Podcast appearances and mentions of guy claxton

In this episode, Guy Claxton takes us beyond simplified conceptions of the learning sciences and explains why teachers are sometimes vulnerable to fads and trends. "We undersell ourselves as educators, educating young people for the future and for life, if we lazily assume that all we mean by learning is the kind of thing that leads to good grades in schools." Guy shares his hopes as an educator – to help young people develop beyond just the periodic table, the Tudors and examination technique, and cultivate something of more lasting value. He hopes to design a classroom culture that isn't solely defined by Ofsted, GCSEs or A-level results, probing at the question: what are you teaching? What are you teaching for? Full show notes and transcript: https://www.ucl.ac.uk/ioe/news/2025/jan/asking-awkward-questions-staffroom-s05e01

In this episode I'm speaking with Professor Guy Claxton. Guy is a cognitive scientist, author and one of education's foremost experts on practical ways of expanding young people's relationship with and capacity for learning. His most recent book, The Future of Teaching, And the Myths that Hold it Back, a work that seeks to reclaim the nuanced middle ground of teaching that develops both rigorous knowledge and ‘character', and lay the foundations for a 21st-century education worthy of the name.We discuss:1. What 'good thinking' is and why there is a dearth of it in schools2. What teachers, departments and schools can do to better attend to students' attitudes and dispositions3. What 'expert amateurism' is and how it would challenge the current paradigm4. Guy's 'third way' for education or 'guided discovery'5. How we go about convincing state schools that academic outcomes aren't everything6. And finally, whether Guy would advocate for a move away from traditional subjects and move towards a more responsive curriculumThanks again to Guy for giving up time in his busy schedule to talking so broadly, passionately and practically about the experiences of students and the changes we need to make to respond to a changing world.If you want to be kept up to date on when educational chat like this happens, then be sure to subscribe to the podcast and/or follow me on Twitter @chrisjordanhkLinks:Guy's River of Learning and Teaching visualFuture Wise by David PerkinsHow We Learn by Stanislas DehaeneThe Gardner and The Carpenter by Alison GopnikEducation Outrage by Roger SchankTeaching Minds by Roger Schank

There are many myths that hold teaching back. But more than any 'trad' or 'prog' debates about pedagogy, perhaps the most powerful one is the mind-body split. This week we welcome Professor Guy Claxton to talk about his forthcoming book on the importance of 're-membering' our learning bodies and reconnecting our ideas about education! Guy Claxton is Emeritus Professor at Winchester University and Visiting Professor of Education at King's College London. He has previously taught and researched at Oxford University, Bristol University, and the University of London Institute of Education, and is an internationally renowned cognitive scientist. Guy's books include The Future of Teaching and the Myths that Hold it Back (2021), Hare Brain, Tortoise Mind (1998); Wise Up (1999): The Challenge of Lifelong Learning; The Wayward Mind (2005); and Intelligence in the Flesh (2015). Recent books on education include Expansive Education (2013); What's the Point of School? (2008); Building Learning Power (2002); and, with Bill Lucas and others, New Kinds of Smart; The Learning Powered School (2011); and Educating Ruby (2015). Guy's Building Learning Power approach to teaching is widely used in all kinds of schools across the world. You can find more about Guy on his website at: https://www.guyclaxton.net/ The Active Inference paper by Laura Desirée di Paolo et al (2024), referenced by Guy in the conversation, can be found here: https://www.researchgate.net/publication/377634490_Active_Inference_Goes_to_School_The_Importance_of_Active_Learning_in_the_Age_of_Large_Language_Models Social Links X: @GuyClaxton - https://twitter.com/GuyClaxton

Today I have a very special episode for you, from the phenomenal Professor Guy Claxton. He is a cognitive scientist, education thought leader and prolific author. He has spent most of his working life at a variety of universities including Oxford, Bristol, King's College London and Winchester.  You can connect with me here: 

Simon and Lee talk about how well humans know ourselves versus how well we are known by others (with a diversion into Lee scaring someone in a toilet).Some other details from the episode: BST does not stand for Big Sexy Time, the difference between falling and having a fall, manifesting a fall, Lee crashing his bicycle in Lisbon, Dr. David Corbet (@corbetron) is our Ask Jeeves for medical information, dreamcatchers, having a dance vs dancing (for 55 year olds), the articular surface of the patella has a poor blood supply, arthroscopies, Lee getting norovirus, anaesthetics (sleepy drugs), past-future hedonic preferences, some of our best friends read The Body Keeps the Score: Brain, Mind, and Body in the Healing of Trauma (by Bessel van der Kolk), how nice it was in Malta, floods in Lisbon, Guy Claxton's Intelligence in the Flesh and inferred self-knowledge, being predictable, Lee singing in the toilets at work, the foyer of a toilet, having a gong in a toilet antechamber, man doing a little scream, singing in the toilet is the moral of the story, Lee's sub-routines at work, meeting someone for the first time with their partner, anyone who has not met Bob yet, not wanting to be predictable vs the reassurance of someone's presence, patterns of behaviour vs being more responsive, dog whistling, stability, solidity and security, stability vs routine, construction of the image of someone at the beginning of a relationship (and projection), being a re-homed dalmation, chaos that is not unsettling, Lee met Simon's frolleague (Kathryn) at the conference in Malta. Related links (and necessary corrections): Pain in the Past and Pleasure in the Future: The Development of Past Future Preferences for Hedonic Goods: http://edepositireland.ie/handle/2262/93850Get in touch with Lee and Simon at info@midlifing.net. ---The Midlifing logo is adapted from an original image by H.L.I.T: https://www.flickr.com/photos/29311691@N05/8571921679 (CC BY 2.0)

Guy Claxton is a cognitive scientist. He is the author and co-author of many books including Hare Brain, Tortoise Mind: Why Intelligence Increases When You Think Less, Wise Up: The Challenge of Lifelong Learning, New Kinds of Smart and many more. He is an impressive academic and professor with the ability to talk with such a down to earth quality that you are not intimidated by his enormous brain. He guides us through our archaic approach to the education system.  We explore what do we want our children to learn, How to regurgitate facts or how to think creatively with curiosity?  Guy emphasises that yes results matter but equally as important is the type induvial that goes out in the world. What an illumining and educational conversation.  https://tinyurl.com/Guy-Claxton-books Remember to hit SUBSCRIBE or FOLLOW so you don't miss any new episodes, follow us on the links below for more and please review us, even one line helps!! www.gavinsisters.co.uk Insta: @gavinsistersuk TIKTOK:@gavinsisters Facebook: @TheDetoxBarn You Tube: @gavingavin  

Whether they were the best days of your life, or a grim memory you avoid at all costs, your school days are incredibly formative. This week we're unpicking the school system, as we examine where the modern system comes from and find out why it fails so many people. We're also uncovering whether there's any truth behind ‘learning styles', why it's so hard to make changes to the school system and how electric shocks might be able to help us learn! Thank God our school days are over… Special thanks to today's expert Guy Claxton. Hosted on Acast. See acast.com/privacy for more information.

"For me it is all about putting the focus of the students first, which has to inform every decision we make as a teacher in the classroom, as a leader of a team or as a senior leader of a whole school." This episode with Cate deep dives into the student focused approach, which she is extremely passionate about. She shares experiences throughout her career that have supported this approach and the work she has done with the likes of Guy Claxton to support school frameworks. Her experience working as Head of Inclusion taught her a tremendous amount about whole school wellbeing alongside an incredible program to support Aboriginal and Torres Strait Islander students. Cate has a wonderful explanation of what wellbeing would look like on her blank canvas as she shares the importance of funding and equality. Thank you for coming on this journey to make a better future for our life long learners!

