As an early career teacher I was advised to correct most pupil mistakes in their work. One piece of advice I received concerning spelling mistakes was to write the correct word for the student and then have them write it out three times, even if the mistake was made through a lapse of concentration or…
Read More5 Caveats of Feedback
We have received it all of our lives; some of us run from it; some love and welcome it; others heap it on in large amounts, much to the annoyance of friends and family; feedback! Done well, (and received with the right attitude) it can lead to significant growth. Conversely, meted poorly it can crush…
Read MoreReducing Cognitive Load
Recently I’ve become quite interested in the significance of cognitive load for learners and teachers. So what is cognitive load? In simple terms, ‘cognitive load refers to the total amount of mental effort being used in the working memory.’ (Wikipedia) All new learning requires use of our working memory, but unlike our long term…
Read MoreNovice to Expert
Have you ever wondered how some people make things look so easy? