I, We, You – A Simple Approach To Modelling | classteaching

By Andy Tharby

Modelling is the bit in the middle. It is the teaching stage that comes between the teacher’s explanation of a task or procedure and students’ practice of this stage or procedure. It is also the stage that is so often left out or not given enough attention by teachers. Modelling has a number of purposes: to lift the veil on hidden thinking; to demonstrate and break down step-by-step procedures; and to provide excellent examples for students to emulate.

Without careful modelling, many students are left feeling rudderless and all at sea. They have little conception of what…

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Explanation – researchED Kent 2018 | classteaching

On Saturday Andy Tharby was at researchED Kent. Andy was talking about his new book ‘How to explain absolutely anything to absolutely anyone: The art and science of teacher explanation’.

Here are the slides from his talk:

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What does an evidence informed school look like? researchED Kent 2018 | classteaching

This Saturday I talked at researchED Kent about what I thought the ‘active ingredients’ of an evidence informed school might be.  Over the last few years we have been working at Durrington to become more evidence-informed.  Furthermore as a research school, we have been fortunate enough to work with many other schools who are trying to do the same.  Based on this, here are my thoughts about what a checklist for an evidence informed school might look like:
Have an SLT that is committed to an evidence informed approach – even when it sometimes seems counter-intuitive.
Have a shared…

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The Micro-Rules of Reading: Supporting Students’ Reading in Every Subject | classteaching

At Durrington we are aware that different subjects work with texts that require very specific reading skills. The texts that students encounter in PE will be very different to those that they encounter in Geography, for example. With this disciplinary awareness in mind, we are currently thinking about how to support students and teachers with the subject-specific reading that occurs day-to-day in classrooms across the curriculum.

A seminal text that is guiding our discussions, and shapes this blog post, is Reading Reconsidered by Doug Lemov, Colleen Driggs and Erica Woolway. This book is a…

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The Micro-Rules of Reading: Supporting Students’ Reading in Every Subject | classteaching

At Durrington we are aware that different subjects work with texts that require very specific reading skills. The texts that students encounter in PE will be very different to those that they encounter in Geography, for example. With this disciplinary awareness in mind, we are currently thinking about how to support students and teachers with the subject-specific reading that occurs day-to-day in classrooms across the curriculum.

A seminal text that is guiding our discussions, and shapes this blog post, is Reading Reconsidered by Doug Lemov, Colleen Driggs and Erica Woolway. This book is a…

Continue reading at:

https://ift.tt/2BEZPEp

Masters Reflections – The home/school relationship | classteaching

At Durrington, teachers in their first five years of teaching are offered the opportunity to study a part-funded masters in education through the University of Brighton, led by Dr Brian Marsh.  Last week, Ben Crockett shared his reflections about following and then successfully completing his masters.  This week, PE teacher Louise Wallis-Tayler does the same:
Why did you decide to do a masters?

I decided to take part in a masters as I have not studied academically for over 10 years and when I saw this opportunity I thought it would be a good challenge to set myself. I wanted to reflect on…

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https://ift.tt/2By0FCE

Masters Reflections – The home/school relationship | classteaching

At Durrington, teachers in their first five years of teaching are offered the opportunity to study a part-funded masters in education through the University of Brighton, led by Dr Brian Marsh.  Last week, Ben Crockett shared his reflections about following and then successfully completing his masters.  This week, PE teacher Louise Wallis-Tayler does the same:
Why did you decide to do a masters?

I decided to take part in a masters as I have not studied academically for over 10 years and when I saw this opportunity I thought it would be a good challenge to set myself. I wanted to reflect on…

Continue reading at:

https://ift.tt/2By0FCE