn into a well trodden path. So I guess that's the analogy in terms of how a memory is shaped. I've got, my son can play the trumpet, we've got a piano at home, he hasn't had piano lessons, but just simply by putting the letters the C scale on the keys, he's transferred his knowledge of the trumpet and he can play a tune on the piano. He's had no formal lessons yet. We'd like to do that in the future. But you can see how that established path on a kind of new territory where you develop schema can be transferred to another context. So it's pretty much the wardrobe analogy, the kind of walking through a forest metaphor where there's no path and you create one and then it slowly becomes an embedded track that you can follow for a trail. I guess these metaphors help us understand these complex terms and how we can access this complicated field, but also understand it better and translate it into practical ideas for the classroom. Thanks. Great. So let me pop this back up. So I'm not going to go into too much detail. I'm going to just kind of skim the last three chapters and I won't do any of it justice, but I think I'm just going to move that banner. Chapter three goes into types of memory. So I do this in my beginner's guide on my website and explain the differences between short, working and long-term. And you've got a kind of brief description underneath the titles. What I've learned with working, all the research I've read generally, and again, what the research is studying, I suppose, is worth unpicking also, but within the book and the references I've mentioned, they generally say three to nine pieces of information we can manipulate at once. So Shuman everyone watching has established knowledge and is contributing to society and as an adult, et cetera. I'm assuming you'll know the first planet in the solar system two plus two and the colors of the rainbow. There's three questions in a row fired at you unannounced which isn't helpful for assessment. I need to warn you the questions are going to come and I ask you for the answers straight back. If I then go up to nine questions I can exacerbate your working memory. I'm either quizzing you on things you know or things that you don't know. And as a teacher, I make that choice to support or hinder that process. If I ask you what corpus linguistics is if you have no pre-knowledge then I'm really pushing your working memory and we're kind of focused in on the red and the yellow areas rather than your established schema already embedded. So I guess this slide, I've been looking at this for three or four years now and in the classrooms what we're teaching children as concepts, rules and facts repetition, developing curriculum knowledge and through retrieval that information what are the colors of the rainbow? It's stored when we quiz, we retrieve. Patrice's wonderful but write it or say it the best recommendation I can give you for retrieval. You pull it out of children's heads and that helps that retention of knowledge. I guess the declarative and the procedure is just the differences between the knowledge and then that problem solving type or the critical thinking where you're selecting the right skill to solve that task. I can go into this in a lot more detail but not for now. So there's just some questions, examples there. The book also talks about I guess in the curriculum sense developing schema. So knowing a little bit more about environment, home and classroom, different types of memory, idetic sensory memory. So your senses as well as the three I've just explained how we pay attention, how we get attention in the classroom to then add knowledge. Knowing more about working memory, it's limited. We switch off, we get distracted. I'll talk about the weather, I ruin the whole process. And then in the classroom, how we do this and this is inspired by some of your work, Patrice that near to far transfer is the green boxes I suppose what teachers do in each of those stages between encode, store and retrieve and how you move that knowledge from near to far. And I'm kind of building on that to think of the perfect scheme of work or how we might look at a curriculum design and how we might introduce space practice or in America or elsewhere, we call it distributed practice and how we might interleave topics. So my favorite definition for interleave practice is fruit salad, apples, pears, bananas, oranges all mixed together, but not the baked beans. Although it's a category of food, it's a dissimilar type of food. So we put that elsewhere. And I guess it's a good approach for interleaving different aspects or similar categories of your curriculum over the kind of key stage or academic year. So that's chapter three. I'll do one more chapter. Patrice and I'll pose for some questions for chapter three and fourth, that's okay. And I've always believed learning is emotional and I guess in the classroom how we can reward students to motivate them to attempt a difficult piece of work or to get that feedback when they've done really well but they might rest on the laurels and not put much effort in. So how do you balance that? I guess also just, and this isn't written