Search this site
Search by category
Search by tagAPA Assessment for learning Bad education Behaviour for learning BLP Closing the gap Coaching Coe Creativity Differentiation and challenge Dunlosky Dweck education research EEF Engagement and motivation Evidence Geary Goldacre Growth mindset Guided instruction Hattie Haydn Ideas Intelligence Kirschner Learning Lesson study Marking Marzano Maths Meta-analysis Metacognition Misconceptions Murphy Paul Observation Ofsted Petty Planning Praise Psychology researchED Resources Revision Science Simon Student voice Sutton Trust TED Willingham Working memory
- No, don’t forget everything we know about memory
- 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’?
Tag Archives: Ideas
researchED: Research leads network day, Brighton. April 18th 2015 The beginning of the new term means it’s taken a little while to get around to blogging about the great event on Saturday. This tardiness is additionally poor given that I … Continue reading
There’s some interesting evidence to suggest that well applied study skills can have an important influence on student outcomes. Indeed, perhaps the key reason that girls tend to academically outperform boys is related to the effective use of study strategies. … Continue reading
Yesterday, I had the enormous pleasure of attending researchED 14 and giving a talk (indulging in a rant) about the prevalence of pseudoscientific ideas within education. The talk appeared to be filmed, so if it turns up on the (shiny) … Continue reading
The ‘war’ on Teacher Talk Time was one of the more depressing developments in my teaching career. Obviously secondary students will rapidly get bored if they are subjected to lectures – no one is advocating that teachers should drone on … Continue reading
I’ve written before regarding the prevalence of pseudoscientific ideas within education. Whenever I start to become a little optimistic that our profession can move out of the dark ages, something pops up to prove my hopes are premature. Just such a … Continue reading
The causal influences on educational outcomes are complex and uncertain, leading some commentators to exaggerate or dismiss research findings in accordance to their ideological positions. However, education isn’t the only field of science which deals with trying to identify the … Continue reading
Education is now in crisis (and in one sense that’s a good thing) Thomas Kuhn proposed that science periodically evolved through dramatic paradigm shifts. All scientific theories are open to refinement / revolution but the process isn’t continuous. When anomalies … Continue reading
Here’s a short presentation on effective revision intended for parents of Y10 and Y11 students attending an information evening about the GCSE exams this summer. The presentation: What is effective revision and how can parents help? It’s a mixture of … Continue reading
Evaluating the impact of professional development is remarkably difficult. Typically it stops at evaluation forms at the end of an INSET session, but it’s difficult to know whether even highly positive ratings equate to any change in teacher practice or … Continue reading
In October I blogged on how student perception surveys might be used to provide a fairly reliable measure of teaching effectiveness. Since then, I have been piloting a version of the MET survey to investigate my own teaching (along with … Continue reading