March 1, 2025 • 17 mins
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Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:00):
Hello and welcome to the Structured Literacy Podcast
recorded here in Tasmania on thelands of the Palawa people.
I'm Jocelyn, and today we'regoing to talk about something
that's relevant for every schoolhow we can make our teacher
professional learning moreeffective.
Through my work as both ateacher and leader, it has
always been clear that adultsbenefit from a structured
(00:22):
approach to learning in the sameway that students do.
Using the explicit teachingmodel and other evidence-based
approaches to instruction helpscreate safety and predictability
and reduces stress for bothstudents and adults.
In this episode, I'd like toshare suggestions of how we can
apply Rosenshine's principles toworking with our teams in
(00:43):
professional development.
Before we start exploring theprinciples, let's acknowledge
something important While adultsbenefit from the same learning
structures as children, whenwe're doing something new we
bring more background knowledgeand experience to the table.
This can be both a help and ahindrance.
If we're learning somethingthat's close to what we know, it
(01:06):
can support our learning, butif we have incomplete or false
preconceived ideas, it can makeit harder for us to reimagine
what great teaching looks like.
And this isn't about a lack ofcommitment.
It's just part of being human.
I'd also like to share a littlebit about Barack Rosenshine and
why his work matters so much.
(01:28):
Rosenshine was a researcher whospent decades studying what
makes teaching effective.
His principles weren't justtheoretical ideas.
They came from three differentsources of research cognitive
science, studies of masterteachers and research on
cognitive support procedures.
What makes his work so powerfulis how it brings together what
(01:51):
we know about how the brainlearns, what successful teachers
actually do in their classroomsand how we can support complex
learning tasks.
When we look at currentresearch in cognitive science,
particularly work aroundcognitive load theory and the
importance of retrieval, italigns beautifully with
Rosenshine's principles.
(02:11):
For instance, his emphasis onsmall steps and guided practice
reflects what we know about howworking memory limitations
impact learning.
His work on review andquestioning connects directly to
research on how we consolidatelearning through retrieval.
These aren't just good ideas.
They're practices grounded inhow our brains actually work.
(02:35):
So let's explore how we canharness these principles and the
research about student learningto better support our teachers
to develop their capacity.
The first principle is beginwith a short review of previous
learning.
When we work with children, weknow how important it is to
activate prior knowledge andreview previous learning.
(02:58):
It helps us tap into ourexisting schema to support the
current learning focus.
It's no different with teachers, but this step is often skipped
in professional learningsessions.
We kind of assume that becauseteachers are professionals,
they'll remember everything fromour last session three weeks
ago.
Think about it.
They've taught dozens oflessons, attended multiple
(03:20):
meetings and dealt withcountless situations since then.
So a review for our staff mightlook like a quick write
activity about key concepts,partner discussion about
implementation attempts or evenusing retrieval practice with a
big box of questions.
The second principle is presentnew material in small steps with
(03:41):
practice.
In our enthusiasm to upskillteachers and the pressure that
we all feel to move quickly, weoften try to cover too much in a
short space of time.
As a leader, I've been guiltyof this myself, knowing that we
only have this one hour for thenext four weeks.
So we're trying to cover allaspects of a topic in that one
(04:05):
session.
But just as we wouldn'toverwhelm our students with
multiple new concepts at once,we shouldn't do this with
teachers either.
So when we're introducing newteaching practices, break them
down into manageable components.
Focus on just one element at atime, allow time for processing
(04:26):
and the opportunity forapplication.
We need to give it a go andthen we can come back and
reflect, building on each stepas we go.
This is why our Teach Alongcourses are presented in small
chunks over a period of time.
It allows teachers to focus onthe smaller elements that are
most important to them at thattime and to practice them.
(04:49):
Principle three is ask a largenumber of questions and check
the responses of all students.
With teachers, this principlelooks different than with
children, but it's just asimportant.
We need to regularly check forunderstanding and check in on
engagement, and we can do thisin a non-threatening way by
having regular check-ins duringprofessional learning sessions.
(05:11):
Have teachers explain conceptsto each other, not just tick
boxes about what we're doing.
We can use tools like exittickets or reflection journals,
and it's really important tocreate opportunities for
everybody to contribute, notjust that confident few.
Principle four is to providemodels, and this is so critical
(05:34):
in teacher professional learning.
