Chartered College of Teaching ¬∑ How can a learning community be designed… My background is in teacher learning and I have always been fascinated by the factors that influence teacher engagement in professional learning activities in schools. I have spent years studying teacher learning and comparing the learning that takes place in schools with […]
Chartered College of Teaching ¬∑ How can different groups work together to support learners? Parental engagement in the learning of children and young people has always been important (Desforges and Abouchaar 2003; Goodall and Vorhaus 2011). By ‘parent’, I mean any adult with a caring responsibility for the child. The COVID-19 pandemic has forced […]
Online Learning ¬∑ Schools as testbeds for our vital creativity In times of great challenge, such as the ones we are living through today, human creativity is what we need if we are to emerge into a better world. It is the pillar on which we need to rebuild our education system, the anchor […]
Chartered College of Teaching ¬∑ Growing better learners: are we serious yet? In an ideal world, all the cogs of school are driven by the flywheel of vision and purpose. For things to mesh smoothly you have to give good clear answers to these six questions: What are the desirable outcomes of education? After […]
I am going to begin this piece with a bold statement: The overall purpose of schooling is pastoral. I know that this is likely to be regarded as a controversial statement, or one that is simply wrong. Some readers will wish to problematise the obvious false dichotomy that I seem to have presented between the […]
Chartered College of Teaching ¬∑ Promoting independence through project-based learning In schools, teachers set the agenda for what needs to be learned, and how, and by when. We set deadlines for the students to meet, we remind them of those deadlines regularly and, if it looks like a student is not going to meet […]
Chartered College of Teaching ¬∑ Formative assessment in online learning This is a summary of a research article on student perceptions of the effectiveness of formative assessment in an online learning environment by Obura Ogange et al. (2018). Assessment is an essential part of teaching and learning in both face-to-face and online teaching. Formative […]
Chartered College of Teaching ¬∑ Comparing international education systems This research summary presents findings from a study that compared instructional systems and intended curricula in six ‘high performing’ countries and two US states (Creese et al., 2016). Countries were chosen based on their performance on OECD’s 2009 PISA assessment and included Australia (New South […]
Watch this 2 minute video about coaching, mentoring and professional collaboration. Rachel Lofthouse is the Professor of Teacher Education at Leeds Beckett University, UK. In this video, Rachel speaks about coaching and mentoring over the last few months. Take some time to reflect on their perspective. Share your experiences with educators globally by joining […]
Chartered College of Teaching ¬∑ Why is teacher assessment biased? I have previously written about how disadvantaged pupils do better on tests than on teacher assessments – and also about how many people assume the opposite is the case (Christodoulou, 2015a). It’s interesting that today, we seem to think that teacher assessment will help […]
Chartered College of Teaching ¬∑ Metacognition and self-regulation What is metacognition? Metacognition is commonly divided into two components: metacognitive knowledge and metacognitive reflections (Quigley, 2018). Metacognitive knowledge refers to what learners know about learning, and this may be broken down further into knowledge of self (the strengths and weaknesses of students), knowledge of tasks (the […]
Chartered College of Teaching ¬∑ We need formative assessment now more than ever Assessment is always a contentious issue, with ongoing debates about methods, uses and implications. Formative and summative assessment are often pitched against each other, with summative concerns driving the taught curriculum and formative focusing more on individual progress. Of course, all […]
Chartered College of Teaching ¬∑ Self-directed learning and project-based learning Most students are only in school for 14 years of their lives. In that time, they are carefully guided, led and occasionally cajoled through the greatest intellectual treasures our society has to offer. Of course, we are constantly looking for ways both to excite […]
Chartered College of Teaching ¬∑ How can pastoral and extracurricular learning enhance students’ independent learning skills? Independent learning is a complicated term. In practice, it can mean any number of things to any number of people. It’s useful, therefore, to think about a clear definition which captures the essence of its meaning. Dianne Murphy […]
The summaries in this collection focus on special educational needs. They present an analysis of educational outcomes, progress and destinations of children with SEND, outline the importance of literacy for education and the impact literacy difficulties can have on students’ outcomes as well as the support schools and colleges provide to students with SEND.
Workload is consistently cited as one of the main reasons for teachers leaving the profession, so it is important to understand the factors contributing to teachers’ workload and what could be done to address them. The summaries in this collection compare teachers’ workload across countries, discuss meaningful and less time-consuming ways of collecting and analysing […]
This collection of summaries focuses on the educational outcomes of children with EAL and the resources available to them as well as the impact of international migration on the school sector. They are summaries of large-scale reports.
Technology is omnipresent in and outside the classroom. The summaries in this collection discuss how technology can best be utilised in schools to support administration, assessment processes, teaching practice, continuing professional development and learning throughout life. There are advantages of EdTech, as well as some barriers to its use. These summaries also look at students’ […]
Ofsted’s latest inspection framework (2019) emphasises a broad and balanced curriculum. This collection discusses the role of cultural partnerships, the impact of the EBacc on the arts in schools, young people’s cultural values and the latest results from the Language Trends Report which explores the uptake and provision of MFL in primary and secondary schools. […]
This collection of summaries focuses on accountability and contains an overview of the latest Ofsted Inspection Framework (2019), studies on the impact of accountability measures on children and young people and discussions on how accountability could be improved.
