Yesterday we published this document, sending it out to parents. Since working with Martin Robinson on our Trivium-fueled curriculum, Rhetoric has been high on the agenda. We appointed a Director of Spoken Literacy - Andrew Fitch, our 2 i/c in English - and he has produced some superb guidance for structured speech events in the…
Textbooks can be scary. By the time you have finished a chapter, much of the content you have read is blended into a broad, murky mess in your mind. This can be problematic when trying to study, or when trying to recall information while taking a test. One way to help yourself understand and remember the reading is to self-test yourself on the information as you go. But what does that really mean?
Here I give you a step-by-step guide that will lead you through reading, note-taking, formulating questions, and practicing retrieval. These steps can deepen your understanding of any text and help you study more effectively.
“There are perhaps no days of our childhood we lived so fully as those we spent with a favorite book.” Marcel Proust Reading seems to make us smarter. Here’s Keith Stanovich explaining why: For most people, this is uncontroversial. We talk a lot about the power of books and the need to get more children
The theory of Marginal Learning Gains is inspired by the philosophy that underpinned the extraordinary success of Team GB Cycling at the Beijing and London Olympics and of the Team Sky Pro Cycling Team at the 2012 Tour de France.
If the belief that it’s possible for untrained observers to pitch up in lessons and grade their effectiveness is comparable to a belief in witchcraft, (and Professor Robert Coe’s research confirms that this is the case) where does that leave us as...
The Curse of Knowledge: when we are given knowledge, it is impossible to imagine what it’s like to LACK that knowledge. Chip Heath, Made to Stick How much do teachers need to know? In my last post I proposed that an effective teacher – one who is warm, friendly and a great speaker – is
We are about to launch our KS3 assessment system. I've shared the full details in this post. We've arrived at this model after considering all the following issues/questions/factors: 1. Accept the reasons that NC Levels became a broken system. This has been covered by lots of people in great detail, but here's a quick summary…
Teaching is not just about giving the students knowledge but also providing the learner with signposts to help develop their studentship skills and become a better learner in general. A recent monograph has considered the relative benefits of a variety of revision and learning strategies that students utilise and reflected on the impact they have... Continue reading →
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