Just showing teachers what todo through an explanation isn't
really showing them.
We need to demonstrate why andhow.
So when you're learningsomething new, I'm sure that you
want to see it in action, right?
Well, we know that as teachers,we're the same.
We can do this in ourprofessional learning with video
(05:58):
examples of expert teaching,live demonstration lessons,
clear examples of planningdocuments, show samples of
student work and assessment andhow they relate back to that
lesson plan and that modeledlesson, and you can show
recordings of teacher studentinteractions.
When I visit school and I wasdoing that just this week,
(06:19):
supporting teachers in theirlearning journey one of the
things that I do is to modellessons.
The school is then invited torecord the lesson and keep the
video on file for futurereflection and professional
learning.
One of the reasons this isimportant is because it helps
our team develop common, sharedunderstandings of what we want
(06:40):
the practice to look like.
If we just talk about it andlook at the lesson plans, you
can have five teachers developfive very different versions of
that lesson because they'reimagining based on their own
experience, but having somethingto watch can be really powerful
.
Remember, though, it's alsoabout follow up, not just the
(07:01):
watching, but you don't have toget someone in to do this work.
If you have someone on yourteam who's a master at using a
certain strategy or delivering aparticular lesson type, record
them and put the video into afolder for future reference when
you work in a small school oryou're dealing with teacher
shortages, as everyone is.
It can be near on impossible torelease people as much as you
(07:25):
would like to for observation,so video helps that enormously.
It also means that people areviewing a high quality example.
So that you're again buildingthat shared vision.
So that you're again buildingthat shared vision.
Principle five is provide guidedpractice In teacher
(07:47):
professional learning.
Guided practice is often themissing link.
We send people off to training.
They do the training.
We come back they've got thestuff.
We send them off to theirclassroom to go and teach and
have a play, but we're reallyexpecting them to implement
perfectly in their classroomsall on their own.
It's a little bit like showingstudents how to solve a maths
problem once and then expectingthem to master it by themselves.
So, when it comes to teachers,effective guided practice might
(08:09):
look like collaborative planningsessions, role-playing, new
techniques in PLC or staffmeetings.
You can have team teachingopportunities.
You can structure planningtimes with coaching support.
Coaching is so important in ourjourney as teachers.
It's critical, though, that wedo create those opportunities
(08:30):
for practice in a way thatenables immediate feedback and
that this feels like a safeprocess.
Nobody likes to be observed orpractice in front of others when
we feel like we're being judged.
Principle six is check forunderstanding and again, while
the principle is the same, howwe do this with teachers is a
(08:51):
little bit different than withstudents.
So we can have regularimplementation discussions, peer
observation, feedback, as longas that feels like a safe space.
Self-reflection protocolssupport the development of a
shared vision, so you can haveteachers video themselves and,
(09:12):
using a set of standard criteriafor success, evaluate their own
practice.
Visible success criteria isimportant for students and it's
also important for the adults.
We also have to remember toinclude data review in this
checking for understanding.
The entire goal of professionaldevelopment is not just to tick
(09:35):
boxes and feel good.
It's to make sure that we arepositively impacting student
results.
If we're not seeing a bump inthat monitoring data, if we
don't have evidence thatstudents are learning what we're
teaching, the impact of ourprofessional learning is minimal
.
And remember, professionallearning and professional
(09:57):
development can be two differentthings.
Professional development isgrounded in action that leads to
strong outcomes.
Principle seven is obtain ahigh success rate.
This principle is crucial forbuilding teacher confidence and
maintaining momentum.
Remember, every teacherlearning to implement a new
(10:18):
approach or technique is anovice, regardless of their
years of experience.
We have to set our team up forsuccess.
So have realisticimplementation goals and include
shared action planning withdates assigned to particular
actions.
Provide adequate supportstructures.
It's not enough to say you'vegot your training, you've got
(10:40):
your books off, you go call meif you have any dramas.
Not enough to say you've gotyour training, you've got your
books off, you go call me if youhave any dramas.
Celebrate together the smallestof wins, because developing
practice isn't about one massivething.
It's about consistentlyapplying small techniques and
improvements, and success,ultimately, is built in a series
(11:01):
of small wins.
So celebrate them.
Don't discard them because wethink they're not good enough.
We can also adjust the pace ofimplementation slightly based on
teacher needs.
Now don't misunderstand me.
