Category Archives: Featured

Castle Shakespeare: Why study the Bard?

Let me give you, let me share with you, the City of Invention. For what novelists do… is to build the Houses of the Imagination, and where houses cluster together there is

How to be an English teacher: designing an English PGCE

From September I will be teaching a small group of prospective English teachers what I think they need to know in order to do a decent job as part of the new

Beware the nuance trap

In possibly the best titled academic paper of the year, Kieran Healy argues that nuance is, contrary to popular belief, a bad thing. He makes it clear he’s not arguing against nuance

Conscious and unconscious minds: Implications for teaching and learning literacy

This is a guest post by Hugo Kerr who got in touch with the offer that this appear first on the blog. What Hugo refers to as the ‘unconscious mind’ is, I

If not knowledge, what?

knowledge /ˈnɒlɪdʒ/ noun facts, information, and skills acquired through experience or education; the theoretical or practical understanding of a subject. “a thirst for knowledge” awareness or familiarity gained by experience of a

Whatever the question is, intelligence is the answer

Here are the slides I used in the talk I gave at this year’s Education Festival: Whatever the question is, intelligence is the answer from David Didau The antipathy of very many

Ability is the consequence not the cause of what children learn

The evidence on ability grouping appears relatively well-known. The EEF Toolkit summarise the research findings thus: Overall, setting or streaming appears to benefit higher attaining pupils and be detrimental to the learning

My idea for making science a more fundamental part of culture and society

I’ve been asked to contribute an idea to the British Science Association’s campaign, Science: not just for scientists. Their aim is to compile “100 ideas to make science a more fundamental part of

How not to disagree: Swearing & insults

If you don’t like swearing this post’s probably not for you. I’m a big fan of profanity and, much to the chagrin of my family, I swear immoderately. There are times when nothing

Reframing the debate: It’s not what you do, it’s why you do it

For the past few years I’ve regularly railed against anyone who claims that either there is no debate about the best way to teach, or that said debate isn’t worth having because the

Practice vs. talent: Five principles for effective teaching

Are we the way we are because of our natures or is talent just the product of hard work? Which matters more natural ability of practice? A few years ago my mother

Is resilience even a thing?

There is but an inch of difference between the cushioned chamber and the padded cell. G. K. Chesterton Resilience – being able to bounce back from setbacks and cope with challenges – seems an