Educational Reader’s Digest | Friday 19th May – Friday 26th May

Leadership and management

1.       The Tory manifesto is ill-suited to the nation’s needs, by Geoff Barton

2.       Teaching assistants are being overstretched and exploited, by Rob Webster

3.       Less rhetoric, more funding for schools, please, by Kiran Gill

4.       The push and pull of the Broad General Education, by Kenny Piper 

5.       Is workload a matter of perception?, by Ben White

6.       Meet the new boss, by Mike Cameron

7.       A tour of Stock Photos Academy, by James Theobald

8.       Being a head of faculty – a guide to a happy team, by Sarah Barker

9.       What’s the job of a teacher?, by David Didau

10.   What teachers need to know about intelligence – part 1, by David Didau

11.   What teachers need to know about intelligence – part 2, by David Didau

12.   Reframing the debate: it’s not what you do, it’s why you do it, by David Didau

13.   Ofsted needs a new criteria to level the playing field, by Tom Rogers

Teaching, learning and assessment

1.       The benefits of becoming a minimalist teacher, by Jamie Thom

2.       Teaching narrative writing part two: slow and seductive modelling, by Jamie Thom

3.       On poetry 1: what is this thing we call a poem?, by Phil Stock

4.       AQA paper 1 exam hacks – focusing on effect, by Chris Curtis

5.       ‘An Inspector Calls’: names as memory anchors, by Eleanor Mears

6.       Why I love… Religion in ‘A Christmas Carol’, by Susan Strachan

7.       Three things the new GCSE English Literature course taught me about teaching, by Nikki Carlin

8.       Revelation, by Fiona Ritson

9.       Speak for yourself, by Sarah Barker

10.   Taking special measures in English, by Matthew Pinkett

11.   My #SASFE17 talk: questioning masculinity, by Matthew Pinkett

12.   Working collaboratively in the classroom, by Tim Taylor

13.   Context and complexity in ed-research and debate, by Tom Sherrington

14.   Don’t personalize learning, by Benjamin Riley

15.   A call for efficiency, by Mark Enser

16.   Candles in the darkness (part 4), by Mark Enser

17.   Achievement first – learning for MATs from a charter school network, by Robert Hill

18.   Why is the quality of teaching, learning and assessment still being inspected?, by Paul Garvey

19.   Update – opportunity knocks again, and again, and again…, by Jon Andrews

20.   Cognitive load theory, by Dan Williams

21.   You still need your brain, by Daniel Willingham

22.   Ratio, load and difficulty – 3 lesson sliders, by Ben Rogers

23.   Shakespeare and physics: cognitive psychology and writing, by Ben Rogers

24.   Assessment in a knowledge curriculum, by Jo Facer

25.   Not much to see here, by Barry Garelick

26.   She doesn’t shout at no girls: the gender gap, by Shaun Allison

27.   What if we plan NOT to complete the specification?, by Dawn Cox

28.   Be a writer – part one: ten home truths, by Sue Cowley

29.   Reading and the mind: an interview with Daniel Willingham, by Liana Loewus

30.   iPads: game changers or money paperweights?, by Tom Bennett

31.   Will you be quiet and let me think?, by Dave Grimmett

32.   The Learning Pit. This is not what learning looks like, by Ben Newmark

33.   Breaking useless assessment habits, by Stephen Tierney

34.   Assessment; unpicking the past, by Chris Chivers

35.   Can you guess what’s in my head?, by Toby French

36.   Five ways to support EAL students in your lessons, by Erin Miller

37.   Chemistry mastery books, by Adam Boxer

38.   This is a low, by James Pembroke

39.   10 questions to ask about work scrutiny and book looks, by Tom Sherrington

40.   The three keys of intrinsic motivation, by Kyle McDonald

41.   How do you make a good reader?, by Timothy Shanahan

Personal development, behaviour and welfare

1.       Are teachers filthy, rotten liars?, by Andrew Old

2.       Public shaming is an ineffective behaviour tool, by James Bowen

3.       Developing a school-wide culture of good behaviour, by Tom Bennett

4.       Preparing young people for the road ahead, by Gareth Morewood

EYFS and Primary

1.       In the final countdown, try to keep a touch of normality, by Michael Tidd

2.       Can free breakfasts for all primary pupils really be delivered for £60m?, by Philip Nye

3.       The problem with primary assessment frameworks, by Solomon Kingsnorth


Happy reading –


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