Blog of the week

A large number of teachers and school leaders write blogs.  They use their blog as a way of reflecting on their own practice as well as sharing good ideas and resources.

Every Friday, one of the many excellent  teacher blogs that exists will be published as part of our Weekly Round-Up.  These blogs are a great way of sharing the excellent practice that is happening in other schools around the country.  If you are on Twitter, the blog authors are well worth following – as you will receive a notification every time their blog is updated.

#BOTW

The ‘Blog of the week’ archive follows:

2023-24

• 19 January – David Didau – Attention, meaning & consolidation: matching technique to purpose
• 12 January – Tom Sherrington – Evidence-informed teaching has to be built around each teacher’s personality and desire for autonomy; let’s celebrate that.
• 15 December – Simon Botten – How did we end up here?
• 8 December – Claire Stoneman – Attention in the classroom: looking closely and standing back
• 1 December – Mike Hobbiss – Selective and sustained attention: a model for classroom (and whole school) improvement
• 24 November – Cassie Young – SEND and systems: A reflection toolkit
• 17 November – Daisy Christodoulou – Skills vs knowledge, 13 years on
• 10 November – Inner Drive – The 10 principles of cognitive load theory
• 3 November – Paul Cline – Improving teaching: getting over the knowing-doing hump
• 20 October – Adam Boxer – Clearing the bar
• 13 October – Inner Drive – What are the two types of cold-calling in the classroom?
• 6 October – Kate Jones – Five Tips for ‘Cold Calling’ in the Classroom
• 22 September – Paul Cline – Persistent problems: A powerful paradigm for professional development
• 15 September – Thahmina Begum – Deliberate practice versus ‘just doing it’
• 8 September – Inner Drive – The Power of Expectations

2022-23

• 14 July – Dani Walley – Middle leaders – ‘the forgotten leaders?’
• 7 July – John Tomsett – This much I know about…improving teaching through attention to detail
• 30 June – Marc Rowland – Implementation matters: addressing disadvantage in schools with low numbers of pupils eligible for The Pupil Premium
• 23 June – Paul Cline – I haven’t got time
• 16 June – InnerDrive – Thinking and participation ratios: maximising cognitive engagement
• 9 June – Daniel Willingham – How to Read Difficult Books
• 26 May – Pete Foster – Attention First
• 19 May – Tom Sherrington – 10 Lessons learned about instructional coaching within a CPD programme
• 12 May – Sarah Cottingham – Novel experiences: do they help students learn?
• 5 May – Geoff Barton – What we need to know is why behaviour is a significant issue
• 28 April – Harry Fletcher-Wood – Questioning for retrieval: five mistakes to avoid
• 21 April – Pete Foster – Working Too Hard
• 31 March – Ben Newmark – The Teaching Life
• 24 March – Harry Fletcher-Wood – The magic of models in teacher professional development
• 17 March – Thahmina Begum – The Golem Effect: combatting low expectations
• 10 March – Alex Quigley – 10 Tips For Using Revision Guides
• 3 March – Sarah Cottingham – Reconstructing memory
• 24 February – Helen Thornycroft – The teacher as learner: how narrating our challenges can push forward students’ metacognition
• 10 February – Tom Needham – Explicit Instruction Stage 1: Retrieval Practice. 10 Minute writes
• 3 February – David Didau – When retrieval practice goes wrong (and how to get it right)
• 27 January – Carl Hendrick – Learning styles don’t exist
• 20 January – Adam Robbins – Digging deeper in lesson observations
• 13 January – David Windle – The Fluency Effect
• 6 January – Kat Howard – A Note on Teacher Autonomy
• 9 December – Daniel T. Willingham – Ask the Cognitive Scientist: Does Developing a Growth Mindset Help Students Learn?
• 2 December – Phil Stock – The Challenge of Developing Reading at Secondary School
• 25 November – Efrat Furst – Learning in the brain
• 18 November – Through the Keyhole of the Reading House. Part 1: Vocabulary, Comprehension and Word Reading – Alex Reynolds
• 11 November – The Stories We Tell: Curriculum Design – Nick Hart
• 4 November – Choose Wisely – Jo Castelino
• 21 October – Addressing educational disadvantage: from strategy to the classroom – Marc Rowland
• 14 October – Lethal mutations in education and how to prevent them – Kate Jones & Dylan Wiliam
• 7 October – Explicit Instruction: A Generic Lesson Plan (I-WE-YOU) – Tom Needham
• 30 September – No more marking in Psychology? – Paul Cline
• 23 September – Prior Knowledge and Learning New Information: The Rich Get Richer – Dr. Althea Need Kaminske
• 16 September – 4 Questions to Use When Checking Students’ Knowledge and Understanding – Inner Drive
• 9 September – The What and Why of Routines in School Culture – James Dyke
• 4 September – Why teaching academic vocabulary matters – Alex Quigley

