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Teaching and Learning

This category contains 233 posts

The next edu-revolution*: Textbooks!

Each time I post something positive on twitter about textbooks, I get a strongly positive response.  Now more than ever, with people talking about studying at home and the  very real challenges and impact of the digital divide, it seems such a desperate and unnecessary state of affairs that textbooks have seen such a decline … Continue reading

Curriculum + Pedagogy. And Sandcastles.

From time to time you come across somebody saying Curriculum trumps Pedagogy – or is it the other way around?  I’ve heard both.  Usually the speaker is pretty confident in their assertion.  I’ve heard people more or less protest that teaching isn’t ‘just about Rosenshine’ and, of course that can’t possibly be true. ‘Rosenshine’ is … Continue reading

Rosenshine Masterclass Captured. Free CPD!

In response to demand for my workshops and masterclasses on Rosenshine’s Principles of Instruction, I’ve recorded a screen capture of me talking through the slides I use for my one-day events. The slides are available here I have posted the links on youtube in a playlist that can be found here: There is 2 1/2 … Continue reading

A model for the learning process. And why it helps to have one.

One of the most powerful ideas I’ve engaged with recently is using a diagram to visualise a shared model of the learning process; using it to get a feel for how learning works in general but also to identify reasons for why it can sometimes not happen.   This is the diagram I have in … Continue reading

Re-reading Nuthall’s Hidden Lives of Learners. Insights from a classic.

“If we are to understand how teaching relates to learning, we have to begin at the closest point to that learning; and that is students’ experience.”  Nuthall. 2001.  Lots of people have written reviews of Graham Nuthall’s Hidden Lives of Learners  published posthumously in 2007.  It’s often cited as a must-read by conference speakers, including … Continue reading

7 Variables Between/Within Schools: Where are you on each scale?

I wrote a short thread on twitter this week outlining five key variables that I detect when I visit schools.  These are things that I’m struck by; things that I notice because the range is so wide.   It gained some interest and a request to write it up – so here it is.  I’ve extended … Continue reading

Top-down observation and feedback models are flawed. Time for change.

(NB This post does’t work if you can’t see the images/diagrams: ) Earlier this week I tweeted this short twitter thread: The more closely I work with teachers and schools/colleges, supporting CPD processes of various kinds, the more I realise just how woefully inadequate the standard ‘top-down drop-in and give feedback’ approach is.. I’m now … Continue reading

Collection of recent ideas for better teaching and better teacher development.

I’m going to write something soon about the process of teacher observation and feedback  and the way I see that moving forward.   Meanwhile, I’ve been writing a lot about the things I see from the perspective of an observer  – for teacher and for leaders.  Here’s a collection in case you missed any: Blogs … Continue reading

Deeper Learning for All: Five things to do more of.

A couple of weeks into term and, so far, I’ve had the privilege of observing 40 or more lessons.  I’ve seen lots of excellent lessons – it’s such a joy to be around when a teacher is doing great things; where you think how lucky these students are to be here in this room with … Continue reading

Curriculum Murmurations #1. Thoughts from 2019.

A murmuration of curriculum.  That’s how my wife – a secondary Deputy Head – described the current state of things nationally.   It’s a great image: the energetic but chaotic swirling around of individuals trying to stay together, following-the-leader in short bursts within a flock that has no overall sense of direction; patterns emerging here … Continue reading

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