Why Literacy Fails (Part 1)
This blog is based on my talk entitled, ‘Why Literacy Fails (And What To Do About It)’, at the researchED National Conference, in a baking-hot Camden classroom! It will be the first part of a short series of blogs. I’ve never found a teacher who disputes the importance of
Where does 'growth mindset' go next?
Has ‘growth mindset’ been debunked? Will the million+ selling book quietly be removed from shelves, or will it reappear rebooted in teacher training in some other guise in future? I began writing about the promise and the problems with ‘growth mindset’ in 2014. It was a wildly popular topic that
Top 10 Blog Posts of 2023 (So Far)
I have written over 23 blogs so far in 2023. Before I sign off for summer (I have a book to finish off drafting and some sun to bask in), I wanted to reshape my 10 most popular blogs: 1. Crafting Great Sentences. My most popular new 2023 blog so
Revising writing and why it matters
If I was to identify one important writing process that is most neglected by pupils, I would pose revising their writing. Why is this vital strategy so commonly neglected? In my ‘Closing the Writing Gap’ book, I propose that ‘revising’ writing is misunderstood and confused with ‘editing’. So, what is
The Struggle with 'Writing Stamina'
After some grim national writing results last year, and lots of conversations with school leaders about their post-Covid teaching and learning priorities, writing is high on many schools’ priority list. Common issues that have been raised to me by school colleagues are wide ranging, from issues with spelling, to extended
The Challenge of Editing Writing
“To write is human, to edit is divine.” Stephen King, ‘On Writing’ ‘I’ve finished’ is a common refrain you hear in the classroom soon after pupils are set a writing task. Pupils’ urge to write can see them rush to pour their ideas onto the page. Alas, for too
What should we do with WAGOLLs?
Few teachers would teach writing in primary or secondary classrooms without using a WAGOLL to model writing for novice pupils. The language of ‘WAGOLL’s – or ‘What A Good One Looks Like’ – is common, but there may be less shared understanding about how to use them most effectively in the