Episode 80 How do frameworks affect learning

Show Notes

My Lightbulb moment

  • I was listening to a business coach give a presentation around creating products and services for people. He was talking about business goals for your customers. And he broke it down so beautifully for me that suddenly everything made sense.
  • Bear with me for a sec while I explain. 
  • I had been struggling to “refine” many goals for you. I want you to become the best teachers possible and I want to help all teachers to do this. I want to help you implement tech effectively, I want you to be able to create what i call “gourmet” units of work… units that fit together neatly, that flow well, and are engaging for your students. I want you to know how to help your students become lifelong learners, I want to help you learn to manage your classrooms, develop rapport with your students and even learn how to look after yourselves and other teachers.
  • BUT, in business they constantly tell you to “niche down”. But I didn’t want to, but then I was listening to Russel Brunson and he talked about how I can have this big goal, but that this big goal is built on what he called core frameworks… basically there are a few core aspects of teaching that when combined make a great teacher. So, for me and you this is things like, knowing how to create great programs, how to manage a classroom, how to develop our craft and how to look after ourselves.
  • He then went on to talk about the next level under this and how each core framework is built on other frameworks. So creating gourmet programs has a number of other frameworks, such as my 4 steps to creating a gourmet unit, knowing how students learn etc. And then these can be broken down further into more detailed frameworks, such as for my first step “where are we going?” in here I have frameworks such as how to set learning goals, how to create success criteria and exemplars/ good examples etc
  • And by having the frameworks it then becomes easy to remember what you are doing, where you are up to etc

What is a framework?

  • When we put something we do or need to remember into a basic structure
  • Eg) The PEAL or PETAL structure to a paragraph
  • Or my 4 step system for creating a unit of work 
    • Where are we going?
    • Why are we going there?
    • How do we know we got there?
    • How do we best take students there?

Frameworks are used to store information

Our brains use frameworks to store information into long term and so providing students these frameworks helps them to learn.

Memory itself is a highly constructive process. It is much like building a house. It takes hard work, planning, framing and then fitting out. Our students need to be focused to learn, and they need to understand how what they are learning connects with things they already know. And the more connections you can build the easier it is to store and recall the information later. In fact, memory is literally neurons connected to each other, not a single neuron that holds the information.

Types of frameworks

  • Stringing ideas together
  • Constructing “schemata”
  • Creating models
  • Procedural

Examples of frameworks for learning

  1. Overviews.
  2. Mnemonics
  3. Chunking 
  4. Processes and procedures 
  5. Worked examples
  6. Scaffolding

Transcript

Dan: (00:00)
Hi everyone. And thank you for coming and joining me for the very special edition of episode 80 of the effective teaching podcast. Today, I am talking about how do frameworks affect learning. And throughout this episode today, what I’m going to do is I’ve got some live members who are joining me for this one. And so at various points, I’ll probably contribute and say stuff as we go. And I wanted to really do this. I remember doing this on Facebook live and it was fantastic. And so I’m doing a special one again, because it’s 80. I figure I should celebrate 80. And so we’re doing a live line. And of course, with our lifeline, it also means that we are giving away a whole bunch of free stuff. So what I’m going to be doing is essentially for those who are live here, my members, I’m going to be raffling away a one hour consult session online with me, where we’ll sit down and just one-on-one have a chat about how you’re going on.

Dan: (00:56)
Anything that I can do to help you. Uh, but for those of you who are listening at home, I’m actually going to give away a free TeachersPD membership. So my TeachersPD membership has a lot in it. So basically what it means is a membership will give you access to all of my online courses. It’ll give you access to the members only webinars, kind of like what I’m doing right now. It is a members only live session today is going to give you access to the members only Facebook group. Uh, it’ll allow you to attend mastermind groups as well because the mastermind groups now that COVID restrictions are producing, I’m going to start to do more, uh, just get together with my members so that we can actually network face-to-face as well as online. And also my members get discounted rates to my actual workshops that I run.

