Applying Rosenshine to the computing classroom
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. The 10 Principles of Instruction are as follows: Principle 1: […]
Getting started with challenging ‘more able’ learners
For the early career teacher, the desire to understand and provide for learners with different starting points in terms of attainment can seem challenging. But with thought, planning and acting upon the advice of others, you will achieve this and the results will be so worthwhile. You will have already discovered that all pupils need […]
ECFest: Non-Eurocentric Curriculum
In our fourth and final Early Career Fest session, Marlon Moncrieffe (Senior Lecturer, School of Education, University of Brighton) joined Alison Peacock (Chief Executive, Chartered College of Teaching) in delivering a presentation on decolonising the curriculum. In this webinar we explores: Marlon’s new book: Decolonising the History Curriculum What do we mean by ‘decolonising the curriculum’? Practical examples to diversifying the […]
ECFest: Evidence informed teaching practices in the classroom
In our third Early Career Fest session led by Lisa-Maria Muller, Paul Kirschner and Elizabeth Mountstevens delivered presentations on Using Cognitive Science to Inform Classroom Practice. In this webinar we explored: How we can use what we know about how pupils learn to make effective decisions in the classroom The role of retrieval practice and spaced learning in […]
ECFest: Teacher wellbeing and self-care
In our second Early Career Fest session, Emma Kell (Teacher, Writer, Speaker, Trainer of Teachers, Those That Can Ltd, IoE, Aspire AP) and Adrian Bethune (Teacher, Writer, Teachappy) joined Christalla Jamil (Executive Headteacher, St Paul’s & All Hallows’ Academy) and Joe Treacy (Head of Membership, Chartered College of Teaching) in discussing Teacher Wellbeing and Self-care. In this webinar we explored: Emma and […]
ECFest: How to implement an effective classroom culture
In our first Early Career Fest session, Amy Forrester (Director of Pastoral Care, Cockermouth School and Behaviour Columnist, TES) joined Katy Chedzey (Head of Teaching, Learning and Assessment, Chartered College of Teaching) in delivering a presentation on How to Implement an Effective Classroom Culture. In this webinar they explored: What do we mean by ‘classroom […]
Routines in a music classroom
Robert Marzano suggests that ‘it is simply not possible for a teacher to conduct instruction for children to work productively if they have no guidelines for how to behave, when to move about the room, and where to sit, or if they interrupt the teacher frequently and make whatever amount of noise pleases them.’ (Marzano, […]
Routines in a secondary English classroom
Robert Marzano suggests that ‘it is simply not possible for a teacher to conduct instruction for children to work productively if they have no guidelines for how to behave, when to move about the room, and where to sit, or if they interrupt the teacher frequently and make whatever amount of noise pleases them.’ (Marzano, […]
Creating an environment to support effective learning strategies for early career teachers
How do we encourage our early career teachers to engage purposefully with an in research at a time when they are busy establishing their craft in the classroom? How do we also build upon the research-engaged and evidence-informed practice demanded by initial teacher training (ITT)? These were key questions that have refined our early career […]
Making marking manageable in Secondary 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). This responsive teaching approach can help to reduce the marking load for teachers as […]
Providing pastoral support
This case study is written by Amy Forrester, a secondary school teacher and a Director of Pastoral Care. As you read this case study, reflect on the perspectives shared about pastoral care and the role of form tutor. Consider how the approaches might be relevant to your own development as an early career teacher. The […]
Reflecting on classroom routines
Classroom routines are an important part of making classrooms safe and productive spaces for pupils to learn. Having expected ways of behaving for key transitions or activities means that more time can be spent learning than ‘getting ready’. Routines can be established that will benefit from regular practise and revisiting until they are well embedded […]
#InThisTogether – Supporting Black and Asian women in the profession
In this recorded panel discussion, Professor Dame Alison Peacock, Aretha Banton, Uzma Sarwar and Youlande Harrowell discuss issues of diversity in education, share lived experiences of racism within education, and talk about their work in forming Mindful Equity UK, a peer support network with the mission of: Supporting Black and Asian women in education to navigate […]
Developing subject expertise in primary
This case study is written by Robbie Burns, a primary school teacher and humanities leader. As you read this case study, reflect on the approaches suggested for developing subject expertise and consider how the approaches might be relevant to your own development as an early career teacher. In this case study, I hope to […]
Developing subject expertise in secondary English
This case study is written by Bethany Stewart, secondary English teacher. As you read this case study, reflect on the approaches suggested for developing subject expertise and consider how the approaches might be relevant to your own development as an early career teacher. Developing my subject expertise felt fundamental during my NQT year. Although I […]
Decolonising the curriculum
Teacher Aisha Thomas, in her recent TED talk, spoke of how ‘every day BAME children are educated without seeing themselves in the curriculum or their environment. They hear about the greatness of others, all that they have conquered and contributed. Then they look at their own skin and think, what have my people achieved?’ (2020) […]
Developing oracy in a primary classroom
This case study was written by Matt Shurlock, a primary school teacher. As you read this case study, reflect on how the teacher has developed their pupils’ oracy. Take some time to think about what the teacher does, how they do it, what they might do differently and how this might influence your own practice. […]
Developing subject expertise in secondary science
This case study is written by Adam Boxer, Head of Science at a secondary school. As you read this case study, reflect on the approaches suggested for developing subject expertise and consider how the approaches might be relevant to your own development as an early career teacher. The dynamic between generic teaching and learning and […]
Right is right in a KS1 classroom
Questioning is a common feature of classroom teaching. Brualdi’s (1998) research suggests that many teachers ask more than 300 questions per day! In order to support our pupils’ progress, we need to think carefully about the way that we construct and use questions in the classroom. In this clip, we see a teacher maintain high […]
Right is right in a primary classroom
Questioning is a common feature of classroom teaching. Brualdi’s (1998) research suggests that many teachers ask more than 300 questions per day! In order to support our pupils’ progress, we need to think carefully about the way that we construct and use questions in the classroom. In this clip, we see a teacher maintain high […]