Learn what we are doing wrong with formative assessment and how we can fix it. In this episode, Dan discusses the purpose of formative assessment and challenges Hattie's statement that all assessment is first and foremost for teachers. What are we doing wrong? We always focus on what we should be doing. We focus on what we should be doing to help the students. I am guilty of this, and have promoted that formative assessment is for teachers first to adjust our approach and help our students. Agreeing with many experts around including John Hattie But I have since changed my mind. The Learning Power Approach I am reading The Learning Power Approach by Guy Claxton and after reading a single line I felt I had a big realisation This podcast is meant to be about how we help our students become lifelong learners. There are other topics, but many focus on this. If formative assessment focuses on what I do as a teacher how is it helping my students become lifelong learners? A: It's not Who is formative assessment for? Sorry Hattie, I now disagree. If we focus on what we can do differently this does not help the student develop the thinking skills needed for lifelong learning. It just helps them get more used to being spoon fed, as the teacher changes the spoon and the drama to try and get them to eat. No, we need to see formative assessment as something used by and for the student to help them identify what they need to do next. We need to teach them how to use assessment or really evidence of learning to feedback to the student how they are going. What their strengths and weaknesses are and to guide them to develop their weaknesses. Teach the skill So as teachers then, we are focusing on the skill for the student as they learn to check their own understanding and then develop actions based on the result. And yes, the formative assessment helps us help them, but the focus in on helping them learn to help themselves, not to find another way we can teach them. It is to help them discover what they don't know and another way they can learn it. This week If you do a formative assessment of any kind, switch the questions around. Instead of asking yourself what you can do differently so the student gets it, ask them how they think they are going? Where are they struggling? And then as them what they are going to do about it? If they don't know, provide some leading questions or ideas, but don't do the work for them.

“In Finland, schools are teaching children how to understand and respond to fake news and misinformation is an important skill in life!”Do you struggle with concentration or learning new things? Do you find it easy focusing on hobbies and things you enjoy but can't remember a single maths equation -or something you know you need to learn- but for some reason have a mental block doing so?This week, we speak with Guy Claxton, an emeritus professor of the learning sciences at the University of Winchester and author. His main publications include Hare Brain, Tortoise Mind: Why Intelligence Increases When You Think Less.Guy is a professional meditator, and deep thinker, having spent months in the presence of gurus, such as Osho. Guy has a very different approach to the education system. He focuses less on the syllabus and more on the environment and approach. We hope you find his perspective as refreshing as we did.Lots of Love,Dave & SteveTo find out more about Guy and his work check out his website: https://www.guyclaxton.net/Produced by Sean Cahill and Sara Fawsitt See acast.com/privacy for privacy and opt-out information.

We are delighted today to be joined by Professor Guy Claxton, Cognitive Scientist by training and writer of over 30 books on psychology and education, most recently a fascinating discussion on The Future of Teaching and the Myths that hold it back which John Hattie called ‘A timely tour de force' and has a Foreword from Dylan William. Many of you will have heard of Professor Claxton's Learning Power Approach and will know that although he has officially retired, he is still Honorary Professor of Education at University of Bristol, Visiting Professor,at King's College London and Emeritus Professor, University of Winchester. He has a 'double first' in Natural Sciences from Cambridge and a DPhil in Experimental Psychology from Oxford. He is a Fellow of the British Psychological Society, the Academy of Social Sciences, and the Royal Society of Arts. You can find out more about him and his work at guyclaxton.net Follow us on Twitter https://www.twitter.com/edufuturists Check out all past episodes at https://www.edufuturists.com Subscribe on iTunes https://podcasts.apple.com/gb/podcast/edufuturists/id1347592880 --- Send in a voice message: https://anchor.fm/edufuturistspodcast/message

Lisa Coe reviews education books, alongside being primary maths lead for a MAT in the East of England. In this interview she talks about the maths books that she has found most useful, what she has learned from them and why she writes a blog to summarise their most useful points. Many of the books she reads are written by secondary maths specialists, and she talks about what these can offer primary, as well as secondary teachers. Show notes Taking part in the discussion are: Lisa Coe, Primary Maths Lead for the Inspiration Trust Gwen Tresidder, NCETM Communications Manager. Episode chapters 00:58 - Lisa's summer reading (novels) 02:10 - Lisa's work as Maths Lead for five primary schools 04:08 - How Lisa started reviewing books 07:30 - ‘How I wish I'd taught maths' - Craig Barton 09:11 - ‘Visible Maths' - Peter Mattock (and also 20:40) 11:21 - What secondary books can offer primary teachers 12:11 - ‘Mathematical Tasks' - Chris McGrane 13:54 - How Lisa finds the time to read 16:13 - Cover-to-cover, or dipping in? 17:02 - ‘Mathematical methods' - Jo Morgan 18:33 - How reading fits in with other CPD 20:46 - Recommendations for new teachers or trainees 23:04 - ‘Thinking deeply about primary mathematics' - Kieran Mackle 25:36 - Lisa's next reads Useful links Lisa tweets as @Elsie2110. Her blog is at elsie2110.wordpress.com Lisa talks about the following books: A Little Life. Hanya Yanagihara. 2020 How I Wish I Had Taught Maths: Lessons learned from research, conversations with experts, and 12 years of mistakes. Craig Barton. 2018 Visible Maths: Using representations and structure to enhance mathematics teaching in schools. Peter Mattock. 2019 Mathematical Tasks: The Bridge Between Teaching and Learning. Chris McGrane. 2020 A Compendium of Mathematical Methods. Joanne Morgan. 2020 Thinking Deeply about Primary Mathematics. Kieran Mackle. 2020 Also, Kieran Mackle's podcast: ‎Thinking Deeply about Primary Education Teaching Math With Examples. Michael Pershan. 2021 The Future of Teaching And The Myths That Hold It Back. Guy Claxton. 2021

In this episode, I talk with Professor Guy Claxton. We discuss his new book 'The Future of Teaching: And the Myths That Hold It Back' and why it's time for the educational slugfest to stop. He also told me why the search for a new model of education – one that is genuinely empowering for all young people – is serious and necessary. A must listen for anybody who wants to see change in education!

This is my conversation wtih Dan Jackson from Teachers PD. From classroom teacher to Deputy Principal, Dan now has a thriving business supporting teachers improve their teaching and learning strategies. He runs online courses, custom PDs as well as a free podcast called the Effective teaching podcast. His podcast is a fantastic opportunity to learn from educational experts that share best practice. The episode are short and sharp and perfect for people who want to know more without having the time to read all of the educational research out there. I was even privileged enough to contribute (less as an expert and more as someone on the ground level), listen here: How to leverage learning styles with Laura. We talk about: the importance of networking with teachers how to improve best practice the systematic issues within education the decision to homeschool how to measure a good school (and my article in the Wine with Teacher magazine) intellectual property laws for Australian educators and so much more. Dan's top educational reads: Understanding by Design by Grant wiggins and Jay McTighe Teach like a Pirate by Dave Burgess Embeded Formative Assessment by Dylan Wiliam The Learning Power Approach by Guy Claxton, Transforming Schools by Miranda Jefferson and Michael Anderson Additonal: Deep Work by Cal Newport Trevor Mackenzie - all books Sir Ken Robinson I also reference this post from Beck (@continuousclassroom) in my intro. Please look after yourself, put in healthy boundaries and ask for help if you need it. This time of year can be a very stressful and overwhelming time for many of us. Feel free to support me an dmy work by buying me a virtual coffee. --- Send in a voice message: https://anchor.fm/laura4712/message

This is my conversation wtih Dan Jackson from Teachers PD. From classroom teacher to Deputy Principal, Dan now has a thriving business supporting teachers improve their teaching and learning strategies. He runs online courses, custom PDs as well as a free podcast called the Effective teaching podcast. His podcast is a fantastic opportunity to learn from educational experts that share best practice. The episode are short and sharp and perfect for people who want to know more without having the time to read all of the educational research out there.  I was even privileged enough to contribute (less as an expert and more as someone on the ground level), listen here: How to leverage learning styles with Laura.  We talk about: the importance of networking with teachers how to improve best practice the systematic issues within education the decision to homeschool how to measure a good school (and my article in the Wine with Teacher magazine) intellectual property laws for Australian educators and so much more. Dan's top educational reads: Understanding by Design by Grant wiggins and Jay McTighe  Teach like a Pirate by Dave Burgess Embeded Formative Assessment by Dylan Wiliam The Learning Power Approach by Guy Claxton, Transforming Schools by Miranda Jefferson and Michael Anderson Additonal: Deep Work by Cal Newport Trevor Mackenzie - all books Sir Ken Robinson  I also reference this post from Beck (@continuousclassroom) in my intro. Please look after yourself, put in healthy boundaries and ask for help if you need it. This time of year can be a very stressful and overwhelming time for many of us. Feel free to support me an dmy work by buying me a virtual coffee.

