Monthly Archives: February 2012

How should we teach reading?

A few months ago I posted a piece in which Roy Blatchford (founder of The National Education Trust) outlined his manifesto for ensuring that every child gets at least a C grade

Are teacher observations a waste of time?

“I never allow teachers or school leaders to visit classrooms to observe teachers; I allow them to observe only students”. John Hattie (2012) I’ve been mulling this statement over for the past

Feedback: it’s better to receive than to give

As every teacher ought to already know, feedback and formative assessment are the most powerful, most effective things you can be doing. This means we need to be taking every opportunity to

Learning objectives & why we need ‘em

Over the past week I’ve gotten myself snarled up in a number of increasingly heated debates about the efficacy of the humble learning objective. The view of many seems to be that

Reading List

Am in the process of trying to digest a number of education texts at the moment. Here is my current stack of reading courtesy of the lovely people at Crown House: My

The ultimate teaching technique

Maybe it’s just me, but I seem to be encountering an awful lot of people railing against ‘progressive’ teaching methods of late (see this for an example.) There seems to some sort

Creativity, analysis and comparison

English teachers have a tough gig. We need to constantly hone the hard-edged skill of analysis whilst simultaneously encouraging the fluffy stuff of creativity. There’s a lot said and written about creativity

Who inspects the inspectors?

Are Ofsted fit for purpose? This week Dylan Wiliam threw a wet leather gauntlet in the face of monsieur d’Ofsted, saying, “Ofsted do not know good teaching when they see it”. If this

How effective learning hinges on good questioning

Hands up who likes asking questions? Questioning is an essential part of helping students to make progress but only if it causes thinking or elicits evidence that informs our teaching. And the