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Teaching and Learning

This category contains 202 posts

Curriculum Maps: Knowing New York; Knowing about New York.

This posts builds on the last one:  Mapping curriculum terrain: The beaten track and beyond, using  geographical metaphors to consider curriculum design issues. New York. A Case Study.  Let’s imagine, in the metaphor, that New York City represents an area of the curriculum.  Our goal is for students to learn about New York and we need … Continue reading

Mapping curriculum terrain: The beaten track and beyond.

When school leaders and teachers start reviewing their curriculum, there are so many complex considerations.  What to teach and why?  It’s a huge question. At the macro, big picture scale, there’s a need to consider overarching principles and values – because these ideas inform or dictate the decisions that are taken.  Which subjects to teach and … Continue reading

Revisiting Dylan Wiliam’s Five Brilliant Formative Assessment Strategies.

In many of Dylan Wiliam’s talks and publications he references five ‘key strategies’ that support the implementation of effective formative assessment.  The five strategies each get a chapter in his excellent book Embedding Formative Assessment (2011)  which builds on the work he developed with other colleagues in the 90s and 00s. The five strategies were … Continue reading

The @teacherhead planning tool. Draft

I’m trying to design something that might be helpful for teachers planning lessons.  I have drafted two tools, one a structured reflection sheet for thinking through what is needed for a detailed unit of work; the other a very simple short-hand version for scoping out a series of lessons. In both cases, the idea is … Continue reading

12 Golden Gifts from the Edusphere in 2018

Happy Holidays!! Whoop.  Everyone deserves a mighty rest….  But what a year it’s been!!  I feel the profession is brimming with genius at the moment and, thanks to conference events and social media, the sharing culture is just superb.  I’ve learned so much… Here are 12 golden gifts from this year… books, ideas, people, blogs, … Continue reading

The Roots of Rosenshine’s Principles.

I’m excited to say that I am in the process of writing a short book explaining how to implement Rosenshine’s Principles of instruction, aimed at teachers in the US.  The opportunity to do this came about after one of my ResearchEd talks about Rosenshine’s 2012 American Educator article – as explored in this post. What … Continue reading

Global profession. Global message.

It’s great to travel and see the world; but it’s great be back home. Time to unwind and reflect.  I have just returned from delivering five days of training at schools in Lebanon, UAE and Oman.  Each of the participating schools was very different, each with their own charismatic leadership teams and idiosyncratic teachers; each … Continue reading

Teaching for Recall, Fluency and Understanding: Blog round-up for easy access.

Recent blogs on teacherhead.com have had a certain theme around teaching for recall, fluency and understanding.  Here is a round-up so people can access them easily all in one place: Two influential papers: Rosenshine’s Principles of Instruction:  A blog exploring this key paper using four simple themes, now with a new graphic by Oliver Caviglioli. … Continue reading

Saffron Walden County High School: An exemplary school. The Learning Rainforest made real.

Last week I spent a day visiting Saffron Walden County High School in the North-West corner of Essex.  This was the result of a conversation with Head and CEO, Caroline Derbyshire who suggested that I should consider writing a ‘Learning Rainforest in Action’ follow-up book.  Having read the original book, Caroline felt that SWCHS embodied … Continue reading

The Ideal Assessment Tracking Regime?

In various blog posts and twitter exchanges I have critiqued several widely used approaches to assessment tracking and reporting.   Reasons for my critique include the following: Forcing teachers across very different disciplines to morph their organic, authentic subject specific assessments – including wide-ranging quality and difficulty models – into a common grading system at an … Continue reading

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