Global crises cause big changes and reveal deep structural weaknesses.  In this special interview series from the RSA its chief executive, Matthew Taylor, puts a range of practitioners on the spot - from scholars to business leaders, politicians to journalists - by asking for one big idea to help build effective bridges to our new future.Guy Claxton is emeritus professor of the learning sciences at the University of Winchester. His latest book is, 'The Future of Teaching, And the Myths that Hold it Back'.A Tempo & Talker production for the RSA.  In this time of global change, strong communities and initiatives that bring people together are more invaluable than ever before. The RSA Fellowship is a global network of problem solvers. We invite you to join our community today to stay connected, inspired and motivated in the months ahead. You can learn more about the Fellowship or start an application by clicking here.

Prof Guy Claxton is Emeritus Professor at Winchester University and Visiting Professor of Education at King's College London. He has previously taught and researched at Oxford University, Bristol University and the University of London Institute of Education. An internationally renowned cognitive scientist, Guy s books include Hare Brain, Tortoise Mind; Wise Up: The Challenge of Lifelong Learning; The Wayward Mind; and Intelligence in the Flesh. Recent books in education include What's the Point of School?; Building Learning Power; and with Bill Lucas and others, New Kinds of Smart, The Learning Powered School; and Educating Ruby. Guy's Building Learning Power approach to teaching is widely used in all kinds of schools across the UK, as well as in Poland, Dubai, Indonesia, India, China, New Zealand, Australia, South Africa, Brazil and Argentina. The Naylor's Natter review: Guy Claxton speaks here with the authentic voice of a teacher and the knowledge of an esteemed academic. In this book , he presents the case for nuance and against the simple mindedness that is holding back education. As an avid reader of education books, I have noted the drift towards surface understanding and selective application of educational research. I have witnessed a cavalier attitude towards certain academic research being accepted as received wisdom ,whilst other types dismissed as folk tales produced by snake oil purveyors. The research and evidence movement risks becoming a parody of itself. Sweeping away edu myths whilst simultaneously creating its own through lethal mutations of Direct Instruction, cognitive load theory, retrieval practice and knowledge rich curriculum. Claxton presents a balanced , well-researched and up to date vision for the future of teaching . The middle ground may not be popular , nuance may well not sell out conferences but this pragmatic and accurate model of the future of education is well worth your time and money

When reflecting back on early days in his life, Guy Claxton considered himself to be an unadventurous, unexceptional learner in school. Although well-liked by his teachers and well-behaved, Guy felt as though he was a middle of the road type of student. During this time his parents moved from London to a very rural area in the west midlands of England. As this was a very isolated area, Guy had no kids his age to hang around with which helped to create the conditions for him to become much more self-sufficient, imaginative and resourceful in many different ways, ultimately leading him to develop a deep love of reading and interest in exploring the countryside. It was in his mid-teens that Guy had to take some high stakes exams to help prepare for higher education. As Guy states in his own words, “Much to everybody's surprise including mine, I did unexpectedly well'. As a result of his performance on his O-Level exams, Guy experienced, as he calls it, a personality shift within himself spurring him on to believe that it was possible for him to be bright and to become intellectually and educationally successful. Little did he know it at the time, but Guy would go on to earn a double-first in Natural Sciences from Cambridge University and a Doctorate in Experimental Psychology from Oxford and eventually become an internationally renowned cognitive scientist. He is also a Fellow of the British Psychological Society, the Academy of Social Sciences, and the Royal Society of Arts. Guy's interest in writing early on in his life led to him become a prolific author in education having written or co-written nearly 30 books. He is best known for developing the concept of ‘learning power': a collection of skills and attitudes that underpin someone's ability to tackle complex matters with confidence, capability, and relish. Guy's come on the podcast today to really unpack his latest book The Future of Teaching and the Myths that Hold it Back and two important questions he poses are: What is the purpose of school? What does the future of education hold?Guy has a natural ability to connect with others and despite all of his accomplishments in life, he is not only down-to-earth, but also a very kind and caring person striving to impact the world through his work and advocate for every young person's right to learn in a psychologically and emotionally safe environment that not only helps them achieve success in school but also supports them to develop the skills and dispositions needed to thrive in this ever-changing, complex and uncertain world. I highly encourage to get your hands on a copy of Guy's latest book and to share it with other educators wanting to make a difference in the work they do. Guy's Bio: Guy Claxton is a cognitive scientist specialising in the nature of real-world intelligence and ways in which it can be improved through education of all kinds. He is Visiting Professor of Education at King's College London.Connect With Guy: Website: https://www.guyclaxton.net/Twitter: https://twitter.com/GuyClaxtonGet Guy's Latest Book at: https://www.barnesandnoble.com/w/the-future-of-teaching-guy-claxton/1138501805Explore Guy's other books at: https://www.guyclaxton.net/booksOpening music written and performed by New York-born musician Scott Ferrare. You can find his work at: https://scottferrare.hearnow.com

Hailed by comedian John Cleese as a master of creative thinking psychology, Guy Claxton revolutionized business and entertainment with his book Hare Brain, Tortoise Mind. He's now using his research and methods to create better thinkers in elementary and middle schools.

Professor Guy Claxton is a hugely influential academic, thinker and author of over 30 books on learning, intelligence and creativity, including Hare Brain, Tortoise Mind, Wise Up, What's the point of school, Intelligence in the flesh, Educating Ruby and The Learning Power Approach. Guy previously appeared on the Rethinking Education podcast, an episode you can access here: https://soundcloud.com/rethinking-ed-podcast/re07-guy-claxton. Guy's latest book, The future of teaching and the myths that hold it back, is a blistering critique of what is increasingly a neotraditional orthodoxy. Here are some of the incredible things people have written about the book: "So much simplistic nonsense is being touted about “direct instruction” and the “knowledge rich curriculum”, it is great to see someone finally talking sense. As a practising cognitive scientist, Guy Claxton in perfectly equipped to take us beyond the familiar slanging-match between traditionalists and progressives. He illuminates, with his trademark wit and style, complex issues such as the function of knowledge, the psychology of creative and critical thinking, the true nature of memory, the culture of the classroom, and the many purposes of education. A timely tour de force." (John Hattie, Laureate Professor, Melbourne Graduate School of Education) "This is the book I've been longing to read for at least six years. The surgical dismantling of myths and misinformation, the clarity of explanation of complex ideas, the clear examples from real schools, and the humour peppered throughout had me punching the air, laughing, and then thinking hard to process those ah-ha moments. I'll read it again and again." (Dr Debra Kidd, author of A Curriculum of Hope) "This is the book that was crying out to be written. Systematically, and with refreshing clarity, Guy challenges many of the assumptions that have held sway in education for the last decade. I defy anyone not to be challenged, stimulated, and inspired by the breadth of Guy's expertise. His is no cheap or superficial assault on current orthodoxy but a fair-minded, forensic pulling apart of partial, lazy or simply wrong-headed thinking that too many have fallen for in the desire for simple truths." (Peter Hyman, co-founder of School 21 and Big Education) The Rethinking Education podcast is hosted and produced by Dr James Mannion. You can contact him at rethinking-ed.org/contact, or via @RethinkingJames on Twitter.

