Teacher Choices – helping teachers make better decisions in the classroom

Last week the EEF introduced a new initiative called Teacher Choices. It aims to generate the kinds of evidence that teachers can put to practical use in their classrooms with their students. These short teacher-led research studies should be able to help provide teachers with answers to some of the questions they want to ask,Continue reading “Teacher Choices – helping teachers make better decisions in the classroom”

Everything Now: resisting the urge to implement too much too soon

There are so many good ideas in education at the moment – knowledge organisers, whole class feedback, multiple-choice questions, low stakes quizzing, dual coding, etc. – it is hard to keep up. I’m on board with almost all of these ideas approaches, and in this enlightened evidence-based age in which we live, it feels goodContinue reading “Everything Now: resisting the urge to implement too much too soon”

Disciplined enquiry, or how to get better at getting better

How do you know what to do to improve your teaching? And if you can identify what you need to do get better, how do you know whether what you are doing to try and improve is actually making a difference where it really matters: in developing your students’ learning? I think there are probablyContinue reading “Disciplined enquiry, or how to get better at getting better”