All 62 well-defined techniques are mutually reinforcing and form a coherent overall guide. What is it about? Teach Like A Champion is a set of ‘field notes’ that explain a range of techniques that cover a teacher’s core repertoire. There are four parts that form the underlying principles for Lemov’s approach: Part 1: Check for […]
Preparing young people for the future with lessons from the past. What is it about? In search of the ideal education for his daughter, the author Martin Robinson turns to three of the classical arts – grammar, dialectic and rhetoric (trivium). He then explores how a modern version of this could serve as a blueprint […]
Each type of assessment has different implications for our sense of achievement, progress and standards, and the validity and reliability of the data that we can capture. What is it about? Making Good Progress is an in depth exploration of the two main purposes of assessment: Formative assessment should give us information about how students […]
The hands-on style of the book is excellent for teachers looking for evidence-informed ideas to put into practice. What is it about? The Making Every Lesson Count framework is made up of six interacting principles, including: Challenge so that students have high expectations of what they can achieve Explanation so that students acquire new knowledge […]
Each task, each bit of knowledge, each experience should add up to more than the sum of the parts. What is it about? Myatt explores a number of important concepts in curriculum design through a series of short, punchy chapters. The concepts are organised to allow teachers and school leaders to clarify their thinking around […]
The authors suggest that teachers do not need to be researchers, but they should be ‘research-informed’. What is it about? The book is an exploration of how teachers can make sense of education research so they can both defend themselves against having unevidenced ‘guff’ imposed on them, and invest their energy in ‘good bets’ – […]
Each pupil has their own world and peer influences – they make sense of the information shared in class in different, unseen ways. What is it about? The Hidden Lives of Learners is a posthumous account of the findings made by Graham Nuthall and his research team. Over several decades, they studied how children learn […]
What it means, how it raises educational achievement, why it matters and how to do it in practice. What is it about? In the first part of the book, Wiliam makes a case for why educational achievement matters, why our best bet is to develop the teachers we already have and, finally, why improving teachers’ […]
This page contains definitions of some key educational terms and acronyms. When you’re browsing an article, words in the glossary will be highlighted and you can hover over them for a definition.
Although classroom computers have been with us since the 1970s, schools have only recently become truly ‘digital’. Now, every school seems full of digital devices and display screens. Anything that can be digitised is stored online. Lessons are live-streamed, resources are downloadable and communication takes place through apps and email. Behind the scenes, schools maintain […]
This article is based on an extract from a chapter in Dunlosky J and Rawson K (eds) The Cambridge Handbook on Cognition and Education. New York: Cambridge University Press. Over the past 30 years, educational and cognitive psychology have amassed encouraging evidence that human understanding can be improved substantially when we add appropriate graphics to […]
While there is no shortage of polarised (and polarising) debates in education, the question of whether or not schools should ban mobile phones has received particular interest in recent months. With a new law banning pupils from having mobile phones in France’s schools coming into force in September, and Damian Hinds and Amanda Spielman both […]
I don’t think anyone would deny that there are barriers to the effective use of digital technologies in education: from the fundamentals such as a stable and secure infrastructure, through the social such as agreed and well-communicated policies, to the pragmatic such as professional development and training. The research seems clear: digital technologies can make […]
Student voice has always been promoted and celebrated at The Romsey School. We regularly review practices that we operate at whole-school level and, in 2016, I decided to develop our student voice to increase pupils’ sense of belonging. I felt this was important as I wanted our student voice to move away from ‘tokenism’ and […]
Just 74% of teachers who qualified in 2013 were still in the profession three years later, according to analysis of government data. While attracting, developing and retaining great teachers is a national issue, in the 2017-18 academic year, we made it a key focus for our school and appointed a Director of Staff and Pupil […]
This article takes teachers through a range of works from a new ‘generation’ of education authors. Most of the authors referenced are teachers or former teachers, academics focusing on assessment, or working parties set up by recent governments to investigate assessment practice, schools’ needs in assessment or teacher development relating to understanding of assessment. Are […]
Many research projects about Lesson Study outside Japan miss its core components. Translated from the Japanese words jugyou (instruction or lesson) and kenkyuu (research or study), Fernandez (2002, p. 394) describes Japanese lesson study as ‘a systematic enquiry into teaching practice…, which happens to be carried out by examining lessons’. In its simplest form, we […]
Title: A test of two alternative cognitive processing models: learning styles and dual coding. Published in: Theory and Research in Education, 2018, Vol. 16(1), pp. 40– 64. Authors: Joshua Cuevas and Bryan L. Dawson, University of North Georgia, USA What did the research explore? This research explored two cognitive models – learning styles and dual coding. […]
A simple technique designed to maximise the impact of questioning. What does it mean? Dylan Wiliam, a leading expert in formative assessment, criticises the typical questioning model, Initiation-Response-Evaluation, where a teacher asks a question, gets an answer and then responds themselves. Pose-Pause-Pounce-Bounce is a questioning sequence which is much more suited to elicit deep thinking. […]
Asking questions which encourage thoughtful, deep and more exploratory responses. What does it mean? Teachers can steer the thinking of students so that their responses go beyond the surface-level and into a deeper, more exploratory mode of understanding by asking well-planned, probing questions. Probing is effective as a strategy for one-to-one interventions, as well as […]
