John Medlicott is Director of JMC Education, an educational consultancy group which specialises in providing CPD for schools and colleges across the UK and globally. Here he answers some of the questions new teachers ask about metacognition and self-regulated learning.
by John Medlicott
21st October 2019
It’s hard to keep up with the pace of change in the teaching profession. New research findings, new statutory requirements, new inspection frameworks, new examination procedures, and new approaches for teaching and learning all emerge at an alarming rate.... read more
Rebecca Nobes is Head of Spanish, and recently achieved Chartered Teacher Status. She is a passionate advocate of the Chartered College of Teaching, and enjoys attending events such as ResearchEd and occasionally speaking at them. She shares her ideas about the benefits of becoming a Chartered Teacher.
by Rebecca Nobes
23rd September 2019
Chartered Teacher Status is about recognising teachers for their expertise in the classroom, rather than the leadership roles which tend to take them out of it. It's a 15 month CPD programme run by the Chartered College of Teaching, a professional body... read more
Alan Parkinson is a head of department, educational blogger and author of a range of textbooks and children’s books. He shares his ideas for supporting younger students as they join secondary school.
by Alan Parkinson
6th August 2019
The wasted years?
As teachers, we know that the early stages of a student’s secondary years are important for their success, and can have a long-lasting impact on attainment throughout the secondary phase. The DfE report, ‘KS3: the wasted years?’ (2015)... read more
David Didau – trainer, consultant, writer and former English teacher – questions the received wisdom that all marking is good marking and suggests how to make your feedback to students worthwhile. He explores the underlying reasons why marking is essential to progress and suggests ideas for how you can provide clarity, and increase students’ effort and aspirations.
by David Didau
5th August 2019
Over the past few years the expectations of how much and how often teachers are expected to mark seems to have increased dramatically. One reason for this is the research finding that feedback is the highest impact intervention that teachers can make... read more
Richard Durant, writer, education adviser and former English teacher, looks at what exactly 'literacy' is and suggests some ideas for a whole-school plan for tackling literacy issues.
by Richard Durant
5th August 2019
When I started teaching in 1985, I was proudly introduced to the school’s new literacy co-ordinator. He was a pleasant, bearded chap with a premature stoop that I suspect he cultivated to indicate his humble, undemanding intentions. Before long, his literacy... read more
Stuart Scott is an independent consultant and director of the Collaborative Learning Project, with a wealth of teaching and consultant experience in schools as a former head teacher and OfSTED inspector. He offers his advice for embedding talk in the classroom.
by Stuart Scott
5th August 2019
Speech 'supports and propels writing forward'
"Schools do not always seem to understand the importance of pupils’ talk in developing both reading and writing. Myhill and Fisher quote research which argues that ‘spoken language forms a constraint, a... read more
Mike Gershon, a leading blogger, trainer and author of a range of teaching and learning textbooks, explores how we can help our students to develop a growth mindset.
by Mike Gershon
29th May 2018
Why do some students feel they will never get any better at a subject? Why do some learners believe effort has no value and that no matter what they do things won’t change? And why do some students seem to have an irrational fear of failure and of making... read more
Sue Cowley is an experienced teacher and trainer who has written a number of best-selling books on classroom management. Here she shares her practical tips and teaching strategies for effective differentiation.
by Sue Cowley
30th April 2018
When you consider the range of experiences, knowledge and skills that the students in your classes have, it seems obvious that you would need to differentiate for them. One student might be a high attainer who frequently reads for pleasure at home; another... read more