I'm not talking about waitinguntil every member of the team
is comfortable before you make amove, but some people are happy
to move faster.
Others like to have a couple ofweeks to digest and observe
(11:24):
others.
Give people that space and time.
It's not a one size fits all,however.
Your whole team does need to beon the bus and you do need to
be moving in the same directionwith similar timings.
This helps people feel secure,which then has the knock on
effect of helping them get quickwins early on in the process,
(11:45):
building buy-in as you go.
Principle eight is providescaffolding.
This is very clearly alignedwith the create successes and
help people feel safe and securein what they're doing.
So we scaffold for students andwe should do it for our
teachers as well.
So giving people examples oflesson plans and giving them
(12:06):
resources to use is a form ofscaffolding.
Providing people with pre-maderesources and lessons is not a
way to take them out of theequation.
It's there to help lightentheir cognitive load.
But remember that the providedlesson or the scripted lesson is
not the end of the story.
It's only the start of thejourney in building our teacher
(12:29):
capacity.
Give teachers the chance toco-teach and remember coaching
is critical for the successfultransfer of practice into the
classroom and the benefits youget in student outcomes.
So don't scrimp on the coaching.
Do as much as you can andsometimes that means thinking
(12:51):
outside the box with what we'vegot to work with, but do as much
as you can and it will be agift to your team.
Lots of clear success criteriaand step-by-step implementation
guides also help.
Principle nine is require andmonitor independent practice,
and in our teaching.
This is where the rubber meetsthe road.
(13:12):
In teacher professionaldevelopment.
It's about actuallyimplementing and actually taking
the action.
So it's not enough to say wedid some PL, we did some
practice.
You had a play.
Teachers need to be using whatwe are implementing consistently
, but again, it's not aboutthrowing them into the deep end.
Principle 10 is engage inweekly and monthly review, and
(13:37):
it's not just about rememberingfacts, it's about deepening
understanding and refiningpractice.
So PLC meetings are a greatspace for this, where you can
unpack implementation challenges, refer back to theory and
deepen our understanding throughaction.
Professionals don't just learnknowledge through reading.
(13:58):
We learn it on our feet.
We learn it through action.
So having space for reflectivepractice is really important.
Data again comes into thesediscussions, and connecting our
new learning to frameworks andtheories helps us continue to
deepen our understandings In ourLeading Learning.
(14:19):
Success Professional DevelopmentProgram, every staff meeting
begins with a review of keyideas and information learned
during the program.
One and done in PL is about aseffective as one and done in the
classroom.
In fact, it's never sufficientto help us build lasting
knowledge.
Just as we differentiatestudents, we need to
(14:40):
differentiate our professionallearning for our team.
Some might need more supportwith certain aspects of training
with greater intensity, andothers are ready to move ahead
more quickly.
This is not a reflection ofcapability.
It's about previous experience.
It's about personality.
It's about how we learnourselves, and we as leaders
(15:02):
need to meet people wherethey're up to and help them grow
from there.
But it's not just for ourleaders to remember this, it's
for every one of us who works ina team.
We all support each other andbeing gentle with each other
helps us feel safe.
So we're going to have a veryclear vision on where we're
going with this instruction.
(15:23):
What element of studentoutcomes are we going to impact
and then support and scaffoldpeople so that they can make
that happen?
Before we wrap up today, I wantto emphasise one last thing.
Professional development onlyhappens when there is engagement
that leads to action.
Theoretical knowledge isimportant, but it's not
(15:46):
sufficient.
We need to ensure ourprofessional learning has
measurable outcomes and leads toimproved practice in the
classroom.
That means that leaders have aresponsibility to ensure that
professional development issomething done with people, not
done to them.
However, the flip side of thisis that teachers also have a
(16:08):
professional responsibility toengage in a professional and
respectful manner, to be open tonew learning, regardless of
years in the classroom.
To be reflective practitionersso that they continue to move
themselves forward.
This helps move the team andthe students forward into the
(16:28):
long term.
So many adult focused dilemmasin school can be solved with
insights gained from how wesuccessfully support students to
learn.
When it comes to PL, it's nodifferent.
We can use things likeRosenstein's principles, our
understanding of cognitive loadtheory, about working memory and
about supporting learning intothe long term to help us
(16:52):
teachers to thrive.
That's all from me for thisweek.
Until next time, happy teachingeveryone.
