Monthly Archives: February 2019

Cognitive Load Theory – what to do

Posted on February 27, 2019 by classteaching

As a sister blog to Andy Tharby’s Cognitive Load Theory post on the Durrington Research School website, this piece will focus on practical applications for classroom teachers. In order to dovetail with the Research School blog, these strategies will be arranged and … Continue reading →

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The Active Ingredients of Great Teaching

Posted on February 14, 2019 by classteaching

At DMAT, we have moved away from a ‘tick-box’ approach to teaching and have embraced a ‘tight but loose’ approach.  We want teaching to be tight, in terms of focusing on sound , evidence-informed pedagogical principles, but loose in terms of … Continue reading →

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Focus on Feedback

Posted on February 13, 2019 by classteaching

Earlier this week Fran Haynes wrote a great blog on the Durrington Research School site, exploring the research evidence around effective feedback. You can read it here. This completes a series of blogs this half term on the six pedagogical … Continue reading →

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The Importance of Questioning

Posted on February 7, 2019 by classteaching

  As Andy Tharby and Shaun Allison argue good questioning is a fundamental but “ubiquitous” and “fluid” part of the learning process. Effective questioning should also allow teachers to formatively assess students understanding of a new concept, motivate students to … Continue reading →

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