ResearchED2017 Slides: What You Do Not Know About Feedback and Motivation

What an event! Huge congratulations to all the wonderful speakers for this year's National ResearchED Conference.  Such an event truly sparks the most insightful conversations about how we can further move education forward so that staff, students and systems work effectively.  Many thanks as well (of course) to Tom Bennett and Helene Galdin-O'Shea for organising. … Continue reading ResearchED2017 Slides: What You Do Not Know About Feedback and Motivation

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5 Important Things Educational Research has Taught Me

In his famous commencement speech ‘This is Water’, David Foster Wallace begins with the following didactic tale:  There are these two young fish swimming along, and they happen to meet an older fish swimming the other way, who nods at them and says, “Morning, boys, how's the water?” And the two young fish swim on … Continue reading 5 Important Things Educational Research has Taught Me

What Is Not Working in Education (and What We Can Do About It)

The search for the 'Holy Grail' of Teaching is not working... Bridgekeeper: What... is your name? Sir Lancelot: My name is Sir Lancelot of Camelot. Bridgekeeper: What... is your quest? Sir Lancelot: To seek the Holy Grail. Bridgekeeper: What... is your favourite colour? Sir Lancelot: Blue. Bridgekeeper: Go on. Off you go. Sir Lancelot: Oh, … Continue reading What Is Not Working in Education (and What We Can Do About It)

Feedback, Mindset and Motivation – Linked?

In the lead up to examination season, it is interesting to see different mindsets and ‘self-perceptions’ developing amongst the pupil body. Most notably, patterns of cognitive dissonances seem to appear into our students’ narrative: fragile students perceive themselves to be worse than they are; confident underachievers assert they are ‘fine’; and confident achievers seem too … Continue reading Feedback, Mindset and Motivation – Linked?

How to Harkness: Strategies and Advice.

How to Harkness: Strategies and Advice for Implementing Harkness into Educational Practice. In my last blog, Why is Classroom Dialogue so Important?, I put forward numerous articles of research that demonstrated the positive impact Harkness and other dialogical approaches can have on our pupils mastering subject knowledge. Without dialogic pedagogies, we risk that a pupils’ knowledge … Continue reading How to Harkness: Strategies and Advice.

Why is Classroom Dialogue so Important? Constructivism and Knowledge Mastery

Knowledge – understanding information and experience in order to act upon it. (know what, know who, know how) Mastery – the journey from apprentice to disciplined sense-maker and knowledge catalyst. (masters do not need to be managed)  There is no doubt that the impact of classroom dialogue has propelled its way to the forefront of … Continue reading Why is Classroom Dialogue so Important? Constructivism and Knowledge Mastery

Our Aims Have Changed: therefore, our Methodology and Practice Must Follow

A week ago, I found myself in a meeting discussing the best way to implement a new project at school to make it a success.  It quickly became clear that developing a successful and purposeful project required one thing: an aim.  It was vital that this project had a purpose; that the activities provided were both … Continue reading Our Aims Have Changed: therefore, our Methodology and Practice Must Follow