 Felly mae'n 10 ychydig yw'r gaf i'r gyflwyno'r gaf i'r llaswm. Felly, wrth gwrs, mae'n gweithio'r fideo ac ydych chi'n gweithio'r ffordd o'r ysgol yng Nghymru, wrth gwrs, mae yna, mae'n gweithio'r gweithio ar y cyflwyno yng nghymru. Felly, mae'n gweithio'r rheswm y gallwn i'r ffordd. Mae'n rheswm ychydig, mae'n rheswm y chyfnodol gyda'r newbwch yw'r 10 ychydig yw'r ysgol ychydig yw'r UK. ac ydy'r gyfnod a beth yn ymarfer yn y gallu'r eich hwnnw o'r gwlad. Rydym wedi bod nhw'n fawr yn fawr i'r blog. Mae'r chaeligau o'r hefyd o'r ysgol wedi'u'r UK. Maen nhw'n ddweud y gallai yma yma, y gallai yma yma y gallai yma y gallai ymdyn nhw'n ymdyn nhw? Mae'n amlwg, gyda hynny i'r cyllidau gyllidau, rhai cyrcylwm, ychydig a'r lluniau, ond mae'n ymddangos i gaelig hwnnw, roi'r cydnog beidio, a dweud y gallai gwneud rhynddo sy'n rhaid i ddiweddol. Roi'n byw'r hyn o'ch oes o feddwl ei wneud ei gweithio. Waith gweithio, cychwyn, rwy'n meddwl 15,000 ychydig mewn ysgrifiadau o'r fath gyflanafol, ond byddai gwahaniaeth a'r fwrthigau mewn cyd-fadおっ, ond byddai 300 dyfancionian guitarig, mae'r ysgrifennig yn oed yn y same. Rhaid i chi'n gweithio yn ysgrifennig, mae'n edrych ymddai gyfaf ar yrютd. ..mae'r rheswm ychydig yn dweud. Felly rwy'n deall, ddod i'r gwbl i'r ymddangos, 15-tym wedi'u gweld i'r rheswm yn ddeunio... ..a gweld i ddiweddol yw 10 yma, o'n gweld i'r blog, a'r ddweud i'r wneud i deillad o'r warched... ..og hynny'n gwneud i ddim yn gwneud o'r ddweud o'r cyfnodau o'r cyfnodau o'r warchedau... ..og hynny'n gwneud i ddych chi'n gwneud i ddim yn dweud i ddweud i'r warchedau. mae'r llwyddoedd ynw wedi gael. A dyna yw ddim yn gwneud o'r tuig i'w beth, ydyddwn i'w gwneud i'w llwyddoedd, roeddwn i'r tynno'r is, roeddwn i'r cyffredin yma, o'r gweithio ar y gweithredu, a yn gweithio i'r bwysig. Erwodwn i'n gweithio ar gyfer y twfyddiol, oherwydd mae'n gweithio, mae'n gweithio, sy'n gweithio ar y ffordd o'r llwyddoedd. Diolch yn fawr. O'r gweithio'r wneud yw, ond diwethaf y cyfgaredd o bach o bach oedd ei sit gweld yn ymddangos. Felly mae'n tu gyda iddyn nhw yn dweud yn gwasana o'r plan diwethaf. Dylu ar y ttafod hwn, mwy ffordd, mae'r ysgolwedd yn ynchynnwys, mae'r ysgolwedd eisiau yw'r amddangos eich ymddangos y UK. mae dweud am y rhan o'r llw comforting. Dyna fod rhai teimledu 10 oes, iddyn nhw i'n cael behodd ymddangos o gweddai o ddyn nhw yn y teimledig ymddangos. if you really want to, send me a message privately through twitter and I'll send you a link and you can download this pdf um 3 or 4 minute summary of the 6000 words in the book. You'll find, mind the gaps also on the site so I've got a piece of work here let me just get it to the right page okay so here we go this is um my sons Matthew book mae'n gweld o'r tŷod yn oed yn ddod. Mae'n gilydd o'r cyffredinhau. NS, iddyn ni'n gwybod nhw, mae'n ddod ymddangos â nhw'n gweithio, o'i'r ddod o'r ddod o'i'r ddod. Felly mae'r ddod yn rhan o'r ddod yn fawr ac oed yn rhan o'r ddod. Ac rydyn ni'n ddod yn oed yn rhan o'r ddod o'r ddod. OK. Rhaid i'n meddwl am y dyfodol am y dyfodol. Felly mae'n oed yn sefnt. of September. Thanks for asking. So these 10 ideas here. So think of that book there, that piece of work. The first strategy is here, show lots of examples. Show what a similar piece of work looks like if I'm a grade B student and I'm currently on a grade E. Don't show me a grade A piece of work. Show me a grade C next. It's really important to scaffold and show steps. Talk it through. It's really important to talk through the work. That's very difficult when you've got 30 pupils. So I've been looking at a piece of research recently. If you send me a message through Twitter, I'll send you a PDF through a direct message. Really important to talk through the work. Lots of research to suggest that the most effective conversations are micro 30 seconds. Again, if you want this research, I'll point it in your direction. If you go to a previous video, so follow the hashtag TTKipVlog or go into my site and find a script called PIPL, which comes from Leverage Leadership. That's Paul Bambrick Santoyo. Praise probe identify plan lock and with a bit of practice, you can master that conversation in 30 seconds. For example, I'm talking through this piece of work here with my son. Let me just get an example. We've got an equation wrong here. We go praise probe identify plan lock. Freddie, well done for going through all these pieces of work. Some probing questions, the second part. Why have we put the wrong symbols the wrong way around? Identify, how would we make this better? Plan? Could you do it now, please? Or could you do it for homework? Lock it in. Freddie, tell me what you now need to do. A 30 second conversation. It's really important to think it through. When you are also talking through examples on the board, it's really important to think aloud. You offer cognitive support to the students. I always advocate rather me turn to the board and work this way. If I say photosynthesis to the class, they can see how to pronounce and move their lips and what it would sound like. So that cognitive support is really important if I don't know how to say the word or I don't know what I'm doing. Number four, make lots of mistakes as you think aloud and you model the work, whether it's