Dan: (01:47)
Uh, and normally that’s a benefit, $150 off that they get. I don’t just give you a $50 discount. I give a fair chunk of discount, and it’s almost like if you come to a workshop, you get your membership for free for the year that you attend. So that’s really cool. It’s I’m going to give away one of these memberships it’s total value is probably, I don’t know if I add that up, it’s going to get over $2,000 worth of value that I’ve put into this. You guys who are listening live, you’re getting, you’re going to win a one hour free consulting session with me. This is actually for people who listen throughout the next two weeks, and I’m going to draw out a winner much later, but you’ll find out more information about how to enter that competition right at the end of the podcast.

Dan: (02:32)
But today we’re focusing on frameworks. And so I wanted to ask you a little bit about my light bulb moment that I had. So I was listening to a business coach, giving a presentation I’d paid to access this online course with this guy called Russell Brunson. And he was presenting on how to create products and services for people. And he was talking about setting business goals for your customers and how he really broke this down beautifully for me, in a way that suddenly everything that I was trying to do made sense for me. So bear with me for a sec while I explain this, I’ve been struggling for quite a while now to basically refine, but my goals for you guys, for everyone that I work with are my members. People who listen to my podcast, people who do any of my courses or who come to my workshops, I really was struggling to refine what exactly I wanted for you guys, because I want you to be calm, you know, the best teachers possible.

Dan: (03:32)
And that’s quite a broad goal. I want you to, uh, to really help other teachers be the best teachers possible to it. I want it to help you guys along that path. And so to do that, it means, you know, I want you, I want to help you implement your tech effectively. I want you to be able to create a, what I call gourmet units of work, uh, units that fit together neatly that flow really well and are engaging for your students. I also want you to know how to help your students become lifelong learners. That’s the whole podcasting really focuses on that. Normally I want to help you learn to manage your classrooms, to develop rapport with your students and even learn how to look out for yourselves and other teachers as you go through the busy life of being a teacher. But the problem is businesses that they constantly, every business books I’ve read has told me that I need to niche down, right?

Dan: (04:21)
Which basically means are meant to keep refining who my target market is, who the people are, I’m trying to help and what I’m trying to get them to achieve. Like what’s, what’s the end goal. And so, you know, there’s people out there that are just like, you know, we provide project based learning and they’re just all about project based learning and that’s their niche. And there’s others that focus on flipped learning and that’s their niche. You know, there’s other providers who just focus on PDHP, which is my subject area and that’s their niche, but I didn’t want to do that. My whole I’ve been wrestling with it the whole time I really wanted to do, because I believe quality teaching Ashley is very much the same, what a teacher does to be a great teacher is very much the same, regardless of who you’re teaching or what you’re teaching.

Dan: (05:05)
I know there are slight nuances within that, but I have a general essence of what it is to be a quality teacher is actually quite similar across the board. And so I didn’t want to do this niching down, but then I was listening to this guy, Russell Brunson, and he talked about how I can have this big goal, right? It’s very broad for everyone, but this, this big goal is built on what he called core frameworks. And basically there are a few core aspects of teaching that when combined make a great teacher. So for me, I knew this is things like your knowing, how to create your programs, how to manage a classroom, how to develop out craft and how to look after ourselves. He then went on to talk about the next level under this and how each core framework is also built upon other frameworks.

Dan: (05:56)
And so creating goldmine programs has a number of frameworks such as your, I have a four step framework that I use for creating gourmet units. There’s also another framework that’s required for being a great programmer, and that’s about knowing how students learn. And so these can be broken down further, again, into more detailed frameworks. So my four steps for creating a global unit, my first step for that is where we’re going. And in here, I have frameworks to create that larger framework as well. In the sense of, I will talk about how to set learning goals, how to create success criteria and how to create exemplars or good examples. So that students know not just where they’re going, but what it looks like when they get there and how to check and make sure that they’ve gotten there. So that lots of other little mini frameworks and just having the frameworks constantly breaking out, right, and then becomes easy for me.

Dan: (06:52)
Like as I’m presenting and talking about these things, if I learning the framework, it actually pieces things together easily. And so even when people interrupt me while I’m presenting something, I can easily know what I’m doing next, because I’m actually at whatever step in the framework that I’ve got to. And it might be that I’m talking about a particular framework within a larger, broader framework. So I might be talking about my step one, where we’re going in my four steps to creating Goma units type framework, but having that, this enabled us to remember stuff and to provide things more clearly as well. And so this really was an aha moment for me in terms of what I’m doing with teachers PD in general, with the podcast and all the services that are provide to really think, okay, I’ve got a big goal and I can actually focus on my core frameworks and those types of things and build out from there.

