With the term low stakes testing being used so frequently, I thought it would be helpful to focus on what this really means, why we do it and (most importantly!) how we go about it in the classroom.
A common challenge I hear from teachers in my literacy role, is that of getting pupils to read for understanding. It seems that all too often, pupils are able to read the entirety of a text without taking in its meaning or being able to do anything with it afterwards. So why does this happen and what can we do about it? Continue Reading
The idea of ‘mastery teaching’ has been an educational buzzword for some time, but what does it really mean and what can every teacher learn from its principles? Continue Reading
Time effective strategies to make sure that feedback always leads to learning
I ran an inset today with a colleague about giving ‘Feedback with Impact’. We deliberately avoided the word ‘marking’ because there are so many ways to communicate with pupils about their learning. We wanted to focus on ‘Impact’ because feedback is only worthwhile if it leads to learning. Continue Reading
The extent to which teachers should be involved in research is a contentious topic, but Willingham’s book ‘Why Don’t Students Like School?’ leaves the reader in no doubt that there is value in understanding some basic principles of cognitive science. Continue Reading
This post explores the power of testing in the classroom from the perspective of a new teacher in our Science department. Regular testing is useful for more than just measuring progress: it’s also an important learning tool. Find out more below. Continue Reading