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teaching
What does it mean to be ‘evidence-informed’ in teaching?
With the publication of the Education Endowment Foundation report on Cognitive Science Approaches in the Classroom, there’s been a flurry of discussion about what it says and what the implications are for teachers. This is great to see – (once you filter the inevitable over-simplifications and weird misplaced triumphalism. You see – I told you). … Continue reading
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
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
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
7 Significant and Common Challenges in Teaching.
Increasingly I feel that teacher development, performance review and the whole apparatus around lesson observation should place a strong, central emphasis on understanding the challenges that teachers face in securing the learning of all the students in a class. It can often be extremely difficult even for experienced expert teachers to nail every student’s learning … Continue reading
Small change; big impact. Six suggestions.
Sometimes switching to using different teaching strategies can feel like a fairly major upheaval for some people. That is especially true if they require new resources to be produced. However, very often, I think that a teacher could make a big impact in their practice by making quite small changes to the routine way they … Continue reading
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
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
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