![]() A great explanation may use the ‘ inverted pyramid‘, used by journalists to prioritise key information by beginning with this core message, or conversely you could use more traditional argument structures to ensure they remember what you want them to remember:Ĥ. Most often this core knowledge is linked inextricably to the language of the lesson objective. ![]() I would argue that most extended explanations can be compressed into such a memorable statement – what acts as the core message of our explanation. It generates ideas, sparks connections and combines both easily digestible language and memorable imagery – see tip 5. A good proverb, like “ people who live in glass houses should not throw stones” has an enduring power. Effective explanations therefore do need to have the power of compressed language. Convey a core message: I do not wish to denounce students as attention-deficit weaklings – human nature is inherently programmed to be forgetful – both adults and teenagers. Make explanations simple, but not simpler. With regular repetition such key words become the touchstones of effective explanations and we stress these words in our delivery for explicit emphasis.ģ. We have explored the etymology of those words, explored examples and repeatedly modelled them in our writing. Subject specific words that litter my explanations repeatedly include rhetorical terms like ‘ hyperbole‘ and ‘ oxymorons‘. In my year 10 English class I am currently comparing Shakespeare’s ‘Sonnets’ with ‘Romeo and Juliet’. In most explanations there are one or two key words that you want to stick in the minds of students. Use patterns of challenging subject specific language repeatedly: By knowing your students you can adapt your language to draw upon their prior knowledge before activating links to the new knowledge that you wish them to learn.Ģ. Vygotsky’s ‘zone of proximal development’ is key here – the explanation should be matched to the audience: not too complex as to be unintelligible to the students, but not too simple or unchallenging so as to bore the students and prove uninteresting. This knowledge is paramount in pitching the explanation just right. ‘Know what the students know’ when planning your explanation: All great teachers have an excellent knowledge of their students. Great explanations, like all aspects of great teaching, can be repeatedly honed and improved.ġ. What is reassuring is that really effective explanations can be deconstructed and be based upon evidence of how memory works, rather than being simply attributed to the power of personality. These are my top tips try to address different aspects of effective explanations – the what and the how of explanations – the content and the delivery. We are privileged because we can draw upon a wealth of knowledge gained from cognitive science, as well as our memory of great speakers and great teachers who act as role models for our practice. Looking back, some of those explanations were thoughtful and successful, perhaps more so than some of my current autopilot efforts. When I was an NQT I went as far as scripting my explanations! I am not advocating scripting explanations by any means, it was an act borne of pure fear, but I think it important to maximise the quality of our explanations and give them our time and effort. ![]() Too often we can be distracted in our planning by the tools of learning without giving the required time to the integral act of communicating our subject. I would argue that we need to reflect upon whether we are maximising the effectiveness of our explanations. I thought about why and I considered that part of the problem is that explanations are so integral to everything that we do that we quickly learn our style and then explain away on autopilot pretty much for the rest of our career. I have written about questioning and feedback at length, but I have never written about teacher explanations. Very recently I responded to a question about great teaching by Joe Kirby (read this excellent blog post) with the answer that explanations, questioning and feedback were the holy trinity of teaching. Michel de Montaigne quotes (French Philosopher and Writer. ![]() “There is no pleasure to me without communication: there is not so much as a sprightly thought comes into my mind that it does not grieve me to have produced alone, and that I have no one to tell it to.” ![]()
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