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Monthly Archives: June 2019
Evolving homework
I often tell our staff at Durrington: “homework isn’t going anywhere.” I’m starting to realise this phrase is open to misinterpretation. What I mean is: homework is important at secondary school (according to research evidence) so get used to it, because it will … Continue reading
Durrington Research School 2019-20 Training Offer
Regular readers of ClassTeaching will know that we also lead the Durrington Research School. As now is the time when schools are thinking about their CPD offer for next year, we wanted to let you know about the training programmes … Continue reading
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Structuring Classroom Talk
The phrase ‘classroom talk’ can induce a vast array of reactions in teachers. For some, it represents chaotic lessons in which the talk is plentiful but the learning less easy to discern. Conversely, some teachers view classroom talk as the … Continue reading
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Improving behaviour – strategies for teachers
I have a suspicion that the latest EEF guidance report ‘Improving Behaviour in Schools’ will before long reach the top of the EEF’s download charts (if such a thing exists). The reason is the demand. All teachers have at some point in their careers had to struggle with … Continue reading
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Curriculum Planning to Support Learning
As we continue to engage more and more with evidence from cognitive science and educational research, our knowledge and understanding of how we learn deepens. For example, the idea of Cognitive Load Theory, frames our understanding of the idea of … Continue reading
