31st January – Some assumptions about scripted lessons In which I deal with some of the most predictable assumptions pertaining to scripted lessons.
31st January – Scripts: whose lesson is it anyway? Might scripting ‘perfect’ lessons be a good idea?
30th January – Proof of progress – Part 1 First in a series of posts about the process of using Comparative Judgement.
29th January – Ouroboros: a review My review of Greg Ashman’s book.
28th January – John Hattie and the magical power of prediction In which I explore Hattie’s confusion about ‘self-reported grades’.
28th January – A definition of learning As I keep getting asked what I mean by learning, it seemed like a good idea to have a post dedicated to my definition.
27th January – Is it a ‘sin’ to tell teachers how to teach? No. Sometimes it’s fine.
25th January – What’s the difference between character and personality? Personality is an elusive concept but character is probably worse.
24th January – Why ‘mastery learning’ may prove to be a bad idea Mastery learning sounds great but what do we actually mean?
23rd January – Is it what you do or the way that you do it? Whilst it might be true that you can do anything well, something are inherently better than others.
11th January – Big data is bad data When it comes to analysing data maybe less is more.
9th January – What every teacher needs to know about… Edtech In which I conclude that technology is great but ‘edtech’ is a bit crap.
5th January – Can anyone teach? Well, that depends on what you think education is for An exploration of the idea that anyone can teach.
2nd January – Varieties of boredom How and why some varieties of boredom might not be a bad thing but others are dreadful.
1st January – New Year’s resolutions for teachers and school leaders Make this year better than last!
30th December – Phonics is not a cure for cancer – Shock! Horror! All phonics is good for is teaching children to decode. But it’s better than anything else at doing that.
29th December – Only phonics? A reader replies to Michael Rosen Part 2 – these two posts address some of the most persistent complaints from phonics denialists about how to teach children to decode print. Basically, unless decoding is fluent, automatic and effortless, children will never read for pleasure.
28th December – Reading for pleasure: A reader replies to Michael Rosen Part 1
26th December – My five favourite blogs of 2015 – does what it says on the tin.
24th December – On fragility: why systems fail – If I’d read Antifragile before writing the previous post it would definitely have made the list.
20th December – The most interesting books I read this year – a list of 10 of the most enjoyable and influential books I read in 2015.
16th December – Why I like ‘tick n flick’ – Teachers daubing students’ exercise books has had a bad rap for as long as I can remember. But why?
13th December – Outstanding is the enemy of good – Maybe good is good enough. And maybe outstanding is actually a bit crap.12th December –
12th December – Student voice: windmills of the mind – Another item to add to the bonfire of dubious ideas.
11th December – Good writing Part 1: Rubrics warp teaching and assessment I aways intended to write a second part to this but as yet I haven’t been bothered. Basically, any attempt to pre-define what good looks like will miss important elements and lead to cargo cult teaching & learning.
10th December – Cargo cult teaching, cargo cult learning – So much of what we do in teacher follows the form and structure of ‘best practice’ with very little understanding of why such practices might be considered ‘best’.
9th December – One more thing I want from school leaders – In November I wrote a list of the qualities I most desired in school leaders. Somewhat greedily, I added one more attribute in this post.
7th December – When is it worth arguing about bad ideas? Not as often as I might have thought. It’s always worth pointing out bad ideas (as well as suggesting more sensible alternatives) but, increasingly, I can’t be bothered to argue the toss with those dedicated to foolishness.
6th December – Why I struggle with learning objectives and success criteria This became one of my most read posts this year. It never fails to amaze me how something that starts off as a ‘good idea’ quickly becomes a matter of compulsion and morphs, inexorably, into a bad idea.
5th December – Is mimicry always a bad thing? Spoiler: no, it’s not.
3rd December – Marking: What (some) Ofsted Inspectors (still) want An expression of frustration at the continued inability of some Ofsted inspectors to free their minds from the shackles of bias, prejudice and personal preference.
3rd December – Why I ♥ blogging (and believe there is hope for Ofsted) An expression of satisfaction and relief that the upper echelons of Ofsted continue to see sense and strive mightily to whip recalcitrant inspectors into line.
3rd December – Discord isn’t disharmony: in praise of inconsistency ‘Consistency’ seems to have taken on the mantle of unanimous approval and become the latest in a long line of educational buzzwords, but what’s so great about every doing the same thing?
