teacherhead
Tom Sherrington
If we talk intelligently about boundary conditions, Twitter could be better still.
It seems to me that a lot of energy in the edusphere is dissipated dealing with issues that emerge through the inherent limitations of online media. Twitter and blogs are brilliant; they have transformed the nature of our professional landscape, democratising access to key thinkers, research papers and policy makers and massively magnified our level … Continue reading
Mindsets vs Metacognition. Two EEF reports and a clear conclusion.
At ResearchEd in Cape Town I presented a workshop exploring two relatively recent reports from the Education Endowment Foundation – the 2018 guidance report Metacognition and Self-regulated Learning, and the 2019 report Changing Mindsets: Effectiveness Trial. Essentially, my argument is that these papers support the view – one that makes sense to me – that … Continue reading
Are Rosenshine’s Principles “just common sense”? #rED19
In my work supporting teacher development, I always refer to Rosenshine’s Principles of Instruction as a major go-to source of ideas, linking findings from cognitive science and other research to classroom practice. There are lots of reasons for these ten principles gaining a wide audience, one of which is that, to many teachers, they feel … Continue reading
The bullies and the cads. A short memoire.
Don’t pick fights with the bullies or the cads ‘Cause I’m not much cop at punching other people’s Dads David Bowie. Kooks. When I look back at my time at school and growing up in general, there are certain events that always spring to mind; things that made life hard! As a white middle-class, straight … Continue reading
Relationships at School: The Adults.
Last week I was asked to lead a session with the three Kings’ schools in Dubai on relationships. This was partly about teacher-student relationships but also about adults’ relationships and their importance in the organisation. Here are some of the slides I used and the issues we discussed: Organisations are complex and dynamic; relationships are … Continue reading
Teachers can only improve themselves. But how?
I’ve been thinking a lot about the process of teacher improvement – naturally enough, given that this is my full-time job these days. Increasingly I think that we need to be very clear to understand the process as a very individual one and less of a general one. Essentially teachers are only going to improve … Continue reading
Particles and Scale. Two key ideas in teaching science.
Here are two short excerpts from my first book Teach Now! Science, The Joy of Teaching Science the 2014 Routledge series edited by Geoff Barton. Particles Across the entirety of a school life, students will develop an ever more sophisticated idea about the structure of matter and how materials are made up of particles – … Continue reading
Ideas for better teaching. @teacherhead blog collection.
I’ve written a few of these round-up posts as a way of collecting ideas together. Hopefully this makes it easier to share. A glossary of terms to help us discuss learning: This is not a comprehensive list – but it contains some terms that I’ve found people wrestle with where some clarity might be useful. From … Continue reading
Goals, Set-backs and the Psychology of Giving Up.
I went running today and completed a 5km Finsbury Park @ParkRun. Here’s what the email says: Your time was 00:28:53. Congratulations on completing your 11th parkrun and your 10th at Finsbury parkrun today. You finished in 321st place and were the 246th male out of a field of 504 parkrunners and you came 20th in … Continue reading
Curriculum Thinking. Blog collection all in one place.
I’ve written a lot about curriculum in the last year or so… so here’s a one-stop-shop to access them all in place: Clarification about the idea of ‘knowledge rich’ and the wider context. What is a knowledge-rich curriculum? Principle and Practice. The great gift of knowledge and the joy of passing it on. Knowledge and … Continue reading
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