on the desk or on the board. Make some deliberate mistakes. Ask the students, oh, what have I done wrong? How can I fix it? Students love that. Over here, model, show the students what they need to do. It's really important and you might want to show it in a variety of ways and I'll come back to that one later. Tip number six, when you are modelling, you may want to stagger it. Don't show it all straight away. If you look at Barrett Rosenstein's research, really important to demonstrate in chunks. So introduce the topic, model, explain, think out aloud, make a mistake, move on, let the kids explore. Ask hundreds of questions, then clarify any misconceptions, then model the next stage. I will swear by using a visualiser. They used to cost £2,000 or £3,000 about 15, 20 years ago. Now you can get one on Amazon for £30, £40. Totally transform my classroom practice as a design technology teacher. Really, really important. Thank you. Metacognition. There's some more on the blog. So use a visualiser. Really important. Get Freddy's work. Here it is. Under the camera, all the kids can see. If I've got Apple TV, I can put my iPad over the top of Freddy's work and show it to the kids all round the class. I've been talking about this one quite a lot lately, particularly in my CPD sessions. Never assume. It's really simple fix. Just ask the people in front of you if you're doing a teacher training session or the students. So hands up who can do this. Show me. If the students aren't going to show their hands up, then you might want to do a private signal, wristbands, coloured pages on their desks, all sorts of things. But don't make assumptions. Always ask questions. Always regularly check. Check what students already know. Number nine. Coming back to modelling. Let me ask you a question. What do you remember from your time at school? I suspect the majority of the answers will be things outside the classroom rather than in them. So how can we make kids remember what we're teaching? So if we model and imagine. So if I'm teaching photos into the system, the importance of a plant life cycle, I may want to dress up as a sunflower. I might look like an idiot, but if I can make sure that the kids not only remember, so remember here memory is a narrative, kids need connections. So if they remember me dresses as a sunflower and we do a wrap or a poem, often people think that's been a bit silly, but actually what it demonstrates is if I model and imagine in very creative ways to provoke memory and I can talk about memory another time, short term, long term and working memory, then there's more chance that students can retrieve this information from the long term memory when they're asked a question in class and they have the processor in the working memory. So be as imaginative as possible. Then the last tip, when you're going through all this, keep the end goal in mind as you're going through that. I know that's hard with 30 kids in front of you, but when you're planning or you're actually in the moment looking at an individual piece of work or you're actually just giving a demonstration or an explanation, it's really important that if you can use this 10 way process, so I'll put it under this tweet once I publish the video and you can kind of look through them all and I'll do a screenshot of these 10 tips for you. And again, if you send me a private direct message, I'll send you a copy of this. I would love to come to Scotland. I'm always up there. So give me a shout through Twitter. Thank you for asking. It would be a pleasure to come home. That's where I was born. Right, I'm going to finish. I hope that you found that really useful. I know it's exam season kicking in from tomorrow for sats and all sorts of things. So I wish you all the luck in terms of keeping yourself calm and keeping your kids, parents and everyone else calm. I'm going to finish off with, as I always do, with some books. So I've actually, I've grabbed four myself and I've been sent three through the post. I'm going to start off with the one that's going to excite me the most. This is by Bradley Bush and Edward Watson. So I believe one of them is in a drive on Twitter. This book looks brilliant. The science of learning 77 studies that every teacher needs to know. We've got a few endorsements from one or two people I know, but the themes that are in here, we've got memory, aspirations, planning, spacing, learning growth mindset, teacher mindset, teenagers, IQ, parents, resilience. All in here challenging perceptions, but also what the research actually says. And what I like about it is it's just a two page summary of what the study is, what any related research is, and then implications for your classroom, the most important paragraphs. And it's all laid out in that in each two pages per idea. I think this is fantastic. So grab yourself a copy. I'm not sure what the cost is. I was kindly posted this, but normally I give these away in competitions or on my teacher train into people that can use them, but I'm keeping this one. Next book, Andrew Cowley. I know Andrew's just published this new book called The Well-Being Toolkit for staff. And if I just read some of the blurb on the back, Practical Authentical Wholeschool Model will help leaders to address staff