 Hello everybody. Ross here at Teacher Toolkit live for the start of the academic year 2022 and here I am as ever to share some ideas, some resources, some opinions. Now for the last couple of years through the pandemic, I struggled to maintain doing a live stream every week, but my plan this year is to publish something every Monday night for your own professional development. And I'll continue to put this on Twitter, YouTube, and either LinkedIn or Facebook. So you're really watching this live with me or you're watching this later. What I'd like to share with you is a new resource drawn upon the research in my new book, The Teacher Toolkit Guide to Memory. And I'll put this screen up in a moment. That's what it looks like. I want to share your little incarnation of the five minute lesson plan as a lesson plan in template for you to consider throughout the year. So I think having now researched and written a book of such a kind, not being a cognitive scientist or a cognitive psychologist, a teacher very interested in cognitive science and how it improves learning. I wish I was taught this 30 years ago when I first started training to be a teacher. The more new teachers profession I see and work with and outside of the Twitter bubble, the more I see teachers being upskilled with lots of very important knowledge outside of their subject knowledge, as well as their behavior manager and lesson planning things that teachers typically struggle with when they start off in the profession. Most people this time of year back to school, so sorting out your timetables, all those types of things. So I'm going to start to share this resource in a moment. But I guess just from this, I believe teachers can become even better if they have a deeper understanding of learning, the conscious and subconscious aspects of how we think. Most teachers can drive a car, we can change the tire, we can put the right fuel diesel or petrol in the car and we can drive. But that's about it. If the car breaks down and we lift up the bonnet, we don't really know how a car works. And it's the same with teaching and learning. We can go in and pose lots of questions of managed behavior. But when it really comes to the mechanics or the anatomy of how we learn, we don't really explore that in our teacher training or in professional development enough, I think. So although this is very much a recent shift and I think through social media and has all been able to live stream like this and share ideas, there's a bit of a shift happening here in England, particularly over the last 10 years. But I think it's getting bigger and bigger. And more of us are developing a neuroscientific approach to how we teach. And I think this is critical for teachers who work in an early years context, because we know that this is the critical period where it defines a child trying to struggle for work in terms of articulating their longer period with learning in the school. And I guess educators, teachers working with students in a higher school setting, we can do a few things to embed study skills, refine how we teach, refine how students learn to make things more explicit in order to improve retention. So getting a little distracted, it all starts with a basic understanding of how the brain functions. And you can find out more information and I'll share some links after the video. So without any further ado, let me just get my slide up here for you. So this is a five minute lesson plan. Now this is an incarnation of the five minute lesson plan and there are 47 other thinking templates on the website for you. So here I'm just going to walk you through the kind of step by step process. Again, from a lesson planning perspective, you know, teachers, we need to consider our clear success criteria. Many pieces of research suggests that teachers must be clear and precise about the learning intentions. And of course, we have last month, last week, last lesson type retrieval mechanisms before we chunk new information and introduce today's lesson context. I guess the next stage here would be what I've just referenced where we assess prior knowledge, where required, we check what people already know, what they don't know, what's stuck and before we move on with the lesson. Many teachers will be familiar with Barrett Rosenstein's 17 principles of effective instruction. If you read the original research paper, what I found most fascinating is that the phrase check for understanding features multiple times. I actually think it features 17 times last time I checked. So stage three, mnemonics, a five part sequence thread to engage in stories to help bring the curriculum to life. I've looked at lots of storytelling techniques, looked at lots of public speakers, my life public speaking in front of teachers or at keynote conferences, trying to tell engaging stories in a methodical way to help retention to activate neurons in our brain. It's no different to what we do in the classroom. Teachers have a tougher gig to kind of hold people's engagement in short bursts of time. So there's a little methodology for me there and the research on direct instruction are being explicit about details, instructions providing them in small chunks of information, three or four questions there behind this resource. You've got all the examples and how to go about this interleaving. So similar topics. So my analogy is think of a fruit salad. You put the apples, pears, bananas inside, mix it all up, but you wouldn't put the baked beans in the same mixture. So although they're both categories of food, there are