Do children succeed despite or because of what we do? | David Didau

One of the most beguiling assumptions in teaching is that children succeed in school because of what schools and teachers do. We feel this to be true because we’re acutely aware of all the things we’ve done; all the hours of teaching, marking, planning, pastoral support and everything else we do. We know these things […]

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Breadth trumps depth | David Didau

According to Teacher Tapp, 56% of teachers reckon their schools start GCSE courses at some point during Year 9. Part of the justification for this approach is that Key Stage 3 has sometimes had a reputation for being a bit of an intellectual wasteland. In 2015, Ofsted publish a report entitled Key Stage 3: The […]

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“It’s all about relationships” | David Didau

Every now and then I comes across the argument that the success or failure of a teacher is due to the quality of their relationships with students. Poor behaviour? Ineffective lessons? “It’s all about relationships.”* Most people are incapable of maintaining much more than 50 relationships and the number of people we actively care about tends […]

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How to explain… structured discussion | David Didau

Over the years I have become increasingly convinced that there is something particularly cognitively ‘sticky’ about speech. We are more likely to remember that which we have said than that which we have merely read or heard. One of the big problems teachers regularly encounter is that children who are able to articulate interesting opinions […]

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An argument for order | David Didau

The second law of thermodynamics tells us that entropy within a system will always increase over time. What starts off as order descends, sometimes quickly, sometimes slowly, but always inexorably into chaos. In simple words: everything deteriorates over time. Fending off chaos and bolstering order always requires continual effort and careful maintenance. Whatever else it […]

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