This tag is associated with 3 posts

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

The Class Room Gift That Keeps Giving #SaturdayThunk

The gift that keeps on giving was a marketing slogan for the phonograph but could equally be applied to the teaching and development of metacognition and the ability of pupils to self-regulate.  It is one of those low maintenance high impact strategies which reward teachers, for their initial investment of time, many times over.  It’s what I think of as a high impact class room multiplier. Continue reading

Education for Wisdom

Last weekend a twitter debate started on Friday night between myself and David Didau, with various other people keen to express a view on whether the knowledge versus skills debate is a false dichotomy, which rolled onto Saturday involving Alex Quigley and Joe Kirby.  

This post is not intended to shut down the knowledge versus skills debate, I couldn’t do that even if I wanted to.  I’m happy for others to have the debate but I am in a different jungle and more interested in engaging in different debates.  Education is for wisdom, not simply knowledge nor simply skills. Continue reading

Leadership: Being, Knowing, Doing (New Book)

Liminal Leadership


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