Monthly Archives: November 2018

The Micro-Rules of Reading: Supporting Students’ Reading in Every Subject

Posted on November 28, 2018 by classteaching

At Durrington we are aware that different subjects work with texts that require very specific reading skills. The texts that students encounter in PE will be very different to those that they encounter in Geography, for example. With this disciplinary … Continue reading →

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Masters Reflections – The home/school relationship

Posted on November 26, 2018 by classteaching

At Durrington, teachers in their first five years of teaching are offered the opportunity to study a part-funded masters in education through the University of Brighton, led by Dr Brian Marsh.  Last week, Ben Crockett shared his reflections about following … Continue reading →

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Interpreting formative assessment

Posted on November 23, 2018 by classteaching

Exemplification was the focus of one of the sessions at the recent Research Schools Network national conference at Peterborough.  We were discussing what makes the best examples when trying to explain abstract concepts or procedures to delegates at our training … Continue reading →

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Mastering Metacognition

Posted on November 13, 2018 by classteaching

At Durrington, teachers in their first five years of teaching are offered the opportunity to study a part-funded masters in education through the University of Brighton, led by Dr Brian Marsh.  Our Head of Geography Ben Crockett, has just successfully … Continue reading →

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Threshold Concepts for Teachers

Posted on November 8, 2018 by classteaching

Last week I was leading a training session for trainee science teachers, looking at the EEF ‘Improving Secondary Science’ guidance report – this is a great resource for science teachers and one that I would strongly recommend.  There is a … Continue reading →

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Metacognition in PE

Posted on November 1, 2018 by classteaching

Deputy Leader of PE and Research School Associate James Crane discusses how he has been developing metacognition with his students. The Problem Teachers should acquire the professional understanding and skills to develop their pupils’ metacognitive knowledge. Whilst this is of course … Continue reading →

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