Anita Archer

Or they come from a disadvantaged family.

How do you know? How do you know unless you start having rich and deep discussions with our students? I think it also ties into what Anita Archer says, assume aside.

You cannot just assume what our kids bring to the plate.

So even if your program doesn't have a lot of opportunity for kids to participate, that is really critical.

Yeah, and I love

that question because when we talk about dyslexia, maybe we can confuse it with language acquisition or maybe, as Anita Archer would say, dysthychia.

So...

Let's figure out how to solve this dilemma.

many times, we all know the Freya model, examples versus non-examples.

If you all love Anita Archer like I do, you know the explicit routine.

Introducing a new word, just use that routine.

But to me, there's a step after you've introduced the word.

It should be more than easy to learn if you're gonna go into a thirty, forty, fifty-year maths teaching career.

And I was in a all-day workshop with Anita Archer yesterday, and she talked towards the end of that about how she had been doing, I think it was a one-week program, group of teachers.

She was talking a bit about cognitive science and cognitive load theory as well, and was assuming a lot of it would be familiar to the teachers already.

And there was one young teacher who, at some point, put her hand up to explain she was actually feeling a bit overloaded because she'd just come out of a four-year bachelor's in education and had never learnt any of this before.

But we did it a very different way.

We used references and end notes, so the flow of the reading wouldn't get, you know... hindered or something but it has just so much rich information and this actually came from Anita Archer who wrote the foreword for the book and I had meetings for each chapter with her and I was lucky enough to have these detailed beautiful in-depth conversations with her she would give me some feedback or she would ask me questions because she wanted to go deeper.

Why did I say this? Why did we say this? And she said, you see the stack of papers? I said, what is that? She said, these are the articles that I printed because I came across some of the, I knew many, but some I didn't.

And she said, now I'm going to read these and I'm going to sit and read those.

Like when you watch somebody playing tennis or when you watch...

Simone Biles, you know, doing her Yurchenko's and whatnot.

Or I know I use a lot of Formula One examples or rock climbing examples because Anita Archer asked me, she's like, are you a rock climber? Because there was very many examples.

And I was like, no, I just like it because it's a choreographed thing.

But yeah, big difference between explicit instruction.

So if you think about things like EDI, which is the purple book and Anita Archer and Rosenshine, if you sort of put those things together, that's, you know, you're probably doing something akin to explicit instruction.

Which, you know, in some ways can be translated to best practice.

Yeah.