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Metacognition - New and Updated
Metacognition is a well known term but perhaps less well understood for some busy teachers. Education Endowment Foundation guidance on the topic of 'Metacognition and Self-regulation' has always proven popular and now it is new and updated so it is well worth returning to explore. It is
Feedback: A message in a bottle
Approaches to feedback, such as written marking or 'whole class feedback', are popular classroom strategies that are undertaken daily with students of all ages and stages. But do they truly land with students in the ways we intend? Or is it like a message in a bottle, cast
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Dyslexia: Issues with definitions and diagnoses
Teaching a struggling reader, whether they are seven or seventeen, can be a gut-wrenching experience. It can make the typical tasks of a school day difficult and sap the enjoyment out of learning. It is no surprise then that every teacher, and parent, wants to get to the root
What do we mean by high expectations?
"They can because they think they can." ('Possunt quia posse videntur') Virgil's 'Aeneid' High expectations can be a mysterious thing. Something ineffable. You can understand them when you experience it. You may be able to tell a tale about when someone had
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Scaffolding and PEAL paragraphs
"Scaffolds are not intended to be permanent. If everyone has a scaffold all of the time, it's not a scaffold, it's just your lesson plan." 'The Scaffolding Effect', by Rachel Ball and Alex Fairlamb Teachers understand that scaffolds can be vital supports
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Supporting struggling writers
The saying goes that what gets assessed gets taught. But for teachers, when it comes to the act of writing to learn, that is not always true. Students can spend thousands of hours writing in the classroom, but if they struggle with writing it can still remain unaddressed. Why is
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Great teaching and targeted academic support
High quality teaching - each day and each hour - is likely to prove the greatest lever for securing success in education. Not only that, but it is likely to be disproportionately beneficial to pupils who struggle and have additional learning needs. So far, so obvious. In the new OFSTED Toolkit, its