30th November Opportunity knocks – but what does it want? An inquiry into what we can learn from economics
30th November Should students respond to feedback? – maybe not
28th November What I want from a school leader – humility, love, determination, vision & focus
26th November The problem with book monitoring – it’s too easy to look for stuff which makes no differnece
23rd November Is it just me or is Sugata Mitra an irresponsible charlatan? – it’s not just me
22nd November Workload, retention & accountability: One policy to rule them all – exit interviews – that’s it
21st November What every teacher needs to know about…Zero Tolerance – this month’s Teach Secondary column
20th November The Illusion of Knowing – the most I’ve ever been paid to write anything. Ever.
19th November Comparison is easy – some stuff I’ve being doing with the BBC
17th November Essay writing: style and substance – thesis statements, slaloming and nominalisation
15th November Rethinking assessment Part 2: the Einstellung effect – some reasons why we’re rele]uctant to accecpt it’s all about comparative judement
15th November Rethinking assessment Part 1: How can we tell if students are making progress? – It’s all about comparative judgement, innit
11th November In praise of dignity and justice – the parable of the crybully, the safe space and the victim
9th November How to deal with criticism My impatience at people who really ought to know better whining about being criticised
9th November If writing is magic, grammar is alchemy – me trolling Michael Rosen
8th November Using threshold concepts to think about curriculum design – my attempt to ruin the researchEd Englsih & Literacy gig in Swindon
5th November We don’t know what we don’t know: the uses of humility – I’m a big fan of humility. In fact, I think it’s possibly the number 1 leadership quality
4th November Tests don’t kill people – standardised tests are great but they seem to cause people to behave stupidly
3rd November Five techniques for overcoming overconfidence & improving decision-making – more wisdom from messrs Kahneman & Klein
31st October In praise of signposts – Rather than being worried about the fact that teachers don’t trawl though lengthy research papers looking for caveats to the main findings we should celebrate the clear signpost which are emerging from education research.
30th October The closed circle: Why being wrong is so useful – Critique is how we make progress. When someone points out our mistakes we can adjust and improve. But if you refuse to allow the possibility that you might be mistaken you will never learn.
24th October Is growth mindset pseudoscience? The jury is still out, but I continue to be sceptical of the promise of the growth mindset and argue that Dweck’s latest permutation – the false growth mindset – might make here theory unfalsifiable.
24th October From Scared Straight to Reading Wrong – How we ignore evidence when it is at odds with our preferred beliefs.
23rd October Is school a straightjacket? A response to David Aaronovitch –Aaronovitch, like many uninformed commentators, has been seduced by the easy lure of Ken Robinson & Sugata Mitra. Here I attempt to set him straight.
18th October How can we teach problem-solving? A rare post about maths. Here I suggest that problem solving depends on knowing a lot of maths as well as the learned experience of struggling with difficult problems.
13th October Assessment: evolution vs. design Might the iterative process of evolution be a better way for us to approach post-levels assessment systems?
12th October Heads I’m right, tails I’m not wrong – The contortions we go through to reduce cognitive dissonance can sometimes be hilarious for onlookers. But the consequences are far from funny. In this piece I acknowledge Daisy Chistodoulou’s criticism and fess up to making a mistake about assessment.
12th October Is teaching a ‘wicked’ game? More thoughts on the limitations of teacher judgement: a wicked domain is one in which we don’t receive useful feedback about how to improve, so we don’t.
11th October “Works for me!” The problem with teachers’ judgement The problem with relying on teachers’ judgement is that, despite what we intuitively believe, it doesn’t tend to be all that good. Here I discuss the importance of falsifiability as a way of refining our judgements.
9th October What every teacher needs to know about ’21st-Century learning’ This is my regular column forTeach Secondary magazine. This time I take a swipe at the 21st Century learning trope.
8th October Equality is unfair If we treat all teachers equally we will be treating them unfairly. Fairness is more important than equality.
6th October The melody of education: what should we be accountable for? If teachers and schools are to be held accountable then is should be for something which we all agree is important. In his book,Education is Upside Down, Eric Kalenze suggests the aim of education should be that “students able to find fulfilment in – and contribute to the improvement of – the world outside the school.”
6th October #researchED comes to Swindon – a trail for the wonderful secondary English & literacy conference organised for 7th November.
5th October What can education learn from aviation? – expanding on the intelligent accountability theme bu contrasting the way accountability works in education and in aviation.
4th October Intelligent Accountability – a manifesto for improving the ways in which teachers are held accountable in an attempt to support teachers in being good as opposed to looking good.
30th September The Science of Learning A promotion of the wonderfully concise Deans for Impact report.
27th September Could less marking mean more feedback? – I think it could.
21st September A decreased focus on facts & knowledge won’t help either – Please can we stop moaning about children having to learn facts?
