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Ofsted 2012: Questioning to promote learning — From Good to Outstanding: Helping you to achieve outstanding and creative teaching and learning.

Ofsted 2012: Questioning to promote learning — From Good to Outstanding: Helping you to achieve outstanding and creative teaching and learning.
Have you ever noticed that often, when someone is being interviewed, they say “That’s a good question.”? It’s usually when it’s a question they can’t answer quickly and easily. Indeed, “good” questions are ones that generally need thinking about. Inspectors must consider whether: “teachers use questioning and discussion to assess the effectiveness of their teaching and promote pupils’ learning” School inspection handbook from September 2012 Notice, in this instance it does not say “ASSESS” learning, although clearly this is undeniably a major purpose for questioning. Questions that are easy to answer don’t move learning on; they might indicate that learning has happened, or that at least something has been noticed, thought about or memorised, but they don’t promote learning. How do questions promote learning? Questioning can fail because: Questioning succeeds when: What kinds of questions do you routinely ask, and how do you ask them ? E.g. E.g. T: How might you describe a hexagon? E.g. Applying

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Knowing Our Students as Learners Today, research and experience in increasingly global classrooms are revealing the complex interplay of factors that influence a student's learning. Educators understand that the business of coming to know our students as learners is simply too important to leave to chance—and that the peril of not undertaking this inquiry is not reaching a learner at all. The story of our friend Arthur is a reminder of the consequences of ignoring a student's unique learning circumstances. Arthur: Dropping in from Another Planet Arthur was born in the Dutch West Indies, now Indonesia, and had just seen his sixth birthday when the Japanese invaded. For the duration of the war, Arthur, his parents, and his siblings were interred in a Japanese concentration camp in West Java.

He's not the messiah .. - news Comment:5 average rating | Comments (2)Last Updated:23 September, 2012Section:news … but for many policymakers he comes close. John Hattie, possibly the world’s most influential education academic, has the ear of governments everywhere.

How The Memory Works In Learning How The Memory Works In Learning By Dr. Judy Willis, M.D., M.Ed. Teachers are the caretakers of the development of students’ highest brain during the years of its most extensive changes. As such, they have the privilege and opportunity to influence the quality and quantity of neuronal and connective pathways so all children leave school with their brains optimized for future success. This introduction to the basics of the neuroscience of learning includes information that should be included in all teacher education programs.

Revision techniques - the good, the OK and the useless 17 May 2013Last updated at 21:34 ET By Deborah Cohen Health Check, BBC World Service It's the time of year where students are poring over their books, trying to ensure they are prepared for their exams. Revision charts, highlighter pens and sticky notes around the room are some of the methods people use to ensure information stays in their mind. But now psychologists in the US warn many favourite revision techniques will not lead to exam success. Universities, schools and colleges offer students a variety of ways to help them remember the content of their courses and get good grades. These include re-reading notes, summarising them and highlighting the important points.

6 different ways of getting student feedback in your iPad lesson. Update 14-09-2012: Syncing Notability with Dropbox is possibly the easiest and best way of keeping track of your students’ work. One of the most difficult challenges for the teachers at my school is changing from workbooks and worksheets to get students to work and monitor their answers on the iPad. There are many ways to go about it. Ed-U-Like: DIFFERENTIATION Part 2: What it probably is So, it might be a slightly simplistic argument, but we can perhaps start making the links between what differentiation is, what it’s not and why by paring a lesson down into its simplest form. And this means reviewing the stuff that we might have thought of as being ‘differentiation’ previously and reconsidering it. As you may have hopefully read in my previous blogpost here, I think that differentiation is not:

Using @Evernoteschools for Lesson Planning Since I started this Experiment to use Evernote in every aspect of my classroom, I wasn't really sure what I was going to discover. I was sure there would be some way that Evernote was not going to meet my needs and I would be forced to add another tool to my chest while I continue the experiment for the school year. One way I was weary of was lesson planning. I have used the the traditional planner book for years and it has always been very good to me. I could easily flip back and see what I what I did the year before as I planned the upcoming school year.

Feedback David Fawcett In my previous post I looked at reasons why feedback might not stick. It focused on whether it was the way in which we as teachers approached it, or was it simply the way that students perceived feedback that was the issue. Whatever or however we approach it, we probably have methods that we use on a regular basis with students. These methods are used day in day out and vary from subject to subject, student to student. Seating plans Excel blog UPDATE September 2013The day after I created and shared this sheet in my department (June 2013) a copy was seen by one of our SLT - I was asked to share it at the following morning's whole school briefing. Since then it's been used by a large number of teachers across the school. It has also been downloaded from the TES website almost 350 times, and I know it is in use in several other schools.I've just been asked by our headteacher (new since September) to share it again across all staff at our school on Monday.The version now available via the link below has been updated following feedback from use both in my department and beyond - it includes the ability to display more data on the plan and seat more students.

A Grand Day Out With Hattie & Waters Today I attended the OSIRIS ‘Outstanding Teaching Conference 2014′ in London. I always enjoy these events, but was particularly looking forward to this one, as they had two educational heavyweights on the bill – John Hattie and Mick Waters. Neither disappointed! I’ll attempt to summarise some of the key points from each of them. Sorry if it seems a bit bitty, but I wanted to try and stick with what they said and not fill in the gaps myself and do them a dis-service (and I was only able to remember/ scribble so much!): The Summer Exam Season This post was written by David Fawcett @davidfawcett27. It’s that time of year again when teachers and students make that last dash towards final exams. Over the years, with new accountability towards results, the summer term can become a frenzy of revision sessions, exam advice and last ditch interventions. Obviously revision is an essential component of exam success. It is important that we pass on the message that students should be undertaking it at some level in order to ensure knowledge, information and relevant examples are stored in their memory.