Presented and produced by  Seán Delaney. In this episode my guest is Emeritus Professor John Hattie from the University of Melbourne. Among many other contributions to education, he has developed the idea of visible learning. Among the topics we discuss in the podcast are the following: What Professor Hattie means by visible learning How children don’t have the language to talk about their learning Students learning from each other The importance of asking students two questions: What does it mean to be a good learner in this class? What do you do when you don’t know what to do? Impact of a student’s age on making learning visible Three ways of making learning visible: student voice, student artefacts, test scores. He is interested in triangulating across these three sources, in how the teacher interprets that information, and how the teacher decides where to go next with a student’s learning. The same information from a student’s perspective is also important. The love of learning follows, rather than precedes, learning. Every curriculum subject has three parts (i) content, skills (knowing that…), (ii) relationships (knowing how…) and (iii) Transfer. Understanding all three parts is important. Typically 90% of learning is focused on content/skills. John Hattie believes it’s the balance across all three that matters. However, you can’t rush to the deep parts too quickly. His views on learning styles The missing piece of teacher education – looking at students’ learning Research he did to develop the concept of “visible learning” Changing the research question on teaching from “What works?” to “What works best?” Why how teachers think matters more than what teachers do Many teachers deny their expertise When students do a test, the teacher should ask “What did I teach well and what did I not teach well?” What did I learn about which students gained from the teaching and which didn’t? What did I learn about how much I taught? Answering those questions helps teachers decide “where to” next. Ask students to predict how they’ll do in a test? From age 8 on, they’re good at answering this question. His research on feedback. Its impact on students can be variable, even from one day to the next. What is important to look at is the feedback that is received by students (is it heard, understood and actionable?) Why children after age 8 don’t like talking about their errors or what they don’t know…and why they might be more likely to do it through technology The need to learn in groups The value of asking a student how someone got something wrong If you’re not getting things wrong, the work’s too easy Why he dislikes a constructivist approach to teaching and its cousins (problem-based learning, and discovery learning). It’s all about timing and being deliberate. He refers a few times to the card game Canasta. The lack of support available to newly qualified teachers. Evaluative thinking (diagnosis, intervention, implementation, evaluate) as the essence of the teaching profession The difference between teacher as facilitator and teacher as activator (i.e. active listeners, active in the process about how students are going about their learning, intervening at the right time) and why he prefers the latter. Why students need experts. Homework and student achievement. The nature of the homework matters. We can’t assume that students know how to learn. He mentions other researchers in the podcast including: Gert Biesta, Shirley Clarke, Guy Claxton, and Graham Nuthall.

Rachel Macfarlane is the Director of Education Services at Herts for Learning, providing the strategic lead for all education services to schools across all phases. Prior to joining Herts for Learning, Rachel was the Principal of Isaac Newton Academy in Ilford, in the London borough of Redbridge. She opened this non-selective all-through academy for 4-18 year olds in 2012, the school was rated Outstanding by Ofsted when inspected in 2014, and when they received their first set of results in 2017, they went straight into the top 1% of schools in the country. Rachel has recently written a fantastic book about how to close the disadvantage gap, called Obstetrics for Schools. Since the invention of obstetrics, the infant mortality rate has decreased by several orders of magnitude. In the book, Rachel makes a compelling case that if we can import some of this thinking into education, maybe we do the same for the disadvantage gap, and perhaps even get beyond the point where one third of young people leave school after 12 years branded a failure. Here are a few of the really quite astonishing things people have written about Rachel's book: "Obstetrics for Schools takes a bleak account of poverty, disadvantage and underachievement and – using real-life case studies and data – shows that it doesn't have to be like this. If ever there were a time to recalibrate our education system around equity, it's now. If ever there were a book to help us to do it, it's this one." (Geoff Barton, General Secretary, Association of School and College Leaders) "It is a disgrace that we can accept that a third of our children will fail at school. Such a rate of attrition, and such inequity, is no longer tolerated in childbirth, and it should not be tolerated in schools. Medicine has developed robust procedures to make sure this doesn't happen – but where are the equivalents in education? Thankfully, they are right here, in Rachel Macfarlane's brilliant Obstetrics for Schools. Wise, passionate, compassionate and, above all, practical, this book is an intimate guide to reducing the poverty gap in education. Every head teacher, administrator and minister of education should read it and be judged on their responses to it. If this doesn't happen, it will only show that we as a society still don't really care, and that intellectual and ethical torpor still rule the roost." (Guy Claxton, author of The Learning Power Approach: Teaching Learners to Teach Themselves) "Rachel Macfarlane's book is exactly what we all need right now. The perfect antidote to COVID-19 gloom, it's a stirring call to arms in the fight against education inequality. Rachel counters the defeatist acceptance that the education system will inevitably fail some students and, through a series of case studies, shows how it is possible to ensure that every student receives a great education. Accessible, practical and inspiring, Obstetrics for Schools is a great read for anyone who cares about education." (Lucy Heller, Chief Executive, Ark) Here are some articles either by or about Rachel: https://arkonline.org/blog/rachel-macfarlane-how-our-brand-new-school-went-straight-top-1 https://www.theguardian.com/teacher-network/teacher-blog/2013/jul/01/leaders-schools-g2g-g4g-talking-heads https://www.headteacher-update.com/best-practice-article/knowledge-and-skills-how-you-can-achieve-both-in-your-school-guy-claxton-education-1/228451/ https://bigeducation.org/lfl-content/the-responsibility-of-educators-to-nurture-strong-relationships-with-learners-and-their-families/ https://www.hertsforlearning.co.uk/news/great-expectations-new-herts-learning-leadership-programme-launches-hertfordshire-schools https://theeducation.exchange/the-role-of-the-teacher-as-facilitator-of-out-of-school-learning/ The Rethinking Education podcast is hosted and produced by Dr James Mannion. You can contact him at rethinking-ed.org/contact, or via @RethinkingJames on Twitter.

Ollie Lovell · ERRR #050. Guy Claxton on the Learning Power Approach The ERRR podcast can also be listened to… The post ERRR #050. Guy Claxton on the Learning Power Approach appeared first on Ollie Lovell.

Ollie interviews Guy Claxton on what it takes to create independent learners. Want to learn about teaching and education in Australia?