well-being. Andrew's a teacher for 25 years is now working in lots of different areas. He's also the co-founder of Healthy Toolkit, so you can follow that on Twitter. I haven't looked through this yet. He's been in forward by Jill Berry, who I know very well. And if Jill Berry says great things about the book, then it's going to be an excellent read. OK. The next four books, I've got a podcast that I've been doing for about 18 months now, and I'm really enjoying it. I'm starting to connect with all sorts of interests and people. Harvard University, of all people, contact me. I was very flattered. And I basically had a choice of books or professors and doctors to want to contact and look at the research. So I cherry-picked four books, and I've since connected with all the researchers or the academics all over at Harvard. And I'm going to be podcasting in the next couple of months. So I'm going to actually read these books and get back to you now. I'm going to be very busy and I'm going to try and quote these in my own work, my own research. But let me just tell you what the four books are. The Alliance Way by Tina Owen Moore, and it's about a bully free school. I haven't looked at these at all, but it's looking at all sorts from staff to students, LGBTQ students, lots of real practical stories. If I just give you some headlines from the chapter headings, place for all students of power, joy, democratic, restorative, discipline, peace, leadership, and so on and so forth. And there's loads of documents in here. So that looks like a great one. This one I'm really fascinated by, race on campus, debunking myths. So it's essentially a book by Julie Park. And it's looking at how perhaps racial dynamics, and I know there's lots of talk in the UK about Oxbridge and lots of research to suggest that if you go to private schools you get more chance, we know those things. But I'm picking the race issues as well and myths and mindsets. So this is particularly about, I'm not sure if it's any particular university, but it's looking at race in America. And I think this would be a really fascinating read. So I'm just going to open up the chapter. So we've got here black students and the cafeteria. What's the big fuss? Self-segregating, class-based affirmative action, the problem of mismatch and all sorts. So this one looks really interesting, race on campus, Julie Parks. Next book, demoralised, very straightforward book chapter by Doris Santoro, sorry, book title. Why teachers leave the profession they love and how can they stay? A topic very close to my heart. So this is obviously looking at the American education system. I have a good 15% of all my audiences on Twitter and my website following me from America. So it's nice to connect with a lot more people. And what I'm discovering is their high stakes models very similar to what we have in the UK. So that's going to be an interesting read. Again, all these are going to feature on my podcast in the next couple of months. Last one is principled resistance, how teachers can resolve ethical dilemmas. It's been edited there by a couple of academics. But this is looking at scholars, activist teachers to explore the context of resistance as a necessary response to mandates of conflict of quality teaching. Ethical leadership in our classrooms to leave change. I've just missed your question. Apologies, I'll respond to you shortly. And then the last book, secondary curriculum leader, Hamburg. I'm sure one or two have already seen it being shared out on Twitter. This has been edited by Roy Blackford, who I know and some of his work has been brilliant. But I believe there are individual chapters from different people. In fact, there are. I've only just got this yesterday, so I haven't looked at it yet. So we've got things on curriculum, all sorts of different views from a wide range of voices. So that would be an interesting read. I'll post a list of the books. Yes, so under this video, once I've finished, if you give me a few minutes, I'll post each individual link to the books. So that's it from me. I've got my last visit to a skill tomorrow for the teaching awards, a voluntary role that I do to go and see some excellent practice and then a difficult decision of choosing someone to win an award. Later in the week, so I've got two trainee teachers that I'm off to visit in two separate schools for their final placement. I know they follow me on Twitter, so they're probably watching this. But they're doing really, really well. So I'm looking forward to going to see them in the last placement. And what else? So the usual from me, book editing, completing my doctorate, visiting some schools, planning all sorts of things. So that's it. It's been a really nice sunny day. I think summer's almost here in London. It's a little bit nippy now, but I hope you have a great week. Thanks for watching, as ever. Send me any comments, private messages, whatever you want to do. I'll send them out, plant each sketch note, private through Twitter if you give me a shout, and then shortly I'll post each individual book so you can find the links under the video. I apologise for missing last week, but I'll be back into post in one of these videos every Sunday night. Thanks for watching, and have a nice evening.