Teaching strategies: Teaching post-16 | Administrator

This article was written for SecEd magazine and first published in March 2017.  You can read the original version on the SecEd website here.  
You can read more of my monthly columns for SecEd here. 

There are two major ways of learning: the first is the natural process we all engage in unconsciously or subconsciously like learning the lyrics to a song, the second is the more formal, planned process carried out consciously and deliberately like learning algebra by rote.

Most “education” consists of a combination of unconscious and conscious learning and both kinds of learning are…

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Teaching strategies: Teaching post-16 | Administrator

This article was written for SecEd magazine and first published in March 2017.  You can read the original version on the SecEd website here.  
You can read more of my monthly columns for SecEd here. 

There are two major ways of learning: the first is the natural process we all engage in unconsciously or subconsciously like learning the lyrics to a song, the second is the more formal, planned process carried out consciously and deliberately like learning algebra by rote.

Most “education” consists of a combination of unconscious and conscious learning and both kinds of learning are…

Continue reading at:

http://ift.tt/2ozFFCW

Teaching strategies: Revision | Administrator

This article was written for SecEd magazine and first published in March 2017.  You can read the original version on the SecEd website here.  
You can read more of my monthly columns for SecEd here. 

The words “today, we’re going to revise for an exam” strike fear into students’ hearts.

But when is revision not revision? Revision lessons have become synonymous with dull, repetitious labour. Revisiting by rote what students have already studied. Sitting past paper after past paper in silent rows, receiving nothing in return but a miserly missive in blood-red ink.

As such, I’ve learnt…

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Teaching strategies: Teaching less able students | Administrator

This article was written for SecEd magazine and first published in March 2017.  You can read the original version on the SecEd website here.  
You can read more of my monthly columns for SecEd here. 

Before we begin, I have an admission to make: I don’t like the term “less able”.

Less able than what, exactly? Less able than the more able? That’s a pretty banal and facile statement. Less able than they could be? Than we want them to be? Less able than the average student? If so, what’s “average”?

No-one is “average”; rather, we are all made up of myriad individual characteristics. If…

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Teaching strategies: Teaching disaffected students | Administrator

This article was written for SecEd magazine and first published in March 2017.  You can read the original version on the SecEd website here.  
You can read more of my monthly columns for SecEd here. 

One of the most common complaints that teachers have – and one of the reasons so many teachers leave the profession – is that they have to teach students who just don’t want to be taught.

How, they ask, can you force students to learn something that they have no desire to learn?

The honest answer is that you can’t. However, you can do much to help disaffected and demotivated students to…

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http://ift.tt/2niz6Hb

Teaching strategies: Small group teaching | Administrator

This article was written for SecEd magazine and first published in March 2017.  You can read the original version on the SecEd website here.  
You can read more of my monthly columns for SecEd here. 

Last week we examined ways of teaching large groups of students in an attempt to bring the much-maligned lecture back into favour.

We said that the lecture is a cost-effective means of teaching large groups of students with fewer staff. It’s a good use of precious learning space, too.

We also concluded that the lecture gives whole cohorts a shared experience so that each student is made…

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http://ift.tt/2nOkeNz

Teaching strategies: Teaching disaffected students | Administrator

This article was written for SecEd magazine and first published in March 2017.  You can read the original version on the SecEd website here.  
You can read more of my monthly columns for SecEd here. 

One of the most common complaints that teachers have – and one of the reasons so many teachers leave the profession – is that they have to teach students who just don’t want to be taught.

How, they ask, can you force students to learn something that they have no desire to learn?

The honest answer is that you can’t. However, you can do much to help disaffected and demotivated students to…

Continue reading at:

http://ift.tt/2nz8OOf