Having summarised the lockdown learning dilemma we are experiencing now, my attention turned to the DfE’s “tech giants” and EdTech Demonstrators Programme what tomorrow may look like. So part II of Learning in lockdown so to speak. Whilst I am a …
Stories – foundations for assemblies. Victory awaits him who has everything in order – luck, people call it. Defeat is certain for him who has neglected to take the necessary precautions in time; this is called bad luck. Roald Amundsen The Race to …
I am beginning to conceive curriculum execution as two-step process. Planning what to teach (planning with the end in mind), then sequencing what has been planned. Though ‘planning’ is essential, ‘plans’ can be constraining when learning goes on an edventure …
Part of the reason for blogging is to clarify one’s thinking. Behind this post, making abstract themes – concrete, Stuart Pryke’s analytical verbs and “the character of…” (in this case Othello). Then there is the thought of ‘faultless communication,’ my …
When I made the commitment to spotlight three “lessons” or “highlights” from my weeks learning, I thought it would present a reasonable challenge. It rarely does. I’d been thinking about Primary education this past week when Swiggle passed my radar. …
With the first meso cycle (10 x 50 minutes lessons) of the new scheme of learning completed, this is what I have learnt / been reminded of this term after assessing my Year 9 students first ‘control-conditions’ writing burst. The …
Organisational _______________ (Blank) is where my think is at. Very much around the Complexity Theory and building and harnessing trust within it. Whether Coaching, culture, leading, developing leadership, communication, personal effectiveness, change management, systems, diversity or self-evaluation, the prominence of …
For term, I had been reaping the benefits of a 4:45am start. Gained time from a shortened commute, health benefits from a daily 5 key run, a more conscious diet, improved sleep cycle,whilst enjoying the beauty and solace of the …