2021-22

• 17 July – 5 Teaching & learning studies we read (or re-read) this year – Bradley Busch
• 10 July – Motivation and learning: what comes first? – Daniel Muijs
• 3 July – What is the link between feedback and teaching? – Tom Needham
• 26 June – Retrieval Practice: Recalling the End Goal – Sarah Cottingham
• 19 June – What Makes Great Teaching?  Beyond a List of Strategies – Nick Hart
• 12 June – Know Before They Go – Adam Robbins
• 5 June – Set the Bar High! – Paul Kirschner & Mirjam Neelen

• 23 May – Closing the Writing Gap – New Resources – Alex Quigley
• 16 May – Building on what they know – Sarah Cottingham
• 9 May –Don’t mix the six!  Thinking about assessment as six different tools with six different jobs – Clare Sealy
• 2 May – Beyond Hands Down Questioning – Cat Rushton
• 25 April – Forming Meaning – Sarah Cottingham

• 3 April – 5 Micro-Moves for Academic Talk – Alex Quigley
• 27 March – Thinking about learning – Marc Smith
• 20 March – On Cultural Capital – Claire Stoneman
• 13 March – Five Ways to Build Confidence – Tom Sherrington
• 6 March – Warm/Strict: we enforce rules because we care – Thahmina Begum
• 28 February – What’s stopping us from teaching reading comprehension really well? – Christopher Such

• 14 February – Cold Call Forensics: purpose; spirit; details – Tom Sherrington
• 7 February – The Five Things You Need to Know About Retrieval Practice – Ulrich Boser
• 31 January – 10 things to know about teaching and learning – Alex Quigley
• 24 January – The 6 Benefits of Retrieval Practice: A Visual Guide – Bradley Busch
• 17 January – Through the Lens of Disadvantage – Phil Stock
• 10 January – Being a Form Tutor – Joe Kinnaird
• 3 January – Catalyse Learning Using Schemas – Sarah Cottingham

• 12 December – Teaching Oral Reading Fluency to Older Students – Timothy Shanahan
• 5 December –‘How Cognitive Load Theory Changed my Teaching’ – Zach Groshell
• 28 November – Does that make sense? Breaking bad habits – Helen Skelton
• 21 November – Stating the Obvious or Getting Behaviour Right – Zoe Enser
• 14 November – ‘Golden Silence’ – Adam Boxer
• 7 November –‘Controlling Focus – 5 Practical ways to remove the blur of learning from the classroom’ – James Bullous
• 31 November –‘Weaving it all together: 9 key threads for maximising learning’ – Tom Sherrington

• 17 October – Teaching behaviour in small steps – Dan Hudson
• 10 October – What if we are the hope and we fail? – Dan Nicholls
• 3 October 2021 – ‘Two Simple ‘Add ons’ to Get More Out of Formative Assessment’ – Blake Harvard
• 26 September 2021 – ‘Curricular thinking has made me a better teacher’ – Helen Skelton
• 19 September 2021 – ‘Concrete not sand – build on what they know’ – Tom Sherrington
• 12 September 2021 – ‘Why ‘using the curriculum as a progression model’ is harder than you think’ – David Didau
• 5 September 2021 – ‘Retrieval for Learning’ – Corey Snuggs

2020-21

• 19 July 2021 – Poor Proxies for Learning: Powerful Insights from Prof Coe – Tom Sherrington
• 12 July 2021 – Teaching Through Examples – Thomas Chillmamp
• 5 July 2021 – Literacy, Curriculum & Teaching – Ruth Ashbee
• 27 June 2021 – The genius of DT Willingham and WDSLS – Tom Sherrington
• 20 June 2021 – On Beauty – Claire Stoneman
• 13 June 2021 – The Cognitive Science Behind Rosenshine’s Principles – Inner Drive
• 6 June 2021 – Our vision for confident and articulate students at FGCS – Thahmina Begum

• 23 May 2021 – All the myths we’ve loved before – Zoe Enser
• 16 May 2021 – Core and Hinterland: what are we really talking about? – Josh Vallance
• 9 May 2021 – Three Pillars of Vocabulary Teaching – Alex Quiqley
• 2 May 2021 – The Power of “By” – Adam Boxer
• 25 April 2021 – Gateway Questions – Kat Howard
• 18th April 2021 – How can we change our expectations? – Pete Foster