20th September A heck of a lot of posters – This stirred up an unreasonable amount of controversy. Basically, if you don’t get that this isn’t about posters it’s about low expectations, you’ve missed the point.
19th September Marking and feedback are not the same – They’re just not.
18th September Does technology have the power to transform education? – Yes, of course it does. But not in the way that most people think.
17th September What is ‘transfer’ and is it important? – My response to Greg Ashman’s ‘review of my book.
16th September Why sacrificing chickens will not help us evaluate teachers’ performance – The seductive power of numbers and why some school leaders love grading lessons.
15th September Why we *really* mistrust Ofsted – A response to Sir Michael Wilshaw’s profile in Schools Week.
14th September When should we stop making students redraft work? – Redrafting’s all very well, but when should it stop?
13th September The uses of disappointment – Why being a bit disappointed by our students’ efforts might be a good thing.
12th September Should we learn to love our shackles? – A response to Dame Sally Coates ideas on curriculum and assessment.
11th September You can have a voice – The power of social media and how I came to be the influential figure you see before you.
9th September Research vs evidence – Some thoughts on the misuses of evidence.
6th September Pedagogy? I hate the word – Are you a pedagogue or a teacher?
5th September Foxy Thinking: why we should embrace ignorance and learn to love uncertainty – A summary of my presentation at researchED 2015
31st August What I mean by ‘relevance’ – On the mistakes teachers make when thinking about what’s relevant.
31st August See it, own it: how to destroy a school – My despair at some of the stupider attempts to bring order to the chaos that is a secondary school.
30th August Can we make learning permanent? – Revisiting my experiences of speeding school and musings on how learning might be made stickier.
- Around the world in 80 classrooms 22nd July (Guest post by Lucy Crehan)
- Do gender differences make a difference? 18th July
- #WrongBook extracts 17th July
- What’s the point of parents’ evenings? 15th July
- Reading is a rebel act: on the role of school libraries 13th July
- How do you get students to read for pleasure?
- What if I’m wrong? @HeyMissSmith savages #WrongBook 5th July
- Reactions to #WrongBook
- Some people on Twitter you may not currently follow but definitely should 2nd July
20 psychological principles for teachers
- #1 Mindsets 25th May
- #2 Prior knowledge 26th May
- #3 Development 27th May
- #4 Context 28th May
- #5 Practice 28th May
- #6 Feedback 30th May
- #7 Self-regulation 31st May
- #8 Creativity 31st May
- #9 Motivation 6th June
- #10 Mastery 7th June
- #11 Expectations 13th June
- #12 Goal setting 14th June
- #13 Situated learning 21st June
- #14 Relationships 22nd June
- #15 Well being 23rd June
- #16 Zero-tolerance 25th June
- #17 Classroom management 28th June
- #18 Formative & summative assessment 29th June
- #19 Measurement 30th June
- #20 Interpretation 5th July
- When is a bad idea a bad idea? 23rd June
- This much I know about John Tomsett’s book 22nd June
- Why the ‘false growth mindset’ explains so much 2oth June
- Have you read the #WrongBook? 17th June
- Should schools have to prepare for inspection? 16th June
- Examining my gender bias 16th June
- It’s the bell curve, stupid! 10th June
- Ofsted inspections to be higher stakes: for inspectors! 28th May
- Is it possible to get assessment right? 23rd May
- How to get assessment wrong 20th May
- The Testing Effect is dead! Long live the Testing Effect! 20th May
- The Variation Effect: How seating plans might be undermining learning 17th May
- Seriously, what if you’re wrong? 16th May
- Is displaying students’ work worth the effort? 16th May
- I fought the law and the law won 15th May
- What ‘no excuses’ means to me 13th May
- ‘No excuses’ is no excuse 13th May
- Robert Coe on #WrongBook 13th May
- Michaela School: Route One Schooling 12th May
- Scaffolding: what we can learn from the metaphor 11th May
- Do all good ideas need to be researched? 10th May
- How do we know if a teacher’s any good? 9th May
- Top 20 principles from psychology for teaching and learning 9th May
- Why do people vote Conservative? 8th May
- The myth of progress 7th May
- Endorsements – what are they worth? 5th May
- What should written feedback look like? 4th May
- Two stars and a bloody wish! 3rd May
- The fetish of marking 30th April 2015
- Trust, accountability and why we need them both 29th April 2015
- Harry Webb’s review of The Beautiful Risk of Education 26th April 2015
