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Teaching and Learning

This category contains 221 posts

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

Signposting the hinterland: practical ways to enrich your core curriculum.

Working with several schools on curriculum development over the last couple of years, a regular challenge has been to resolve the tensions that arise from having finite time and the inherent need to make a selection of  material to teach from all the possibilities that swirl around.  What to cover? What to leave out?  How … 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

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

Curriculum Review at KS3: Some common issues.

Over the last couple of years I have had the great privilege of working with several schools on the process of curriculum review.   It’s such an enlightening process for all concerned – asking questions about what should be taught, why things should be taught, what absolutely must be kept in, what gets squeezed out … Continue reading

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