• 29th March 2021 – Cancelling the Noise – Jo Castelino
• 22nd March 2021 – Refining Retrieval. What does the evidence say about the testing effect? – Pete Foster
• 15th March 2021 – Jugglers, magicians and stand-up comedians – Zoe Enser
• 8th March 2021 – Addressing the catch up conundrum – Marc Rowland
• 1st March 2021 – The evolution of a presentation: how to maximise students attention in an online classroom – Adam Robbins
• 22nd February – Remote Responsive Teaching – Harry Fletcher-Wood
• 8th February – Cold Calling: The #1 strategy for inclusive classrooms – remote and in person – Tom Sherrington
• 1st February – Beware the false sense of security that can come with live lesson registers – Christina McGhie
• 25th January – Formative Assessment: What to consider for remote learning – Caroline Creaby
• 18th January – The Hidden Lives of Remote Learners – Roger Higgins
• 11th January – Becoming a unicorn teacher – a precis of Teaching in the Online Classroom – Lemov – Louise Hutton
• 4th January – Some tips for making teaching videos – Adam Boxer

• 13 December – The Best 3 Sentences in Education – David Didau
• 6 December – This much I know about why…the Rt. Hon. Kate Green MP is wrong about the curriculum – John Tomsett
• 29 November – Modelling regains its mojo – Andrew Brumby
• 22 November – Retrieval Practice – My Next Steps – Rachel Ball
• 15 November – Connection Cues – Kat Howard
• 8 November – Academic Vocabulary & Schema Building – Alex Quigley
• 18 October – Front Loading – Adam Boxer
• 11 October – Defining Greg – Zoe Enser
• 4 October – 10 FAQs about the challenges teachers face – Tom Sherrington
• 27 September – Cornell versus Ebbinghaus – Gethyn Jones
• 20 September – Research Spotlight: Generating Learning – Mark Enser
• 13 September – Strategies to Increase Pace – Tom Needham
• 6 September – Meaningful Memory – Niki Kaiser

2019-20

• 13 July – Desiring Difficulties – Blake Harvard
• 6 July – Assessing Learning in the New Academic Year: Part 1 & Part 2 – Rob Coe
• 28 June – Remote Learning and Making Plans – Alex Quigley
• 21 June – Three takeaways from Daisy C’s outstanding ‘Teachers vs Tech – Doug Lemov
• 14 June – The impact of school closures on disadvantaged students and the attainment gap – Ben Pollard
• 7 June – Self-Regulation at a Distance – Chris Runeckles
• 31 May – Rebooting behaviour after lockdown – Tom Bennett
• 17 May – Sustaining the learning of disadvantaged pupils during lockdown – Marc Rowland
• 10 May – Feedback and accountability loops for online classes – Doug Lemov
• 3 May – What does the research say about designing video lessons? – Daisy Christodoulou
• 26 April – Distance learning: reflections on the EEF’s rapid evidence review – Caroline Creaby
• 19 April – Retrieval Practice in Asynchronous Instruction – Doug Lemov
• 29 March – Distance learning through the lens of disadvantaged pupils – Marc Rowland.
• 22 March – 12 Building blocks to use learning technologies effectively – Building block 2: Give clear, structured and challenging instruction – Paul Kirschner & Mirjam Neelen

• 15 March – ‘A model for the learning process. And why it helps to have one’ –  Tom Sherrington
• 8 March – Pimp that Powerpoint – Ian Taylor
• 1 March – How to remember anything, forever – Daisy Christodoulou
• 23 February – A note on keeping a book for yourself – Kat Howard
• 9 February – Mean What You Say, Say What You Mean – Dani Quinn
• 2 February – Assessment – what’s the point? – Helen Skelton
• 26 January – Deep Learning 3: teaching to develop students’ mental models – responsive teaching update – Harry Fletcher-Wood
• 19 January – 7 Rules of Rosenshine – Steve Adcock
• 12 January – Going Goal Free During Formative Assessment – Blake Harvard
• 6 January – Schema building: a blend of experiences and retrieval modes make for deep learning – Tom Sherrington

