It has been a while since I wrote about curriculum. Reviewing the 2023 ISI Framework has got me thinking about curriculum again, with curriculum stretching across three of the four sections: In truth, not much has changed however, what do …
Whenever I need help with a tricky ‘Science of Reading’ query, Chris Such rarely fails to respond with multiple possible responses. And rightly so, the Science of Reading is a complex and interwoven topic. His book, sadly, is mistitled – …
What are the takeaways? Reflections So many of the common garden variety routines and tasks we deliver as teachers has the potential to overload the shallow and fragile working memory capacities of our pupils. Pupils with poor working memory capacities …
Last year, I had one period per week with four Year 8 pupils to support their English lessons. I did not have any prior experience of teaching Year 8 English at the school. So what did we do? I reviewed …
Teaching Holes to Year 7 pupils we quiz every lesson. We pre-test chapter target vocabulary via matched diagnostic and target cues (word-definitions). We then post-test (spacing within the lesson). As we progress through the text, we continue with matched quizzes …
Information is not knowledge. Knowledge is not information. They are distinctly different and should be taught distinctly differently. Even knowing this, we won’t travel far at all without pupils’ attention and the borders of the hinterland will remain at a …
Edperiment 1a down, 1b to go. You are familiar with the methodology. Uncommon word or diagnostic cue. You produce the target cue or definition. ‘Papist’ was an uncommon word, do you remember it’s meaning? According to research and the Twitter …
We have already covered a lot of ground. So to gain a firmer footing… and ‘walking-the-walk,’ in promoting a ‘successive relearning’ approach to teaching, here goes with a review of Part I with a smattering of testing. Little is ever …
