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This tag is associated with 156 posts

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 Deadly Difficulties 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

Teachers can only improve themselves. But how?

I’ve been thinking a lot about the process of teacher improvement – naturally enough, given that this is my full-time job these days.  Increasingly I think that we need to be very clear to understand the process as a very individual one and less of a general one.  Essentially teachers are only going to improve … Continue reading

Ideas for better teaching. @teacherhead blog collection.

I’ve written a few of these round-up posts as a way of collecting ideas together.  Hopefully this makes it easier to share. The #1 problem/weakness in teaching and how to address it.  A popular post exploring the problem of enabling all students to learn all the material with some common weaknesses in teaching and how … Continue reading

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