Professor Guy Claxton is a hugely influential academic, thinker and author of over 30 books on learning, intelligence and creativity, including Hare Brain, Tortoise Mind, Wise Up, What's the point of school, Intelligence in the flesh, Educating Ruby and the Learning Power Approach. Guy's latest book, The future of teaching and the myths that hold it back, is a blistering critique of what is increasingly a neotraditional orthodoxy. It is scheduled for release in Spring 2021, and Guy has very kindly agreed to come back on the show when the book comes out to discuss the issues he raises in detail. In this episode, we have a much more expansive conversation about education, and about our shared passion – teaching young people how to teach themselves. Guy has an enviable knack for expressing ideas about Learning to Learn that I have thought about for years but struggled to express. To give you a flavor, I will end this introduction with a couple of short excerpts from his recent book, The Learning Powered Approach: “Schools should be preparing kids to flourish in a complicated and demanding world. Just trying to squeeze better test scores out of them is not enough. We know that, in the long run, character counts for more than examination results. To prosper – to live good lives – today's students will need curiosity, determination, concentration, imagination, camaraderie, thoughtfulness and self-discipline as well as literacy, numeracy, general knowledge, and the best possible grades. These attributes contribute hugely to people's success and fulfilment in life. And we also know that they are capable of being intentionally developed – or unintentionally stifled. The desire to cultivate them has to be at the heart of every school's endeavour.” And here is the second excerpt, in which Guy suggests that the question of how to develop these character traits is cultural rather than curricular: “Such dispositions cannot be ‘taught' directly. Of course they can be made explicit and talked about, and that helps, but merely understanding the concept of ‘resilience', say, and even being able to write an A-grade essay about it, does not by itself make you any more resilient. Character is a constellation of habits, and habits are tendencies that are built up over time. If you regularly find yourself in a culture – a family, for example – where the people you look up to continually model, value and expect politeness, honesty or curiosity, you are likely to grow towards those qualities, as a plant grows toward the sun. Such habits begin to become part of your natural way of being.” Here are a few links to things we discuss: BOOK: On becoming a person, by Carl Rogers: https://uk.bookshop.org/books/on-becoming-a-person/9781845290573 BOOK: What's the point of school, by Guy Claxton: https://uk.bookshop.org/books/what-s-the-point-of-school-rediscovering-the-heart-of-education/9781851686032 VIDEO: The Scary Guy Combats Bullying on Teachers TV: https://www.youtube.com/watch?v=js8Hrqvk8QM BOOK: Fear is the Mind Killer: Why Learning to Learn deserves lesson time - and how to make it work for your pupils, by James Mannion and Kate McAllister: https://www.amazon.co.uk/Fear-Mind-Killer-teaching-Learning/dp/1911382772 The Rethinking Education podcast is hosted and produced by Dr James Mannion. You can contact him at rethinking-ed.org/contact, or via @RethinkingJames on Twitter.

Today my guest is Guy Claxton - emeritus Professor of the Learning Sciences at the University of Winchester, cognitive scientist, author of over 30 books and a world leader in the field of education. Combined with his background as a researcher Guy's a balls-to-the-wall spiritual seeker. Have you seen the Netflix documentary ‘Wild Wild Country’ about the Rajneesh community? Guy was part of the Rajneesh in India but got out before they all went crazy in Oregon. His life and work show how an appreciation of spiritual pathways can be scientific, academic and not at all hippy. And, I love him, so you’ll love him.In the conversation:The main reason I got Guy is because he’s an expert in embodied cognition - an idea that is so important when linking ancient spiritual practices to modern knowledge.Embodied cognition is the idea that you think, feel and are with your body as much as your mind. It shows how this stuff is not elite, academic or impractical. For instance, Traders on the stock market who are in touch with their embodied cognition and bodies make more money.On top of that you’ll learn what it was like in the Rajneesh community, what spirituality means to him, how these practices stablise altered states, and, as ever, a whole lot more. See acast.com/privacy for privacy and opt-out information.

Emotions make the world go round. One particular emotion, and that’s love -- according to the late singer-songwriter from the 60s, Deon Jackson, love is the emotion that makes the world go round most of all. But there are 11 other emotions that make the world go get their credit cards and push the order button. It’s conventional wisdom among a lot of copywriters and marketers that there are only two emotions that do that: greed, and fear. But today we’re going to show you others, that you can use in your copy. We think you’ll be surprised, and by the end of today’s show, you’ll agree with us. You’ll see that each of these emotions, when presented in the right way to your prospect, demands action. And action is what it’s all about. We only had time for half the list last week, so we’ll do a part 2 today and get the other half. Now, embedded in the word “emotion” is the word “motion,” and that’s not just a bunch of lame wordplay. It’s important, because people rarely take action -- that is, they rarely go into motion -- without the motivation of emotions pushing them. And direct response copywriting is all about getting people into motion. If we can understand these emotions well enough to spur them in our prospects, then we stand a chance of making more sales. What’s more, by giving your prospect copy that lets them experience these emotions in relation to how your copy helps them, you make reading your copy a more meaningful experience for them. That’s really important. The list comes from this book by one of David’s favorite writers, Intelligence in the Flesh by Guy Claxton. Guy is a very clear-seeing professor in the UK and he writes about the brain, learning, creativity and in this book, as well, some new insights about the body-mind connection. The list of emotions he put together are drawn from the lifetime work of two geniuses: Professors Paul Ekman from University of California, San Francisco, and the late Jaak Pankseep of Bowling Green University. Just as important, everything about these emotions in the book rings true to me after 30 years in direct-response copywriting. Each of the emotions starts somewhere… has a predictable path… and has an ideal goal at the end, where the emotion is resolved. These emotions don’t stand still. But each of them bugs the person who has that emotion and won’t resolve until the person does something about it. I want to reiterate that happiness is what our prospects want, and if you honestly believe that your product or service can lead to happiness, then you owe it to your prospects not only to tell them, but also to show them by letting them experience the emotional change they want in real life, but first in their imaginations. book: Intelligence in the Flesh, by Guy Claxton https://www.amazon.com/dp/B01344K3O6Download.

Emotions make the world go round. One particular emotion, and that’s love -- according to the late singer-songwriter from the 60s, Deon Jackson, love is the emotion that makes the world go round most of all. But there are 11 other emotions that make the world go get their credit cards and push the order button. It’s conventional wisdom among a lot of copywriters and marketers that there are only two emotions that do that: greed, and fear. But today we’re going to show you others, that you can use in your copy. We think you’ll be surprised, and by the end of today’s show, you’ll agree with us. You’ll see that each of these emotions, when presented in the right way to your prospect, demands action. And action is what it’s all about. We’ve only got time for half the list today, so we’ll do a part 2 next week and get the other half. Now, embedded in the word “emotion” is the word “motion,” and that’s not just a bunch of lame wordplay. It’s important, because people rarely take action -- that is, they rarely go into motion -- without the motivation of emotions pushing them. And direct response copywriting is all about getting people into motion. If we can understand these emotions well enough to spur them in our prospects, then we stand a chance of making more sales. What’s more, by giving your prospect copy that lets them experience these emotions in relation to how your copy helps them, you make reading your copy a more meaningful experience for them. That’s really important. The list comes from this book by one of David’s favorite writers, Intelligence in the Flesh by Guy Claxton. Guy is a very clear-seeing professor in the UK and he writes about the brain, learning, creativity and in this book, as well, some new insights about the body-mind connection. The list of emotions he put together are drawn from the lifetime work of two geniuses: Professors Paul Ekman from University of California, San Francisco, and the late Jaak Pankseep of Bowling Green University. Just as important, everything about these emotions in the book rings true to me after 30 years in direct-response copywriting. Each of the emotions starts somewhere… has a predictable path… and has an ideal goal at the end, where the emotion is resolved. These emotions don’t stand still. But each of them bugs the person who has that emotion and won’t resolve until the person does something about it. I want to reiterate that happiness is what our prospects want, and if you honestly believe that your product or service can lead to happiness, then you owe it to your prospects not only to tell them, but also to show them by letting them experience the emotional change they want in real life, but first in their imaginations. On the next show, we’ll go over six more emotions. book: Intelligence in the Flesh, by Guy Claxton https://www.amazon.com/dp/B01344K3O6 Download.