Dan: (07:44)
And so that was really cool for me. But what I want to do tonight is actually look more closely at education and frameworks, because I’ve also seen frameworks come up in all of my readings, particularly as I read stuff about how students learn. So if we go back to frameworks, I want to start by asking you what is a framework, right? So a framework is when we put something we do, or we need to remember into a basic structure. Okay. So it’s a framework. It could be a sequence of things that are happening, or it could be just like a pneumonic or something like that. So for example, using peel or pedal for your paragraph structure, that is a framework that we use for creating paragraphs. Now all my four step system for creating a unit of work, you know, where are we going? Why are we going there?

Dan: (08:33)
How do we know where we got there? And then how do we best take our students there? That that framework is that those four steps are a framework for how to create these great units. And so when it comes to education, our brains actually use frameworks to store information. As I, in my readings about how learning words and how we store things into long-term memory, frameworks is essentially how we do this. And so providing students with these frameworks, uh, it’s going to help them to learn that memory itself in a lot of the books that I particularly enjoyed reading [inaudible] book about how we learn. So it’s a visible learning in the science of how we learn or something like that. And I really enjoyed seeing all the different aspects of how knowledge is actually constructed and how it works, but it was very clear that knowledge is constructed, right?

Dan: (09:28)
It’s this process where we’ll put up the car, like building a house, we’re gonna put up the frame that the foundations down so first, and then put the framework up. But then everything hangs off that framework. You’re then going to put your walls, your ceilings, your roof, everything you had to really fit out the house. And that’s what we’re doing with our education. If we can actually provide the frameworks, then as the students learn, you’re, you’re helping them to make those connections and to construct the knowledge in their brain as they learn it. So our students need to be focused for example, to learn, uh, they need to understand how, what they are learning, connects with things they already know. And the more connections that you can build it, the easier it is to store and recall the information. In fact, recently I was listening to a, um, a webinar that was all about how we learn and relating to understanding by design and stuff like that.

Dan: (10:21)
But in that, in that webinar, there was a lady Judy Willis, Judy Willis, who was she’s a neurologist, I think, is what she was. So she was talking actually about even just the hardware of our brains and pointing out the fact that memory itself is not a single neuron, right? When we get a new idea, it’s not just stored in one brain cell, right? It’s stored in lots of neurons that are connected to each other. And the more connections that the memory has, the easier it is for us to maintain it in our long-term memory, the easier it is for us to recall it. And it really enables us to learn things better if we can purposely make these connections. And for me, I think frameworks does that because by creating the framework, you’re creating a process by which there are already small connections that are made.

Dan: (11:11)
And then you will link that smaller framework into a larger one, right? So if I’m teaching the paragraph structure or a seal or, or pedal or whatever it is that you happen to use, I will teach that as well inside the framework of how to write an essay. When you have an introduction, your body, which will have a minimum of three paragraphs, right? And then a conclusion at the end and that framework, this framework within frameworks, which enables us to be more effective in what we’re doing, particularly with skills, but also when it comes to knowledge. So ideas and concepts are stored as we create frameworks. And as we create connections, that make sense, right? So these can string things together, such as phone numbers. So any of us over the age of 30 probably can remember our old phone number. I know I can still remember my parents’ phone number.

Dan: (12:02)
I can remember my girlfriend, his phone numbers from high school. I can remember my mobile number still, basically from heart. I can remember those phone numbers, even though I haven’t used them, have not to recall them or they, sometimes I call my parents or they still just type in the numbers cause it’s faster than looking for their names sometimes. But our brain is designed to work that way, to have things that are strung together and labeling us to remember them better. Another way is where we, when we’re constructing, what’s called schemata or schemata on how to pronounce that particularly. But, uh, and this is basically when you group by these together. So it’s particularly applicable to big picture ideas or concepts. And so we all expect that all countries will have a capital city. And we know that anything that moves is called a vehicle, whether it’s a cup with your team, or if it’s a car or a big truck here, they are vehicles that are moving things around.

