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- Eliminating unnecessary workload
- Lesson observations: Would picking a top set get you a better grading?
- Attachment Theory: Why teachers shouldn’t get too excited about it.
- Germane load: The right kind of mental effort?
- Goodbye Mr Chips: can research tell teachers how to teach?
- Psychology of behaviour management (part 3)
- The psychology of behaviour management (part 2)
- The psychology of behaviour management (part 1)
- The ‘artificial science’ of teaching: System vs Individual competence
- The ‘artificiality’ of teaching
- Is teaching a ‘natural ability’?
- Perpetual motion machines do not exist
Author Archives: evidenceintopractice
The ‘Workload Challenge’ consultation ran between 22 October and 21 November 2014. In February 2015 the analysis of this survey was published. The survey asked three main questions about workload: Tell us about the unnecessary and unproductive tasks which take … Continue reading
Lesson observations: Approach with caution! For any measure of teaching effectiveness to be useful, it needs to be valid. To be valid, a measure also needs to be reliable. Reliability represents the consistency of a measure. A measure is said … Continue reading
Despite our vast capacity to hold information in long term memory; our working memory is extremely limited and becomes overloaded very easily. Greater insight into these problems and some practical ideas about what to do about them comes from the … Continue reading
Back in October, I took part in a debate at the Battle of Ideas. Hosted by Kevin Rooney and featuring Professor Frank Furedi, Jack Marwood and Munira Mirza, the discussion focused on the relevance of research to classroom practice. The … Continue reading
A frequent observation in schools is that the same children tend to end up in detention over and over again. The belief that ‘punitive’ approaches to school discipline were proving ineffective or even counter-productive has led to an interest in … Continue reading
The topic of behaviour management and the problems teachers face in dealing with disruption to lessons continues to evoke strong argument within the profession. The extent of the problem was explored in a 2014 paper by Terry Haydn which argued … Continue reading
Over the last two posts, I’ve been exploring the extent to which teaching is a natural ability and whether there is a formal or ‘professional’ body of knowledge or set of skills required for effective teaching. In summary: The ability … Continue reading
In my last post, I argued that the universality and the spontaneous development of teaching leads to the conclusion that teaching is a natural ability. The post generated some really interesting responses, but one from @informed_edu made a direct attempt … Continue reading