In episode 42, Simon talks to Hayley Peacock. She is the Managing Director and Owner of Little Barn Owls Nursery group in West Sussex, her Horsham setting being awarded Nursery World UK Nursery of the Year in 2015/16. Her three nurseries are Reggio Emilia Inspired Forest and Farm Schools, the largest being based on a farm and is home to 20 animals including pigs, chickens and ducks that children look after every day, and another bring a full time forest school. Hayley's newest and most exciting project is the opening of ATELIER 21 FUTURE SCHOOL – a revolutionary new school for children 4-16 years old which is planned to open in September 2020 which will be inspired by project -based learning, Guy Claxton's Learning Power Approach and the Reggio Emilia Approach. A blend of academic workshops, outdoor learning through Wild Friday's and time for Self – Directed Learning and Entrepreneurship projects gives pupils a holistic, experiential education where they are supported and developed to make progress in the skills they will need to compete and thrive in the 21st Century.

In episode 42, Simon talks to Hayley Peacock. She is the Managing Director and Owner of Little Barn Owls Nursery group in West Sussex, her Horsham setting being awarded Nursery World UK Nursery of the Year in 2015/16. Her three nurseries are Reggio Emilia Inspired Forest and Farm Schools, the largest being based on a farm and is home to 20 animals including pigs, chickens and ducks that children look after every day, and another bring a full time forest school. Hayley's newest and most exciting project is the opening of ATELIER 21 FUTURE SCHOOL – a revolutionary new school for children 4-16 years old which is planned to open in September 2020 which will be inspired by project -based learning, Guy Claxton's Learning Power Approach and the Reggio Emilia Approach. A blend of academic workshops, outdoor learning through Wild Friday's and time for Self – Directed Learning and Entrepreneurship projects gives pupils a holistic, experiential education where they are supported and developed to make progress in the skills they will need to compete and thrive in the 21st Century.

In episode 42, Simon talks to Hayley Peacock. She is the Managing Director and Owner of Little Barn Owls Nursery group in West Sussex, her Horsham setting being awarded Nursery World UK Nursery of the Year in 2015/16. Her three nurseries are Reggio Emilia Inspired Forest and Farm Schools, the largest being based on a farm and is home to 20 animals including pigs, chickens and ducks that children look after every day, and another bring a full time forest school. Hayley's newest and most exciting project is the opening of ATELIER 21 FUTURE SCHOOL – a revolutionary new school for children 4-16 years old which is planned to open in September 2020 which will be inspired by project -based learning, Guy Claxton's Learning Power Approach and the Reggio Emilia Approach. A blend of academic workshops, outdoor learning through Wild Friday's and time for Self – Directed Learning and Entrepreneurship projects gives pupils a holistic, experiential education where they are supported and developed to make progress in the skills they will need to compete and thrive in the 21st Century.

Author of over 20 books and leading voice in education, Guy Claxton breaks down his Learning Power Approach from the research and theory underpinning, and the history of its development, to its practical applications and success stories in the classroom.

For this episode we were lucky enough to be able to talk to Guy Claxton who is a Professor, researcher, consultant and prolific author of academic papers and 30 books! You might know him best as the creator of the Learning Power Approach, about which he has recently published a fantastic 4-book series for teachers and leaders. In this interview, we chatted to Guy about education research to find out his view on:What decides the questions that education research tries to answer?What role does and should education research play in the work we do in our classrooms?Can education research tell us “what works”… and should it even try?What questions should teachers be asking themselves when they are considering using research and “evidence-based” practices in their classrooms?For more information about the research behind this episode, as well as links to our sources, and a downloadable quick reference, visit our website. To connect with us, follow us on Twitter, Facebook and Instagram for free resources and to share what is happening in your classroom with colleagues around the world.

