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Hexagons, board pens and videotapes (…well mobile phones)

By Sunny Gunessee Further to my last post summarising my work investigating the flipped classroom approach, more questions have been raised about how to make best use of available time.  There is a net gain in available lesson time as a result of students completing their reading outside of class. Resulting in there being a requirement of not just … Continue reading

Purple Pen Revolution and the Power of the Written Word

Should we have a feedback policy? If a student is making excellent progress, what difference does it make? Zoe James has a response to David Didau’s thought provoking post about book monitoring… We are reviewing our teaching and learning policy and as dry as that sounds, it has actually been both a fascinating and positive process.  … Continue reading

RAG against the machine!

Simon Marriott was the presenter for Thursday 23rd April 2015. His snappily titled session, RAG against the machine, followed on from Meg Sayfoo’s RAGS to Riches session and provided an alternative perspective about the use of RAG marking. Simon contextualised how he came to his current practice of using live RAG marking in classrooms.  He … Continue reading

RAGS to Riches Thursday Morning Thriller 26th March 2015

At the start of the Spring term a system of RAG marking was introduced across the school with the aim of increasing the speed of marking for the teacher and increasing the levels of engagement with the feedback and reflection upon the feedback from the pupil. We decided to focus just on the use of … Continue reading

Starter for 10: Thursday Morning Thriller 20th November 2014

As a PE teacher of many years one area that I have traditionally struggled with was supporting students to be able to write high quality extended essays for the A2 exam paper.  I always seemed to struggle with the ability to help students write concisely, using technical language and actually answer the question that was … Continue reading

Activate & Demonstrate: First thinking to best thinking

Often when I am engaged in dialogue about lesson planning with colleagues a similar question arises; something along the lines of: “I understand the concept of the connect and consolidate elements of the plan for learning but am struggling to differentiate between the activate and demonstrate elements. Help!” I often wonder if this is a … Continue reading

High Expectations

This week I have been fortunate to be able visit a number of lessons.  In particular I was investigating our expectations and seeking to find out how members of staff are setting out and achieving high expectations with different groups of students.  As the week has progressed a number of common elements have been consistent … Continue reading