I started teaching at Michaela Community School in September 2017. Learning about, applying to and joining Michaela has permanently transformed my view of education forever. Learning about Michaela has been like constantly learning new threshold concepts: my view of the world dramatically changes with each new embedded idea, and I acquire a new lens with … Continue reading The influence of Michaela
Education
Workload: solutions part II – why do systems in schools fail?
Systems in schools often fail for two reasons. Firstly, the workload-to-impact ratio is unfavourable. Secondly, the culture in the school hasn't united staff to pick fruits from trees growing in the same philosophical soil. Both of these contribute to an increased workload that can be diminished; the second and third of my three Cs of eliminating … Continue reading Workload: solutions part II – why do systems in schools fail?
Social Mobility – Purpose of Schools?
In the denouement of one of my favourite films, Ratatouille, restaurant food critic, Anton Ego poignantly states: "Not everyone can become a great artist, but a great artist can come from anywhere." Anton Ego Given the right conditions, if someone has it in them, they can thrive to achieve great things. If that same person (or rat) … Continue reading Social Mobility – Purpose of Schools?
Evolution of my Pedagogy III: Questioning
When I began teaching, I used to use questioning for two main reasons. Firstly, as a way of eliciting ideas I desired pupils to construct. For example, if I was teaching pupils about experimental design, I might ask them why they thought we have only one independent variable in an experiment and lead pupils to … Continue reading Evolution of my Pedagogy III: Questioning
Equations in Science
I've been refining the way I teach equations in science for a while now, and think I've found a way that is reaping good results. The key principles are as follows: No matter what the content or equation, I always get pupils to follow one method. It works for every equation in Biology, Chemistry and Physics. Drill pupils … Continue reading Equations in Science
Don’t let politics colour educational evidence
Everyone involved in education wants pupils to succeed. It is likely that most will agree on definitions of success such as access to the best universities, a good base of knowledge across a range of subjects and skills such as speaking for an audience, for example. But the means to achieve these is subject to … Continue reading Don’t let politics colour educational evidence
The Limits of My World (Part II)
In Part I of this post, I discussed the importance of teachers (of all subjects) making language teaching explicit in their lessons. I argued that an improvement in language enables pupils to better access the curriculum and broaden their cultural capital. I shared three practical, easy-to-implement strategies to help teachers incorporate the teaching of language into their lesson: sharing … Continue reading The Limits of My World (Part II)
Speaking Frames: How to elicit formal talk
"So basically, yeah, we said that you can use this so get rid of that, but its better innit to use this for the sand." Hmm. Not quite what I wanted my Year 7 to say when explaining how to separate a mixture of sand, salt and water. How many times have you asked pupils from your class … Continue reading Speaking Frames: How to elicit formal talk
Planning curriculum for linear GCSEs
The new GCSE specifications are arriving with waves of reform. New syllabus, new examination structure and timing, new grading system, new emphasis on skills, absence of coursework, different emphasis on practical skills and literacy... you'd be forgiven for complaining that there is too much change in one go, with little time to prepare. Ofqual are … Continue reading Planning curriculum for linear GCSEs
Comprehension Strategies in the Classroom
Poor comprehension skills are undoubtedly a hindrance to learning. As teachers, we expect our pupils to read and make meaning from an unfamiliar text nearly every lesson. This might take the form of a text to teach new ideas and facts, a stimulus for discussion, to give instructions or even to read and interpret our marking. But to what extent … Continue reading Comprehension Strategies in the Classroom
Bunsen Blue 