exclusively in the book but I've been working quite a lot on the reward loop in terms of feedback where teachers will traditionally say feedback or marking. And this is kind of a bit about dated language now and we need to try and reform the marking burden that teachers face. So I'm a big fan of verbal signals or verbal scripts and non-verbal signals in the classroom. And then looking at Hattie and Timpley's research on feedback, feed up and feed forward and what the differences are. I guess feedback, I can only give you feedback if I can compare it to what you did before. If it's a new piece of work I can only give you feed up or feed forward. So what are they? And again, what do they look like in the classroom? So I'm currently on these nine different variations of marking but I don't say the word marking I say these different phrases and on my site you'll see me model all these different examples. And I think it hopefully will support many schools moving away from marking and feedback policies towards a more balanced way of providing feedback and reward for students in class and that burden of having to evidence writing things down to a better place where we can think about emotions in terms of feedback and how it supports retention of knowledge and develops it and so on and so forth. The idea in this chapter is rereading and saying it out loud. So at the bottom there I've given you a picture dual coding of Hippocrates and the quote which is attributed to him. And if we did this as a training session I'd probably get you to read it or say it out loud and then we'd unpick the research on rereading. So I'll pause there for another glass of water and Patrice will pose a couple of questions to me. Well, let me start one from chapter three that I thought was really interesting. So I wrote this question down. In chapter three, you discuss context dependent memory which refers to the improved memory performance that is present when individuals are tested in the same context in which they learn the material. So that's really interesting. Let me just, when individuals are tested in the same context in which they learn the material. So how does this relate or what impact does this have on how we encourage our students to study? Yeah, this is a really interesting one because going back to your brilliant book, again, Patrice, there's so much in there. The near and far transfer, you also talk about location. We can do the home testing, homework, home study, the classroom, I guess. For teachers, the challenge is you're fixed to a particular space in a building and you can't necessarily take your students elsewhere other than a library or outside or to the IT suite. So you can quiz students in another scenario. I guess when we do practice for exams, sometimes schools will close the hall and put all the students in for a kind of mock exam. And that's where they can rehearse this scenario. My tip, I suppose, was over the Easter holidays just gone, my son was revising for his standard attainment test here in England. He is a new six, 10 years old. And he was revising for his stats. We hadn't pushed him at all and he was revising at the end of the day and left it to last minute. And I just said to him, context dependent memory. I didn't say that to him. I said, Freddie, you're gonna be tested first thing in the morning. So why don't you practice your rehearsal and your retrieval at the same time? And it was interesting. It was a bit of a light bulb moment for him, really. He then, for the rest of the Easter break, got up in the morning before he enjoyed this day. He did his practice, whether it was for three minutes or 15. And I think there's an important lesson for us all there where possible, design that test scenario in the same circumstance. So you know, you'll get a lot of students say, Miss, can I put my headphones on? I promise I'll behave. Well, my answer would be no, because you won't retrieve in that context where you've got lyrics blasting in your ears and so on and so forth. So it's an interesting piece of research. Obviously I'm picking greater depth elsewhere, but it's something for us to consider in terms of when we want to quiz kids or practice for a formal test that need to practice in the same scenario. They'll sadly be used in a high-stakes scenario. That is, that's really good information. And then I had a question about, in chapter four, again, you were talking about the reward loop. Yes. So how do you think that a positive feedback impacts retrieval? That is a really good question, because how you frame it, you know, a lot of, you know, so I've already shared some of the feedback types. I shouldn't really say feedback because there are assessment types, but not many people factor in the influences. One that English schools in particular do factor in in their teaching and learning policies is time. We know feedback has to be manageable. So if I've got 30 students, I need to be able to either do it physically on a book or around the classroom. It needs to motivate the student and mean something for them to act on my feedback there or when I'm gone. And most schools will talk about time, but we