1. Creativity, Education and Punk by Martin Robinson
1. Motivation Boosters, Mufflers and Guzzlers by Stephen Tierney.
An interesting post about how a superficial application of growth mindset isn’t adequate. It uses a little research and looks at other models relating to student motivation and mental toughness.
2. How to get started on #teacher5aday by Martyn Reah.
If you’re not on Twitter, you might not have come across Martyn’s #teacher5aday work, which is all about staff well-being. This blog is a basic introduction to it. It’s spawned a whole lot of themed activities, such as #teacher5adayPE in October, #teacher5adaysketch during half term and plenty of others. This gives an outline behind it all (including plenty of links) and an outline of how to get started. If you’re on Twitter and you’re interested in it, you can follow @MartynReah and @teacher5aday to see what other teachers and school staff are up to.
Why students make silly mistakes in class (and what can be done) by Greg Ashman.
A discussion of cognitive load theory (don’t worry, it’s not that technical) and how it impacts students making basic mistakes.
Andy Tharby presented on this at last weekend’s Teaching and Learning Takeover at Southampton University. It’s all about setting challenge that is aspirational yet achievable, rather than going overboard and setting challenge for the sake of it.
This blog discusses whether or not empathy can be explicitly taught or whether or not it’s taught through being modelled, and why empathy is important in the classroom (or in schools in general).
A blog about different types of marking and one MFL department’s policy – of interest particularly following feedback from our core subject reviews last week.
Part of headteacher John Tomsett’s ‘This much I know’ series, looking at mental health provision and what we can do for students when services are being cut.
Originally posted on headguruteacher:
As I look ahead to starting my new job at Highbury Grove, I’m thinking about all the conversations we are going to have about learning. To a large degree I want my teachers to be as up-to-date as possible within their own subject domains. They should know the latest OfSTED position ( eg with Moving English Forward or Mathematics: made to measure ) and be up to speed with exam specifications and assessment requirements. Subject knowledge and subject-specific pedagogical knowledge are going to be key drivers of everything we do.
However, in order to fuel the collaborative effort of reaching the ambitious goals we have for the school, we’ll need to establish a shared conceptual language for talking about teaching across the school as well as within departments. Inevitably, different teachers will have engaged to different degrees with certain ideas depending on the books…
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Part 1: Probing
Part 2: Rigour
Part 3: Challenge
Part 4: Differentiation
Part 5: Journeys
Part 6: Explaining
Part 7: Agility
Part 8: Awe
Part 9: Possibilities
Part 10: Joy
Use the Showbie app to provide feedback for students – as explained by Mark Anderson on his blog ICTEvangelist.com.