Bye.
Hello and welcome to the Structured Literacy Podcast
recorded here in Tasmania on thelands of the Palawa people.
I'm Jocelyn, and today we'regoing to talk about something
that's relevant for every schoolhow we can make our teacher
professional learning moreeffective.
Through my work as both ateacher and leader, it has
always been clear that adultsbenefit from a structured
(00:22):
approach to learning in the sameway that students do.
Using the explicit teachingmodel and other evidence-based
approaches to instruction helpscreate safety and predictability
and reduces stress for bothstudents and adults.
In this episode, I'd like toshare suggestions of how we can
apply Rosenshine's principles toworking with our teams in
(00:43):
professional development.
Before we start exploring theprinciples, let's acknowledge
something important While adultsbenefit from the same learning
structures as children, whenwe're doing something new we
bring more background knowledgeand experience to the table.
This can be both a help and ahindrance.
If we're learning somethingthat's close to what we know, it
(01:06):
can support our learning, butif we have incomplete or false
preconceived ideas, it can makeit harder for us to reimagine
what great teaching looks like.
And this isn't about a lack ofcommitment.
It's just part of being human.
I'd also like to share a littlebit about Barack Rosenshine and
why his work matters so much.
(01:28):
Rosenshine was a researcher whospent decades studying what
makes teaching effective.
His principles weren't justtheoretical ideas.
They came from three differentsources of research cognitive
science, studies of masterteachers and research on
cognitive support procedures.
What makes his work so powerfulis how it brings together what
(01:51):
we know about how the brainlearns, what successful teachers
actually do in their classroomsand how we can support complex
learning tasks.
When we look at currentresearch in cognitive science,
particularly work aroundcognitive load theory and the
importance of retrieval, italigns beautifully with
Rosenshine's principles.
(02:11):
For instance, his emphasis onsmall steps and guided practice
reflects what we know about howworking memory limitations
impact learning.
His work on review andquestioning connects directly to
research on how we consolidatelearning through retrieval.
These aren't just good ideas.
They're practices grounded inhow our brains actually work.
(02:35):
So let's explore how we canharness these principles and the
research about student learningto better support our teachers
to develop their capacity.
The first principle is beginwith a short review of previous
learning.
When we work with children, weknow how important it is to
activate prior knowledge andreview previous learning.
(02:58):
It helps us tap into ourexisting schema to support the
current learning focus.
It's no different with teachers, but this step is often skipped
in professional learningsessions.
We kind of assume that becauseteachers are professionals,
they'll remember everything fromour last session three weeks
ago.
Think about it.
They've taught dozens oflessons, attended multiple
(03:20):
meetings and dealt withcountless situations since then.
So a review for our staff mightlook like a quick write
activity about key concepts,partner discussion about
implementation attempts or evenusing retrieval practice with a
big box of questions.
The second principle is presentnew material in small steps with
(03:41):
practice.
In our enthusiasm to upskillteachers and the pressure that
we all feel to move quickly, weoften try to cover too much in a
short space of time.
As a leader, I've been guiltyof this myself, knowing that we
only have this one hour for thenext four weeks.
So we're trying to cover allaspects of a topic in that one
(04:05):
session.
But just as we wouldn'toverwhelm our students with
multiple new concepts at once,we shouldn't do this with
teachers either.
So when we're introducing newteaching practices, break them
down into manageable components.
Focus on just one element at atime, allow time for processing
(04:26):
and the opportunity forapplication.
We need to give it a go andthen we can come back and
reflect, building on each stepas we go.
This is why our Teach Alongcourses are presented in small
chunks over a period of time.
It allows teachers to focus onthe smaller elements that are
most important to them at thattime and to practice them.
(04:49):
Principle three is ask a largenumber of questions and check
the responses of all students.
With teachers, this principlelooks different than with
children, but it's just asimportant.
We need to regularly check forunderstanding and check in on
engagement, and we can do thisin a non-threatening way by
having regular check-ins duringprofessional learning sessions.
(05:11):
Have teachers explain conceptsto each other, not just tick
boxes about what we're doing.
We can use tools like exittickets or reflection journals,
and it's really important tocreate opportunities for
everybody to contribute, notjust that confident few.
Principle four is to providemodels, and this is so critical
(05:34):
in teacher professional learning.
Just showing teachers what todo through an explanation isn't
really showing them.