• 15 December – How I use a visualiser in my classroom – Simon Baddeley
• 8 December – Typicality in G007 – Michael Chiles
• 1 December – What to do after a mock: into the classroom with whole class feedback – Adam Boxer
• 24 November – Retrieval Practice: The myths vs reality – Kate Jones
• 17 November – Clear Teacher Explanations 1: Examples & Non-Examples – Pritesh Raichura
• 10 November – The Indirect Manifestation of Knowledge: Curriculum as Narrative – Christine Counsell
• 3 November – Challenge beyond Bloom’s – Adam Boxer
• 20 October – Beware of the Matthew Effect – Marc Rowland
• 13 October – Making Connections #3: Working Memory & Cognitive Load – Unity Research School
• 6 October – The #1 problem/weakness in teaching and how to address it – Tom Sherrington
• 29 September – Five things every teacher should know about vocabulary instruction – Timothy Shanahan
• 22 September – Working with a bottom set Y11: How I do it? – Adam Boxer
• 15 September – Research Focus – Metacognition – Mark Enser (Heathfield Ped Team)
• 8 September – Avoid teaching to the middle – Stephen Tierney
• 1 September – This much I know about how I have transformed my own teaching – John Tomsett

2018-19

• 15 July – Curriculum Review at KS3: Some Common Issues – Tom Sherrington
• 8 July – Supporting working memory in the English classroom – Zoe Enser
• 1 July – Thinking Curriculum: The One Stop Shop – Adam Boxer
• 24 June – Rethinking Rigor: Desirable Difficulties vs. Heavy Lifting – Jon Gustafson
• 17 June – Laissez-faire questioning in the classroom – Blake Harvard
• 10 June – How Daisy Christodoulou changed my life – Joanna Jukes
• 3 June – What we already know determines what, how and how well we learn – Paul Kirschner & Mirjam Neelen
• 19 May – The follies of yoof: mistakes I made so you don’t have to – Adam Robbins
• 12 May – Useful & Beautiful – Mary Myatt
• 6 May – Examples of dual coding in the classroom – Kate Jones
• 28 April – Whole-class feedback: Improve the curriculum, not just the pupil – Daisy Christodoulou
• 22 April – Three animated films about learning – David Didau
• 31 March – What to do after a mock? Assessment, sampling, inferences & more – Adam Boxer
• 24 March – Taking off the Stabilisers – Zoe Enser
• 17 March – Ofsted and deeper learning: it’s like learning but deeper – David Didau
• 10 March – Understanding understanding – Efrat Furst
• 3 March – Testing in the classroom: The importance of feedback – Carissa DiPietro
• 25 February – Developing the education inspection framework: how we used cognitive load theory – Daniel Muijs
• 10 February – Noise – Andrew Smith
• 3 February – Modelling: the 4th dimension – Paul Moss
• 27 January – Revision Roulette? Not on my watch! – Paul Moss
• 20 January – Deliberate Practice: The Key to Improvement in Music and Teaching – Jon Gustafson
• 13 January – Lightbulb Moments with the Learning Scientists – Sallie Stanton
• 6 January – This much I know about…how to use research evidence to improve both my teaching and my students’ outcomes – John Tomsett

• 9 December – Closed questions are often the most important questions – Louise Hutton
• 2 December – Knowledge Organiser Home Learning at FHES – Jack Tavassoly-Marsh
• 25 November – A Swell(er) chat with my students – Blake Harvard
• 18 November – Retrieval,  workload and pedagogical content knowledge – Adam Boxer
• 11 November – Direct Instruction, Cognitive Load, Rosenshine, Desirable Difficulties & Responsive Teaching – Damian Benney
• 4 November – How to explain…schema – David Didau
• 28 October – Simplifying Cognitive Load Theory – Adam Boxer
• 14th October – A focus on knowledge: Vocabulary rich teaching – Dawn Cox
• 7th October – What Makes a Top Teacher? – Paul Kirschner & Mirjam Neelen
• 30th September – Helping students get started: Making it easy with behavioural psychology – Harry Fletcher-Wood
• 23rd September – Why I Ditched PowerPoint – Deborah Hawkins
• 16th September – Applying Cognitive Load Theory: Overview and the Worked Example Effect – Tom Needham
• 9 September – Sadie McCleary’s guide to making and using ‘Knowledge Organisers’ – Doug Lemov