In this episode, Claire talks to Tom Wallace, a former teacher and founder of ‘Balance’, an assessment software tool which helps teachers to reflect on their assessment in school and adapt it to make it more efficient and meaningful for the children. Tom’s desire to be a teacher came from hours of watching and helping his mum (who was also a teacher) make displays with great sheets of paper, rulers and big wooden stencils. He thought that this would be a great job and put aside his dream of becoming a footballer and a rockstar to pursue a career in teaching. Because it was what he had always wanted to do, he found it an easy progression through college and university. He has worked in three schools, and credits his last headteacher, Andy Moore, with changing his life.  In addition to his work in schools, Tom has also worked alongside many key names in education such as Shirley Clarke, Dylan Wiliam and Guy Claxton, to name a few. It was through working with these people that he found his passion was around assessment and how it can be transformed to improve the outcomes for pupils and the lives of teachers. A traumatic event was the turning point for Tom, and he realised he could not continue teaching because of the impact it was having on his life. He decided his desire was greater than his fear and took the plunge to leave teaching to concentrate on his business. In the podcast, Tom speaks openly and honestly about the heart-breaking events which led him to a very dark period in his life, as well as how he recovered from it. He discusses how schools can change their culture and vision by reflecting on themselves as staff and the impact they are having on their pupils to make feedback less onerous and more purposeful. *If you have been affected by any of the issues raised in this podcast, you can contact the Samaritans, who provide confidential, emotional support for people who are experiencing feelings of distress or despair. Helpline: 08457 90 90 90 (24 hours a day, seven days a week) Website: https://www.samaritans.org/    KEY TAKEAWAYS If you are struggling and need to take time to recover, know that the school will survive without you. It’s easy as a teacher to get bogged down in the responsibility of the role but ultimately, you need to be in the right headspace to do your job properly. Sometimes you have to prioritise yourself and your own mental health.   Reach out to people. Everybody is battling with some kind of inner struggle; don’t be afraid to reach out to them. You never know when it might make someone’s day or change someone’s life.   Work never ends for a teacher. It is easy to say ‘no’ when someone asks you to do something in your personal life because of the amount of work you have to do. It’s important to make time for the relationships in your life because the work you need to do will never end; it’s important to have an internal discipline.   Surround yourself with people who guide and direct you. Everyone will need support and guidance at some point in their life. It is important that you surround yourself with people who can channel your emotion into positive action.   Assessment is about staff reflecting on the impact they’ve had on their children. It’s not about what the children do or do not know. If we reflect, we can help to direct our teaching better next time. Changing the culture around marking and assessment and asking the right questions could save a lot of time in schools.   Your mood and feelings have an impact on the pupils and their outcomes. It’s important to look after the teacher to improve outcomes for the pupils.   It’s important to re-evaluate what is being done in a school and find ways to do it better and more efficiently. You can’t cut down a whole forest with a broken chainsaw, so it’s important to take time out to fix the chainsaw so the job can be done better. SLT could take extra assemblies to give staff that time to work in year groups, key stages etc.   Be disciplined with your time. There are many cultures and policies that can be improved but you also need to look at yourself and reflect on how you can save time.   Purposeful marking in the lesson (using structures to make it meaningful) is more effective, and less time-consuming, than written feedback. Changes won’t happen overnight as the culture of written marking is so ingrained, but there are structures that can be put into place (such as crib sheets) to make marking less onerous and more effective.   Everyone must be involved in the culture change. Everyone needs to be on board to make change effective; it can’t just come from SLT.   BEST MOMENTS “We started to realise then, when we became a teaching school, [that] it’s not the same progression from teacher to assistant to deputy to head; actually we can start to go in different directions. We had the resources to do so. My love of assessment just took off, but at the same time I could see all the great things that Dylan [Wiliam] and Shirley [Clarke] were talking about; it just was not being reflected in the school. It was so data-driven.”   “We just couldn’t continue seeing brilliant teachers leave the profession. We couldn’t continue having the same workload that we had ourselves. We wanted to do something about it. I taught my last lesson in July… So far it’s ok; I do miss the children though.”   “I remember going to the intensive care unit to see my cousin; he asked me to come and see him and stay with him. I did over the weekend but then I had to be back at school on the Monday and I just couldn’t do it… The class I was teaching, they were a bit of a tough class. The boys didn’t really want to show emotion apart from anger. They were lovely, lovely children but it was a lively class. I remember when I came in… They all walked in so silent, and I’ll never forget that, and they just looked at me because they all knew… I remember trying to do the register and I couldn’t even get halfway through the register; I just broke down.”   “I went to the doctor and said, “Look. Can you sign me off for a couple of days? Because I just can’t cope with this right now. I need to be in intensive care; I need to be with my family, with my mum and dad, with my cousins and whoever else, and we’re a very close family”… I remember him saying he would but I would be back in the week after asking for more time, so he said he was going to sign me off for three months. There was no way I could do that: I was a year 6 teacher. We had SATs coming up; there was not a chance… I’ll never forget this. He said to me, “You’re not that special. The school will survive without you.”… But he was right, and the school did survive and everything was fine, but I wasn’t.”   “I remember just sitting in the car thinking, ‘That’s it. I’m done.’ And what I planned to do next was just stupid, and horrible… Luckily, a really good friend, in fact, my headteacher, Andy Moore, just happened to phone to say, “How are you doing?” and that was all I needed… To cut a long story short, I stopped doing what I was going to do and that was it. It was like, ‘Ok, come on. We can do this.’ But my answer was: I need to leave teaching… I need to get out of this because I can’t have this guilt and that guilt; it’s just not good for me. I can’t continue as a human being.”   “I remember thinking, ‘But my case isn’t a one-off. This is something that’s going on up and down the country.”   “I knew people who were leaving education. Good teachers, people who I went to university with… they’re so disengaged with their job... and I know they are brilliant teachers. They loved it.”   “My biggest fear in life is not living life.”   “I got to the point where I couldn’t even take [my books] out of the boot because the thought of even beginning to look at that workload was just too much.”   “There’s a great quote… ‘The change will only come once our desire is more than the fear.’ I felt from that moment: what could I lose?”   “[Andy Moore] was such a brave leader to say, “Do it, and if OFSTED come through that door, I’ll tell them exactly why, and if they don’t like it, I don’t care. This is what’s best for our teachers and our children.””   “[My little boy] is the best reminder ever of: don’t let this get on top of you… It scares me to think that I might not have been here for him… To think that I was ready to pack it all in because of marking books and data. It gets me angry.”   “I felt powerless.”   “What I say in terms of Balance and the support we offer, and the culture, is not rocket science. Everyone knows it, but there’s a gap between knowing and doing.”   “I’ve got family who are just fed up of teaching at the moment who want to leave. The pressure it puts on their kids, their husbands and wives… something has to change.”   “There’s an institutionalised mentality about marking, that, ‘We’ve always done it, and if I stop, I’m going to be seen as a bad teacher.’… There’s little to no evidence to say that it has any impact, yet we can’t give it up.”   “At certain points in the week, or every other week, we need, in school time – not after school; in school time – [to] structure this point for teachers to stop and reflect on their impact. There’s nothing more powerful that we can do in a school.”   “The ‘why’ is really important.”   “Wellbeing is how I’m feeling regardless of the task… the work/life balance is when we apply that to part of our life… One is how you feel and the other is managing that tasks at hand.”   “[Balance] has challenged them to think differently about their culture.”   “I’d wave a wand over OFSTED (if that’s the right way of using my wand!) so they turn round and apologise for getting it wrong about assessment and especially feedback and marking.”   “I think we need to give teachers 30-40% [of their timetable] to think about what they’re doing.”   VALUABLE RESOURCES Tom Wallace Twitter: https://twitter.com/Balance_Tom Balance Website: https://www.thisisbalance.co.uk/ Facebook: https://www.facebook.com/balance.education/ Twitter: https://twitter.com/balance_edu Shirley Clarke: https://www.shirleyclarke-education.org/ Dylan Wiliam: https://www.dylanwiliam.org/Dylan_Wiliams_website/Welcome.html Guy Claxton: https://www.guyclaxton.net/ Debra Kidd: https://debra-kidd.com/ Hywel Roberts: https://www.independentthinking.co.uk/associates/hywel-roberts/ Jaz Ampaw-Farr: https://www.jazampawfarr.com/ Jamie Pembroke: https://twitter.com/jpembroke and https://www.sigplus.co.uk/ Shirley Clarke and Tom Hattie – Visible Learning Feedback Book: https://www.shirleyclarke-education.org/publications/visible-learning-feedback-john-hattie-shirley-clarke/ The Samaritans: https://www.samaritans.org/ or call on: 116123 The Teachers’ Podcast: https://www.facebook.com/groups/TheTeachersPodcast/ Classroom Secrets Facebook: https://www.facebook.com/ClassroomSecretsLimited/ Classroom Secrets website: https://classroomsecrets.co.uk/ LIFE/work balance campaign: https://classroomsecrets.co.uk/lifeworkbalance-and-wellbeing-in-education-campaign-2019/      ABOUT THE HOST Claire Riley Claire, alongside her husband Ed, is one of the directors of Classroom Secrets, a company she founded in 2013 and which provides outstanding differentiated resources for teachers, schools, parents and tutors worldwide. Having worked for a number of years as a teacher in both Primary and Secondary education, and experiencing first-hand the difficulties teachers were facing finding appropriate high-quality resources for their lessons, Claire created Classroom Secrets with the aim of helping reduce the workload for all school staff. Claire is a passionate believer in a LIFE/work balance for those who work in education citing the high percentage of teachers who leave or plan to leave their jobs each year. Since February 2019, Classroom Secrets has been running their LIFE/work balance campaign to highlight this concerning trend. The Teachers’ Podcast is a series of interviews where Claire meets with a wide range of guests involved in the field of education. These podcasts provide exciting discussions and different perspectives and thoughts on a variety of themes which are both engaging and informative for anyone involved in education.

Developing strategies and actions for the classroom

The Learning Power Approach

The Learning Power Approach

Powering Up Children: The Learning Power Approach to Primary Teaching Guy Claxton on his new book – Powering Up Children: The Learning Power Approach to Primary Teaching.

Today's guest is Jo Miles. Jo is an Executive Coach and the founder of Master Your Transition, her Coaching and Consulting business. Drawing upon two decades of Management Consulting and Coaching expertise, Jo empowers and supports individuals, teams and organisations to explore challenges, gain insight and take practical steps to achieve and sustain change. Jo is a Coach and trusted advisor to senior Partners at some of the worlds biggest consulting firms and has worked with clients at the likes of Strategy &, Baringa Partners and North Highland to name but a few. We cover some really interesting topics in today's interview including: How Jo became a Coach What Coaching is, who should consider it and why it's important for your career. The common challenges Jo finds clients struggle with and her advice on how to deal with them How you can tell a good Coach from a bad one and the questions you should ask when assessing whether a Coach is right for you. The importance of using Coaching as a positive tool for improvement and not a negative tool to deal with poor performance And much much more! Jo was a great guest and gave some fantastic insights in to an area of the industry that many people have heard about but very few have experienced. If you're looking to take your career to the next level and want to understand more about how Coaching can help you do this then this interview is a must listen! You can find out more about Master Your Transition at http://www.masteryourtransition.co.uk/  You can find out more about Jo on Linked In at https://www.linkedin.com/in/joanna-miles-0283461/  Specific things we discuss in this show: Selecting your Coach – following our interview Jo wanted to add a key point on how to select your coach related to understanding their CPD. Enter Jo: “Please note that CPD can mean attending conferences, training courses, academic lectures and supervision.  Supervision is an important aspect of CPD, as it shows Coaches are consciously seeking to develop themselves and their practice through working with a supervisor” Tatiana bachkirova - https://www.brookes.ac.uk/business/about/staff/myprofile/?wid=bus-academic-list&op=full&uid=p0035809 7 Habits of Highly Effective People by Stephen R. Covey - http://amzn.eu/d/62NyrJC The Chimp Paradox by Stephen Peters - http://amzn.eu/d/3aF7ggs Triggers by Marshall Goldsmith and Mark Reiter - http://amzn.eu/d/3c1Obmh   Intelligence In The Flesh by Guy Claxton - http://amzn.eu/d/8V5Mv2Z Act Like A Leader, Think Like A Leader by Herminia Ibarra - http://amzn.eu/d/8j85oGk   Presence by Amy Cuddy - http://amzn.eu/d/9M6cIKx    Amy Cuddy's TED Talk on Power Poses - https://www.ted.com/talks/amy_cuddy_your_body_language_shapes_who_you_are?language=en   Mastery by Robert Greene - http://amzn.eu/d/7yuT5uP