Dan: (12:58)
And so that schemata that providing the big kind of picture, the big framework of what’s going on, enables better learning. And it’s how we construct our memory, otherwise our, that we can create models. So this is where we start to think of different versions of reality that are possible. And so we can imagine, and we can visualize things such as, you know, if the sun shrinks, what are the effects going to be on the earth? And so we can actually imagine and think through that and that partly we can do that because we have schemata, right? We understand that there’s a big picture to the earth. There’s a big, massive ecosystem. And it’s made up of lots of small ecosystems, but if the sun shrinks, that’s the binding our heat. And so therefore we’ll have less heat. And then that’s going to mean that there’s more, less water.

Dan: (13:43)
It’s going to freeze. We’re going to need to do more things to, to create fire and warmth and stuff around the earth to keep us alive. And so there’s lots of things that are going to, that we can imagine throughout that process. And that’s, that’s the idea of creating models and even being able to, you know, an architect or designer, a mini model model of a house before they build the real ones. And then the other one is procedural knowledge. And this is when you produce the correct series of responses to a stimulus. And I think Sharon who’s with us live was just saying that she was doing her CPR training again at school today. And that is a framework, right? A doctor’s ABCD is a framework and it’s a procedural framework that helps us to remember what we’re meant to do when there’s danger.

Dan: (14:27)
Right. We have our danger response, send someone to get help, check the airways, check for breathing, do CPR, right. And then do a defibrillator if you need it. Okay. Uh, there’s also the act of knowing how to act in school, compared to how you act in a pub. That’s also a procedural thing because in school it’s a more formal setting. If you’re at some private, you’ll have to wear a shirt and a tie. And the way that you speak and respond to things is almost, is very procedural compared to if you’re at the pub with your friends and you’re enjoying a few drinks, very different, and that you understand that the procedures are different because of where you’re at, but these are all frameworks, right? These things are all frameworks. And if we can identify a framework in the learning process, students will learn it better.

Dan: (15:17)
So a whole bunch of examples here of how to provide some frameworks for you. So, number one, you can provide an overview. So before you start a new topic or a new idea, give the students the big picture of what they’re about to learn. It will help the students to know where things are going and how they actually come back together as well. So they’ll already understand where to pick things in, as they’re learning this big, this new content, because they’ve already been given the big picture, uh, when we use things like mnemonics. So if you include things, you know, that song rhyme acronyms, it can be images, it can be phrases. It can even be sentences that enable us to really remember things that are seemingly not connected to things, but by connecting it through rhyme and song and stuff, you’re causing other connections in your neurons, in your brain and creating new or different frameworks that can be useful for when you need to recall that information, otherwise that we can create frameless is when we chunk information together that is related.

Dan: (16:24)
So if you, like I was saying about writing, if you chunk information about how to write a sentence with how to write a paragraph into is how to write an essay that you’re chunking information, then it’s relevant for your students as they write that, or that you could choose not to do an essay. You could choose to just do some kind of persuasive writing. It’s generally focused from very essay, like process, and you can still have your students getting that from what they’re learning in that sense of chunking information together. Now there’s also an element too, where we need to make sure that we have our students, our students have got other frameworks already stored away before you build on them. And so, yeah, even with the writing one, if they don’t understand their sounds, their letters, how to write words and all that kind of stuff, like there are other frameworks that you’re building on to then create sentences and stuff.

Dan: (17:12)
And so there is a process within that of chunking information and creating that framework, right? What’s the point of learning how to read. If you start with your kindergarten student who comes in and you start by just going to this symbol sound, it makes the sound a, but they’ve got no idea what a book is or how you use words to communicate. Then there’s not much point to it and it’s not connected to other things. Whereas if they’ve had lots of books read to them, they have all these other frameworks that have been connected set up where they can see that words are really powerful in communication and worth learning, how to read and write and that kind of stuff. Number four, he says that we provide processes and procedures for skills as well. So yeah, that’s your essay type things. So provide your intro, your body with three paragraphs conclusion.

