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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
Tag Archives: Assessment for learning
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
“The art of remembering is the art of thinking . . . our conscious effort should not be so much to impress or retain (knowledge) as to connect it with something already there” William James, 1890 “Memory is the residue … Continue reading
The constructivist claim that knowledge is socially constructed and driven by peer-interaction is frequently defended by references to the theories of Lev Vygotsky. Most major initiatives during my time as a teacher have been (apparently) been based on the writings of … Continue reading
The original meaning of ‘pedagogue’ was apparently a slave who escorted Roman children to school. The term ‘pedagogy’ is almost universally equated with constructivist theories of learning – certainly whenever I hear the term, I think of Piaget, Vygotsky, et … Continue reading
Interesting study published this week in Educational Psychology Review this week claiming that by making 3 relatively small changes to homework significantly improved outcomes. Rice study: Simple changes to homework improved student learning The study alternated the type of homework … Continue reading
Since Black and Wiliam published ‘Inside the Black Box’ in 1998, AfL strategies have dominated a great deal of professional development time, had significant influence on national education policy and has become an unquestioned feature of ‘good practice’. However, to … Continue reading
Formative marking and students responding to feedback has been a focus recently. It’s important that we do not allow these strategies to become uniform or mechanical. An interesting blog article by David Didau explains some of the pitfalls of ‘force … Continue reading
Here’s an article in the TES by Dylan Wiliam, decrying the poor implementation of AfL strategies within schools. It’s interesting to note that he feels the original set of strategies was distorted by national policy at the time and has … Continue reading
Given the focus on responsive marking at the moment – here are three blog posts discussing helpful strategies: Reflecting English: Strategic marking for the DIRTy-minded teacher The Learning Spy: Marking is an act of love Headguruteacher: Making Feedback Count: “Close … Continue reading
Misconceptions of scientific and mathematical concepts frequently prevent children from successfully learning some of the key ideas we teach in lessons. Whilst the student may ‘parrot’ back the correct answer at the end of the lesson, their ideas may not … Continue reading