Trying to apply educational research to students of all abilities and backgrounds
This blog is the second of a series of blogs that looks to expand an idea discussed in Middle Leadership Mastery. It works best if you have read the book but it is not entirely necessary. The first one about assessment can be found here. One of the most important roles a leader has is to... Continue Reading →
When I wrote Middle Leadership Mastery I had to make decisions about how much detail to include. These expansion packs aimed to fill in some background details that might help you. If you have any suggestions of what to expand on then please let me know. Cheers, Adam. In the assessment chapter in Middle Leadership... Continue Reading →
In this new series of blogs I aim to look at common aspects of classroom practice and describe the different ways they are done. I then want to suggest why some methods are better than others and make a case for my preferred method. This blog is not about why you must do retrieval practice.... Continue Reading →
I started my career in 2003 as a Biology teacher. While nowadays I spend more of my time teaching chemistry, I still love to get stuck into some biology. One of the unusual benefits of covid related staff absences last term was the chance to get back to teaching some biology when I covered the... Continue Reading →
**I had to move this post due to a glitch please find it here
I’m prepping a training session on effective explanations for Jan inset and I thought I would share the example I’m going to give of what I think is a pretty decent explanation. A lot of my thinking around explanations has been framed by the brilliant work carried out by Adam Boxer over the years. While... Continue Reading →
Someone contacted me to ask for a copy of our KS3 KOs. They are due to be replaced by trust wide resources next year so I thought it best to share them in case people want to use or adapt them. These we written by my team and me a few years back. They don't... Continue Reading →
I think I’ve taught my students well but they really need to improve their exam technique, so I’m going to solve this by regularly giving them exam questions at the end of every lesson. I’m pretty sure we have all done this at some point in our teaching careers. Today’s blog is all about unpicking... Continue Reading →
In her first foray into the world of blogging Megan Johns, a humanities teacher, gives us a great insight into how she has made whole class feedback work for her in GCSE History. Marking. The ghoul that haunts the evenings, weekends, and holidays of teachers in every corner of the country. From all the surveys,... Continue Reading →
Whole class feedback is a technique used to replace standard written feedback in books. It has a number of advantages to written comments, including the time it takes to complete. If you go online and look for whole class feedback, WCF, sheets you find a number of proformas of various styles like below I feel... Continue Reading →
This blog may only exist as long as my ignorance. Throughout most of my career I have been shown a quote from a 2004 OECD report on maths PISA results and socioeconomic status. “In the PISA results, 80 percent of the variation between the pupils in their achievement lay within schools, fully four times as... Continue Reading →
Reflections on Education 