Dan: (18:00)
Number five here is about providing work examples because this is showcasing what a framework set will look like at the end. Uh, so if you are looking at how to solve a problem, for example, you might provide a framework for how to do that. And you just kind of go through the procedure and show our work example with them. And it’s particularly valuable in things like maths or when they learn to write paragraphs and that kind of stuff. If you actually walk them through that process and show it to them, it helps them to understand the framework better. And then they go and apply that framework themselves to new problems. And then number six, scaffolding, which I think is probably the most obvious framework that we use for providing scaffolds for students can really work well to provide them with a framework to complete the task or to read or to summarize information.

Dan: (18:48)
So even when we ask kids, if we give them a set of questions to answer, as they read a chunk of information, even if that’s it just comprehension, that is a framework that we’re giving our students to use as they do their readings, and that can help them to remember what they’ve read and recall the key pieces of information that they need and help them to even decide what the framework is that they’re going to pull out of that content for storing it away. So it helps them to know what to look for, and also is important in terms of trying to work out how things fit together and, you know, alarm the alarm matrix, right. Is there is another system for that. And if you haven’t heard of the alarm matrix, please just come over to the show notes@ditchespd.net slash 80, and I’ll make sure there’s something on there that just tells you what alarm these are linked to, where you can find out more about alarm. So I’ve actually now started to look for frameworks in everything in my content and my ideas in processes that I’m doing everywhere. Everywhere I go, I am looking for frameworks. And so at this point, what I’d like to do is just see if my live listeners here want to join me and just share a little bit about any other frameworks that they think they can see or that they can utilize, or they can see how they can apply this in their classrooms.

Tanya: (20:09)
Yeah. So I’m Tanya Laird, for some reason, it’s got Sofia up there, Dan, please, my daughter. During COVID, we created templates for classrooms and those templates and enable them to step through the working, um, responses. And, um, we did also like a form Balaam where we moved be asked them to analyze. We wanted them to describe first lock your alarm process. So those templates meant that for most of the students, they could complete it. You know, some of them give up on that. Writing all will fill in a template, even if it’s one sentence. So I’ve found everyone achieved it, lock the template that we’re happy to write and send me so in differentiating for the ones who didn’t want to do that. Yeah.

Dan: (21:03)
I think it’s important too, that while we can provide these frameworks and templates, it is important for students who already have their own frameworks that they’re applying to actually let them do that too. Cause it will be better for them if they’ve already got that. Well, that actually brings us to the end of episode, 80. And if you are keen to get the show notes, please head over to new TeachersPD.net/80. If you enjoy this episode, please leave a review and make sure that you subscribe and come back next week when I’ll be actually talking to my good friend, Eleni, she was one of my mentors for a little while. She’s going to come and talk all about feedback and how a new and exciting Chrome extension can actually help you to do this really well. As I said earlier, I am giving away a TeachersPD membership with this episode to celebrate episode 80.

Dan: (21:53)
And so I really want one of the people listening to head over to the show notes page. I want you to subscribe. That’s the way you’re going to actually enter into the draw to win yourself, that TeachersPD membership, as I subscribed to get my emails, they’re just notifying you about upcoming episodes and events that we put on here at TeachersPD. So please do this. Even if you have already subscribed, as it will let me know that you are listening and keen to get yourself in for the free membership. So it’s only people who have filled in the form on episode 80, who get the chance to win this membership. So a reminder, the membership includes access to all the online courses, which is over a thousand dollars worth of courses in their access to the members. Only webinars such as this one, which is valued at about $500 because I do these at least once a month, to access the members only Facebook, you can attend our mastermind groups that are live coming together.

Dan: (22:51)
Now that COVID is going away, but scheduling a few of those that’s valued at $800. This will, I’m hoping to do probably four of those throughout the year at the end of each term. And particularly at the end of the year to celebrate the end of the year and also give you discounted rates on our face-to-face workshops. So make sure that you head over to teacherspd.net/80, subscribe there in the little pop-up and you will enter the draw to win. If, uh, I’ll also be, uh, I will be announcing the winner on Friday, the 7th of May at 3:00 PM on Instagram and Facebook. So make sure you’re also following me there. If you haven’t. My handle for Instagram is @DanJacksonTPD, or you can find TeachersPD on Facebook just by searching for it. But thank you guys very much for listening and I look forward to having you come back next week and to giving away a free TeachersPD membership.

Tanya: (23:46)
Thanks, Dan. That was great.

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