UKEdMag: Collaborative Teaching by @education_maria | UKEdChat Editorial

Collaborative Teaching, by Maria Hutchinson This article originally appeared in Issue 49 of the UKEd Magazine. Click here to view.

Collaborative teaching can be defined as “two or more people sharing responsibility for educating some or all of the students in a classroom” (Villa, Thousand and Nevin, 2008, p. 5). They suggest that it “involves the distribution of responsibility among people for planning, instruction and evaluation for a classroom of students (p. 5).”

In this article, I will be describing how I have worked with two members of staff collaboratively as defined above and from…

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UKEdMag: State of Independence by @BunsenLearner | UKEdChat Editorial

State of Independence – Independent Learning, An Enquiry Approach

By Chris Bowstead – This article originally appeared in Issue 49 of the UKEd Magazine. Click here to view.

“Alright Year Eight, today we are looking to develop our independent learning skills. This is the plan. Each of you has a box. Inside the box, you have some objects. You have twenty minutes. Show me something interesting!”

One of my high needs science students puts his hand up. “Anything?”

“Yes, anything.”

“Does it have to be sciencey?”

“Nope. Off you go…”

My class of seven high needs behaviour students stare…

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UKEdMag: Learning or mimicry by @mattpearson1991 | UKEdChat Editorial

This article originally appeared in Issue 49 of the UKEd Magazine. Click here to view.

Picture the scene – you’ve spent ages planning what you think is a great lesson, delivery seems to have gone well so far and in the remaining five or ten minutes students complete your well-planned plenary activity. You review the response to the plenary, be it through questioning (targeted or otherwise), exit slips, mini whiteboard responses or quiz results, and find that students have demonstrated a great understanding of the topic/skill/concept that was covered.

Fast forward a few days. You have the…

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‘No evidence’ grammar schools can promote social mobility, study suggests | UKEdChat Editorial

Expanding the number of grammar schools is unlikely to promote social mobility by providing more opportunities for disadvantaged pupils, a new study published in Educational Review finds.

Study author Binwei Lu, of Durham University, used England’s National Pupil Database to show how a child’s chances of going to grammar school varied depending on the Local Authority (LA) in which they lived, their social and ethnic background, and their attainment level at primary school. The database included more than 600,000 pupils, of which around 186,000 were in the 36 LAs with grammar schools.


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Children with better coordination more likely to achieve at school | UKEdChat Editorial

Young children with better eye-to-hand co-ordination were more likely to achieve higher scores for reading, writing and maths according to new research – raising the possibility schools could provide extra support to children who are clumsy.

Just over 300 children aged four to 11 took part in computer tasks to measure their co-ordination and interceptive timing – their ability to interact with a moving object.

The study, led by researchers at the University of Leeds, is published in the peer-review journal Psychological Science.

The tasks designed to measure eye-to-hand coordination…

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‘Find your passion’ may not be the best advice after all | UKEdChat Editorial

As the world becomes increasingly interdisciplinary, having diverse interests can help people make important connections across fields, such as between the Arts and Sciences. A new study by Yale-NUS College Assistant Professor of Psychology Paul A O’Keefe and colleagues suggests that one’s belief about the nature of interests might prevent those insights from happening. Those who endorse a “fixed theory” about interest tend to think of it as something already there that simply needs to be found. Therefore, they are unlikely to stray beyond the interests they already have. By contrast, those…

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‘Chaotic’ government reforms are failing to tackle education inequality | UKEdChat Editorial

Two-thirds of head teachers believe that inequalities between schools (in England) are becoming wider as a result of current government policy, according to a new ‘state of the nation’ report by the UCL Institute of Education (IOE).

The four-year study, funded by the Nuffield Foundation, evaluated the government’s ‘self-improving school-led system’ (SISS), which has become an overarching narrative for education policy since 2010, making schools more autonomous and accountable for their own improvement.

The reforms have included an expansion in the number of academies and the development…

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