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.
On Thursday I had the pleasure of listening to Ross (aka @TeacherToolkit) talking about Mark. Plan. Teach., his latest book. The issue of differentiation and the challenges it poses for teachers popped up in discussions a number of times during the day. My views on differentiation have changed over the years and changed quite significantly.
Just before half term we had the pleasure of hosting Professor David Hopkins, at the Trust, who led us through an “instructional round”. By the end of the day we had developed a series of theories in action about the teaching we observed across Years 5, 6 & 7. I’ll blog in more detail about this on Sunday. Continue reading