Dyslexia is an issue that can evoke a mix of fear and some confusion for teachers. Every teacher can recognise the crippling damage wrought by struggling to read, but, as a label, dyslexia is too often a mystery. As a result, teachers may miss the opportunity to make a positive difference for their pupils. A […]
A new school year begins, full of old routines and new challenges. It is only natural to seek out novel ideas to start the year afresh, but we should be wary they are not at the expense of long-held priorities and practices. The teaching of academic vocabulary is one of those priorities that still matters.
It is a truth universally acknowledged, that vocabulary knowledge is crucial for pupils’ school success. Pupils are language sponges, learning thousands of words each year. Like increases in a child’s height, it is a slow but inexorable development. On a daily basis it is near-imperceptible, but when you begin to count the passing of school
Every teacher recognises the vital role of academic vocabulary to access the school curriculum and go onto succeed. Put simply, the more words you know, the further you’ll go. Words are crucial tools to crow-bar open the curriculum for every pupil and they provide the means for self-expression and prove vital to exam success. What
What if tools commonly used in the classroom threaten to inhibit the learning they were developed to support? Too often, a well-meaning teaching tool can get detached from the thinking which made it useful and so its original ingredients for learning are long lost. Commonly, after a couple of years, institutional memory loss in schools
The ‘Frayer model‘ is a long-standing graphic organiser that has been deployed in classrooms with success for decades (it was first conceived Dorothy Frayer and her colleagues at the University of Wisconsin). It is a simple but effective model to help students to organise their understanding of a new academic term or complex vocabulary choice.