don't go beyond that in terms of competition, specific, general, positive, negative. So there are so many other influences that can impact on the quality of feedback, as well as the response from the student. I think another thing to consider is viewing the feedback to improve the students, not just the piece of work. And I think once we understand a little bit more about the reward loop, so that your most, some of us should be familiar with the word dopamine. So if I put out a tweet and I get 17,000 likes, I'll think, right, I'm gonna go and put that to you out again because I'm gonna get 17,000 likes again. The reality is it's not the case. You know, without getting distracted about the social media conversation for us all and mental health, you can see how the dopamine effect impacts on us all in a virtual book launch with nice comments, to a tweet, to a book review on Amazon and whatever else, how that really rewards us in the future and changes our behaviors. Thank you. Great. So I'm conscious everyone's watching and we're having a little conversation about the plan, but I've got a lot of questions. So I'm conscious it's five plus eight. I'm gonna whiz through the next two or three chapters and then Patricia will pose another question or two to me and then keep your questions coming. I'll promise I will go through them all. And if you have to disappear, then you've got the recording to come back to and you should see the comments that I'll publish online on the screen or in the chat box also. So let's move on to chapter five. So chapter five, everybody cognitive load theory. So a lot of people here in the UK are familiar with this term. What I learned from unpicking, what the published paper said, the original document, how it's been applied in particular context and how it's been translated elsewhere. It's not a theory for everything, but it's an interesting theory about how we might learn and how it might change your approach to teaching. So what I've got in here is just a simple graphic which explains some of the terminology. There was another phrase called germane load, G-E-R-M-A-N-E, but they kind of largely amalgamated into extraneous. I guess the difference here is intrinsic load is the material being studied. So this topic is hard there, that's intrinsic loads too high. And many of you might be suffering already from cognitive load because of the complexity of the topic. Where the book comes in or I is extraneous load, I can reduce it or make it worse by the way I deliver the information or by the way I teach or the task I select to help you solve the problem. And it's just a really interesting concept. So there's a lot more in the book, but that's without going into too much detail because I could go on for hours just about this chapter itself, but that would be just that book in essence without going through the resources. Mental models, chapter six is the mnemonics. So the visual representations or the kind of vocabulary and terminology. So I've got a couple of ones you'll be familiar with. We can, well, I assume we can all, but sometimes we forget. You know, what are the colors of the rainbow? And if you put your knuckles together, you can work out which days of the month. So if you look at them face forward, January, February, March, you can work out if one month has got more days than the other. I really like that physical mnemonic to retrieve the days of the month. But there are many others and I've quoted a few in the book, but then the use of mnemonics to tell stories. So I've got a car here for you and I've got 50 million pounds or half a million pounds, I say 50 million or maybe get as a form of the one car. But I say to you, so let's imagine the car, let's smell the interior, what does it look like? We can start to visualize and start to tell a story or I might ask you about your first car you ever owned and you should using your semantic episodic memory, which is your personal life, describe the color of your car, but semantic memory, tell me the number plate registration of your car, you might have forgotten that information unless you took time to practice. So this chapter is about mnemonics and storytelling and I guess part of my life public speaking and Patricia will know this also, you develop a particular script or a particular method for sharing bite size information, making it resonate with people, memorable, et cetera. And that's all very useful for teachers. The chapter seven and I'll pause again. This chapter is all about brain plasticity, so how it's shaped, how it grows. I guess for people here in the UK and probably people watching elsewhere, I managed to connect with Professor Sarah Jane Blakemore who's one of the world leading neuroscientists on the teenage brain. Fabulous research on what happens to our young people at school and why they have such extreme emotions and unusual responses to everyday scenarios. And it's because their brains going through rapid neural growth and it's not their fault. So we probably should be a little bit more sympathetic. So I found that really interesting and her book, Inventing Ourselves, I would strongly recommend you have a