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Recent Posts
- The size of multi-academy trusts – Education Datalab blog May 18, 2022
- Introducing… Closing the Writing Gap – The Confident Teacher May 17, 2022
- Does taking A-Level maths improve your grades in physics and computer science? – Education Datalab blog May 13, 2022
- Repeat suspensions and exclusions during compulsory schooling – Education Datalab blog May 11, 2022
- Leading Literacy… And Purposeful Professional Development – The Confident Teacher May 7, 2022
- Kirchhoff — and die happy May 2, 2022
- Leading Literacy… And Influencing Teachers – The Confident Teacher April 30, 2022
- Is there is a link between Year 11 pupils’ wellbeing and their GCSE grades? – Education Datalab blog April 28, 2022
- Is A level maths a requirement for A level physics and computer science? – Education Datalab blog April 26, 2022
- Leading Literacy… And Perennial Problems – The Confident Teacher April 24, 2022
- The Importance of Early Literacy – Education Datalab blog April 15, 2022
- Five things we’ve learned this term about pupil absence – Education Datalab blog April 8, 2022
- 6 Micro-moves for Academic Talk – The Confident Teacher April 2, 2022
- Do disadvantaged students choose different subjects from their peers at Key Stage 5? – Education Datalab blog April 1, 2022
- Why has DfE chosen such an unusual measure as its GCSE target in the new White Paper? – Education Datalab blog March 28, 2022
- Simple Questions to Support Change – The Confident Teacher March 20, 2022
- 30 Years of Ofsted – Education Datalab blog March 16, 2022
- Units, you nit! March 13, 2022
- The case against Power Point as means of implementing curriculum – David Didau: The Learning Spy March 13, 2022
- The FFT Regional Attendance Tracker – Education Datalab blog March 11, 2022
- Does it matter if you don’t get a C (or 4) grade in GCSE mathematics? – Education Datalab blog March 10, 2022
- Assessing English at KS3 – David Didau: The Learning Spy March 5, 2022
- Come work with me… – David Didau: The Learning Spy March 4, 2022
- How can the government’s target of 90% of pupils achieving the expected standards at Key Stage 2 be achieved? – Education Datalab blog March 1, 2022
- Why ‘disrupting education’ doesn’t work – The Confident Teacher February 19, 2022
- Who should read aloud in class? – The Confident Teacher February 12, 2022
- How did the attainment gap change during the pandemic? – Education Datalab blog February 11, 2022
- Do disadvantaged children receive enough financial education in school? – Education Datalab blog February 11, 2022
- Are there socio-economic differences in how parents interact with their children about money? – Education Datalab blog February 11, 2022
- What’s the point of more elite sixth forms? – Education Datalab blog February 11, 2022
- The financial skills of children. What can rich kids do that poor kids can’t? – Education Datalab blog February 10, 2022
- How unequal are children’s financial literacy skills? – Education Datalab blog February 10, 2022
- Marking is murder! – The Confident Teacher February 5, 2022
- Will the Government’s latest attendance initiative work? – Education Datalab blog February 4, 2022
- How many schools might be affected by new proposals to move underperforming schools into strong MATs? – Education Datalab blog February 3, 2022
- Using tenor, vehicle and ground to analyse metaphors – David Didau: The Learning Spy February 2, 2022
- The problem with marking and how to solve it – David Didau: The Learning Spy January 31, 2022
- Understanded of the pupils January 29, 2022
- 10 things to know about teaching and learning – The Confident Teacher January 29, 2022
- Who are the children who have “fallen off the radar”? – Education Datalab blog January 28, 2022
- Commonly Confused Academic Vocabulary – The Confident Teacher January 22, 2022
- How much in-person teaching have Year 11 missed? – Education Datalab blog January 21, 2022
- Measures of persistent absence for the COVID age – Education Datalab blog January 18, 2022
- Why aren’t there more students in school sixth forms? – Education Datalab blog January 17, 2022
- 5 strategies for reading complex texts – The Confident Teacher January 15, 2022
- Inspection has become tougher for primary schools – Education Datalab blog January 13, 2022
- How does A-Level subject choice vary around the country? – Education Datalab blog January 12, 2022
- Stimulating Physics Network (Phase 4 and 5) evaluation report – Education Datalab blog January 11, 2022
- How school absence varies from day to day – Education Datalab blog January 11, 2022
- The Problem with Reading Informational Texts – The Confident Teacher January 8, 2022
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Author Archives: Dianne Murphy
Speed Wobbles
thinkingreadingwritings Teachers of any subject will be familiar with the student who struggles to work their way through a text. Not only do these students find difficulty completing classwork, because they often have trouble extracting information from reading material. It’s … Continue reading
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thinkingreadingwritings.wordpress.com/2020/05/23/removing-barriers-to-success-the-bridge-over-the-reading-gap-part-6/
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Teaching reading: it’s not as ‘niche’ as you think
thinkingreadingwritings “Teaching reading at secondary is very niche.” I’ve heard it said, in different ways, many times. It is a very common view, and it is also a mistaken one. Every teacher needs to know about reading because every student … Continue reading
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When ‘near enough’ is not good enough
thinkingreadingwritings There is a tremendous amount of potential in education research. Sadly, this potential is largely untapped because teachers are not taught this material systematically. As a result, they have to find it out for themselves – if they do … Continue reading
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Sympathy is no substitute for effective teaching
thinkingreadingwritings Why being sympathetic doesn’t cut it as a reading teacher The first rule of effective teaching of reading is: they don’t need our sympathy. Quite the reverse. An attitude of sympathy for ‘poor Johnny’ or ‘poor Jemima’ makes them … Continue reading
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The Re-Education of Alison Rounce
thinkingreadingwritings We have been privileged to have the enormously talented Alison Rounce (@ali_rounce) working with us in the north-east of England. We asked her to write about her journey, and this is the result: Making a career change when you … Continue reading
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From novice to expert: seven signs your school is dealing with reading effectively
thinkingreadingwritings The focus is changing! It’s exciting to see the shift in attitude and intent towards teaching struggling readers at secondary school. When we started blogging on this subject six years ago (Why is there a reading problem in secondary … Continue reading
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Reading catch-up for older students: one-to-one or small groups?
thinkingreadingwritings Do secondary students need one-to-one tuition to catch up, or can they be taught in groups? The answer is, both – depending on how far behind they are. Groups can be an effective format for teaching if four conditions … Continue reading
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10 Reasons Why Thinking Reading Gets Striking Results
thinkingreadingwritings We often find ourselves answering questions about the striking results that Thinking Reading students achieve. Teachers are used to seeing modest outcomes at best from reading interventions, so responses range from surprise to scepticism. By way of explanation, here … Continue reading
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Three styles of problem-solving
thinkingreadingwritings How leaders deal with problems determines . . . well, everything. It’s an awkward truth that some leaders feel safest in a state of crisis. In a crisis, everyone is too preoccupied with how to cope to raise awkward … Continue reading
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