In years gone by, before I became interested in applying educational research and cognitive science to my practice, the extent to which I checked for understanding in the moment involved asking the class a question, and taking an answer from one student who happened to have their hand up. And if the rest hadn’t understood, …
Continue reading “Don’t assume they know – why checking for understanding matters.”
For three years, now, my school (Reigate School in Surrey) has embraced the move away from traditional written marking and made the move towards more effective, time-efficient methods which largely involve verbal feedback. In October 2021, I spoke at ResearchED Surrey about our school’s move, along with mine and my colleague Michelle Marshall’s involvement in …
Continue reading “Verbal feedback – a focus on PRINCIPLES, not just the methods.”
I haven’t ‘marked’ a set of exercise books for any of my geography classes in over three years. Before any of you start screaming ‘competency measures’ at me and wondering how I am still in a job, let me elaborate. My school has made the move away from traditional written marking as the main form …
I’d be lying if I said that there was one single influence on my teaching greater than Cognitive Load Theory. It’s allowed me to strip back my teaching and fine tune the elements I’d always done. It’s shifted my focus during the planning and delivery of my lessons away from the resource, or the entertainment …
Three weeks ago, I returned to full time teaching after 16 years of working part time. And what a time to have made my return! When I made the decision back in January, I couldn’t possibly have known what the circumstances would have been eight months later. The elation I felt at being told by …
This fortnight, we are focusing on the Challenge strand of the What Makes Great Teaching at Reigate School model. This week’s blog, from Durrington Research School in Worthing, focuses on one of the key proponents of how challenge for all can be achieved in our classrooms – Robert Bjork. He and his wife, Elizabeth Bjork, …
Continue reading “Blogs of the week and Research Pod: (5) Challenge”
This fortnight, we are focusing on the theme of modelling. Students in school are constantly in the process of creating pieces of work or performances. However, these do not reach a high standard by magic. As teachers, it is our responsibility to not only deliver content, but to show students how to use and manipulate …
Continue reading “Blog of the week and Research Pods – 4. Modelling.”
Blog of the week: Scaffolding (1). The focus for this week and next is SCAFFOLDING and is one of the principles in the What Makes Great Teaching model at Reigate School. Scaffolding is an all-encompassing term for the support we provide in class to ensure that all students are given the chance to achieve our …
Continue reading “Blogs of the week and Research Pods – 3: Scaffolding.”
Blog of the week: Explanation (1) This fortnight’s focus from the What Makes Great Teaching at Reigate School model is EXPLANATION. There’s some further discussion about this element in the Research Pod section, but Barak Rosenshine in his Principles of Instruction (1968) as a result of a wide range of studies into research on how …
Continue reading “Blogs of the week and Research Pods – 2. EXPLANATION”
Each week at Reigate School, in Surrey, where I am a teacher of geography, I am given the role of writing two short sections of our Teaching and Learning Newsletter. I do not do this in any official capacity, merely as a result of repeated hints and pestering to the powers that be that it …
Continue reading “Blogs of the week and Research Pods – 1. RETRIEVAL”
Sarah Larsen