read or a listen on Audible for that one. So that really informed me for this part, but blending into cognitive apprenticeship, which is the next chapter of the book. Just talking about novice to expert, if you look at the graphic here, you've got a baby learning to walk or learning to crawl to begin with before they can kind of wobble along and take their first steps to a point where we can walk up a mountain and use what the kind of walking sticks to help with our balance when we're a bit more of an expert. I guess the message here is when you're new to a problem, you work backwards from the solution and stages. When you're an expert, so make me a cup of tea, you've done it thousands of times, you can work straight ahead and you then get clever and nuanced and you say strong tea, weak tea, milk first, milk second, one sugar, two sugars, and you start to add all your experience. So there's an example of a math equation, which one are you? Are you a novice, an intermediate, or are you an expert? So the last slide now pause, just I'm picking cognitive load a little bit. So that novice, that would be difficult if you show me the end goal without breaking it down. The recommendation to manage cognition is show me the end, but let's work in chunks, work to examples, here's one I made earlier, I model the process, et cetera. And that's spider web analogy. So we talked about the wardrobe metaphor, I guess with curriculum design and developing knowledge, my scheme is not yet established. So that broken spider web, once it's developed and enhanced, each of the connections strengthen one another. And I like that analogy also. So there's lots, but I'll just pause for another break, Patrice. And people watching, thank you for still staying tuned, ping some questions over and some comments, and I am gonna respond to them all, I'm gonna skim them while Patrice poses me a question. Well, I've got two questions for you, Ross. The first one, so in all this work that you've done, what has cognitive science taught you? And the second question, what advice do you have for teachers working in different sectors? So the first one again, what, in a nutshell, what has cognitive science taught you? Okay, and then what can teachers do? Gosh, I guess more than anything, it's taught me that there's a lot of good evidence out there to back up, I guess, our hunches. And a lot of teachers that are going back to that phrase that art of teaching and the science of teaching, it's kind of marrying them both together and not saying that all it's art versus it's together. And for me now, 30 years, I relied on the art and that experience rather than the science. And I guess getting the science gives you a bit more of a stronger position. I guess what I'm learning more about the study skills and the processing and decoding information, there are conscious decisions that I do as a teacher that make a big difference to retention. What teachers can do in their own context and as a broad rule of thumb, being aware of three to nine pieces of information that you can manipulate and that you forgot what I said 30 seconds ago. If you're working with a child who's four years old, their pain attention span is gonna be very narrow and very short. It's a bit like when their bones are growing and their dexterity is limited compared to someone who's fully grown. If you're an older student, 16, 18 years old, your cognitive load's a bit broader. You might be able to manage kind of pain attention chunks in 15 to 20 minute chunks. And I guess what I've learned is, and particularly with the kind of online era such as doing this session online, is that even as educators, and I know now we've been on this session, I'm just checking the clock, one hour and 15 minutes, I'm gonna lose you after 10 or 15 minutes. So the retrieval practice, the book prices, the QR codes, just like you do in the classroom, here's one I made earlier, what do you think? And that's why the Zoom era has been a particular challenge for all teachers is managing that load online. So there's lots of lessons, but those are my key takeaways. Short manageable chunks with lots of regular breaks, time to process. I know already my head is starting to brew, not a small headache, but I need to pause, rest, et cetera, because it's intense, it's intense information. And when you're delivering a lesson or a keynote speech or even a full day training in front of 200 teachers, your own cognitive load starts to suffer. So you have to model the learning process for other educators and educators have to do that for parents and for our young people. So I hope I answered both those questions. Thank you. Okay, so I'm gonna finish off the last couple ideas and then we'll go through all your questions. The cognitive apprenticeship, this is where teachers have told me they struggle the most, but I think it's easily accessible. I think more than cognitive load theory personally. And it's that novice and expert. So I guess the best analogy I can give you is think of a cup of tea. I want you to make a cup of tea for me, please. Traditionally in classrooms, the teacher would model the process. Here's the resources