different types of subcategories I suppose. So it's another way to look at your curriculum design or when you're teaching students in the lesson, try to mix up similar topics to support the retention. Choose what, when and how of course, but don't add in abstract concepts, I suppose. Retrieval practice, nothing new. It's been around for 130 years in academic sources. Teachers call it revision. We all know that when we quiz students on a regular basis and seek a high response rate, it's good for teaching and learning. Whenever I introduce a quiz in my teacher training events, the whole room comes to life. So for teachers, just that reassurance, quizzing, online bits of software, whatever you can use, a little spelling test where you can introduce it. You're going to really engage people and activate their neurons. Stage seven, questioning four. So we've got here for elaboration and self-explanation. So simple, tell me why, explain to me how. How are really good study skills that teachers can respond to students on their feet? So always ask students to explain why or to describe to you how they've arrived to their conclusions. And I would say here, plan the questions that you're going to ask. Many more teachers active on social media. So if you're watching this, I suspect you've got a good grasp of the basics of cognitive load theory. It's not a theory for everything, but it's something to be aware of. You know, considering essential, non-essential information. So intrinsic and extraneous load. So how difficult the topic is, is your intrinsic extraneous, is how it's presented, how I teach it so I can either make a choice to support the retention or make it difficult by starting to talk about the weather or not presenting the topic very clearly or rambling on and on and on. So there's all things to consider here. So how do we balance this? How can we use techniques such as dual coding? So here on this slide, I've got some images, some words and presented it one at a time rather than everything together. We have to consider our assessment to how you'll assess the learning in written, verbal and non-verbal forms. I try to ban myself from the words of marketing or feedback and I am now at a written, verbal, non-verbal feedback, feedback, feed up and feed forward methodology and I've got those into nine different forms. And those are some of the things that I'm sharing with teachers in some of my teacher training travels. I guess the last one, you know, the cognition and body cognition in particular our body, our senses. How do we provide students with high challenge and low threat? So to pitch challenge perfectly without it becoming stressful where it shuts us down. So thinking about the research from me, Hal Cheeks and Mahai, who's synonymous with the flow or immersion in learning. We've got an intense focus linked to a clear objective, allow students to have a choice. But as a teacher, I engineer those choices and then I provide immediate feedback along the way. So that's essentially the resource here. I've got it here all on the page but by me presenting it one at a time. And you can watch back this video. You can see how I've shaped the five minute memory plan to kind of match everything I have unpicked in my new book, the five minute memory. Now, before I get carried away and distracted with just general gossip and things like that, let me just share my screen here and show you how to find things on the website. So just bear with me a little bit of admin right here we go. So the first link I've got for you is this one is just loading up. So this is a new membership resource, nine ways to reduce cognitive load. That's from members. I won't show you all the resources behind the scenes. I'll say that for next week. My plan is to do our video every Monday night this academic year. So if you click on resources, the five minute memory plan here just download it to your basket. Check out the PDF for the instructions. There is the link there and that's straightforward and easy enough to find. I guess that's pretty much it from me. I guess just to kind of finish, I've had a really hectic first week back to school started 10 days ago, actually 7000 miles, five training days and four schools. So hello to teachers in the international community school in the man Jordan to teachers at the EF Academy International in Oxford. A really interesting context that one, six form international board in school. I've never come across a second like that before. It's all the family fabulous teachers and lecturers at Rush Runshaw College in Leyland in Lancashire. That was a great event. I had a great fun there and teachers in Kingston Academy in Hereford. What a beautiful part of the world that you work in. And tomorrow I'm working with teachers at Stangran Academy in Peterborough and off to Pressfield the next day for teachers at Pressfield, independent school in Shrewsbury and then off to Hailing Island near Southampton for a couple of days to work at Hailing College with Martin Rea and the 10 pedigree Hampshire. Yeah, it's another very busy week. I've spent most of the weekend recovering. I know many teachers are already back to school some today, some tomorrow, some the next day, but pretty much most of us here at least the northern hemisphere are getting back to work. So I'm going to leave it there. My plan is to do this once a week with some resources as ever. Thanks for watching. Any questions, ping them back to me. I'll share the resource downloads, answer any questions. And most of all, have a great academic year ahead. Bye for now.