Educational Reader’s Digest | Friday 23rd February – Friday 2nd March

Educational Reader's Digest

Educational Reader’s Digest

Friday 23rd February – Friday 2nd March

Reading for pleasure: a different kind of rigour, by Clare Sealy

‘Reading for rigour is more our sort of thing.’

Translate emotions into written body language, by Fiona Ritson

‘Body language helps you show a character’s state of mind.’

I Only Have Eyes For You: Themes of perception in GCSE English literature, by Mark Roberts

‘Set yourself a quick challenge. Name as many quotations from the texts you study that mention eyes.’

The Best Way to Future-Proof Education is by Learning from our Past Mistakes, by James Theobald

‘As the number of girls in the class increases, then so does the proportion of well-behaved students.’

Approaching Comparison Essays at A Level, by Susan Strachan

‘Hopefully, this blog will be a useful reference point for you when thinking about how to compare.’

Why I love… Interleaving the Curriculum, by Susan Strachan

‘From the map you can see that the term, weeks, number of lessons are mapped out.’

Middle leaders: The forgotten stratum, by Deborah Netolicky

‘These middle voices are often ignored in scholarly literature and in media narratives.’

15 myths about memory and learning, by Andy Tharby

‘Education is rife with learning myths.’

How Manchester’s disadvantaged students beat York’s every time, by John Tomsett

‘In 2016 our disadvantaged students in York did less well than similar disadvantaged students in Manchester.’

High Point, Low Point, Cardboard Box, by Nick Wells

‘Having these three terms has just begun to help my students get a grip as they feel more consistent.’

How to write an edu-book – part 2, by Alex Quigley

‘In Part 2, I wanted to share my own edu-bookery.’

Engagement in the Classroom, by Blake Harvard

‘For me, it’s about cognition.’

Boss competence and teacher well-being, by Gary Jones

‘Finally, I’ll undertake a structured critique of Artz et al’s research.’

How being a novice golfer has made me a better teacher – the importance of explicit instruction, by Ben Gordon

‘We can’t think critically in the absence of background knowledge.’

Building Great Teachers: Theory of Action, by Tom Sherrington

‘Most, if not all, of my current work is geared towards building great teachers.’

Fixing Key Stage 3: Core Questions, by Adam Boxer

‘The whole point of our SOW is to support the curriculum.’

A Slow Teaching Collection, by Jamie Thom

‘Marking is one of the real time devourers for busy teachers.’

Teacher agency and educational fads, by Mark Enser

‘Who decides what counts as a fad and on what we do in the classroom?’

Low Stakes Quizzing and Retrieval Practice Part 1, by Tom Needham

‘Now, I generally start lessons in one of three ways.’

Explicit Vocabulary Instruction in PE, by Chris Runeckles

‘However, the true effect will not be felt for some time as the students move up through the school.’

If ability grouping is ‘symbolic violence’ then how could it ever be best practice?, by Greg Ashman

‘A lack of clarity bedevils the whole area of ability grouping.’

Less is more: pitfalls to avoid when feeding back mocks, by Phil Stock

‘The following are some of the pitfalls I try to avoid when feeding back to students.’

The Characteristics of Artistic Statistics, by Mark Miller

‘The trick for me is not to lump techniques into lists and deal with them in a job lot.’


Thanks for reading-


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

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