Monday, May 29, 2017

Investigating Acceleration in Reading

We have clearly seen that acceleration makes a huge difference in the engagement of the students who have been through the process of acceleration. These students appeared much more confident during the whole learning process. 

I wonder if acceleration works in the same way in a normal lesson (like something not engaging like a crime scene!).  Will we see the engagement and confidence in the same way in a more boring activity?  

Watch this space.

Thursday, March 9, 2017

Brain Development and Sensory Workshops

Tuesday, February 28, 2017

Maths PD Staff Meeting Workshop

When was the last time you felt nervous about something you had to do? Was it an observation? Was it a tricky conversation to have with a parent? Or a colleague? How do you overcome it? What are your most effective strategies?

There is no better feeling than overcoming that mountain; focusing all of your attention on something, to visualise it, to breathe it in... and then to smash it home. 

Feedback and feedforward:

Thursday, November 3, 2016

Individualised Learner Profiles

I can't help but think about next year... I love this time of year when you celebrate all of the amazing things you have achieved with your students.  But then you think of all the incredible possibilities that you could do better next year...

So one of the things I'm thinking about is asking my students to create a profile about how they best like to receive feedback.  And when I say feedback, I mean feedback and feedforward in their learning, attitude and behaviour.  How might this look?  An email?  A wink of the eye?  A private conversation?  A public praising?  Written feedback from a peer? 

As a teacher, you learn about these as you go...  but I do wonder how this might influence the culture of your class if we knew it at the get-go?

Happy report writing :)