Revision, assessment and the lies we tell.

In December I wrote a short piece for TES suggesting that schools should stop laying on after school and holiday revision sessions for pupils (Schools must say “no” to out of hours revision, for the good of the profession). My argument was based on applying the economic model of common resources, put forward by Hardin,…

Teaching is simply complicated

Two stories are often told about teaching. The first is that it is very simple but some outside “other” comes to complicate it, the second that it is very complicated but some outside “other” fails to recognise this. So which is the most prevalent view among twitter’s teachers? As clear as ever. ***NEW POLL***Please RT…

What makes the difference? (Part 2)

At the beginning of this year I wrote a post called What makes the difference? This was after we achieved some excellent GCSE and A level results both as a department and as a school, our option numbers were soaring at the same time (suggesting pupils were also enjoying their lessons) and there seemed to be…

Excellent teachers in an age of fads

In my last post, teacher agency and educational fads, I suggested that we as teachers had spent years having misinformation and lies thrown at us and that this was distorting our practice. This led Paul Garvey to ask Your blog doesn’t answer that question, as teaching has clearly improved greatly over this time when these…

Teacher agency and educational fads

At a recent conference the head of research at OFSTED, Danial Muijs warned that “There is still a big issue in education in terms of being still susceptible to various fads…“. This unsurprisingly has led to a lot of discussion about what counts as a “fad” and who should make a decision about what will…

Sustainable Knowledge

  There are three main approaches to teaching the concept of sustainability in schools. Firstly, we can teach about sustainability, its definition, its history and its application. Secondly, we can teach through sustainability by using the concept as a way of seeing the world and understanding an issue. Finally, we can teach for sustainability by…

Developing subject knowledge

A recent blog by Tom H (@GeographyTom9) on Why Subject Knowledge Matters made me think about how we treat teacher subject knowledge in our profession. I’m not convinced we give it the attention it deserves. Tom points out that subject knowledge adds texture to a lesson – it gives the details. It varies hugely by…