Teachers are not very good at writing effective and usable assessment questions. says @ProfCoe #rEdDurham Studies typically find that unstructured judgements of the expected proportion who will get a question right typically correlate about 0.2-0.3 with the actual proportions (Bramley & …
Here is the final part of a three part series (part 1 and part 2). I didn’t intend to write a series – but here it stops. Do we need to think differently? If we never challenge dominant modes of …
Expertise and excellence are regular talking points in our office. What does it look like? How does it feel? How do we develop it? How do we encourage / insist upon it. Last year we adopted this stance and, unashamedly …
New research shows that there is little correlation between pupil happiness and their grade performance. That conclusion may seem counterintuitive to educationalists, that said, the report was written by an economist. The reports position is that on average, traditional, teacher-centred …
[Questioner] Where are you on the leadership ladder? [My response] Given my perspective on leadership – I am trying to be the ladder.
M names is Kristian and I am overly interested by time tables? I first taught Year 8 Maths to a low attaining set (5), as an experienced teacher (18 years) but novice Maths teacher with just two terms notice. I …
“Differentiation” is used to mean so many different things the term is effectively meaningless. Most are hard to do, take a lot more teacher time/effort and are unlikely to benefit students. There is my opening statement and I’d be interested …
There really is little more I can say, other than to reiterate Tom Sherrington’s encouraging words to grab a copy of Arthur Shimamura free ebook A Whole-Brain Learning Approach for Students and Teachers. Consume it in a couple of hour or so, it is well …
