Folk Knowledge and Academic Learning

David Geary, the cognitive developmental and evolutionary psychologist, writes in his essay Folk Knowledge and Academic Learning that ‘academic learning [is] effortful because it requires sustained attentional control and working memory resources.’  The act of reading a GCSE literary text provides a reasonable illustration of this: effortful determination is required to overcome the linguistic and … More Folk Knowledge and Academic Learning

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

Educational Reader’s Digest | Friday 12th May – Friday 19th May

Leadership and management 1.       Seven ways for teachers to support their colleagues, by Tom Rogers 2.       Seven things to never do if you teach at your child’s school, by Keziah Featherstone 3.       Five things I wish I knew before I started leading, by Stephen Tierney 4.       The six kinds of headteacher you’ll ever meet, by … More Educational Reader’s Digest | Friday 12th May – Friday 19th May

Educational Reader’s Digest | Friday 5th May – Friday 12th May

1.       General Election ’17: an education policy overview, by Alex Quigley 2.       Two education policies I’d put in a General Election manifesto, by Jonathan Porter 3.       Five things I wish I knew when I started teaching, by Carl Hendrick 4.       #5 things I wish I knew when I started teaching, by Stephen Tierney 5.       The … More Educational Reader’s Digest | Friday 5th May – Friday 12th May

Educational Reader’s Digest | Friday 28th April – Friday 5th May

1.       Education is an end in itself not a preparation for the workplace, by Carl Hendrick 2.       Feedback, mindset and motivation, by Sarah Donarski 3.       Gibberish sprinkled with question marks: in nonsense is strength, by James Theobald 4.       Giving feedback, by Mark Esner 5.       Five ways to put challenge at the heart of your lesson, … More Educational Reader’s Digest | Friday 28th April – Friday 5th May

Educational Reader’s Digest | Friday 21st April – Friday 28th April

1.       Reclaiming learning objectives, by David Bunker 2.       Behaviour management using traits, by Jules Daulby 3.       Predicting progress? It’s the very height of ridiculousness, by Michael Tidd 4.       The problems with traditional education, by Martin Robinson 5.       The curator of memories (and other metaphors), by Heather Fearn 6.       Cultivating a culture club: A ResearchED Scandinavia … More Educational Reader’s Digest | Friday 21st April – Friday 28th April

Educational Reader’s Digest | Friday 14th April – Friday 21st April

1.       Things aren’t getting worse, they’re getting better, by Carl Hendrick 2.       The paradox of uniformity, by Ted Morrissey 3.       The English teacher’s pub quiz, by Chris Curtis 4.       Learning objectives: a waste of time, by Matthew Pinkett 5.       Why we need to get rid of lesson objectives, by Kris Boulton 6.       Assessment objectives: an … More Educational Reader’s Digest | Friday 14th April – Friday 21st April

Educational Reader’s Digest | Friday 7th April – Friday 14th April

1.       ‘Ordinary working families’ are not disadvantaged – those claiming benefits are, by Rebecca Allen 2.       Should teachers use prequestions, by Daniel Willingham 3.       6 things to get right in every school, by Tom Sherrington 4.       Implementation, by Tom Starkey 5.       Money buys luck. Everyone else needs to work hard, by Tom Bennett 6.       What … More Educational Reader’s Digest | Friday 7th April – Friday 14th April

Embracing Awkward Conversations and Uncomfortable Truths

A reliable indicator of the cultural health of an organisation is the extent to which staff feel able to openly admit to making mistakes and errors of judgement.  Matthew Syed writes extensively about this in Black Box Thinking, where he explores different responses to failure through a number of wide-ranging case studies.  Where school improvement … More Embracing Awkward Conversations and Uncomfortable Truths