UKEdMag: Storytelling For Assessment by @JamietheColes | UKEdChat Editorial

You are obsessed with stories. I am obsessed with stories. We are obsessed with stories. Even when you go to sleep at night, your mind stays awake telling itself stories in your dreams. 

It’s predicted that modern humans began to speak language around 100,000 years ago. It’s no great leap of the imagination to assume they started telling stories not long after. 

We’re obsessed with stories. But why? It’s how we make sense of the world. We have a deep neurological compulsion to find patterns. 

It’s why we impose human emotions and feelings on animals and see faces in…

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How to help students prepare during major educational transition periods | UKEdChat Editorial

Modern education is tough on everyone involved. Teachers
spend hours preparing lessons and marking work, whilst students find themselves
studying multiple subjects at once and experiencing a high level of pressure
throughout their school career.

Whilst the role of teachers is primarily just to teach, we
are also supporters and leaders, helping develop life skills and help our
students through their formative years. This becomes especially important
during the major transition periods in the modern educational system, where
students are often uprooted and moved to an unfamiliar…

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UKEdMag: Connecting, Imagining And Empathising Through “Writing In-Role” by @NBentleyTweets | UKEdChat Editorial

In a world where political divisions seem more entrenched than ever, and a school system which has yet to crack the problem of bullying, an opportunity to engage young people with different voices, narratives and ideas seems urgently necessary. I would suggest that the strategy of “writing in-role” holds the potential to do just this. 

This article originally appeared in Issue 53 of the UKEdMagazine. You can freely read the magazine by clicking here

Writing in-role involves learners imagining themselves as other people and writing from their point of view. Examples of this…

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On the stretching of brighter history pupils by @historylecturer | UKEdChat Editorial

The education twitter-sphere has been all a-buzz today with stuff about helping (or failing) bright pupils. I am not at all qualified to contribute directly to the debate; I can only recount my own experiences, and anecdotal evidence is not very valuable in such a case. Because of my work as an examiner, I meet history teachers from scores of other schools every summer, and I do not think my approaches were in any way unusual. Yes, I taught at an independent school, so it was selective in terms of ability to pay fees. It was not very selective in terms of ability; plenty of our pupils did…

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Becoming and being the leader you want to be by @JohnPearce_JP | UKEdChat Editorial

In education we are very comfortable using the term “middle leaders”, rather than “middle managers”, to talk about heads of department and heads of faculty. But are they really leaders? What distinguishes middle leaders from middle managers? 

Middle managers – and senior managers for that matter – work to the specification of their leaders. Managers only become leaders when they inject something of themselves into their work. Managers sing the hymn sheets of others. Leaders do much more, they add verses, create harmonies and the best compose new scores. 

In this sense, all…

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Can AI improve the way we test literacy rates? | UKEdChat Editorial

If we don’t want struggling readers to lose
confidence, we need to radically change how and when we pick up on literacy
issues, says Bernadette McLean.

Imagine being a child
who’s given a school note to take home and realising all your friends can read
it, but you can’t. Or being asked to complete an assignment in class that has
been written on the whiteboard but having no idea what it says. Or opening up a book and seeing all the letters
jump around.

For the one in 10
children in the UK who are dyslexic, this may well simply be part of their
everyday life.

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UKEdMag: Strategies To Deal With Children With Autism Or ASD by @sonukhosla15 | UKEdChat Editorial

“If a child cannot learn in the way we teach … we must teach in a way the child can learn.” Ignacio Estrada.

Let me begin with sharing a piece of conversation I had while working with a differently-abled child.

Colleague: Ms. whenever you find the time please meet me.
Me: Sure.
Child: Ms. I can really help you.
Amazed I asked: Go ahead.
Child: I can help you find the time. There it is! (Pointing to the clock on the wall).

The look in the child’s eyes can however, not be explained in words.
We can look at this behaviour as ‘intentional’ or ‘being funny’ or…

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