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Leadership Issues
Rosenshine’s Principles: 10 FAQs.
Having published the little red and black booklet, Rosenshine’s Principles in Action, I now get asked to talk about it a lot. I also get asked a lot of the same questions. Here’s a sample of 10 FAQs. 1. Do the principles all apply to every lesson? No. It’s really important not to think of … Continue reading
#CPD: Meeting half-way. Changing minds, shifting the inertia, overcoming the resistance.
In my work as a travelling teacher trainer, in amongst the enthusiasts with welcoming smiles, I meet plenty of teachers who are being compelled to sit and listen to me. It’s not as if they are being held forcefully against their will but you can be sure, given a completely free choice, they’d be … Continue reading
Relationships at school. Teacher-student.
This post is Part 2 from two, based on a talk I gave to the Kings’ Schools in Dubai in August. Part One was about adult relationships: Relationships at School: The Adults. This one is about teacher-student or, more generally, adult-child relationships. Here are some of the areas that we discussed in the session: 1.We are … 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
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
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
Great CPD. Poor CPD. What are the signs?
When I visit schools in my consultancy work or teacher-trainer role, I usually pick up on signals that indicate to me something about the school’s attitude to professional learning. Sometimes I’m blown away by the energy and commitment to it and I feel my input has a chance of feeding into something with impact; sometimes … Continue reading
Studying successfully: motivation + strategy + habit
At home we’re in the midst of another exam window. My son has an AS and several internal Y12 exams to prepare for. As I documented last year during his GCSEs, I feel that it’s generally a positive process for him. He works hard and learns a lot in the process. I think there are … Continue reading
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