We need to demonstrate why andhow.
So when you're learningsomething new, I'm sure that you
want to see it in action, right?
Well, we know that as teachers,we're the same.
We can do this in ourprofessional learning with video
(05:58):
examples of expert teaching,live demonstration lessons,
clear examples of planningdocuments, show samples of
student work and assessment andhow they relate back to that
lesson plan and that modeledlesson, and you can show
recordings of teacher studentinteractions.
When I visit school and I wasdoing that just this week,
(06:19):
supporting teachers in theirlearning journey one of the
things that I do is to modellessons.
The school is then invited torecord the lesson and keep the
video on file for futurereflection and professional
learning.
One of the reasons this isimportant is because it helps
our team develop common, sharedunderstandings of what we want
(06:40):
the practice to look like.
If we just talk about it andlook at the lesson plans, you
can have five teachers developfive very different versions of
that lesson because they'reimagining based on their own
experience, but having somethingto watch can be really powerful
.
Remember, though, it's alsoabout follow up, not just the
(07:01):
watching, but you don't have toget someone in to do this work.
If you have someone on yourteam who's a master at using a
certain strategy or delivering aparticular lesson type, record
them and put the video into afolder for future reference when
you work in a small school oryou're dealing with teacher
shortages, as everyone is.
It can be near on impossible torelease people as much as you
(07:25):
would like to for observation,so video helps that enormously.
It also means that people areviewing a high quality example.
So that you're again buildingthat shared vision.
So that you're again buildingthat shared vision.
Principle five is provide guidedpractice In teacher
(07:47):
professional learning.
Guided practice is often themissing link.
We send people off to training.
They do the training.
We come back they've got thestuff.
We send them off to theirclassroom to go and teach and
have a play, but we're reallyexpecting them to implement
perfectly in their classroomsall on their own.
It's a little bit like showingstudents how to solve a maths
problem once and then expectingthem to master it by themselves.
So, when it comes to teachers,effective guided practice might
(08:09):
look like collaborative planningsessions, role-playing, new
techniques in PLC or staffmeetings.
You can have team teachingopportunities.
You can structure planningtimes with coaching support.
Coaching is so important in ourjourney as teachers.
It's critical, though, that wedo create those opportunities
(08:30):
for practice in a way thatenables immediate feedback and
that this feels like a safeprocess.
Nobody likes to be observed orpractice in front of others when
we feel like we're being judged.
Principle six is check forunderstanding and again, while
the principle is the same, howwe do this with teachers is a
(08:51):
little bit different than withstudents.
So we can have regularimplementation discussions, peer
observation, feedback, as longas that feels like a safe space.
Self-reflection protocolssupport the development of a
shared vision, so you can haveteachers video themselves and,
(09:12):
using a set of standard criteriafor success, evaluate their own
practice.
Visible success criteria isimportant for students and it's
also important for the adults.
We also have to remember toinclude data review in this
checking for understanding.
The entire goal of professionaldevelopment is not just to tick
(09:35):
boxes and feel good.
It's to make sure that we arepositively impacting student
results.
If we're not seeing a bump inthat monitoring data, if we
don't have evidence thatstudents are learning what we're
teaching, the impact of ourprofessional learning is minimal
.
And remember, professionallearning and professional
(09:57):
development can be two differentthings.
Professional development isgrounded in action that leads to
strong outcomes.
Principle seven is obtain ahigh success rate.
This principle is crucial forbuilding teacher confidence and
maintaining momentum.
Remember, every teacherlearning to implement a new
(10:18):
approach or technique is anovice, regardless of their
years of experience.
We have to set our team up forsuccess.
So have realisticimplementation goals and include
shared action planning withdates assigned to particular
actions.
Provide adequate supportstructures.
It's not enough to say you'vegot your training, you've got
(10:40):
your books off, you go call meif you have any dramas.
Not enough to say you've gotyour training, you've got your
books off, you go call me if youhave any dramas.
Celebrate together the smallestof wins, because developing
practice isn't about one massivething.
It's about consistentlyapplying small techniques and
improvements, and success,ultimately, is built in a series
(11:01):
of small wins.
So celebrate them.
Don't discard them because wethink they're not good enough.
We can also adjust the pace ofimplementation slightly based on
teacher needs.
Now don't misunderstand me.