- Slow Writing at #researchED primary literacy conference 25th April 2015
- Chicken or egg? Thoughts about thinking 24th April 2015
- Whose research is it anyway? 22nd April 2015
- Right brain/left brain bollocks 20th April 2015
- Is differentiation a zero-sum game? 18th April 2015
- The best case fallacy or, why we balls things up 16th April 2015
- What to do about literacy 15th April 2015
- Curiosity: the knowledge gap 13th April 2015
- Dipsticks: It all depends on what you mean by ‘engagement’ 1st April 2015
- Does engagement actually matter? 31st March 2015
- Back to school 28th March 2015
- NEW BOOK: Foreword by Robert A Bjork 25th March 2015
- Using Threshold Concepts to design a KS4 English curriculum 24th March 2015
- How could we improve accountability? 23rd March 2015
- What might be a good proxy for learning? 22nd March 2015
- Collective punishment 2nd March 2015
- Learning is invisible – my slides from #LEF15 1st March 2015
- Landmark: a million thank yous 26th February 2015
- Should group work be imposed? 15th February 2015
- Why (the hell) should students work in groups? 11th February 2015
- What to do about workloadWhat to do about workload 7th February 2015
- Should we support the College of Teaching? 2nd February 2015
- The problem with lesson planning 1st February 2015
- Undermining teachers is easy 29th January 2015
- A defence of the fixed mindset 23rd January 2015
- Does ADHD exist? 14th January 2015
- A research journal for teachers by teachers 13th January 2015
- The Unit of Education 8th January 2015
- What’s it like being a new teacher? 6th January 2015
- Do we really have a growth mindset? 5th January 2015
- Are children better than adults? 4th January 2015
- Some suggested New Year’s resolutions 1st January 2015
- Thinking with and about 30th December 2014
- New book: What if everything you know about education is wrong? 17th December 2014
- The Secret of Numeracy (across the curriculum) 10th December 2014
- Revisiting lost learning by Gerald Haigh 30th November 2014
- Why ‘triple marking’ is wrong (and not my fault) 29th November 2014
- What I’ve learned about trust from arguing about driving 28th November 2014
- What if we started trusting teachers? 22nd November 2014
- Closing the language gap: Building vocabulary 16th November 2014
- Are we fetishising marking? 14th November 2014
- Teacher appraisal and the fundamental attribution error 9th November 2014
- Why do we overestimate the importance of differences? 5th November 2014
- Turning the tanker: lesson grading 29th October 2014
- Some thoughts on truth 19th October 2014
- Negative framing and No Pens Days 16th October 2014
- The surplus model of school improvement 15th October 2014
- Can you be too independent? 1st October 2014
- Where do I want my daughters to go to school? 27th September 2014
- Forget about assessing learning after lessons 19th September 2014
- What I learned in my visit to King Solomon Academy Part 2 – The Lemov lecture 12th September 2014
- What I learned in my visit to King Solomon Academy Part 1 11th September 2014
- Do you need a research champion in your school? 9th September 2014
- #researchED – Everything you know about education is wrong 6th September 2014
- Further thoughts about evidence in education 31st August 2014
- Some tentative thoughts about evidence in education 29th August 2014
- Part 5: Marking – 24th August 2014
- Part 4: Planning – 23rd August 2014
- What does John Hattie think about education? 22nd August 2014
- Part 2: Relationships – 20th August 2014
- Part 3: Literacy – 21st August 201
- Part 1: Routines – 19th August 201
- Can we trust the evidence of our own eyes? 8th August 2014
- Ofsted’s new Inspection Handbook – a cause for celebration 30th July 2014
- Some thoughts on Edtech and the Sunk Cost Fallacy 29th July 2014
- My impatience with some Ofsted inspectors 24th July 2014
- Reading ability: nature or nurture? 14th July 2014
- Grit and growth: who’s to blame for low achievement? 10th July 2014
- The problem with SatNavs, or how feedback can prevent learning 6th July 2014
- Now we are three 3rd July 2014
- Teaching for independence: thinking, memory & mastery 2nd July 2014
- Is listening really passive? 30th June 2014
- Listen up: Improving the quality of classroom discussion 29th June 2014
- Why we disagree: the purposes of education 25th June 2014
- What I got up to at the Wellington Festival of Education Part 2 24th June 2014
- What I got up to at the Wellington Festival of Education Part 1 22nd June 2014
- Revisiting Slow Writing – how slowing writing might speed up thinking 19th June 2014
- Pseudo intervention and the power of placebo 17th June 2014
- Why I changed my mind about the SOLO taxonomy 15th June 2014