2017-18

• 22 July – Metacognition: 5 Blogs from the Research School Network – The Bradford Research School
• 15 July – The piece of research having the biggest impact in the way I teach – Jessica Walmsley
• 8 July – 5 Evidence based papers all teachers should read – Stephen Tierney
• 1 July – Dual coding and working memory – Rufus William
• 24 June – Goldilocks teaching: pitching learning just right – Harry Fletcher-Wood
• 17 June – Seating plans: at the heart of my classroom management – Stephen Drew
• 10 June – What is a knowledge-rich curriculum? Principle and practice – Tom Sherrington
• 3 June 2018 – 5 Simple ways to encourage metacognition – Dawn Cox
• 20 May 2018 – Comprehension skills or strategies:  Is there a difference and does it matter? – Timothy Shanahan
• 13 May 2018 – Novices, experts and everything in-between – Epistemology & Pedagogy – Adam Boxer
• 7 May 2018 – Practical approaches to bringing research informed practice to the classroom, department and whole school – Claire Hill & Rebecca Foster
• 29 April 2018 – Evidence-Informed Teaching.  Here’s what you might be doing – Tom Sherrington
• 22 April 2018 – 5 Vocabulary Teaching Myths – Alex Quigley
• 15 April 2018 – Learning in the brain – Efrat Furst
• 25 March 2018 – Retrieval cues: Do your questions help or hinder? – Pritesh Raichura
• 18 March 2018 – Whole class reading – choose your strategy carefully if you don’t want to miss the mark – Robbie Coleman
• 11 March 2018 – Retrieval practice challenge grids for the classroom – Kate Jones
• 4 March 2018 – Metacognition assisting revision – Julie Watson
• 25 February 2018 – Differentiation, inclusion & classroom culture – Damian Benney
• 18 February 2018 – Questions worth asking – Sallie Stanton
• 4 February 2018 – For many students, our status quo is killing their aspiration – Dave Grimmett
• 28 January 2018 – Teaching to the Top: A Challenge Collection – Jamie Thom
• 21 January 2018 – Top 10 Revision Strategies – Alex Quigley
• 15 January 2018 – The five forms of feedback I give to teachers most often… – Tom Sherrington
• 7 January 2018 – Why did a small, badly designed experiment make me change my teaching forever – Benjamin White
• 10 December 2017 – Tips & tricks for spaced learning – Paul Kirschner & Mirjam Neelen
• 3 December 2017 – Six habits for success – Andy Buck
• 26 November 2017 – Experiments with strategies from ‘What does this look like in the classroom – Jamie Thom
• 19 November 2017 – Planning lessons using cognitive load theory – Harry Fletcher-Wood
• 12 November 2017 – Decoupling summative and formative assessment – Michael Fordham.
• 5 November 2017 – Questioning for confirmation…and then challenge – Sarah Donarski
• 29 October 2017 – Easy application of spaced practice in the classroom – Blake Harvard
• 15 October 2017 – The Art of the Paragraph – Robert Peal
• 8 October 2017 – Ten principles for great explicit teaching – Ben Newmark
• 1 October 2017 – Rethinking Boys’ Engagement – Mark Roberts
• 24 September 2017 – Spaced Practice in Practice – Claire H
• 17 September 2017 – Memory not memories – teaching for long term learning – Claire Sealy
• 10 September 2017 – Knowledge Organisation – Kristopher Boulton

2016-17

• 23 July 2017 – This much I know about…how curriculum, assessment and teaching & learning are so inextricably linked – John Tomsett
• 16 July 2017 – Improving teaching & learning:  ideas for heads of department – Harry Fletcher wood
• 9 July 2017 – Are we wasting our time on lesson Plenaries? – Dawn Cox
• 2 July 2017 – What do they Know? – Mark Enser
• 25 June 2017 – A novice > expert model of learning – David Didau
• 18 June 2017 – Towards a vocabulary rich KS3 – Kate McCabe
• 11 June 2017 – What is not working in education (and what we can do about it) – Sarah Donarski
• 4 June 2017 – Teaching to the top: Attitudes and strategies for delivering real challenge – Tom Sherrington
• 20 May 2017 – Why play dough is not the way forward when teaching geography – Hannah Townsend
• 13 May 2017 – Against ‘Pupil Friendly’ Language – Sarah Barker
• 7 May 2017 – 5 things I wish I knew when I started teaching – Carl Hendrick
• 1 May 2017 – Staying stoical in school – Joe Kirby
• 23 April 2017 – Good direct instruction – practical suggestions – Ben Newmark
• 26 March 2017 – Creating memories – Mark Enser and Too much teaching is wasted – Tom Sherrington
• 19 March 2017 – The problem with revision – Stephen Hickman
• 12 March 2017 – The Revision ‘Collection’ – Alex Quigley
• 5 March 2017 – Why formative assessment matters: the power of prior knowledge – Harry Fletcher-Wood
• 26 February 2017 – Dual coding in the classroom – Blake Harvard
• 12 February 2017 – Popsicle sticks and ‘Hands down’ are not cold call: key differences and why they matter – Doug Lemov
• 5 February 2017 – Content, thinking and shaping: three principles for working with brighter students – Andy Tharby
• 29 January 2017 – Is all practice good? – Daisy Christodoulou
• 22 January 2017 – Retrieval practice through free recall vs cued recall – Charlie Broomfield
• 15 January 2017 – Stop disadvantaging the disadvantaged – Mr O’Callaghan
• 8 January 2017 – Teachers reboot your classroom behaviour for 2017 – Tom Bennett