I'm not talking about waitinguntil every member of the team
is comfortable before you make amove, but some people are happy
to move faster.
Others like to have a couple ofweeks to digest and observe
(11:24):
others.
Give people that space and time.
It's not a one size fits all,however.
Your whole team does need to beon the bus and you do need to
be moving in the same directionwith similar timings.
This helps people feel secure,which then has the knock on
effect of helping them get quickwins early on in the process,
(11:45):
building buy-in as you go.
Principle eight is providescaffolding.
This is very clearly alignedwith the create successes and
help people feel safe and securein what they're doing.
So we scaffold for students andwe should do it for our
teachers as well.
So giving people examples oflesson plans and giving them
(12:06):
resources to use is a form ofscaffolding.
Providing people with pre-maderesources and lessons is not a
way to take them out of theequation.
It's there to help lightentheir cognitive load.
But remember that the providedlesson or the scripted lesson is
not the end of the story.
It's only the start of thejourney in building our teacher
(12:29):
capacity.
Give teachers the chance toco-teach and remember coaching
is critical for the successfultransfer of practice into the
classroom and the benefits youget in student outcomes.
So don't scrimp on the coaching.
Do as much as you can andsometimes that means thinking
(12:51):
outside the box with what we'vegot to work with, but do as much
as you can and it will be agift to your team.
Lots of clear success criteriaand step-by-step implementation
guides also help.
Principle nine is require andmonitor independent practice,
and in our teaching.
This is where the rubber meetsthe road.
(13:12):
In teacher professionaldevelopment.
It's about actuallyimplementing and actually taking
the action.
So it's not enough to say wedid some PL, we did some
practice.
You had a play.
Teachers need to be using whatwe are implementing consistently
, but again, it's not aboutthrowing them into the deep end.
Principle 10 is engage inweekly and monthly review, and
(13:37):
it's not just about rememberingfacts, it's about deepening
understanding and refiningpractice.
So PLC meetings are a greatspace for this, where you can
unpack implementation challenges, refer back to theory and
deepen our understanding throughaction.
Professionals don't just learnknowledge through reading.
(13:58):
We learn it on our feet.
We learn it through action.
So having space for reflectivepractice is really important.
Data again comes into thesediscussions, and connecting our
new learning to frameworks andtheories helps us continue to
deepen our understandings In ourLeading Learning.
(14:19):
Success Professional DevelopmentProgram, every staff meeting
begins with a review of keyideas and information learned
during the program.
One and done in PL is about aseffective as one and done in the
classroom.
In fact, it's never sufficientto help us build lasting
knowledge.
Just as we differentiatestudents, we need to
(14:40):
differentiate our professionallearning for our team.
Some might need more supportwith certain aspects of training
with greater intensity, andothers are ready to move ahead
more quickly.
This is not a reflection ofcapability.
It's about previous experience.
It's about personality.
It's about how we learnourselves, and we as leaders
(15:02):
need to meet people wherethey're up to and help them grow
from there.
But it's not just for ourleaders to remember this, it's
for every one of us who works ina team.
We all support each other andbeing gentle with each other
helps us feel safe.
So we're going to have a veryclear vision on where we're
going with this instruction.
(15:23):
What element of studentoutcomes are we going to impact
and then support and scaffoldpeople so that they can make
that happen?
Before we wrap up today, I wantto emphasise one last thing.
Professional development onlyhappens when there is engagement
that leads to action.
Theoretical knowledge isimportant, but it's not
(15:46):
sufficient.
We need to ensure ourprofessional learning has
measurable outcomes and leads toimproved practice in the
classroom.
That means that leaders have aresponsibility to ensure that
professional development issomething done with people, not
done to them.
However, the flip side of thisis that teachers also have a
(16:08):
professional responsibility toengage in a professional and
respectful manner, to be open tonew learning, regardless of
years in the classroom.
To be reflective practitionersso that they continue to move
themselves forward.
This helps move the team andthe students forward into the
(16:28):
long term.
So many adult focused dilemmasin school can be solved with
insights gained from how wesuccessfully support students to
learn.
When it comes to PL, it's nodifferent.
We can use things likeRosenstein's principles, our
understanding of cognitive loadtheory, about working memory and
about supporting learning intothe long term to help us
(16:52):
teachers to thrive.
That's all from me for thisweek.
Until next time, happy teachingeveryone.
Bye.
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