Curriculum

Unlocking the Potential of Metacognition #EEFGuidance

Metacognition (+7 months, low cost with strong evidence) has sat proudly at the top of the EEF Toolkit for many years alongside feedback.  However, unlike feedback it is poorly understood in both in terms of what it means and what it looks like in practice.  The new EEF Guidance on Metacognition and Self-Regulated Learning is a significant step forward in helping teachers and schools unlock the potential of this powerful learning strategy. Continue reading →

What Impact Your Half Year of Teaching?

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 →

The Missing Feedback Link #GreatTeaching

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.

Continue reading →