Category Archives: General Teaching

Helping parents to help our students

One of the most recent EEF guidance reports ‘Working with parents to support children’s learning‘ explores the ongoing issue of how schools can get better at engaging parents.  It’s a really useful document, that highlights some important points: The evidence … Continue reading

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Metacognition and Cognitive Load Theory

This blog is not a shameless attempt to boost Class Teaching’s monthly visitor stats by combing two educational zeitgeists. Honest. However, it is fair to say a lot of keyboards have been collectively tapped over the past few months creating … Continue reading

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SPDS: Bright Spots

Yesterday afternoon we had the pleasure of walking around the school and popping in to some subject planning and development sessions (the nature of which you can read about here). As ever, there was some great work going on in … Continue reading

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Thinking About Curriculum

Lots of people are thinking and talking about curriculum at the moment, which is a good thing.  Curriculum, teaching and assessment are inextricably linked.  When all three are aligned and of the highest quality, they should facilitate effective learning for … Continue reading

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Self-Efficacy

In the late 1970s Albert Bandura of Stanford University published his research findings on self-efficacy. Self-efficacy is not so much about generalisation of a person’s confidence but the confidence level about being successful with a specific task you are tackling … Continue reading

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The highs and lows of spaced practice

By Andy Tharby Spaced practice (or ‘spacing’ or ‘distributed practice’) involves repeatedly coming back to the information that we are learning in various short sessions, spaced out over time, rather than ‘cramming’ it into a single intense period – known … Continue reading

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Group Work in Lessons: Bright Spots

Group work is a somewhat debateable topic in the education world, teachers are understandably wary of the pitfalls that group work can produce. The EEF’s guide on metacognition and self-regulated learning suggests that pupil-to-pupil talk can help to build knowledge … Continue reading

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