you need. So scaffold, take what you want or you need to use this first, this second. As you become an expert, I fade the resources away to develop your metacognitive thinking. And along the process, I coach you, depend on the critique I give you, the questions I pose and where you are in the process. And of course I'll involve other resources, other learners as part of that process. This is what's called traditional apprenticeship. And this is typically the model for all good classrooms around the world. The cognitive apprenticeship suggests tweak it slightly and use this process, which is, I'm just realizing I haven't shared the slides. That is a silly cognitive load error. There's that slide. The model, scaffold, fade and coach methodology. And then instead of doing this, what's traditional, the model, scaffold, fade and coach as a teaching and learning process or a loop in the classroom is do this instead. So this is the cognitive apprenticeship. Here's the process. Rather than me say to make a good table you need to measure accurately, I need to chunk it, be explicit, show some examples and then situate this, maybe an abstract task into a real life scenario and then diversify the options, whether we make it a competition or someone comes into the classroom and say, here's a problem I've got, let's go and visit the venue. Can you tell I'm a DT teacher? And then we start to unpick and transfer what students have learned. I won't go through this slide in great detail. In fact, not at all because it just conscious of time but it's broken down into all this kind of information in terms of the content, the method, the sequence that teachers should recommend to use. And then the sociological factors are all the kind of external things that happen in and outside the classroom, including community to take that teaching loop a little bit further. So on the surface it looks complicated but I don't think it is really. And I hope that chapter in particular just breaks down at least what the data is telling me. People are a little bit fearful of this topic. I'll do one more at the wellbeing and memory. I think this is the most important chapter. It will back up what most of us know about exercise, sleep and diet. And I guess what I wanted to do in particular was unpick, give me the research on wellbeing, some new research, some established research and its connections with good exam schools, good attendance, good behavior, however you want to define it. And then how we can at least a policy level and strategy in our schools and colleges create more fulfilling approaches to teaching and learning in our classrooms for our younger people. Pandemic and mental health is on the rise. So how do we manage that better? So kind of raising the profile of these things in our schools, not just something that's done at home in particular. So there's tons in the book, but I guess there's loads of resources, but looking at the penal gland and we're talking about the reptilian brain, the fight-off-lite scenario, the recommendations on sleep depend on your age. I don't know about you, Patrice, but when I don't have a good night's sleep, I'm never a better teacher in the morning. I won't say that dramatically and I suspect we all do. And there is an enormous body of research. I've just picked out some of my favorites about why is it part where you're watching is sleep, diet, exercise, part of your education policy. When you have poor sleep, it impairs your cognitive ability and declines over time if that's regular. So think about your vulnerable students. Do we know what a good night's sleep they have or not and do they have that safe space? You know, how it creates extra stress and then typically your disadvantaged kids have lower sleep quality. My favorite research is, and I haven't quoted the reference here, but it is in the book, that taking naps boosts your memory recall. Now the challenge for teachers, we can't let kids fall asleep, but we can build in mindfulness moments or quick pause lesson, retrieve, think, pair, share, 30 seconds, stand up. You know, when you stand up, your neurons suddenly change. Try it, Patrice, I'm gonna get you to stand up because you've been sitting down for an hour. Come on, Patrice. I'm kind of stuck at my desk here, Ross. So, you know, when you stand up, move around all these little things, they really just change the dynamics. But the interesting bit on sleep, it allows your brain to recover information. So there's tons in there, but again, trying to do all this in a short kind of book launch session is quite a challenge. The last chapter, Patrice, and then you can fire a few more questions at me, is what can you do with all the information back at your own kind of school setting or for yourself? Teachers are already on the data. I've told me they don't have enough time and access to this research or materials is expensive. I've told you already, if you do the survey and I'll put the link back on the screen once we finish, you can get my book for half price. It's how to translate it all back and share them. I think I've worked now with 100,000 teachers face to face in the last five years and