You can write small description here to explain which type of posts are there in this category.
EEF report:Ā Online Reading Support
For Kids, Learning Is Moving
The Failure of the iPad ClassroomĀ
Understanding Evidence: New Guide Explains Four Key Types and How to Evaluate Them
Positive School Climates Can Narrow Achievement Gaps
Strong student-lecturer relationships reduce university drop outĀ
Children see ‘worrying’ amount of hate speech online
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InĀ outlining some of the problems with contemporary assessmentĀ at the Festival of Education 2016, Daisy Christodoulou noted that the concept of assessment for learning has in many cases, merely become assessment of learning. Read More
In the last post we looked at the importance of retrieval and the testing effect. In this week’s post we will look at spaced learning and interleaving as ways of enhancing the long term retentionĀ of learning.
In 1885Ā Herman Ebbinghaus conducted a series of experiments on himself to test memory and recall. Read More
“The most fundamental goals of education are long-term goals. As teachers and educators, we want targeted knowledge and skills to be acquired in a way that makes them durable and flexible.” – R. Read More
This document is the culmination of a series of discussions with pupils, HODS and SLT and provides a roadmap for the broader enterprise of independent learning.Ā
The College is committed toĀ the wider concept of developing independence:Ā independent thinking, learning and coping. Read More
Harkness teaching and UK education
Head of VI Form and leading Harkness practitioner Dr Guy Williams onĀ a US-developed pedagogy which is growing in use over here.
āHarknessā teaching is a pedagogy based on round-the-table discussion between students, in which peer-to-peer dialogue is emphasised. Read More
By Julian Thomas, Master of Wellington.
I wonder if you noticed the recent study conducted by researchers at Oxford University. It should have rung a loud alarm bell and yet seemed to slip by largely unnoticed in the Christmas rush. Read More
Despite the weight of evidence around Growth Mindset as a strong indicator of student achievement, there remains a lack of hard evidence as to how exactly affect thatĀ disposition. The EEF trialled various interventions in 2013 and found that the results were not statistically significant. Read More
By Alastair Dunn.
As I have noted in a previous post, there is no single effective way to deliver extension teaching, especially in the Humanities. One model that has long interested me, as a History teacher, is the potential for cross-subject extension. Read More
By Julian Thomas, Master of Wellington College
Make do and mend. It was my Nanās mantra. She lived through the shortages of the Second World War, and the rationing that extended well beyond, and she just couldnāt shake it despite living into the 1990s. Make do and mend she certainly did, which is why nothing ever got discarded, no matter how outdated or unfit for purpose it had become. Read More