Steve Puttick, University of Oxford, Department of Education, UK Written lesson observation feedback is a significant and shared aspect of school/university collaboration across diverse programmes and initial teacher education (ITE) partnerships internationally. This article explores written lesson observation feedback during ITE by briefly reviewing this emerging body of work and reporting on a recent empirical […]
Emma Hayward, Director of Music, Heathfield Knoll School, UK In order for our students to make progress within the classroom, music teachers are particularly adept at giving immediate, usually verbal feedback based on the development of skills as well as understanding. Booth states that ‘teachers who model, observe and give learners constructive comments are using […]
Martin Leigh, Director of Music, King Edward’s School, Birmingham Dylan Wiliam thinks that ‘there’s a lot we can learn from music teachers’. He describes how instrumental music teachers expect their students to become ‘self-regulating learners’ and teach them how to ‘practise productively’ at home between lessons (cited in Hendrick and Macpherson, 2017, p. 39). The […]
Ngozi Oguledo, Lead Practitioner, Ortu Gable Hall School, UK Assessment is the planned or unplanned process involving the review of learning and the utilisation of the outcome for varied purposes. Identifying and closing learning gaps is one of the rationales for assessment. Feedback serves as a bridge, as it plays a crucial role in communicating […]
Emily Walker, Gallions Primary School, UK Feedback is a vital part of classroom practice but how does formative assessment translate to the online classroom? When providing students with feedback online, there are a number of challenges to consider: the lack of immediate, face-to-face interaction or clarification; the potential lack of structure to the format of […]
Hugh Stephens, Head of Geography, St Edward’s School, UK We expect from education that our children become knowledgeable, successful learners, equipped to become good citizens and socially responsible change-makers. Yet there are those who believe that education today has been tightly calibrated towards the task of getting children through exams, rather than preparing them for […]
David James, Alex Morgan and Emmajane Milton, School of Social Sciences, Cardiff University, UK Anna Bryant, Jennie Clement, Judith Kneen and Gary Beauchamp, Cardiff School of Education and Social Policy, Cardiff Metropolitan University, UK The COVID-19 pandemic evoked a rapid response in terms of assessment across educational settings (OECD, 2020). This occurred at a time […]
In this video, Professor Dame Alison Peacock (Chief Executive, Chartered College of Teaching) interviews Gwyneth Gibson (Headteacher, Lea Manor High School) on her experiences growing up, as a student, her career path, and her more recent work as Headteacher at Lea Manor High School. Gwyneth also shared her response to the Sewell report published by […]
Adewale Magaji, School of Education, FEHHS, University of Greenwich, UK This article reports a section from a study aimed at promoting formative assessment through student-led questions. Questions are used to initiate classroom discussions and they form a prominent aspect of assessment for learning in science (Black and Wiliam, 1998). This can be used to scaffold […]
In this webinar chaired by Katy Chedzey (Head of Teaching, Learning and Assessment), Caroline Locke CTeach (Second in Charge of Maths, Haberdashers’ Aske’s Crayford Academy) gave a presentation on assessment techniques for identifying gaps in pupils’ knowledge and understanding. Learning objectives: To understand how to identify which essential learning might be most useful for teachers […]
Lucy Rycroft-Smith, Cambridge University, UK Bart Crisp, CUREE, UK Last month, a student answer to a test question was placed on Twitter, asking maths teachers for their feedback as if they were marking it. Before you read ahead, try to imagine what the question may have been and what kind of answer was given. Here […]
Claudia Pik-Ki Chu and Michelle Ellefson, Faculty of Education, University of Cambridge, UK Conceptualisation of reading Reading comprehension is a term that is commonly used in educational and psychological settings, but its conceptualisation and definition vary in different contexts. For instance, Cain (1999) defined ‘successful understanding of a text’ as the ‘ultimate aim of reading’ […]
Peter Wolstencroft and Georgina Gretton, Liverpool John Moores University, UK In his seminal RSA (Royal Society of Arts) lecture, Sir Ken Robinson summed up the prevailing view of assessment as one where to every question there is one answer… and it is at the back of the book (Robinson, 2010). Assessment, in the world that […]
As we think about the challenges of the past year, this insightful conversation will touch upon the direction of travel for education. The pandemic has exposed many of the challenges within and beyond education. This interactive session will consider the purpose of education, the future of teaching whilst thinking about the need for a long-term […]
There is no agreed definition for character (e.g. compare Jerome and Kisby 2019 with Kristjansson 2015), which is but one reason why numerous character education programmes exist (Arthur, 2003). There is general agreement however, that character refers to the individual dispositions, strengths or traits that we possess, called virtues. Examples of virtues include, amongst others: […]
In this special webinar for members we heard from Kerrie Henton FCCT (Principal, Stone Soup Academy) and Oliver Sillito (Assistant Principal, Stone Soup Academy) who shared their recipe for success in transforming the lives of young people excluded from mainstream education. Professor Dame Alison Peacock (Chief Executive, Chartered College of Teaching) and Gwyneth Gibson (Headteacher, Lea Manor High School) […]
This session focused on identifying students who are more likely to have been impacted by COVID in terms of mental health and wellbeing, providing guidance on how we can best support these students as they return to school. Discussed: Learn which student groups are more likely to have been particularly negatively affected by this crisis […]
Hear Sir Kevan Collins’ (Education Recovery Commissioner) vision for the years ahead as we begin to reconnect and rebuild following the pandemic. Sir Kevan Collins has been appointed as the government’s Education Recovery Commissioner, to oversee a comprehensive programme of recovery. He is a prominent figure in education, having worked in the sector for over […]
In this webinar chaired by Professor Dame Alison Peacock (Chief Executive, Chartered College of Teaching), we heard from Gareth Conyard (Deputy Director, Department for Education) and Frances Blurton (Assistant Director, Department for Education) who provided information regarding the roll out of the Early Career Framework. Suggested resources: Download the audio transcript Download the slides Book […]
In this webinar chaired by Professor Dame Alison Peacock (Chief Executive, Chartered College of Teaching), we heard guidance on teacher assessed grades in replacement of exams this Summer from Hayley White (Assessment Director, Pearsons), Ian Bauckham CBE (Chair, Ofqual), Dr Mick Walker FCCT (Vice Chair, CIEA), and Christine Fearon (Lead Assessor Programme and Vice Principal, […]
