Monthly Archives: June 2018

Having launched a stream of invective against the use of ‘balance’ as a weasel word in my last post, I want to offer a more nuanced take on what I think balance ought to mean. I see the… Continued here … Continue reading →

Originally posted on The way I see it……:
I spend a long time on the seating plans for my classes. Whilst I wouldn’t go as far as to claim they are works of art, I would say that I am…

Balance is an obviously good thing, isn’t it? After all, who wants to be unbalanced? “What is it indeed that gives us the feeling of elegance in a solution, in a… Continued here https://ift.tt/2Kixyta

Originally posted on Filling the pail:
Embed from Getty Images In my previous post, I noted that a panel event in Sydney was addressing the question of whether schools kill creativity and that there were no teachers on the panel.…

Originally posted on e=mc2andallthat:
Stars, so far as we understand them today, are not “alive”. Now and again we saw a binary and a third star approach one another so closely that one or other of the group…

Originally posted on fish64:
Ofsted’s focus on the curriculum seems to have thrown up two contrasting views, roughly equating to a trad/prog split, on what the ideal secondary curriculum should look like. I have enjoyed reading both viewpoints and deciding…

Originally posted on Exploring Education:
If you make your lessons interesting for students you won’t have behaviour problems You can sort difficult behaviour by forming relationships with students You should focus on reinforcing positive behaviour while ignoring negative behaviour At…

Originally posted on Pocket Quintilian:
Yesterday, I was involved in quite a lengthy Twitter exchange regarding the distinction between knowledge and understanding in language learning, if such a distinction exists. One of the topics that came up in the course…

Originally posted on 3-Star learning experiences:
Paul A. Kirschner & Mirjam Neelen When you ask learners how they study or how they prepare for a test, it’s likely that they’ll tell you that they reread and/or highlight and/or underline important…

It has become common, although I still find it surprising, to hear teachers use the word ‘data’ as if it were a bad thing. ‘Data drops’ have come to epitomise a pointless exercise in collecting meaningless numbers and feeding them … Continue reading →