British summer time is about to begin and the year continues to tick over at pace. If things are moving a little too fast, perhaps take a few minutes to reflect and read about the latest reading and writing in education. This edition includes writing on the state of writing
Writing problems, and solutions, can too often go undetected in schools. Unlike reading, there are relatively few specific writing assessments to detect issues that schools can use, so it is hard to follow clear trends. As a result, when national exams reveals issues – such as the drop in primary pupils’
Year after year, teachers conduct assemblies, workshops, and share resources on effective revision. Despite all that effort, students continue to fall for the all-too-common seven deadly sins of exam revision. So, what are these ever-present sins that beset so many students? 1. Procrastination and cramming. Perhaps the most famous sin
The proverb ‘penny wise, pound foolish’ was first recorded back in the eighteenth century. It represents how people can focus on being stingy with small amounts of money, but may be wasteful with larger sums. When it comes to specifically spending on research and development (R&D), you can
Valentine's Day is here. I am afraid I don't offer roses or gifts, but if you are inclined to love reading about education, this may be the 30 minutes of lovely links you are after! This 57th edition includes a review of an excellent new book
Everyone has a view on education. Every parent and politician has sat in a classroom, so they have a view on what the teacher does or doesn't do. But experience does not always translate into wisdom and understanding. Happily, we are not short of wisdom that does shine
Shy pupils can easily, often unnoticed, slide to the sides of lessons. Supporting such pupils, who are nervous to talk with their peers or in front of the class, can be a tricky business but also vital for both their well-being and their learning. The quiet, and seemingly passive, behaviour
Adaptive teaching describes the moment-to-moment responsiveness that is orchestrated continuously in the classroom by expert teachers. In the past few years, in England at least, its prominence has arisen through national frameworks as an alternative to the problematic practices that have attended the label of ‘differentiation’. It features in the