The world’s most effective learning experience | Kris Boulton

Create and provide the world’s most effective learning experience, accessible to all.

This is the promise of Up Learn, a growing educational start up driven by the belief that every child can learn whatever we have to teach them, if only we could get the teaching right.  It reminds me of a point I made at the bottom of this post.

Cognitive science forms the bedrock of its instructional approach, and machine learning adaptive algorithms personalise the experience to each student.

I know, everyone’s promising computers will change everything, but I’m writing about this, in part,…

Continue reading here:

http://ift.tt/2fGTn4n

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The world’s most effective learning experience | Kris Boulton

Create and provide the world’s most effective learning experience, accessible to all.

This is the promise of Up Learn, a growing educational start up driven by the belief that every child can learn whatever we have to teach them, if only we could get the teaching right.  It reminds me of a point I made at the bottom of this post.

Cognitive science forms the bedrock of its instructional approach, and machine learning adaptive algorithms personalise the experience to each student.

I know, everyone’s promising computers will change everything, but I’m writing about this, in part,…

Continue reading here:

http://ift.tt/2fGTn4n

Knowledge Organisation | Kris Boulton

There was all kinds of fuss and frustration expressed by individuals earlier in the year, when several teachers started extolling the virtues of Knowledge Organisers.

A quick Google for this will reveal several examples of these on Google Images.

Most of the criticism was asinine, in some cases seeming to go out of its way to be obtuse.  For example, one criticism I can recall was ‘But pupils need to learn more than this!’ at a time that precisely no-one had claimed otherwise, and most had expressed how they were using knowledge organisers as a tool to develop schema forming (e.g. through…

Continue reading here:

http://ift.tt/2wfPx7U

Knowledge Organisation | Kris Boulton

There was all kinds of fuss and frustration expressed by individuals earlier in the year, when several teachers started extolling the virtues of Knowledge Organisers.

A quick Google for this will reveal several examples of these on Google Images.

Most of the criticism was asinine, in some cases seeming to go out of its way to be obtuse.  For example, one criticism I can recall was ‘But pupils need to learn more than this!’ at a time that precisely no-one had claimed otherwise, and most had expressed how they were using knowledge organisers as a tool to develop schema forming (e.g. through…

Continue reading here:

http://ift.tt/2wfPx7U

My best planning. Part 4 | Kris Boulton

Craig Barton interviewed me recently, during which I discussed a series of lessons I planned and taught on solving simultaneous equations.

I could be wrong, but I think this was the best planning and teaching I ever did.

Several people have asked if I would share examples of what I described during the interview, so I’m adding that here. It’s a bit lengthy, but hopefully provides the detail many people were asking for, as well as some insight into how Siegfried Engelmann’s Theory of Instruction can be applied to the classroom.

I’m splitting the post into four parts:
Specification of…

Continue reading here:

http://ift.tt/2esjpHv

My best planning. Part 4 | Kris Boulton

Craig Barton interviewed me recently, during which I discussed a series of lessons I planned and taught on solving simultaneous equations.

I could be wrong, but I think this was the best planning and teaching I ever did.

Several people have asked if I would share examples of what I described during the interview, so I’m adding that here. It’s a bit lengthy, but hopefully provides the detail many people were asking for, as well as some insight into how Siegfried Engelmann’s Theory of Instruction can be applied to the classroom.

I’m splitting the post into four parts:
Specification of…

Continue reading here:

http://ift.tt/2esjpHv

My best planning. Part 3 | Kris Boulton

Craig Barton interviewed me recently, during which I discussed a series of lessons I planned and taught on solving simultaneous equations.

I could be wrong, but I think this was the best planning and teaching I ever did.

Several people have asked if I would share examples of what I described during the interview, so I’m adding that here. It’s a bit lengthy, but hopefully provides the detail many people were asking for, as well as some insight into how Siegfried Engelmann’s Theory of Instruction can be applied to the classroom.

I’m splitting the post into four parts:
Specification of…

Continue reading here:

http://ift.tt/2vqfr92