Cleverlands by Lucy Crehan – The Secrets Behind the Success of the World’s Education Superpowers #books #education #teaching #learning #teachers

As a teacher in an inner-city school, Lucy Crehan was exasperated with ever-changing government policy claiming to be based on lessons from ‘top-performing’ education systems. She resolved to find out what was really going on in the classrooms of countries whose teenagers ranked top in the world in reading, maths and science.

Cleverlands documents Crehan’s journey around the world, weaving together her experiences with research on policy, history, psychology and culture to offer extensive new insights into what we can learn from these countries.

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Lexplore – A clear view on reading #reading #education #teaching #learning #dyslexia #technology

A unique AI based method of assessing reading…

Combining 30 year’s research with the latest in machine learning and eye tracking technology, our unique solution is able to determine a child’s exact reading attainment in a matter of minutes.

“It is quick, straightforward and easy to manage within the day-to-day routine of the school.”

By monitoring spontaneous eye movements we can pick up on minor differences in the way children’s brains process text, helping to identify those with language based learning difficulties much earlier in their development, and tailor specific interventions to their individual needs.

“The assessment helped uncover examples of children who were not previously identified as having reading difficulties.”

Requiring no administrative input our solution supports existing learning programmes by freeing up teacher time and quickly demonstrating the outcome of targeted interventions for each individual child.

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THE PHYSICS TEACHING PODCAST #Physics #Teaching #Podcast

We believe that physics teaching is a wonderful thing, but are aware not everyone agrees. In the UK more and more non-specialists are getting the opportunity (welcome or otherwise) to shine a light on peoples misconceptions about the World around them.

We started this podcast to provide useful information about how some of the best physics teachers we know teach the subject. Nearly always the answer will be ‘do some practical work’, which we know is essential to grounding understanding as well as being fun to do and making lessons easier to manage.

If you have found this page then we are truly amazed, and hope you will stay with us on our journey. If you are a Science teacher who would like to share your love of Physics teaching with the World, please contact us using the form below.

Robin and Thomas

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Learn to shine bright- the importance of self care for teachers – Kelly Hopkinson #teaching #wellbeing #mentalhealth #education

Self-care is proving to be difficult to master and weave into our teachers frantic lives. As human beings we must prioritise our own well-being and as teachers as well we can begin to place the same emphasis on staff well-being in our schools as we do for the mental health of the children we teach. Self-care starts with you and small acts every single day. Imagine connecting to and feeling the magic you work so hard to create in the classroom and in your life.

Imagine the impact on those around you and your own happiness levels. You are exquisite and far too important not to take care. Travelling took up much of Kelly’s 20’s before she jumped heart first into being a primary school teacher. Becoming a single, working mum of 2 small people wasn’t part of the plan, yet it became one of those life defining moments. A change of school, friendships and self-esteem levels, thankfully coincided with becoming a yoga teacher and self-care became a priority. Kelly used everything she had learnt on her yoga journey so that she could continue to be a Mum, a friend, a daughter, a teacher, the light in someone’s day and a role model to others. Kelly is now at the very heart of well-being for teachers, empowering and supporting them every day- not just when times are tough. This talk was given at a TEDx event using the TED conference format but independently organized by a local community. Learn more at https://www.ted.com/tedx

100 Ideas for Secondary Teachers: Engaging Learners (100 Ideas for Teachers) #Books #Teaching #Learning #Lessonplanning

Are your students really engaged in your teaching? Teachers everywhere are looking for quick and easy ways to liven up their lessons, try something new and exciting, or just tweak a strategy or practice that they have been doing for years. This is a recipe style books that you can dip in and out of when you are looking for inspiration. 100 Ideas for Secondary Teachers: Engaging Learners contains techniques and activities to apply to every area of classroom teaching, from livening up displays to using technology effectively, and even includes advice on greeting students and providing motivational feedback. Put these ideas into practice to get your class engaged and ready to learn.

Science and Maths by Primrose Kitten #Physics #Maths #Tutorials

I want to help you achieve the grades you (and I) know you are capable of; these grades are the stepping stone to your future. Even if you don’t want to study science or maths further, the grades you get now will open doors in the future.

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Primose Kitten

Why School INSET persistently fails to raise teaching and learning standards. #Education #Books #Schools #INEST

I would preface my remarks here by saying that the basis for my observations in this article come from practice in the UK. However, conversations with colleagues in Australia, Canada and the United States suggest the same features appear in their systems.

In the UK 1988 was a decisive turning point in education history. The Education Reform Act introduced by Kenneth Baker introduced many new features to the learning and teaching landscape and has shaped development for the last thirty years.

The first and possibly most negative aspect was the introduction of the National Curriculum.  This attempted to codify WHAT was to be taught to every student across their student career. It set the education direction as being primarily concerned with curriculum content.

The world, his wife and all their relations were invited to contribute to the National Curriculum and the result was an overly bloated curriculum, often lacking relevance or coherence. The mantra of the time was that the curriculum should be ‘broad and balanced’, which it was. Unfortunately everyone knew what they wanted in the curriculum, but no-one could agree what should be dropped to accommodate it!

The second great innovation was the advent of five days per school year set aside for the In Service Training of Teachers (INSET). Initially, this was a very popular innovation with teachers, as it recognised their requirement to have days of professional study, development an interaction (this was less popular with parents who had to find five extra days of childcare!).

Having previously had no statutory professional development days, school leadership teams were free to invent their own professional development programme and some were very innovative. Initially there was some funding called TVEI (Technical and Vocational Educational Initiative) designed to encourage collaborations and some schools coordinated their INSET days to enable staff to attend events in a number of schools.

Within that sentence was the major issue with INSET days. They became a stage-managed EVENT which, for the most part still holds true today.  Rather than addressing issues at a fundamental cultural level, the pattern of the day fragmented around what came to be a familiar pattern. The school, apart from those staff on externally accredited external courses, would have their professional development opportunities constrained to this five day model.

The first element, usually occupying the early part of the day was an inspirational visiting speaker, the content of whose talk may, or may not have had any bearing on the development priorities of the school. The talk element meant that the teachers for the most part were passive participants in the process.  Many would describe the experience of the guest speaker as seeing their favourite comedian live… intensely engaging, compelling, humorous and insightful. But the next day, they could not recall what they had heard and it certainly was not going to impact on their practice on a daily basis.

Following the talk there would be some pressing whole school based business such as the implications of new national initiatives on school processes, or some urgent training related to pupil welfare or health.

The afternoon session, when most people were soporific after a good lunch, tended to be devoted to curriculum/departmental time when rather than moving the school forward, teachers were engaged in preparing for the term starting the next day, or closing down the term just past. Important administrative work indeed, but not work designed to professionally challenge and develop teachers.

There was no PROCESS in these events, no reflection and development, little sharing of practice, good, developing or bad and no centrality of the learner in planning.

I’ve observed this as a trainer, guest speaker, school leader and departmental head across the country. The same meagre developmental diet served up repeatedly despite the lack of impact.

Given these experiences I began working on a different approach to teacher professional development. You will notice I avoid the word training from this point, as I believe training has unfortunate connotations and impacts.

Over several years I pulled a template together for a model of Continuous Professional Development that any school could adopt and adapt to suit their development purposes.

The model works irrespective of context, cultural, national or sector.

I’ve been able to condense over a decade work of development work into a coherent whole in a book to be published in March 2019.

Please contact me if you would like to know more, including some sample templates for how to implement the model to address the quality of teaching and learning in your school.

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