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.
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
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
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
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