- Differentiation: High expectations are not enough? 12th June 2014
- Perverse incentives and how to counter them 9th June 2014
- 5 questions to guard against availability bias and made-up data 8th June 2014
- Ofsted: The end of the (lesson grading) affair 4th June 2014
- How can we increase breadth and challenge? 2nd June 2014
- Wanna play fantasy GCSE Literature specifications? 1st June 2014
- Who’s to blame for the new English literature GCSEs? 30th May 2014
- The curse of cursive: Are we fetishising joined up writing? 28th May 2014
- A round up of some of my favourite posts so far this year 28th May 2014
- Whose English literature is it anyway? 27th May 2014
- Should Ofsted judge ‘quality of teaching’? 26th May 2014
- A new twist on Slow Writing 22nd May 2014
- A horror story: Does Ofsted get it wrong again? 23rd May 2014
- Ofsted inspectors continue to do whatever they like 21st May 2014
- This is what I want 20th May 2014
- This is who I am – 18th May 2014
- This is what I think – 14th May 2014
- Squaring the circle: can learning be easy and hard? 11th May 2014
- 3 reasons for reading The Secret of Literacy – 10th May 2014
- Intuition vs evidence: the power of prediction – 8th May 2014
- What works is a lot better than what doesn’t – 3rd May 2014
- On compromise 30th April 2014
- The AfL debate: does it matter who’s right? 28th April 2014
- Progressively Worse: a summary and a review 28th April 2014
- Do we value pupils’ writing? 26th April 2014
- Dylan Wiliam’s defence of formative assessment 25th April 2014
- A simple theory about writing 23rd April 2014
- The dark art of creativity 11th April 2014
- Getting feedback right 10th April 2014
- Does it do what it’s supposed to? Assessing the assessment 6th April 2014
- One step beyond – assessing what we value 5th April 2014
- Getting feedback right Part 4: How can we increase pupils’ aspiration? 2nd April 2014
- On dichotomies 27th March 2014
- On behaviour 20th March 2014
- Getting feedback right Part 3: How can we increase pupils’ effort? 19th March 2014
- Watching the watchmen: Is Ofsted fit for purpose? 16th March 2014
- What if there was no outstanding? 16th March 2014
- The mystery of Oldfield School’s missing Ofsted report 17th March 2014
- Why AfL might be wrong, and what to do about it 12 March 2014
- Everything we’ve been told about teaching is wrong, and what to do about it! 9th March 2014
- What I’ve learned about functional grammar 6th March 2014
- Getting feedback right Part 2: How do we provide clarity? 5th March 2014
- Getting feedback right Part 1 – Why do we give it? 4th March 2014
- Focusing on performance is the enemy of the growth mindset 2nd March 2014
- The dyslexia debate – is the label ‘meaningless’? 27th February 2014
- Don’t read these books! 24th February 2014
- An inconvenient truth? The surplus model of school improvement – 23rd February 2014
- Ofsted’s Evaluation Form: the next skirmish! 22nd February 2014
- Are we any clearer? Ofsted explain what they do and don’t do 21st February 2014
- What I learned from my visit to Ofsted 19th February 2014
- What inspirational teaching looks like according to Ofsted 18th February 2014
- Questions about questioning: just how important is it? 16th February 2014
- The glamour of grammar: in context or not? 13th February 2014
- What if we stopped making the same mistakes? 11th February 2014
- Still grading lessons? A triumph of experience over hope 8th February 2014
- “The kids absolutely love it!” The phrase that launched a thousand gimmicks 5th February 2014
- Questions that matter: method vs practice 4th February 2014
- Is there a way to avoid teaching rubbish in English? 3rd February 2014
- Practical differentiation: high expectations and the art of making mistakes 1st February 2014
- Is extending school hours really such a vote winner? 30th January 2014
- An Ofsted inspector reviews The Secret of Literacy 27th January 2014
- Force fed feedback: is less more? 26th January 2014
- Old hat? Some things you ought to know about effect sizes 24th January 2014
- Who you might like to follow on Twitter 23rd January 2014
- A tale of two lessons: further thoughts on the Cult of Outstanding 20th January 2014
- Some reviews of The Secret of Literacy 18th January 2014
- The Cult of Outstanding™: the problem with ‘outstanding’ lessons 16th January 2014
- How can we make classroom observation more effective? 14th January 2014
- Don’t trust your gut: a little bit more on the problem with grading lessons 13th January 2014
- Coming soon… the secret of literacy revealed 10th January 2014
- What you may have missed on The Learning Spy in 2013 17th December 2013