doing teacher training my whole career as a school leader for good 17 years. I've seen all models of teacher training and trying to work out how you can translate all this complex theory into a kind of step-by-step guide. So just some screenshots from this particular chapter. You've got a five-minute CPD plan in my book, but then you've got a bit of research in terms of how do you critique as a teacher different types of research and implement effective professional development for your team or across your entire institution? How do you translate my research into your own setting if you work with primary students or high school students? And then just looking at the research on all the different areas, things to consider. Now, when you do it all the time, it becomes easier, but if you've never spoken publicly in front of your colleagues, that's quite a scary thing to do. And once you do it thousands of times, it becomes automated. So what I've done in this section of the book is come up with a methodology or a thinking process that I go through when I'm planning a teacher training event in a school or a keynote or whatever it might be. So it's kind of walk-through chapter with a few bits of research on what effective CPD looks like. So those are the last two or three chapters. Patrice, fire some questions. Well, let me start with a comment. When I am presenting to teachers and giving professional development, a question that I always encourage teachers to ask is when they're presented with new information, ask on what evidence is this based? Because too often we have been led through anecdotes and fads on what evidence is this based. And your book, Ross, is filled with evidence. So I think, you know, when you want to have a guide right there that helps you understand memory and how it works, it's based on evidence and that's important. And I think another comment is, and I talk about this a lot with powerful teaching, once we learn the basics of how we learn, how our memory works, another phrase I really like to use with teachers is you do you. There's no one script that will work for every teacher, every bit of the time. You do you, you know your curriculum, you know your students, you know your administration, you know your community and being able to take, it's important that we understand the background and then how can we take what we now know and utilize it to best help our students and powerful teaching, guide to memory. The information is out there, it's in our hands and now it's time for you to do you. I love that phrase, you do you. I'm going through the comments also, Patrice. So people recommend in your book, I've got loads of kind of comments from people responding in the chat box of the quiz we had earlier. We've got a question here from Victoria. Does children's ability to create long-term memory change as they develop? It's a good question. My gut would say yes, the research is clear that it does. So again, how that's supported through school, through home, through policy, is what's important here. I guess there are things we can do as a teacher. I don't know what age group you teach, Victoria, I try and skim the chat box as we go through, but I can see in this comment you said here that you're a head of year. And I think the chapter on well-being memory and exercise, that pastoral aspect of the curriculum is essential for people like you in your role to make a big influence. Got a nice comment here from Steve. Patrice, really informative, thank you both. So thank you for taking part. I'll take a few more questions. Let me just finish with a couple of QR codes, everybody. And I knew I would go well over time. This one here is just some questions from me, I suppose. And there's tons more in the book. I love posing lots of questions for people to think as they read through. How can you share this with families? How is it gonna change the way you teach? What do they know about study techniques? Does it start from day one of school? Or does it only start when they are doing their exams? And the other resource I've got for you here, let me just hide that banner here. There we go. So there's QR code on the right. If you come, that'll take you to my website. I'll sign a copy for you. You've got the publisher in the middle. And they do have one or two little branded goodies, but you love to ask them. And these things are out of my control as an author, Patrice, you'll know that. If you want to get something delivered to you tomorrow, but at risk of contributing to climate change and packaging and all sorts of things, you've got that supplier begin with A on the left-hand side who always over-package anything. I don't know what you think, Patrice, but I think they package things far too much than they need to. I guess they need to protect their products. But anyway, you make that decision, everybody. I've got one more free before you're supposed, and I'll go back to the survey, is this QR code here, if you want to scan that, I've, it's not unorderable, but I've recorded the introduction to the book off-piste ad hoc. And I've had a laugh here or there inside and made one or two boo-boos, but you