A Better Plan for Feedback | perspected

A Better Plan for Feedback | perspected

In one of my most recent MSc lectures, teachers and educators were asked to reflect on the most important part of their planning: task design. We were given a variety of models to assess, discuss, and apply to our own teaching to ensure that students would end up with the most effective final result.
However, what I felt was missing was a coherent design for feedback within a task model. Task design always seemed to end with a ‘final product’ but with little guidance on where or when feedback would be best given.
So, what if we planned our feedback the same way that we planned our tasks?…

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We Still Need Slightly More than a Good Curriculum | perspected

We Still Need Slightly More than a Good Curriculum | perspected

Firstly, Happy 2019.
I have not posted for a while for a few reasons: I am currently delving down into both writing a book and my Masters which is exciting. But also because I have truly been trying to think about why it is I have been both successful and unsuccessful in the classroom over the years?   What is it that has really assisted me to build relationships with my most difficult classes?
An answer contacted me out of the blue last week: an ex-pupil of 6 years ago (from my more challenging state school) who wanted help transferring from Law into English. In her request she kindly…

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We Still Need Slightly More than a Good Curriculum | perspected

We Still Need Slightly More than a Good Curriculum | perspected

Firstly, Happy 2019.
I have not posted for a while for a few reasons: I am currently delving down into both writing a book and my Masters which is exciting. But also because I have truly been trying to think about why it is I have been both successful and unsuccessful in the classroom over the years?   What is it that has really assisted me build relationships with my most difficult classes?
An answer contacted me out of the blue last week: an ex-pupil of 6 years ago (from my more challenging state school) who wanted help transferring from Law into English. In her request she kindly said:

Continue reading at:
http://bit.ly/2T2Npwm

ResearchED Slides – Say it or Sign it? | perspected

ResearchED Slides – Say it or Sign it? | perspected

ResearchED National Conference (2018) and Scotland (2018) have been the best yet.  Both events contained some of the most stimulating discussions in Education.  It was a triumph to see teachers of all experiences debating and challenging the ways we can better our practice – that these events occur on a Saturday and are attended by teachers across the country is a testament to our dedication to get this right.
I was fortunate enough to speak at both on methods of Feedback under the title: Say it or Sign it? Is Verbal Feedback really better than Marking.  Attached below are the slides.
I am…

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ResearchED Slides – Say it or Sign it? | perspected

ResearchED Slides – Say it or Sign it? | perspected

ResearchED National Conference (2018) and Scotland (2018) have been the best yet.  Both events contained some of the most stimulating discussions in Education.  It was a triumph to see teachers of all experiences debating and challenging the ways we can better our practice – that these events occur on a Saturday and are attended by teachers across the country is a testament to our dedication to get this right.
I was fortunate enough to speak at both on methods of Feedback under the title: Say it or Sign it? Is Verbal Feedback really better than Marking.  Attached below are the slides.
I am…

Continue reading at:
https://ift.tt/2IcX3rP

Questioning for Confirmation… and then Challenge | perspected

Questioning for Confirmation… and then Challenge | perspected

 

We often associate the practice of questioning as a tool to evoke higher-order thinking; it challenges our students to think in an evaluative and speculatively manner. However, the way we implement questioning should perhaps be considered more thoughtfully in our planning whereby we confirm our students’ knowledge before challenging.

Doug Lemov is notable in his remark that “simply asking higher cognitive questions does not necessarily lead students to produce higher cognitive responses” (2005). This presents us with a complex dilemma as we are aware that pushing our students to think…

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Questioning for Confirmation… and then Challenge | perspected

Questioning for Confirmation… and then Challenge | perspected

We often associate the practice of questioning as a tool to evoke higher-order thinking; it challenges our students to think in an evaluative and speculatively manner. However, the way we implement questioning should perhaps be considered more thoughtfully in our planning whereby we confirm out students’ knowledge before challenging.

Doug Lemov is notable in his remark that “simply asking higher cognitive questions does not necessarily lead students to produce higher cognitive responses” (2005). This presents us with a complex dilemma as we are aware that pushing our students to think more…

Continue reading at:
http://ift.tt/2i9pn1u

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

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

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.
The slides for my talk can be found here: Feedback ResearchEd
Further reading available from my blog: Feedback, Mindset and Motivation – Linked?
Link to download Harry Fletcher-Wood’s new book chapter in Feedback (as mentioned…

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http://ift.tt/2fbSNLz

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

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

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.
The slides for my talk can be found here: Feedback ResearchEd
Further reading available from my blog: Feedback, Mindset and Motivation – Linked?
Link to download Harry Fletcher-Wood’s new book chapter in Feedback (as mentioned…

Continue reading at:
http://ift.tt/2fbSNLz

5 Important Things Educational Research has Taught Me | perspected

5 Important Things Educational Research has Taught Me | perspected

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 for a bit, and then eventually one of them looks over at the other and goes, “What the hell is water?”

And continues to assert:

The immediate point of the fish story is that the most obvious, ubiquitous, important realities are often the ones that are the hardest to see and…

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