Blog of the week

If we create a culture where every teacher believes they need to improve, not because they are good enough, but because they can be even better, there is no limit to what we can achieve” – Dylan Wiliam

 

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Teaching and Learning blog of the week:

Academic Year 2018-2019

Sunday 25 November – Craig Barton – Cognitive Load Theory

Sunday 18 November – Tom Needham – Applying Cognitive Load Theory and the Worked Example Effect

Sunday 11 November – Dawn Cox – A focus on knowledge: vocabulary rich teaching.

Sunday 4 November – Shaun Allison – What’s wrong with ‘pitch, pace and progression’?

Sunday 28 October – Tom Sherrington – Lessons that misfire? Good intentions with bad theory?

Sunday 14 October – Hearts & Minds Teaching – How can sampling improve the frequency of feedback and inform teaching more regularly?

Sunday 7 October – Mark Enser – Making a fuss of feedback – Whole Class Feedback

Sunday 30 September – Kate Herbert-Smith – How can video technology be used to inform teacher development?

Sunday 23 September – Joe Kirby – How breaking habits creates a great school ethos

Sunday 16 September – Andy Tharby – Using knowledge organisers to improve retrieval practice

Sunday 9 September – Joe Kirby – A 5 year revision plan – KOs and self-quizzing

Sunday 2 September – Tom Sherrington – Behaviour Management: A Bill Rogers Top 10

Academic Year 2017-2018

Monday 16 July – Jennifer Findley – End of year reflection questions for teachers

Monday 9 July – Shaun Allison – Providing models – modelling in the classroom – how, why and what can go wrong?

Monday 2 July – Rufus William – Dual Coding and Working Memory – linked to adding new material in small steps – Rosenshine’s Principles of Instruction

Monday 25 June – Mark Enser – Putting Rosenshine’s ‘Principles of Instruction’ into practice in the classroom

Monday 18 June – Tom Sherrington – Exploring Barak Rosenshine’s seminal Principles of Instruction: Why it is THE must-read for all teachers.

Monday 11 June – Tom Sherrington – What is a knowledge-rich curriculum, and what does it look like in principle and practice?

Monday 4 June – Mark Enser – Knowledge in the classroom

Monday 21 May – Ben Newmark – Hands down! Why we shouldn’t always let students ask questions when they want to!

Monday 14 May – Carl Hendrick – How should students revise?

Monday 7 May – Rebecca Foster and Claire Hill Practical approaches to bringing research-informed ideas to the classroom

Monday 30 April – Rebecca Foster – Valuable feedback that supports teaching wellbeing

Monday 23 April – Andy Tharby – Using cognitive load theory to improve presentations

Monday 16 April – Tom Sherrington – Evidence-informed ideas that every teacher should know about

Monday 26 March – Pritesh Raichura – Retrieval cues – do your questions help or hinder?

Monday 19 March – Robbie Coleman (EEF) – Whole Class Reading

Monday 12 March – Katie Jones – Knowledge Retrieval Practice Grids

Monday 5 March – Julie Watson – Metacognition assisting revision

Monday 26 February – Damian Benney – Differentiation, inclusion and classroom culture

Monday 26 February – Jack Tavassoly-Marsh – Using a visualiser in the classroom

Monday 19 February – Sallie Stanton – The art of questioning

Monday 12 February – Tom Sherrington – The five forms of feedback that I give to teachers most often

Monday 5 February – Dave Grimmett – Changing the status quo in our classrooms

Monday 29 January – Jamie Thom – Teaching to the top

Monday 22 January – Alex Quigley – Top 10 revision strategies

Monday 15 January – Jack Tavassoly-Marsh – Rocks of routine

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1 thought on “Blog of the week

  1. I have been focusing on how students can use dual-coding to help them learn quotations. They have really enjoyed this. Year 9 students have posted their artwork around the room and students in my other groups have benefited from them, causing them to recall the quotations with ease. Partial quotations backed up with an image to help them fill in the blanks was engaging and successful. The student Ambassador for ICT at the school is planning a display of these materials around the school in order to benefit ALL students and engage anyone who passes by them. The blog here mentions the importance of a well-chosen image. This has been part of the learning curve for me and my students as they seek to improve the images they choose to underpin the learning of their quotations: ‘Look like the innocent flower, but be the serpent under’t’ (‘Macbeth’)

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