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Learning Rainforest as CPD. Values + Experience + Evidence = Wisdom!
Over the last few months I’ve come across a range of schools that have used ideas and structures in The Learning Rainforest as a direct driver of their CPD. This has happened without input from me, beyond writing the book; it’s an approach they’ve taken themselves and then told me about afterwards. When I … Continue reading
The great gift of knowledge and the joy of passing it on.
Yesterday I had the pleasure of visiting Clare Sealy’s lovely school, St Matthias, tucked in just off Brick Lane. I had the best time. When I arrived, she was about to take the daily assembly, promoting one of their core values ‘awe and wonder’. To do this Clare had chosen to celebrate the ‘awe and … Continue reading
Engineering Success. A positive alternative to generic mindset messaging
In general I find that there is still far too much emphasis in schools on the generic language of growth mindset, the learning pit, resilience, ‘learning to learn’ and broad-brush life-goal motivation. This has its place at the level of a broad ethos in a school. It’s all part of creating the positive ‘feels’ we … Continue reading
Riding the Rosenshine Wave.
Well. What a week it’s been. As I write this I’m seeing that my new Rosenshine’s Principles in Action booklet is still in the top 50 of all books on Amazon and I’m stunned – as I have been all week. This post is simply a way to capture the moment because, for sure, … Continue reading
Timeline Controversies
Gosh – it’s been an acrimonious week on my twitter timeline. Mostly my fault. I’ve had to mute a lot of conversations just because I’d had enough. I’ve blocked a few rude people too. That’s my policy I’m afraid: if I don’t know you or can’t tell who you are and you’re just rude – addressing comments to others … Continue reading
Teaching and Learning Agenda 2019/20
The summer term is often a time when people gather their thoughts for the year ahead. The work I do with schools and colleges is largely driven by a medium term improvement agenda: combining some initial support – establishing areas to improve in current practice, setting some goals for the next 12-18 months – and … Continue reading
Ofsted “Inadequate” – the emblem of our toxic system
I’ve made the case time and time again that Ofsted Grading is a disaster. For example in this post: Five Reasons to Ditch Ofsted Grades I’ve also made the case time and time again that our current accountability culture is excessive with very significant negative consequences for schools, leaders, teachers, children.. and by association, parents – … Continue reading
Don’t need this pressure on: Towards intelligent, sustainable accountability.
I wonder how much longer we will go down the accountability road we’re on before politicians, DFE, Ofsted and some of the beneficiaries of the current system realise just how bad things are; before they realise that they themselves are making things worse; before they change tack. You only have to read the powerful recent … Continue reading
Do students have agency or not?
agency is the capacity of individuals to act independently and to make their own free choices. In debates about learning and behaviour, I often think that people in education are conflicted about the extent of student agency. Do students have agency? Should they have agency – it is a good thing? Are we meant to … Continue reading
From research to the classroom: roadblocks, resistance and blind faith.
In my work I regularly have the opportunity to talk to groups of teachers and leaders about ideas from research and research processes themselves. It’s a continual source of surprise to me how different the levels of engagement and awareness can be from one audience to another. In some places, there’s a high level of … Continue reading
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