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Teaching and Learning

This category contains 192 posts

Major Teaching Myth: “Always ask before you tell”

Short post: Having seen this going on a lot, I tweeted this yesterday and it seemed to resonate with people: A widespread ingrained teaching myth: "Always ask before you tell". This frequent exchange can be absurd and painful. Anyone know..(the secret thing I know).? Anyone…..?No….? No, not quite… No, that's not it…. Good guess…Actually it's…… … Continue reading

Three powerful steps to deeper understanding and better recall. Specify; check; apply.

This post is based on my observations of teachers over the last few months and the common areas for development that emerge in feedback discussions.  It is also informed by the ideas of Rosenshine and Shimamura around effective teaching for understanding and recall.  My aim is to try to describe highly actionable strategies for putting … Continue reading

Be A Better B!

Last weekend, after an excellent ResearchEd event in Philadelphia, where Dylan Wiliam had given a superb keynote, I wrote this tweet: Imagine teacher A is way more effective than teacher B. Tendency is to make B emulate what A does. I think this is wrong. We need to work with B to establish how B, … Continue reading

How not to misfire.. exploring the learning process with Henry VIII

Having written about lessons that mis-fire, I was asked to suggest what people should do instead. That’s a mighty big task because, what you might do depends on what exactly you want students to know and, in any specific example, there are countless possibilities.   However, given that a lot of my mis-fire examples are about gathering … Continue reading

@teacherhead Update #1. October ’18.

Introducing…. This is the first of what I hope will be a half-termly update, highlighting trends and ideas that I pick up in my work across various schools and colleges and through my engagement with online discussions, blogs, conferences and publications.  It will also highlight some of the content on this blog that has gained … Continue reading

Rosenshine Re-ordered. A Poster by @olicav

This blog post is simply a way to direct people to this lovely new poster by the mighty Oliver Caviglioli about the brilliant Rosenshine Principles of Instruction.  I first encountered Principles through Oliver’s original poster. It’s so widely circulated, I see it in staffrooms and classrooms all over the country.  Sometimes I have to remind people … Continue reading

Lessons that misfire. Good intentions + bad theory = poor results.

I am in the privileged position of having been able to observe a lot of lessons taught across a range of subjects in different contexts.  I’ve also taught thousands of lessons myself  – and I know how it feels for things to work well and not so well.  Where lessons could be improved there are … Continue reading

Great Teaching. The Power of Diets

In so many discussions about the elements of effective practice in teaching, I feel it’s important to move away from thinking in absolute terms about whether certain approaches are more effective than others towards considering what the optimum combination of approaches with different qualities might be.  I’ve made this case in various blogs before including … Continue reading

Common Maths Struggles – some examples.

This combines a couple of old posts that I recently revisited – because the challenges remain!  Working with teachers from primary to FE, I’ve found it fascinating to consider the areas of maths that students find difficult and the processes we need to consider when teaching them to overcome these difficulties.  It seems to me … Continue reading

Great Teaching. The Power of Stories

Across many subject domains, very often the challenge for students is to understand and remember sets of ideas where there is a sequence of events or steps, where there are causal links between one set of events and other sets and where complexities arise from the multiple possible paths that events can follow. How climate … Continue reading

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