• 11 December 2016 – Year 11 mock exams: speedos, modelling writing and self-assessment – Jamie Thom
• 4 December 2016 – 10 Teaching Essentials and 10 Teaching Pitfalls – Tom Sherrington
• 27 November 2016 – The expert moves of a confident teacher – Alex Quigley
• 20 November 2016 – Gold dust – Jo Facer
• 13 November 2016 – What learning looks like … to me – Zoe Elder
• 6 November 2016 – Beautifully Dull – Pete Jones
• 30 October 2016 – The Art of teacher exposition – Dawn Cox
• 16 October 2016 – The feedback continuum – David Didau
• 09 October 2016 – The Secret of Effective Feedback – Dylan William
• 02 October 2016 – How to teach vocabulary acquisition – The English and Media Centre
• 25 September 2016 – Why Fads and Gimmicks Should be Resisted in the Classroom – Carl Hendrick
• 18 September 2016 – Incorporating (Good) Active Learning in the Classroom – Learning Scientists
• 11 September 2016 – 10 New School Year Resolutions – Alex Quigley

2015-16

• 17 July 2016 – Six tips to improve your explicit teaching – Greg Ashman
• 10 July 2016 – 12 pointers towards great teaching, assessment and learning – Stephen Tierney
• 3 July 2016 – Teaching Vocabulary – Jo Facer
• 26 June 2016 – Not all practice is created equal – Sporticus
• 19 June 2016 – 7 habits of highly effective teachers – Andy Buck
• 12 June 2016 – Department Newsletters – Ben Crockett
• 22 May 2016 – Using exit tickets to assess and plan: ‘The tuning fork of teaching’ – Harry Fletcher-Wood
• 15 May 2016 – I’ll do my homework too! – Just Maths
• 8 May 2016 – The many benefits of retrieval practice – Learning Scientists
• 24 April 2016 – The Race to Results Day – Stephen Tierney
• 17 April 2016 – Is effective teaching more about good relationships than anything else? – Carl Hendrick
• 20 March 2016 – The danger of dressing up our subjects as something else – Michael Fordham
• 13 March 2016 – The value of pausing – Martyn Simmonds
• 6 March 2016 – Teaching to the top – Dawn Cox
• 28 February 2016 – Thinking Hard – Practical solutions for the classroom – Alex Quigley
• 21 February 2016 – Learning is liminal – David Didau
• 7 February 2016 – More on the unheralded but highly effective technique #10: Own & Track – Doug Lemov
• 31 January 2016 – Why don’t they listen when we are modelling? – Tod Brennan
• 24 January 2016 – Oleaginous is the word that you heard. It’s got groove. It’s got meaning – Chris Curtis
• 17 January 2016 – Thinking hard…and why we avoid it – Alex Quigley
• 11 January 2016 – Principles of Effective Teaching – Tom Sherrington
• 4 January 2016 – What can teachers learn from high performance sport? Plan for injury! – Daisy Christodoulou

• 13 December 2015 – How do we design great explanations? – David Fawcett
• 6 December 2015 – Mini Whiteboards – Mark Miller
• 29 November 2015 – This much I know about…the merits of students copying from the board – John Tomsett
• 15 November 2015 – Teacher Talk: Sounding Into Ears – Martin Robinson
• 8 November 2015 – Modelling Good Speech: Let’s Talk Properly – Tom Sherrington
• 1 November 2015 – Modelling & metacognition – David Fawcett
• 18 October 2015 – Achievable challenge: walking the fine line between comfort and panic – Andy Tharby
• 11 October 2015 – Hard Work. The X Factor – Tom Sherrington & Mastering Boredom: The Secret to Success – Alex Quigley
• 4 October 2015 – The Science of Learning – Nick Rose
• 27 September 2015 – A recipe for making cold call feel more positive – Doug Lemov
• 20 September 2015 – Subject Specific Practice – Mark Miller
• 13 September 2015 – Understanding Mindset through Self-Narrative – Sarah Donarski
• 6 September 2015 – Growth Mindset Misconceptions and Missteps – Chris Hildrew

