Some research that Mike Hobbis found on how attention in the class can be distracted and what you can do about it as a teacher. It’s about what teachers can infer from attention research, or at least where the jumping-off points might be for teachers to begin exploring ideas in their own practice.
I’ve written before about why I think attention in classrooms is an area that both teachers and researchers should be more interested in. That blog is a few years old now, but I think is still a pretty accurate summary of what we know, given that it remains a fairly neglected research area (major influence on academic trends that I clearly have). I realised this week, however, that I haven’t ever written a slightly more optimistic counterpoint to that piece, detailing what I think teachers can infer from attention research, or at least where the jumping off points might be for teachers to begin exploring ideas in their own practice. Thanks goes to Mark Enser for providing the nudge needed to fill this gap. I’d love to hear other teachers’ strategies for maximising attention (I really recommend this blog from Ian Taylor, on a schoolwide system of ‘Track the…
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