We’ve reached the mid-point of the academic year; the mornings are getting lighter and the days longer. It’s worth reflecting on what impact your teaching has had in term of pupils’ progress during the first half of the year.
It’s important to understand that this is a question to reflect on not a means for holding teachers to account. Since the days of pupils allegedly making three sub-levels progress a year we’ve used unreliable data to make invalid conclusions. There is a lack of precision in the question, as well as any answer, which makes high stakes or even low stakes accountability nonsensical. Continue reading
When it comes to feedback, there has been lots of blogs about feedback to pupils – written and verbal and in lesson responsive teaching. There have been fewer about how feedback can help improve an aspect of a teacher’s classroom practice in terms of their subject pedagogical knowledge.
Writing is a code for sound; as ever it’s not quite that simple. You’ve probably read the title, know what I mean but also realise that it just looks “plane rong”. We have both sound and word representations in our minds. In experienced readers’ minds phonology (word sounds) and spellings (orthography) work individually and together; in experienced readers this is a rapid, automatic and mutually reinforcing process. Continue reading