TLT16 take aways

I thought I would make the best use of my 4 hour train journey back to reflect on my practice in the context of the teach meet in Southampton this weekend.  As always when I attend these events, I have found it reenergising. If nothing else sometimes this is enough. Everything else is a bonusContinue reading “TLT16 take aways”

Action Research – Metacognition Part 2

Research in Practice In order to build the metacognition into my teaching, I knew I needed to start with the way I wanted to continue throughout the year. Students are much more astute and aware of their surroundings and, as the research has suggested, engaging in the dialogue of learning with students and teaching withContinue reading “Action Research – Metacognition Part 2”

Action Research – Metacognition Part 1

Premise: My research aim is to evaluate the impact of metacognitive strategies on learning and progress in a secondary school. Focusing on research by: Daniel Kahneman: Thinking: fast and slow Peter Brown et at: Make it Stick: The Science of Successful Learning Carole Dweck: Mindset David Didau: what if Everything I knew about Education wasContinue reading “Action Research – Metacognition Part 1”

Improving my Teaching of Grammar

I set myself a challenge this term to improve my teaching of grammar in order to help students develop their understanding and analysis skills. I have found every year, by the time my students reached GCSE, they are struggling to identify the basic word classes like nouns and verbs when analysing writer’s craft. So, IContinue reading “Improving my Teaching of Grammar”

Revision techniques for the classroom

We all know the feeling when it gets to exam season; the students have covered everything and we’re all tired.  Over the years, thanks to some fab colleagues, amazing books and Twitter I’ve managed to collect a good 10 “spiced up” revision techniques to use and adapt for all subject areas. I’ll list these belowContinue reading “Revision techniques for the classroom”

Explain lessons don’t have to be Didactic

As an English teacher, teaching context can, at times, seem like there are only a few pedagogical approaches and they become over used. I have lost count of the times in which , when introducing a new topic or text, I’ve reverted to my expert groups approach. I’d had enough of using it, and theContinue reading “Explain lessons don’t have to be Didactic”

Getting the Science and Research into the Classroom.

I’ve found the last few years of education frustrating, I am sure like many other teachers. When the “buzz” of independence was brought to the fore I was already a real believer. I felt lucky that my job allowed me, at the time, to really promote independence. Sadly, I feel the message, or at leastContinue reading “Getting the Science and Research into the Classroom.”

Using Making it Stick: The Science of Successful Learning with staff and students.

After so much controversy on what independence is and how / whether it should be an essential part to learning and teaching; I wanted to spend this year looking deeper into what worked in learning. I turned to the scientists and research: Thinking: Fast and Slow by Daniel Kahneman and Making it Stick by PeterContinue reading “Using Making it Stick: The Science of Successful Learning with staff and students.”

My OFSTED Experience: Aware and Share

Timing is OFSTED’s favourite thing I am sure of it. Or at least it felt that way when at 2pm on Wednesday, the day of our Open Evening (till 9pm!) we were made aware that OFSTED were ascending the next day. Panic naturally set in. I knew we, as a school, had worked so hardContinue reading “My OFSTED Experience: Aware and Share”

Magistrates’ Court PSHE SOL

I am lucky enough to have my father who is a Magistrate and could help me better understand the courts for our new PSHE curriculum. Another AST and I were tasked with reworking the PSHE curriculum to include the school’s focus on independent and interdependent learning skills. This meant we wanted to create lessons thatContinue reading “Magistrates’ Court PSHE SOL”