Educational Reader’s Digest | 9th – 16th February

Educational Reader's Digest

Educational Reader’s Digest

Friday 9th – Friday 16th February


It’s All Just Fine, by Becky Wood

‘So I guess my point is this, just because we can have it all, should we actually have it all?’


Lessons from Headstrong, by Nick Wells

‘Your behaviour system, Coates maintains, helps demonstrate your expectations.’


Why I love… Blog Series 22: Linking context to specific text examples (Eduqas Anthology), by Susan Strachan

‘Over time and with the advent of the new GCSE I have changed my thinking on context.’


Why I love…English Lectures (A Christmas Carol), by Susan Strachan

‘We are going to replicate this format once a month from now until the exams.’


Why I love…Embedding Context with specific links to A Christmas Carol, by Susan Strachan

‘Below is just a list of some of the ways I have done this with A Christmas Carol.’


Can We Teach Curiosity?, by Sarah Donarski

‘However, it does seem that somewhere along the way our curiosity plateaus.’


On my #REdBrum presentation: redesigning the KS3 English curriculum, by Rebecca Foster

‘KS3 has historically been given low priority in schools.’


Teachers for teachers, by Kristian Still

‘As the event gathered interest, so we received more and more support.’


Differentiation fails another test, by Greg Ashman

‘This is not the first study to find a null or negative result for differentiation.’


Managing my behaviour management part 2, by Ben Gordon

‘I repeat an important point from my first post that behaviour management is a skill.’


The insight that many new senior leaders lack and what can be done about it, by Dawn Cox

‘The issue is that it is rare that most spend a significant amount of time out of their subject specialism.’


Hope and Birmingham ResearchED, by Ben Newmark

‘I think we’re on the brink of something very special.’


Am I allowed to sit at my desk?, by Ben Newmark

‘I know all this but still I find myself afraid.’


The power of teacher expectations, by Alex Quigley

‘My own expectation of success in Maths was diminished.’


When do novices become experts?, by David Didau

‘My best advice is this: don’t let students struggle until they have experience some measure of success.’


What should school CPD focus on?, by Jo Facer

‘We’ve all sat through some real shockers of school CPD sessions at one time or another.’


Bad at teaching, by Keziah Featherstone

‘In education, we are always becoming.’


Memorizing versus Understanding, by Yana Weinstein

‘This post continues a series of posts on the value of memory.’


Invisible differentiation, by Dawn Cox

‘What would they see in my student books? And the answer is troubling; it’s ‘nothing.’’


Pub quiz or published? What are the aims of a knowledge-rich curriculum?, by Summer Turner

‘One of the problems that us knowledge types now face is that we have become the establishment.’


The fundamental weakness of debate about generic pedagogy, by Michael Fordham

‘I would question whether any method is ever intrinsically good.’


Explicit Vocabulary Instruction, by Helen Ralston

‘In ten years as an English teacher, this is not something I had taught in a systematic way.’


Developing great subject teaching, by Shaun Allison

‘At Durrington we have been aware of the importance of subject-specific CPD for a couple of years.’


 

Thanks for reading-

Doug


Find my latest blog post on Common Cognitive Biases: Part 1 here
common cognitive biases

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