Bright Spots: SPDS | classteaching

One of our greatest successes at Durrington High School is our subject planning and development sessions (SPDS). These are fortnightly, subject-specific CPD sessions in which curriculum teams meet to develop subject and pedagogical knowledge and ideas. To ensure the most effective practice and use of SPDS time, the general structure of the sessions is:
Identify a focus for the SPDS based on upcoming curriculum content over the next two weeks; this will probably be narrowed down to one year group.
Before the SPDS, the teacher leading the session identifies the knowledge or skills that…

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Metacognition: Making it Happen in the Classroom | classteaching

According to the EEF Toolkit, metacognition and self-regulation is one of the top two most effective teaching and learning strategies (the other being feedback), and can increase students’ progress by as much as eight months. The EEF succinctly explains that metacognition involves ‘teaching pupils specific strategies to set goals, and monitor and evaluate their own academic development. Self-regulation means managing one’s own motivation towards learning. The intention is often to give pupils a repertoire of strategies to choose from during learning activities.’ However, metacognition and…

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Metacognition: Making it Happen in the Classroom | classteaching

According to the EEF Toolkit, metacognition and self-regulation is one of the top two most effective teaching and learning strategies (the other being feedback), and can increase students’ progress by as much as eight months. The EEF succinctly explains that metacognition involves ‘teaching pupils specific strategies to set goals, and monitor and evaluate their own academic development. Self-regulation means managing one’s own motivation towards learning. The intention is often to give pupils a repertoire of strategies to choose from during learning activities.’ However, metacognition and…

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http://ift.tt/2u19jYY

A ‘Mastery-light’ Subject Curriculum Model | classteaching

By Andy Tharby

Before we consider the shape and dimensions of a subject curriculum, we should first consider its purpose. In my opinion, a curriculum should always be challenging in its depth and breadth so that:
students acquire powerful knowledge that takes them beyond their experience;
students are encouraged to enjoy and take an interest in the subject;
students are well-prepared for terminal exams at the end of five years of study;
students build their academic background knowledge and cultural capital by acquiring Tier 2 and Tier 3 vocabulary;
students acquire the foundations…

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http://ift.tt/2Ii5eCx

A ‘Mastery-light’ Subject Curriculum Model | classteaching

By Andy Tharby

Before we consider the shape and dimensions of a subject curriculum, we should first consider its purpose. In my opinion, a curriculum should always be challenging in its depth and breadth so that:
students acquire powerful knowledge that takes them beyond their experience;
students are encouraged to enjoy and take an interest in the subject;
students are well-prepared for terminal exams at the end of five years of study;
students build their academic background knowledge and cultural capital by acquiring Tier 2 and Tier 3 vocabulary;
students acquire the foundations…

Continue reading at:

http://ift.tt/2Ii5eCx

Bright Spots – Memory | classteaching

Over the past few days I have been visiting lessons attempting to uncover good practice in the field of memory creation and retention.  At Durrington we have made the use of memory strategies gleaned from cognitive science one of our three teaching and learning priorities for this academic year.  This has involved devoting substantial INSET time at the start of the year to helping staff understand the strategies (Andy Tharby recently wrote an excellent blog that you find here, debunking many of the myths around memory), and then more recently having subject areas feedback on how they are…

Continue reading at:

http://ift.tt/2HixT9s

Bright Spots – Memory | classteaching

Over the past few days I have been visiting lessons attempting to uncover good practice in the field of memory creation and retention.  At Durrington we have made the use of memory strategies gleaned from cognitive science one of our three teaching and learning priorities for this academic year.  This has involved devoting substantial INSET time at the start of the year to helping staff understand the strategies (Andy Tharby recently wrote an excellent blog that you find here, debunking many of the myths around memory), and then more recently having subject areas feedback on how they are…

Continue reading at:

http://ift.tt/2HixT9s