can hear me talk about the start of the book. It's actually very hard to read out aloud the book. And I've actually done it once and it's really difficult, but you can hear me talk about the introduction. So if you're not sure about getting the book, this might wet your appetite. I'll come out the slides and I'm just gonna leave that QR code for the survey, there it is there. And I guess I'm gonna kind of start to say our close things formally, but Patrice, you've got anything else you want to pose my way? Just I think you've covered so many things if you want to just maybe one more, what do you think is the next step for a teacher to take? Other than buy your book, of course. Yeah, of course. I mean, there are lots of things already available online on my site, et cetera, et cetera. I guess, you know, I will, you know, scan the QR code to watch back of the video, scan the QR code and listen to the audible introduction where I go through it in a little bit more detail. But you've obviously had this session where you've heard me kind of allude to what's inside the book. For me, it's squeezing 15 years, particularly the last three years in greater detail, into one place, it's my journey. You will have to go on your journey at some point in life and maybe you've already started it, or maybe I'm just the kind of beginning for you. And then it's what you do next. And as Patrice said, you do you. So you need to decide what you need to do next in your own life and in your own professional working life. So I guess that would be my recommendations. There's tons of stuff already freely available on my site about all the things that I've been reading and writing about. And that's just helped me bring it all together in one place. Apologies, my phone's going off here. And put it in a place where it's a nice, a nice, meaty book. What I love about the books now is when I'm in schools, I can give copies of the books to teachers. So after I've gone, they've got something impactful to use longer term. So I guess that would be my top tip. So I'm going to take that off the screen, Patrice, and kind of bring things formally to a close, but I'll just put one or two questions and comments on the screen. So I know Ruth has already got a copy of my book and she's already started reading it. And Debbie, who's got a copy of my revision revolution with Helen Howe. So she's already dipping into the study skills. So you'll see some familiar themes in this book. Book arrived today, so Trace is already busy. And we've got that nice compliment there from RM about what Patrice said. It's a great phrase, Patrice. You've got any more words of wisdom? So many, but we don't have a lot of time. So thank you everyone for your comments. The video is on here. I will contact everyone as usual through Eventbrite and I'll put stuff on my site where you can access the resources and stuff. But there it is one more time. Let me just ping it up there. So that's the QR for the survey. So please take part. It'd be nice to build up a large database. I'll blog this and then we can all use it to inform our practice back in schools. All your usual places, so I won't plug them again. But thank you for signing up. Thank you for joining me. Thank you for watching this later if you missed the live session. And I guess I just want to say to Patrice, thank you for joining me and giving me some inspiration and sharing some words of wisdom and taking time out of your busy schedule because I know you're all over the place. It has been such a joy, Ross, to be a part of this process. And what I really love is like we've had this joining of minds across the pond. And it's wonderful to work with you. And thank you everyone for joining. Patrice, you're at ResearchEd and in America soon, aren't you? What was the date? October the 22nd. Oh, yes, ResearchEd Frederick. Real quick, I got to speak at ResearchEd Surrey in this past October. I loved England. So come on over, come to my country. Yeah, I need to go. October 22nd in Frederick, Maryland. So there you can hear Patrice. Are you with Pooja as well, Patrice? Yes, Dr. Agarwal and I are the keynote speakers. Yeah, I thoroughly recommend it. So I'm looking at all your comments. Thank you, everyone. I'll respond to them in good time. But I'm going to kind of end the recording formally. So stay on the line, Patrice, but thank you everybody for joining me. Thanks for your interest. And if you do get a copy of the book, I know it will make a difference. The question is, as Patrice said, you do you. What are you going to do next? And how are you going to share this with your colleagues, your pupils, your families to make the classroom an easier space to manage? And ultimately for me, I think that kind of social justice issue to help some of our vulnerable children out there. So that's it. Guide to memory, there you go. It's a nice bite-sized, thinner book this time. So it should be quicker. I think you can read it in about a day and a half. So I don't know about you, but I've managed to proofread it three times in about a day each. So anyway, I'm rambling. I'm going to stop. Bye, everybody, and I'll see you again. Thank you.