Educational Reader’s Digest | Friday 10th November – Friday 17th November

Educational Reader's Digest

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-


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