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02
JUN
2014

Victoria Murphy uses research and development time to focus on feedback

An Experiment in Feedback A couple of weeks ago, after 9b3 had completed their end-of-topic assessment, I decided to do a little experiment. Remembering the wise words written in ‘Working inside the black box’  (Black, Harrison, Lee, Marshall and Wiliam, 2002) I I wanted to see...
07
APR
2014

No Opt Out

‘No Opt Out’ I recently downloaded a copy of ‘Teach like a Champion’1 to try and see if I could find a little inspiration for use with my most ‘troublesome’ class. The premise of the book is that it demonstrates 49 different ideas/techniques to improve the quality of your...
07
APR
2014

Student Engagement ‘Click and Clap’

Click and Clap – A method to improve student engagement. Imagine you are on a train and a very odd person gets on board.  You can see the anxiety in the other passengers’ faces as they wait to see if they will be the unlucky person chosen to sit with and see the rest of their...
23
FEB
2014

DIRT and Marking Time Saves

I’ll be honest, as a pastime marking is up there with sticking needles in my eyes. It is time consuming, boring and often repetitive. To make matters worse all of this is in vain if pupils do nothing with the carefully crafted words of wisdom offered. So, we need to be...
20
FEB
2014

Improving attitudes to learning – a new approach?

At the start of every year, term or after a poor lesson, thousands of teachers sit down to try and devise the perfect seating plan for their classes. I’ve personally spent hours moving names around the page trying to achieve the perfect balance between keeping my students happy...
22
OCT
2013

Improving teaching through research: Modelling Extended Answers. By James Frost

Improving teaching through research: Modelling Extended Answers. Having been a teacher of a GCSE class for the first time this year I have noticed that the biggest difficulties my students faced were questions that required an extended answer. After speaking to my Head of...
04
JUL
2013

Modelling for good practice in a practical setting

Modelling for good practice in a practical setting Simon Edwards, Head of Design Technology   Personally, whenever I start a job, be it at work or at home, I have a look around so that I know what a good example of what I am trying to achieve looks like.  Why else would...
01
JUL
2013

Levelling

Lisa Holbrook looks at how we level student’s work. Lisa Holbrook Levelling is Like Cooking! What does a level 4, 5 or 6 look like? What’s the difference between a D, C or A*? Everyday we are consciously informing our students of what their projected level is; multi...
23
APR
2013

Mini Plenaries

Jill Maund Examines how practical subjects use mini plenaries. Teaching a practical subject it often feels hard to fit everything into a lesson.  Preparing for learning and a starter activity seems to fit naturally, as do learning objectives and outcomes, giving pupils new...
04
APR
2013

How to Train Your Dragon- and ease your marking load!

How to Train Your Dragon- and ease your marking load! If you haven’t ever seen the Dreamworks production of How to Train Your Dragon, I will briefly enlighten you. In the fictional Viking world  a young dragon slayer accidentally captures a dragon, finds it not to be his...
03
APR
2013

The Importance of AfL

The Importance of AfL “Learning has to be done by them, it cannot be done for them” (Jones and Wiliam, 2008, 5) The importance of AfL is seemingly summed up in the above quote. If teachers could do the learning for pupils, pupils would be simply passive vessels, like motor...
03
APR
2013

Assessment For Learning – Effective Use of Learning Outcomes

Assessment For Learning – Effective Use of Learning Outcomes “You got to be careful if you donʼt know where youʼre going, because you might not get there” Yogi Berra When thinking about assessment for learning and assessment of learning it is easy to get consumed with...
03
APR
2013

AFL: What does it look like?

AFL: What does it look like? Has someone ever asked you to do something; explained what they want you to do- but youʼre still confused as to what exactly it is they want? Thinking back through my education, this happened a lot. I remember a specific time during my PGCE year when...