2014-15

• 19 July 2015 – Are we experts? – Tom Boulter
• 12 July 2015 – On balance bikes and stabilisers – Bodil Isaksen
• 5th July 2015 – The Mindset Journey – @ImSporticus
• 28th June 2015 – On not losing the ‘what’ in the ‘how’ – Michael Fordham
• 21st June 2015 – Podcast: Students Interview Carol Dweck about Growth Mindset – Carl Hendrick
• 14th June 2015 – The underrated teacher qualities – Bodil Isaksen
• 7th June 2015 – Organising instruction & study: 7 recommendations to improve student learning –  Dan Brinton
• 31st May 2015 – 10 Research based principles of instruction for teachers – Dan Brinton
• 17th May 2015 – Top 20 principles from psychology for teaching and learning – David Didau
• 10th May 2015 – Great Teacher Talk – Nick Rose
• 4th May 2015 – Knowledge Organisers & A 5 Year Revision Plan – Joe Kirby
• 26th April 2015 – This much I know about…what REALLY WORKS when preparing students for their examinations – John Tomsett
• 19th April 2015 – The Power of Teacher Expectations – Alex Quigley
• 22nd March 2015 – Teach Like a Pencampwyr – Damian Benney
• 15th March 2015 – Developing the art of the sentence – Mark Miller
• 8th March 2015 – Marking – The Circles of Correction – Chris Curtis
• 1st March 2015 – Strategies to promote challenge – Pete Jackson
• 22nd February 2015 – This much I know about…teaching students meta-cognition & self-regulation skills for the examination hall – John Tomsett
• 8th February 2015 – 10 strategies for ‘talk-better’ teaching – Andy Tharby
• 1st February 2015 – Differentiation: Just because it can’t be seen, doesn’t mean it’s not there – Andy Day
• 25th January 2015 – What I remembered about practice from 15 minutes tinkling on the piano – Bodil Isaksen
• 18th January 2015 – What is assessment was used to elevate learning rather than rank students? – Ron Berger
• 11th January 2015 – Elitism? Be careful how you use that word – James Theobald
• 4th January 2015 – 3 Teaching techniques that made my 2014 – David Thomas
• 14 December 2014 – Growth Mindset? – Damian Benney
• 7 December 2014 – Colour Coded Self Assessment – Chris Hildrew
• 30 November 2014 – Catch-Up Pedagogy – Ruth Powley
• 23 November 2014 – Questioning & Feedback: Top Ten Strategies – Alex Quigley
• 16 November 2014 – 10 Silver Arrows: Ideas to penetrate the armour of ingrained practice – Tom Sherrington
• 9 November 2014 – Fast Feedback – Dan Brinton
• 2 November 2014 – Much of what we believe about teaching is wrong – Harry Webb
• 19 October 2014 – Moving from marking towards feedback – Harry Fletcher-Wood
• 12 October 2014 – More on Marking – Mary Myatt
• 5 October 2104 – Bloom’s: The slipperiness of soft skills doesn’t make them higher order – James Theobald
• 28 September 2014 – Improving the basics: Inspired by Austin – Tom Sherrington
• 21 September 2014 – Top ten tips for developing a growth mindset in your classroom – Pete Jones
• 14 September 2014 – Can I be that little bit better at…understanding why I might be getting differentiation wrong – David Fawcett
• 7 September 2014 – Back to School Part 5: Marking – David Didau