- Principled curriculum design: the English curriculum 16th December 2013
- Can a good teacher teach anything well? 14th December 2013
- Get ahead of the curve: stop grading lessons 11th December 2013
- Black space: improving writing by increasing lexical density 9th December 2013
- With great power comes great responsibility: an apology 8th December 2013
- Awards Season 2013 – My votes in the Edublog Awards 7th December 2013
- Some dichotomies are real: the ‘and/or’ debate 6th December 2013
- What 3 things would you do to help a teacher improve? 3rd December 2013
- Has lesson observation become the new Brain Gym? 16th November 2013
- The shocking mediation of Ofsted criteria by ‘rogue’ inspectors 10th November 2013
- It’s not what you know, oh hang on, it IS what you know 9th November 2013
- Better analysis: seeing the wood AND the trees 3rd November 2013
- The art of beautifully crafted sentences 17th October 2013
- Making data meaningful: Pen Portraits 13th October 2013
- Marking is an act of love 6th October 2013
- Are all difficulties desirable? 5th October 2013 Reflections on David & Goliath by Malcolm Gladwell
- Ask not what’s wrong with Twitter… 29th September 2013
- Failure is just a lack of practice 28th September 2013
- Hang on in there – could encouragement be more useful than praise? 27th September 2013
- Is praise counter-productive? 22nd September 2013
- Hats, schmats: what really matters is the quality of debate 21st September 2013
- Six silly hats (When is it OK to mock stuff you think is daft?) 19th September 2013
- A model lesson? Part 2: Marathon vs sprint 14th September 2013
- A model lesson? Part 1: routines vs gimmicks 8th September 2013
- AfL: cargo cult teaching? 31st August 2013
- Chasing our tails – is AfL all it’s cracked up to be? 29th August 2013
- Motivation: when the going gets tough, the tough get going 26th August 2013
- Why can’t we tell a good teacher through lesson observations? 23rd August 2013
- The problem with fun 22nd August 2013
- InformED Interview: We can only guarantee success if we have low expectations 6th August 2013
- What’s the point of classroom displays? 21st July 2013
- How can we retain the best teachers? 20th July 2013
- Fireworks teaching: why less might well be more 15th July 2013
- When lesson observations go wrong – the need to reclaim our professional expertise 12th July 2013
- Another year in the life of an English teacher 8th July 2013
- Stage 4: Practise 4th July 2013
- Stage 3: Scaffold 2nd July 2013
- Stage 2: Model 30th June 2013
- Stage 1: Explain 26th June 2013
- Great teaching happens in cycles 24th June 2013
- Independence vs independent learning 20th June 2013
- My Top 10 education blogs – 19th June 2013
- Testing and assessment: have we been doing the right things for the wrong reasons? 16th June 2013
- Deliberately difficult – why it might be better to make learning harder 10th June 2013
- Planning lessons – lessons I’ve learned about how to plan lessons 9th June 2013
- So, what does ‘gifted’ mean anyway? A response to Ofsted’s ‘More able’ report 14th June 2013
- Thinking like a writer – advice on improving writing skills 4th June 2013
- This is how I work – 27th May 2013 – an interview with me
- Magic glasses and Meares-Irlen syndrome 27th May 2013
- Does dyslexia exist? 26th May 2013 – this upset a lot of people
- Teacher talk – the missing link May 18th 2013 – it’s about quality not quantity
- Mind your language – 29th March 2013 – a language based approach to pedagogy
- Redesigning a curriculum – 25th March 2013
- Building evidence into education – 14th March 2013 – thoughts on Ben Goldacre’s paper on RCTs in education
- The Grand Unified Theory of Mastery (more musings on Grit & Flow) 10th March 2013
- Pedagoo London presentation 8th March 2013
- Grit vs Flow – what’s better for learning? 4th March 2013
- A reader’s view on the teaching profession 28th February 2013
- Why do so many teachers leave teaching? 27th February 2013
- The effect of ‘affect’ on the learning and performance of literacy 24th February 2013
- The problem with progress Part 3 – Designing lessons for learning 16th February 2013
- The problem with progress Part 2 – Designing a curriculum for learning 14th February 2013
- The problem with progress Part 1 – Performance vs Learning 12th February 2013
- Icebergs, taking risks and being outstanding 11th February 2013- a guide for getting an outstanding judgement
- Improving peer feedback with Public Critique 8th February 2013
- Improving peer feedback with public critique 8th February 2013
- Houston, we have impact – The top 100 education blogs 4th February 2013 – on discovering this is the 26th highest impact education blog in the world!