Many people who are well known for their work in education have such interesting backgrounds and stories to tell, although many of us don’t get to hear them. The aim of this podcast series is to learn a bit more about these people. We sit down for a chat to find out a bit more about them – what was their experience of school? How did they come to work in education? What they’re currently working on etc. And in every episode we ask for three favourite pieces of music. Whatever we discuss, every podcast episode ends with the same question: If you were in charge of the education system for a day, what one policy or structural change would you make?   Professor Rob Coe is a former Teacher, and is now Director of the Centre for Evaluation and Monitoring and Professor of Education at Durham University. We work very closely with Rob and his team at Durham University, and while he is fairly well-known in education circles, it's fair to say that he's not someone people know much about. In this interview, we chat about his time at school, rowing at Oxford, having Dylan Wiliam and Guy Claxton as PGCE tutors, free schools (but not as we know them now), the birth of the EEF toolkit and more! As it's a long old episode, we've divided it into three parts for you, to be released on 16th, 17th and 18th March. In Friday's first part, we covered school, sport and wanting to be Bertrand Russell. In yesterday's section, you can learn more about Rob's university and rowing career, as well as his PGCE and step into teaching. And today, in the final part, we discuss how far we’ve come since his Manifesto for Evidence-Based Education (the philosophy rather than us!), establishment of the EEF, the birth of ‘the toolkit’, current research and his answer to the big question... If you haven’t already, do check out the previous episodes of Knowing Me Knowing Ed-U with Daisy Christodoulou, Alison Peacock, Geoff Barton and Sugata Mitra. Do you have suggestions for future guests of Knowing Me Knowing Ed-U? Who would you like to hear from? Let us know at info@evidencebased.education.

Many people who are well known for their work in education have such interesting backgrounds and stories to tell, although many of us don’t get to hear them. The aim of this podcast series is to learn a bit more about these people. We sit down for a chat to find out a bit more about them – what was their experience of school? How did they come to work in education? What they’re currently working on etc. And in every episode we ask for three favourite pieces of music. Whatever we discuss, every podcast episode ends with the same question: If you were in charge of the education system for a day, what one policy or structural change would you make?   Professor Rob Coe is a former Teacher, and is now Director of the Centre for Evaluation and Monitoring and Professor of Education at Durham University. We work very closely with Rob and his team at Durham University, and while he is fairly well-known in education circles, it's fair to say that he's not someone people know much about. In this interview, we chat about his time at school, rowing at Oxford, having Dylan Wiliam and Guy Claxton as PGCE tutors, free schools (but not as we know them now), the birth of the EEF toolkit and more! As it's a long old episode, we've divided it into three parts for you, to be released on 16th, 17th and 18th March. In yesterday's first part, we covered school, sport and wanting to be Bertrand Russell. Today, you can find out more about Rob's university and rowing career, as well as his PGCE and step into teaching. Tomorrow, in the final part, we discuss how far we’ve come since his Manifesto for Evidence-Based Education (the philosophy rather than us!), establishment of the EEF, the birth of ‘the toolkit’, current research and his answer to the big question...   If you haven’t already, do check out the previous episodes of Knowing Me Knowing Ed-U with Daisy Christodoulou, Alison Peacock, Geoff Barton and Sugata Mitra. Do you have suggestions for future guests of Knowing Me Knowing Ed-U? Who would you like to hear from? Let us know at info@evidencebased.education.

Many people who are well known for their work in education have such interesting backgrounds and stories to tell, although many of us don’t get to hear them. The aim of this podcast series is to learn a bit more about these people. We sit down for a chat to find out a bit more about them – what was their experience of school? How did they come to work in education? What they’re currently working on etc. And in every episode we ask for three favourite pieces of music. Whatever we discuss, every podcast episode ends with the same question: If you were in charge of the education system for a day, what one policy or structural change would you make?   Professor Rob Coe is a former Teacher, and is now Director of the Centre for Evaluation and Monitoring and Professor of Education at Durham University. We work very closely with Rob and his team at Durham University, and while he is fairly well-known in education circles, it's fair to say that he's not someone people know much about. In this interview, we chat about his time at school, rowing at Oxford, having Dylan Wiliam and Guy Claxton as PGCE tutors, free schools (but not as we know them now), the birth of the EEF toolkit and more! As it's a long old episode, we've divided it into three parts for you, to be released on 16th, 17th and 18th March. In this first part, we cover school, sport and wanting to be Bertrand Russell. Tune back in tomorrow to find out about Rob's university and rowing career, as well as his PGCE and step into teaching.   If you haven’t already, do check out the previous episodes of Knowing Me Knowing Ed-U with Daisy Christodoulou, Alison Peacock, Geoff Barton and Sugata Mitra. Do you have suggestions for future guests of Knowing Me Knowing Ed-U? Who would you like to hear from? Let us know at info@evidencebased.education.  

Siobhan Davies is a dancer and choreographer. Guy Claxton is a cognitive scientist. Inspired by Conversations Before The End Of Time by Suzi Gablik. Conversations In Time was recorded and Distributed as part of European Capital of Culture Aarhus 2017.

Our guest today is Guy Claxton. an internationally renowned writer, consultant and academic specialising in creativity, education and the mind.He is the author of more than twenty books including the best selling Building Learning Power. He's going to talk to us today about his latest book: Intelligence in the flesh: Why your mind needs your body much more than it thinks. In the discussion we explore some of the potential implications and ramifications of this perspective with regard to the role of the brain, emotions, the theory of embodied meaning, education and the arts as well as challenging dualisms such as reason and emotion, subjectivity and objectivity and facts and values.

Lois and Jenny talk about Mobile2015, school visits, shopping and slide2learn. Jenny went to Mobile 2015 in Tucson, Arizona IPad configuring - redeeming free apps Creating online student TV - crucial factors: knowing the students what are their strengths, ability to work in teams, writing and elaboration, choosing a topic and succinctly but thoroughly presenting the information, performing by being engaging and speaking with authority. Shopping- books, robots, drones and Pendo's Lois Visited Yinnar Primary School - A school so committed to a philosophy about learning and effort rather than compliance and completing a task. Lois's Book Shopping: Mindset: How You Can Fulfil Your Potential, by Carol Dweck  Challenging Learning, by James Nottingham Building Learning Power: Helping Young People Become Better Learners, by Guy Claxton Outstanding Formative Assessment: Culture and Practice by Shirley Clark. Growth Mindset Pocketbook by Barry Hymer (came highly recommended too) Jenny is helping to design her new school and has attended Bastow to find out about learning spaces with Ewan MacIntosh - The learning spaces you need to plan for include: watching, secret spaces, performing, collaborative, participation, publishing You can see more extensive notes on the RUConnected Blog

A hotbed of corruption at FIFA; J K Rowling; Guy Claxton; Three checklists for speakers; It's Gary from The Guardian - have you got a minute?' What's your take?; An interview with Jo Howson; Music from Mick Wilson.

Guy Claxton explains why he feels the unconscious mind has been neglected.