Reflections from Reading I'm currently about half-way through reading John Hattie's Visible Learning for Teachers (Routledge, 2011). It's a comprehensive overview of 'what works' (and what doesn't) based on the evidence from the meta-analyses outlined in Visible Learning (Routledge, 2008). There are a couple of key take-aways from it, but I think the most important is about … Continue reading Research in to Practice: a plan for teaching self-regulation in English
In Daisy Christodoulou's Making Good Progress?, (click for SchoolsWeek review) she outlines different ways of using formative assessment in a meaningful way. Inspired by her book, I had a think about how I might apply a couple of the strategies she recommends: multiple choice tests, hyper-correction, and Question Level Analysis (QLA) to develop a formative assessment cycle … Continue reading Formative Assessment: Macbeth
As teachers in the UK, we're bombarded with advice, targets and products that are aimed at helping us reach the coveted 'Outstanding' title. And that's great. We should aim to ensure ALL our students make good or better progress. We should be raising aspirations, developing active, engaging lessons, and assessing students' work, making 'forensic' use … Continue reading What’s ‘Good’ got to do with it?
Mostly, it was my fault. I had not adequately explained the purpose and structure of an essay, and they lacked a mastery concept. The solution? Back to the drawing board. Literally. I drew a picture on the board.
A few months ago (although so much has changed it feels longer) I attended an event at UEL for mentors of PGCE students. The focus was on working with research and it had a profound impact on me. I was introduced to the Chartered College and #WomenEd, the concept of research schools and much more. … Continue reading To be, or not to be… a novice
This is the second post in a series of reflections on teaching self-regulation strategies in English In my last post, Research in to Practice: a plan for teaching self-regulation in English, I outlined my plan to explicitly teach students how to study and self-regulate, using class surveys. Since then, In have started at my new school … Continue reading Research into practice: Teaching Self-Regulation in English 2
I have always struggled with teaching students to correctly identify and apply tone in writing. So, I went on a bit of a research rabbit-hole today, which has informed the resulting rationale (a work in progress), which you can download at the end of this post. This post outlines my thinking and approach to developing … Continue reading Teaching Tone in English Language and Literature
Photo by Pixabay on Pexels.comIn my previous post, reviewing McGill's excellent book, Mark. Plan. Teach., I said there was a section on mental health I took issue with. Throughout the book, McGill offers some excellent insights into the importance of recognising mental health and emotional wellbeing for both students and teachers, with advice from Natasha … Continue reading Gender, Mental Health and Education: Further thoughts on Mark. Plan. Teach
Disclaimer: I was selected in a Twitter competition to receive a free, signed copy of 'Mark. Plan. Teach.' I would have bought a copy of my own if I hadn't been. Having come quite late to the Edu-Twitter sphere, I had little knowledge of Ross Morrison McGill AKA @TeacherToolkit and his work until an overworked … Continue reading Mark. Plan. Teach by @TeacherToolkit (Ross Morrison McGill): A reflection
A practical 'review' of What does this look like in the classroom (Hendrick and Macpherson, 2017). There is no greater evangelist than the recently converted. And honey, I am preaching. I don't want to structure this as a standard review of Carl Hendrick and Robin Macpherson's brilliantly edited collection of interviews with expert practitioners. You can … Continue reading Practising what you Teach: Putting Evidence into Practice