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Teaching and Learning

This category contains 158 posts

Developing Writing. Exploring the process from YR to Y6.

At the end of term I spent a fantastic day working with staff at Cirencester Primary School.  As part of the day, we ran an exercise to explore standards in writing  – a process I have now facilitated a few times; it is always absolutely fascinating. As part of my talk earlier in the day, … Continue reading

Behaviour Balance: Assertive teachers; supportive system.

On my travels around schools over the years I’ve seen hundreds of lessons in various different contexts.  Whilst a firm believer that school and college systems are necessary to support excellent behaviour, I have to say that, where behaviour is an issue in a lesson, a lot of the time I take the view that … Continue reading

Evidence-Informed Ideas Every Teacher Should Know About.

I love the idea of ‘evidence-informed wisdom’. I honestly can’t remember where I first encountered this but, essentially, it’s the idea that, as teachers we are faced with making hundreds of decisions a day – largely about how to question, how to motivate and how to adjust explanations, feedback,  and the pace and depth of … Continue reading

The Learning Rainforest: A model for great teaching and learning.

Trees are poems that earth writes upon the sky                Khalil Gibran It’s a few months since I published The Learning Rainforest with John Catt.  So far sales have gone pretty well – I couldn’t be happier with that. I’m also getting invited to run lots of CPD events … Continue reading

Impact! Superb College of Teachers journal made me think – a lot!

After the establishment of the Chartered College of Teaching there was always going to be a period of waiting to see what it’s really about once actions have been taken beyond the promising vision and sound intentions.  Impact gives us a massive clue.  Evidence-informed teacher wisdom is Go! Having ceased to be an active teacher, … Continue reading

From Research to Practice – changing teachers’ habits through research engagement. #rEDHan

This post contains the slides and key ideas I presented at ResearchEd in Haninge – #rEDHan on March 10th. I started off by suggesting that my rainforest metaphor for students’ learning might also apply to teachers – we need to strengthen our knowledge structure in order to have the capacity to explore the possibilities of … Continue reading

Understanding Assessment: A blog guide

In my experience, assessment is widely misunderstood by a lot of people in education – which is a worry given how much of it we do and how high the stakes are with formal assessment issues.  There all kinds of confusions, false premises, false promises and circularities across the system.   There are too many … Continue reading

Get assessment right and reduce workload at the same time. #HTRTSummit

On Friday 23rd February I gave talk at the Headteachers’ Roundtable Summit  on the theme of assessment and workload.  This blog captures some of the main points.  I’ve been exploring this theme is various other places too so, to avoid repetition, please also read: Towards an Assessment Paradigm Shift – how we need away from macro … Continue reading

Don’t do ‘Can do’. The problems with can-do checklists and trackers.

In my recent talk at ResearchEd in Birmingham (and more recently at Blackpool) , I explored some ideas about assessment and critiqued various responses to the challenge of getting assessment right.  Sensibly enough, given all the limitations and flaws in grading systems, lots of schools are trying to make their assessment systems meaningful, rooted in … Continue reading

We know Amy is struggling. The question is what we do about it.

As part of my talk at ResearchEd in Birmingham last weekend, I explored the role of centralised data collection, the ever-present bell curve, the problems with morphing fine-grained ideas about standards and achievement in different subjects into common data formats  – all as a pre-amble to examining the limits of ‘can do’ statements.  (That’s a … Continue reading

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