2013-14

• 20 July 2014 – Reflections on a successful student – Andy Tharby
• 13 July 2014 – Developing a Growth Mindset in the Classroom – Matt Bromley
• 6 July 2014 – Back to Basics – Language in the Classroom – Sarah Findlater
• 29 June 2014 – Challenge, Challenge, Challenge! – Andrew Warner 
• 22 June 2104 – Infectious Explanations – Alex Quigley
• 15 June 2014 – Can I be that little bit better at…..being an NQT mentor – David Fawcett
• 8 June 2014 – Motivation & Mindset Anchoring – Joe Kirby
• 1 June 2014 – Excellence & Growth Schools Network – EG Schools Network
• 18th May 2014 – Top 5 Ways to Explain – Badly – Tom Boulter
• 11th May 2014 – Do We Value Pupils’ Writing? – David Didau
• 28th April 2014 – Pedagogy Postcard #19: Pitching it up – Tom Sherrington
• 31st March 2014 – Aiming for – if not getting, 100% – What happened when I tried to get all my students doing what I wanted – Harry Fletcher Wood.
• 24th March 2014 – RHINOs and Lesson Study – Rachael Stevens
• 17th March 2014 – The Problem with Pupil Premium – Mary Myatt
• 10th March 2014 – Teachers: The 10 Stages of Twitter – Daniel Edwards
• 3rd March 2014 – The Everest writing scaffold – Andy Tharby
• 24th February 2014 – Excuses, Excuses – Nancy Gedge
• 10th February 2014 – Using critique to develop an ethic of excellence – Pete Jones
• 3rd February 2014 – Can I be that little bit better at….knowing what high quality work looks like – David Fawcett
• 27th January 2014 – 5 Techniques for questioning in your classroom – Mark Anderson
• 20th January 2014 – Inside the Box: On Disciplined Discussion – Part 1 – Doug Lemov
• 13th January 2014 – Differentiating the Responsive Way & Responsive Questioning – Andy Tharby
• 6th January 2014 – 10 Reasons to Love Teaching – Tom Sherrington

• 15th December 2013 – Pose, Pause, Pounce, Bounce – Ross McGill @TeacherToolkit
• 8th December 2013 – Common areas for improvement: Support for pupil premium groups  – Mary Myatt @MaryMyatt
• 1st December 2013 – Designing a new curriculum – What are your big ideas? Alex Quigley @HuntingEnglish
• 25th November 2013 – Can I be that little bit better at…..using methods to make feedback stick – David Fawcett @davidfawcett27
• 18th November 2013 – Developing higher order thinking skills – Rachel Jones @rlj1981
• 11th November 2013 – Creating a department focus – Kev Lister  @ListerKev
• 4th November 2013 – Marking: Minimum effort for maximum pleasure – Andy Tharby @atharby
• 21st October 2013 – Questioning the questions – Chris Curtis @Xris32
• 14th October 2013 – Marking is an act of love – David Didau @LearningSpy
• 7th October 2013 – You what? A YouTube channel for teaching you say – Sarah Findlater @MsFindlater
• 30th September 2013 – Twitter in the classroom – Mark Anderson @ICTEvangelist
• 23rd September 2013 – Do they understand this well enough to move on? Introducing hinge questions – Harry Fletcher-Wood @HFletcherWood
• 16th September 2013 – Back to the front? – @lisajaneashes
• 9th September 2013 – Teaching for A*s – Tom Sherrington @headguruteacher

2012-13

• 8th July 2013 – Calderstones Teacher’s Toolbox – @CaldiesTandL
• 1st July 2013 – Clarity of success criteria communicate high expectations to learners – Zoe Elder @fullonlearning
• 24th June 2013 – Public Critique – Tait Coles @totallywired77
• 17th June 2013 – Gifted & Talented provision: A total philosophy – Tom Sherrington @headguruteacher  & So what does ‘gifted’ mean anyway? – David Didau @LearningSpy
• 10th June 2013 – Explanations: Top Ten Teaching Tips – Alex Quigley  @HuntingEnglish
• 3rd June 2013 – 50 Ways to lead your lesson – David Didau @LearningSpy
• 20th May 2013 – What makes great teaching? – Joe Kirby @joe_kirby
• 13th May 2013 – Marking is Feedback is Differentiation is Planning – Kenny Pieper @kennypieper
• 6th May 2013 – Agility – The Teaching Toolkit– Amjad Ali @ASTsupportAAli
• 29th April 2013 – Progress: How I know it is made – Laura McInerney @miss_mcinerney
• 22nd April 2013 – Creating a Culture of Critique – David Fawcett  @davidfawcett27
• 15th April 2013 – An Evidence Based Approach to Effective Revision Strategies – Alex Quigley  @HuntingEnglish
• 25thMarch 2013 – The Great Lessons Series – Tom Sherrington @headguruteacher
• 18th March 2013 – Error Seeking – Zoe Elder @fullonlearning
• 11th March 2013 – Icebergs, taking risks and being outstanding – David Didau – @LearningSpy
• 4th March 2013 – Taking the ‘temperature of learning’ in lessons: a few tried and tested strategies – @MrOCallaghanEdu
• 25th February 2013 – ‘Questioning and oral feedback – Our bread and butter’ – Alex Quigley – @HuntingEnglish
• 11th February 2013 – Five easy pieces – Simon Daryn – @darynsimon

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