I was overjoyed to be asked to present at Research Ed’s national conference last Saturday.
We have massively overcomplicated teaching. In my talk, I explored how we have overcomplicated it, why, why we need to go simple and how that would work, using examples from Michaela Community School.
I began the session with a series of questions, which readers may wish to revisit:
- How many activities do you need in a lesson?
- How often do the activities change in a lesson?
- How many different ‘starters’ do you create?
- How many different ‘plenaries’ do you have?
- How many variations on tasks do you have?
- How many slides do you have on a powerpoint?
- How many resources do you print for each lesson?
- How many ways are you expected to differentiate for children?
- How many pages does your scheme of work fill?
- How often have you changed schemes of work?
- How…
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