Glossary of Terms

A phone screen looking at a dictionary

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.        

Principles of Instruction

a tunnel made of books

Effective instruction |Expert teacher |Memory |Metacognition Bookmark(0) Share on facebook Share on twitter Share on linkedin In 2012, Barack Rosenshine published the Principles of Instruction: a set of 10 research-based principles of instruction, along with suggestions for classroom practice. The principles come from three sources: (a) research in cognitive science  (b) research on master teachers, and […]

Curriculum in the Early Years

Ofsted’s consultation about its new education inspection framework (2019), with its focus on the curriculum, is leading Early Years practitioners to wonder what a curriculum for the youngest children might look like. It is, perhaps, useful to begin the discussion by outlining some of the things that we do not yet know – despite ongoing […]

Feedback in a primary classroom

When it comes to providing high quality feedback, we need to ensure that we are teaching responsively – actively eliciting evidence about our pupils’ learning in order to inform and adapt our teaching to meet their needs (Black and Wiliam 1998). One efficient and immediate response to move pupils’ learning forward is to provide verbal […]

Feedback in secondary science

When it comes to providing high quality feedback, we need to ensure that we are teaching responsively – actively eliciting evidence about our pupils’ learning in order to inform and adapt our teaching to meet their needs (Black and Wiliam 1998). One efficient and immediate response to move pupils’ learning forward is to provide verbal […]

Whole class feedback in a secondary English lesson

When it comes to providing high quality feedback, we need to ensure that we are teaching responsively – actively eliciting evidence about our pupils’ learning in order to inform and adapt our teaching to meet their needs (Black and Wiliam 1998). One efficient approach to managing marking workload and maintaining meaningful feedback is to provide […]

Interviewing for a job

This is the third in a series of three blog posts on becoming a teacher – the first is on looking for a job and the second is on applying for a job.  You’ve done your homework, you’ve applied for your dream role and now you’ve had the exciting news that you’ve secured an interview! […]

Applying for a job

This is the second in a series of three blog posts on becoming a teacher – the first is on looking for a job and the third is on interviewing.  After doing your homework on a school and investigating if the role is right for you, the time will come to complete the application form. […]

Looking for a job

This is the first of three blog posts on finding a job in teaching.  Here you are at the gateway to your career in teaching. You are deep in your training and your thoughts turn to how you can find and secure that first teaching post.  Finding your first post can be tricky: where do […]

Designing a curriculum in secondary subjects

This case study is written by James Tomlinson, Curriculum Leader of Geography at MEA Central. As you read this case study, reflect on how the curriculum has been shaped and developed. Take some time to think about how some of these approaches might translate to your own context. Designing a Curriculum To define curriculum, Lambert […]

Live marking in a secondary English classroom

When it comes to providing high quality feedback, we need to ensure that we are teaching responsively – actively eliciting evidence about our pupils’ learning in order to inform and adapt our teaching to meet their needs (Black and Wiliam 1998). One efficient and immediate response to move pupils’ learning forward is to provide verbal […]

Verbal feedback in secondary drama

When it comes to providing high quality feedback, we need to ensure that we are teaching responsively – actively eliciting evidence about our pupils’ learning in order to inform and adapt our teaching to meet their needs (Black and Wiliam 1998). One efficient and immediate response to move pupils’ learning forward is to provide verbal […]

Verbal feedback in primary maths

When it comes to providing high quality feedback, we need to ensure that we are teaching responsively – actively eliciting evidence about our pupils’ learning in order to inform and adapt our teaching to meet their needs (Black and Wiliam 1998). One efficient and immediate response to move pupils’ learning forward is to provide verbal […]

Verbal feedback in primary English

When it comes to providing high quality feedback, we need to ensure that we are teaching responsively – actively eliciting evidence about our pupils’ learning in order to inform and adapt our teaching to meet their needs (Black and Wiliam 1998). One efficient and immediate response to move pupils’ learning forward is to provide verbal […]

Remote coaching

If you’re engaging in coaching or mentoring with your trainees and early career colleagues at the moment, it’s likely you’ll have begun to facilitate this relationship somewhat remotely. We’ve put together some advice and suggestions to help you navigate coaching and mentoring in the virtual world.  Throughout the article we will refer to the roles […]

Instructional Strategies for pupils with Speech, Language and Communication Needs

In 2012, Barack Rosenshine published the Principles of Instruction: a set of 10 research-based principles of instruction, along with suggestions for classroom practice. The principles come from three sources: (a) research in cognitive science, (b) research on master teachers, and (c) research on cognitive supports. View the 10 Principles of Instruction Principle 1: Begin a […]

Applying Rosenshine to Religious Education

In 2012, Barack Rosenshine published the Principles of Instruction: a set of 10 research-based principles of instruction, along with suggestions for classroom practice. The principles come from three sources: (a) research in cognitive science, (b) research on master teachers, and (c) research on cognitive supports. View the 10 Principles of Instruction Principle 1: Begin a […]

How can we apply Rosenshine’s principles in primary mathematics?

In 2012, Barack Rosenshine published the Principles of Instruction: a set of 10 research-based principles of instruction, along with suggestions for classroom practice. The principles come from three sources: (a) research in cognitive science, (b) research on master teachers, and (c) research on cognitive supports. View the 10 Principles of Instruction Principle 1: Begin a […]