Evidence into practice part 1 – Teach-Do-Practise and interleaving

I have been trying to take my teaching to another level this year. My role as Assistant Headteacher brings lots of different challenges in already challenging circumstances. One minute I can be suppressing some choice language from a student to then thinking strategically about curriculum or operationally about staffing issues. What I never want to […]

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They need to work harder…

Our school is part way through a turnaround journey. It’s like trying to turn around the Titanic due to it’s size and context but I believe we are making great headway from what I have seen in the last year. Results are still not where we want them to be but they are often the […]

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The evolution of my examples

The worked example is a key mechanism for drawing attention to important mathematical ideas, building confidence and displaying a desired layout. The word’s etymology has many different sources. From Old French essemple “sample, model, example, precedent, cautionary tale,” and from Latin exemplum “a sample, specimen; image, portrait; pattern, model, precedent; a warning example, one that […]

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Zooming into a maths curriculum

Curriculum is a large focus for lots of leaders at the moment and rightly so, in my opinion. The whats, whens and hows are important pieces of information that need to be spelt out to those following your curriculum. Another important question is, ‘why?’ Why have you chosen to teach that particular concept? Why have […]

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Applicable Engelmann – The Five Principles for Examples and Nonexamples

This Saturday 13th April 2019 a memorial will be held for the late Siegfried “Zig” Engelmann who died in February of this year (2019). For those unfamiliar with Engelmann, he is the creator of the teaching method known as Direct Instruction (uppercase D.I). He engineered this teaching method over many years – a theoretical framework […]

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The Sw!tch – Applying Chip and Dan Heath’s ideas to a new role on SLT at a new school part 1

This blog will be split into two posts: Part 1 – The Rider, the Elephant and the Path analogy in a school context – finding the bright spots and pointing to the destination; Part 2 – Clearing the path – scripting the critical moves. This year, I decided to join a new school for a […]

Read More The Sw!tch – Applying Chip and Dan Heath’s ideas to a new role on SLT at a new school part 1

Crystallising “Clear Teaching” by Shepard Barbash – Direct Instruction – An ignored tool in closing achievement gaps? Part 1

Veteran journalist Shepard Barbash took over 10 years to write his publication “Clear Teaching,” which takes a comprehensive look at the story of Siegfried Engelmann and Direct Instruction. This is something I am really interested in at the moment. Direct Instruction has a massive PR problem so I think it’s important to shed a positive […]

Read More Crystallising “Clear Teaching” by Shepard Barbash – Direct Instruction – An ignored tool in closing achievement gaps? Part 1