- Live lesson obs – making lesson observations formative 3rd February 2013
- Work scrutiny: what’s the point of marking books? 26th January 2013
- Anatomy of an Outstanding Lesson 22nd January 2013
- A Universal Panacea? My homage to Twitter 20th January 2013
- Building challenge: differentiation that’s quick and works 19th January 2013
- Effective group work 12th January 2013
- Building anticipation… 11th January 2013 – getting students to look forward to your lessons without dumbing down
- So, what IS the point of INSET days? 6th January 2013
- How to get students to value writing – 31st December 2012
- Developing oracy – it’s talkin’ time – 29th December 2012
- Go with the flow – the two-minute lesson plan 17th November 2012
- Of cabbages, round tables and kings 3rd November 2012 – Thoughts on the Head Teachers’ Round Table
- The mathematics of writing 30th October 2012 – an attempt to make teaching sentence structure more logical
- Total Teaching; every lesson is group work 27th October 2012
- Knowledge is power 21st October 2012- why you can’t just look stuff up
- Outstanding teaching & learning – missed opportunities and marginal gains 14th October 2012
- A room of one’s own 8th October 2012 – On the decline of the staffroom
- When independent learning meets high stakes success 3rd October 2012 – the problem with exams
- The Matthew Effect: why literacy is so important 30th September 2012 – it just is
- Project Based Learning: I did it my way 23rd September 2012 – my personal spin on PBL
- The best laid schemes of work and learning 6th September 2012 – thoughts on planning
- The GCSE fiasco – why shouldn’t all have prizes? 2nd September 2012
- Making feedback stick 16th July 2012
- A year in the life of an English teacher 12th July 2012 – Reflections one year after starting the blog
- The art of failing 6th July 2012 – building resilience
- Some thoughts on silent reading 1st July 2012
- Planning a ‘perfect’ lesson 30th June 2012 – a dash of irony required
- Why we should strive for perfection 26th June 2012 – It’s the journey, not the destination…
- Slow Learning – allowing students to achieve mastery 24th June 2012
- The need for ‘Why To’ guides 7th June 2012 – a discussion on why we need to much away from the ‘how to’ culture in education
- Is SOLO a waste of time? 4th June 2012 – spoiler: NO
- Shakespeare, SOLO taxonomy and taking risks (Part 2) 2nd June 2012 – reflections after getting the job
- Shakespeare, SOLO taxonomy and taking risks (Part 1) 26th May 2012 – preparations for an interview lesson
- Teaching creativity vs teaching creatively 20th May 2012 – Can we teach creativity or should we settle for teaching creatively?
- Slow writing 12th May 2012- how slowing down can improve your writing
- The evils of Powerpoint 7th May 2012
- Stress. How much is too much? 13th April 2012
- What to know – the importance of cultural capital 4th April 2012
- Are worksheets a waste of time? 4th April 2012
- Say What? Reflecting on spoken language – 3rd April 2012
- Myths: what Ofsted want 17th March 2012 – do they even know?
- Building Resilience: Sir, I’m stuck 5th May 2012 – tips & tricks to make students more resilient
- High Performers 4th March 2012 – On reading Alistair Smith
- How should we teach reading? 29th February 2012 – reflections on EB Hirsch and DT Willingham
- Are teacher observations a waste of time? 24th February 2012 – maybe we should just observe students?
- Feedback, is it better to receive than to give? 20th February 2012
- Learning objectives and why we need ’em 18th February 2012 – weighing in on the side of the ‘umble LO
- Reading List 16th February 2012 – Stuff I’ve been sent to read
- The ultimate teaching technique 14th February 2012 – it’s jigsawing!
- Creativity, analysis and comparison 11th February 2012 – On how to teach
- Who inspects Ofsted? 5th February 2012 – who indeed?
- How effective learning hinges on good questioning 4th February 2012 – hinge questions and how they work
- SOLO taxonomy training 30th January 2012 – Some stuff to get you started
- Hexagonal Learning 28th January 2012- using hexagons with SOLO
- The problem with praise 27th January 2012 – Doubts about Dweck
- Is it better to be told or to discover a fact? 22nd January 2012 – didactic vs discovery learning
- The ‘practice’ of teaching 16th January 2012 – On reading Hattie
- How to subvert target grades 15th January 2012 – You heard me!
- What is learning? 8th January 2012 – on reading Graham Nuthall’s The Hidden Lives of Learners
- What is good behaviour? 1st January 2012 – it’s not just following instructions – also on GTN
- Teaching to the test 8th December 2011 – A rant about exam culture and a reaction to the Telegraph’s exposé of ‘cheating’
- Election Fever 6th December 2011 – Being silly about the Edublog Awards (in which I came nowhere!)
