Blogs of the week and Research Pods – 2. EXPLANATION

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 […]

Refocusing lessons: if we take out the ‘jazz’ does this make them ‘boring?’

I love being a teacher. I also love that I’ve discovered a renewed passion for it, after twenty-two years, since I stumbled upon the evidence-informed movement a couple of years ago. And I love the simplicity and logicality it has brought to my teaching. However, there’s one paper in particular that really sparked mine and […]

Cognitive Load Theory: how has it changed my teaching?

For the last eighteen months or so, I’ve become absolutely fascinated by cognitive load theory. Slightly too much so if the amount of time I spend on Twitter avidly following other educators’ conversations is an accurate measure. I’m ashamed to say, as a teacher who has just entered their twenty-second year of teaching, that until […]

Visualisers: how they can be used to live model, and give immediate verbal feedback.

My visualiser has become my absolute prized possession! I cannot remember how I ever used to teach without it! From using it to demonstrate how to use grid references, to live marking a student’s piece of work so that the rest of the class can be made to think about how to improve theirs. It […]

Making the move to verbal feedback in the classroom: what are the barriers to this within schools?

A few days ago, I decided I would like to gain a snapshot about the number of schools that are now using verbal methods as their main form of feedback, those that are planning or in the process of moving from written marking to verbal feedback this year, and those schools where SLT have no […]

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