Research Spotlight – 2019 Term Two

Research Focus – Curriculum and Knowledge The new OFSTED framework, with its new method of “deep-diving” a department to question its teachers, has led to a new found interest in curriculum intent. After years of focusing on how we teach, a new focus on what we teach and why is probably not unwelcome but it…

Structuring Lessons

I have recently been reading ‘Love to Teach’ by Kate Jones. It is always refreshing to spend time reading and reminding yourself of key successes within lessons. I often try to think of innovative ways to ensure that I can introduce a new topic effectively. Whilst thinking and researching about how to deliver new topics…

Cognitive Load Theory in Practice

This academic year we are paying particular attention to understanding the principles of Cognitive Load Theory (that emerged from the work of John Sweller) and are carefully considering how this can be applied in the classroom to maximise students’ learning. Drawing on the NSW’s Cognitive Load in Practice in particular, members of the Ped Team…

Research Spotlight – 2019 Term One

Research focus – Metacognition ‘These learners are proactive in their efforts to learn because they are aware of their strengths and limitations and because they are guided by personally set goals and task-related strategies, such as using an arithmetic addition strategy to check the accuracy of solutions to subtraction problems. These learners monitor their behavior…

Research Spotlight – April

Research Focus – Curriculum and Progress Curriculum has been a topic of increasing interest in the education community over the past few years; reflecting a concern that a focus on generic pedagogy (how we learn) was drawing focus from the subject itself (what we learn). One interesting idea that has been bouncing around concerns the…

Research Spotlight – March

Research Focus – Revision With exams looming the minds of teachers, leader, parents and pupils turn to revision. This is unfortunate as waiting for the approach of the exams to start revision is highly ineffective – we need pupils to be revising and reviewing what they have learnt throughout the year (and over the years)…

Feedback: Misconceptions and corrections

These slides accompanied a CPL session on feedback – focusing on the different ways we need to address misconceptions and errors. The problem with feedback Feedback is an important part of teaching. In fact, teaching would be inconceivable without it. Try and teach a lesson without saying whether an answer a pupil gives is correct…