Educational Reader’s Digest | Friday 10th November – Friday 17th November
Educational Reader’s Digest
Friday 10th November – Friday 17th November
Leadership and management
1. No frills education: the workload paradox, by Debra Kidd
2. For Max… Wherever you are, and whatever you are doing…, by Alison Peacock
3. Teacher workload – should we negotiate more in order to achieve less?, by Richard Spencer
4. Working with complexity in school leadership, by Keven Bartle
5. Marking madness and weak leadership, by Mark Enser
6. “If not me, then who? If not now, when?”, by Amy Forrester
7. Flexible working… dream or reality?, by Jill Berry
8. How can we support teachers’ standards of literacy?, by David Didau
9. We can rebuild it, by Mark Quinn
10. Flexible working, by Keziah Featherstone
Teaching, learning and assessment
1. How not to prepare for reading tests, by Anthony Radic
2. Why I love… Blog series 15: Afternoons (Larkin), by Susan Strachan
3. Why I love… Blog series 16: Dulce et Decorum (Owen), by Susan Strachan
4. Being ill, by Sarah Barker
5. Why bother with complex terminology?, by Mark Roberts
6. How do writers create effect? Year 11 and ‘Enduring Love’, by Jamie Thom
7. Nothing new, it’s a review – on why I killed my starters, by Ben Newmark
8. The 80:20 principle – 5 – mental models for education, by Kris Boulton
9. On mark schemes and how they hinder good writing, by Thomas James
10. Unpacking the EEF Toolkit, by Stephen Foreman
11. Stretch and challenge: idea one, by Matthew More
12. Sincerely telling children what they mean to me, by Will Bailey-Watson
13. Speedy and reliable writing assessment, by Daisy Christodoulou
14. ‘The best laid plans’: 101 reasons why lessons go wrong, by Phil Stock
15. SPaG – a dead acronym, by Paul Moss
16. Marking in 30 seconds, by Paul Moss
17. Why all the research on teacher qualifications is worthless, by Andrew Old
18. Academic and non-academic subjects, by Andrew Old
19. Why we set up four pathways for pupil premium students, by Danny Bullock
20. The school research lead, improvement research and implementation science, by Gary Jones
21. Over the bar teaching; limit differentiation, by Stephen Tierney
22. Three types of writing in the classroom, by Doug Lemov
23. Developmental writing: especially useful with short assignments & fast revision, by Doug Lemov
24. Reverse percentages and compound interest, by Stephen Cavadino
25. Oblongs, by Stephen Cavadino
26. Using student checklists to support metacognition, by Shaun Allison
27. Bright Spots: high ability, by Chris Runeckles
28. Detailed lesson planning, by Ross McGill
29. Three versions of personalized learning, three challenges, by Daniel Willingham
30. Russia Today and the Chartered College of Teaching, by Greg Ashman
31. Stop going on about Finland, by Greg Ashman
32. Experiments aren’t everything, by Greg Ashman
33. Planning a KS3-4 curriculum model: walking through the thought-process, by Tom Sherrington
34. Some thoughts on developing reading, by Kenny Pieper
35. Building a school research culture, by Deborah Netolicky
36. Writing assessment: there and back again (Part 2), by Craig Westby
37. Lenin and Rand: why the need to disrupt our schools?, by Martin Robinson
38. Meaningful assessment, by Mark Enser
39. In defense of memory, by Yana Weinstein
40. Breakfast jam – visualisers in the classroom, by Greg Thornton
41. Inquiry vs. explicit: Is there even a difference?, by Ollie Lovell
42. Five evidence-informed strategies for the classroom, by José Piccardo
43. Multiple-choice testing: are the best practices for assessment also good for learning?, by Andrew Butler
Personal development, behaviour and welfare
1. Focus fortnight: kindness, Chris Hildrew
EYFS and primary
1. What can ‘iballisticsquid’ tell us about teaching writing?, by Heather Fearn
2. On the Third Space Lerning blog: 2017 maths SATs QLA analysis, by Aidan Severs
Thanks for reading-
Doug
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