Adaptive teaching may be tricky to define, but we must define it well, and exemplify it, otherwise it will prove an empty buzzword. I’ve tried to characterise it into broadly two types of adaptations: It is helpful to have examples of adaptive teaching, but also to present ‘non-examples’ of what it isn’t too. This is […]
Adaptive Teaching: Scaffolds, Scale, Structure and Style Read More »
Is oracy the next big thing? Are we destined for interminable arguments about it in the coming months or is there a healthy debate to be had about oracy? I have lots of questions. For me, as a former English teacher, it feels like oracy – or speaking and listening – is just part of
Questions about oracy Read More »
Teachers in England spend hours marking pupils’ work and in the final mile run up to national exams teachers are often exhausted by their efforts. A key challenge appears to be how we ensure pupils work just as hard as their teachers and taking responsibility to manage their own learning. Common issues I hear regularly
Supporting Exam Preparation: The Final Mile Read More »
Teaching and learning can be prone to shifting trends. Some aspects of teaching may suffer from waning popularity, but we cannot lose sight of them because they are so integral for successful learning. Formative assessment is one such aspect that demands our focus – or a refocus – on its central importance. Just before the
4 Reasons to (Re)Focus on Formative Assessment Read More »
There is not a week that goes by without hearing about a new technology tool or AI resource that is going to impact education. But what it is that makes so many experienced teachers and people in education sceptical about the legion of technology promises? It is normally a matter of experience. Robert Conquest, a British
Should we throw the tech out the classroom? Read More »
“The main role of feedback, at least in schools, is to improve the learner, not the work. The idea is that, after feedback, students will be able to do better at some point in the future on tasks they have not yet attempted.” Dylan Wiliam Giving some pupils timely and effective feedback on their writing
Feedback: Improve the learner, not the work Read More »
“Sir, I don’t know where to start with this Scrooge essay!” “Neither do I…” “How many paragraphs do I need to do again?” “What does redemption mean?” Even the best laid lesson plans of expert teachers go awry. Regardless of deftly planned schemes of learning, teaching is not merely imparting knowledge in linear, formulaic fashion.
Adaptive teaching: What is it anyway? Read More »