- Some thoughts on Learning Styles 5th December 2011 – my tuppence worth on VAK and similar
- Why do I need a teacher if I’ve got Google and a granny? 4th December 2011 – further thoughts on Sugata Mitra’s research
- What is it exactly that we’re supposed to be preparing pupils for? 1st December 2011 – some thoughts on the purpose of education
- Why aren’t we supposed to teach anymore? 28th November 2011 – I’m all for ‘progressive’ teaching, but has it all gone a bit too far?
- What makes a perfect English lesson? 27th November 2011 – On being asked to write a book!
- To set or not to set? 26th November 2011 – exactly what it says
- Does creativity need rules? 20th November 2011 – Yes, I think it does
- Awards Season 19th November 2011 – On being nominated for an Edublog Award
- Is grammar glamorous? 16th November 2011 – musings about the importance of grammar
- But is it art? – 5th November 2011- one of my favourites: is working hard work an art form
- Should we be teaching knowledge or skills? 2nd November 2011 – A grown up development of the previous post – the Guardian published it on GTN
- Controlled assessment and why I hate it 28th October 2011
- The joy of marking 27th October 2011
- Rebooted: the Learning Loop 23rd October 2011 – a skills based scheme of learning
- Objective Quest – Day 5 18th October 2011
- Objective Quest – Day 4 13th October 2011
- Objective Quest – Day 3 12th October 2011
- Objective Quest – Day 2 11th October 2011
- 50 Ways to lead your lesson 9th October 2011 – an attempt to use 50 different ways of introducing learning objectives in 50 lessons (it didn’t work)
- The Learning Pyramid 8th October 2011 – On teaching myths
- Going SOLO 5th October 2011 – Solo taxonomy
- Why group work works for me – 3rd October 2011
- How to have a successful life 1st October 2011 – Phil Beadle’s guide to happiness
- Reading should be our top priority 28th September 2011 – Roy Blatchford’s article on the importance of reading
- Reasons to be cheerful 26th September 2011 – And midway through the term
- Forget the answer, what’s the question? 24th September 2011 – QFT (question formulation technique)
- Learning journeys 21st September 2011- visual learning objectives
- Is there a case for summative assessment? 19th September 2011
- Questions every teacher should ask every day 18th September 2011 – A useful reminder about what we should be doing
- Easy vs Hard 16th September 2011 – The belief that good things will come to those who are prepared to work hard
- What can engineers teach us about assessment? 14th September 2011
- Should we stop doing good things? 12th September 2011
- What’s deep learning and how do you do it? 11th September 2011 – Tempering Geoff Petty with a dash of Dan Willingham
- Knowledge or skills? 11th September 2011 – Balance in all things
- Back to school 9th September 2011 – Reflections after my first day back in September
- Differentiation: to do or not to do? 7th September 2011 – this, on the other hand, is a genuine question
- More DIY learning 6th September – …and my own rip off
- What’s the point of homework? 4th September 2011 – Maybe not as much as some would have as think
- Is the starter finished? 3rd September 2011 – are four part lessons the only way?
- If you grade it, it’s not formative assessment 2nd September 2011
- Team meetings: some stuff I’ve learnt 1st September 2011 – some thoughts on how meetings should (and shouldn’t) be run
- How to fix your attitude 31st August 2011 – Carol Dweck & Mindset theory
- How to make friends and influence people 29th August 2011 – Advice for new teachers and old lags alike
- Exam analysis 28th August 2011 – Reflections on the importance of exam results
- How to write an outstanding job application 27th August 2011 – Advice on how to go about applying for a new job
- Seating: sorted 26th August 2011 – My assertion that arranging desks in groups is better than rows
- Challenging Bloom’s Taxonomy 24th August 2011 – It’s not all it’s cracked up to be
- Teaching texting 23rd August 2011
- What’s the point of assessment? 22nd August 2011
- What’s the point of INSET days? 20th August 2011
- Emerging Leaders 20th July 2011 – On attending a leadership course
- Does group work work? 18th July 2011
- What’s the point of lesson observations? 17th July 2011 – this is a rhetorical question…
- Hula-hooping about literature 16th July 2011
- Rip it up and start again 14th July 2011- on reading Dancing About Architecture
- The Learning Loop 12th July 2011
- A return to guided reading 11th July 2011 – revisiting the ‘reading strategies
- Zooming in and out 11th July 2011 – a technique for explaining how to get A&A* grades out of students in English
- Using Learning Continuums 11th July 2011 – basically, a fancy type of differentiated learning objective
- Formative assessment and the mark scheme 23rd July 2011
- Getting to grips with PLTS 11th July 2011 – some thoughts on embedding the personal learning and thinking skills in schemes of work
- So, what are learning spies? 11th July 2011- getting students to observe each other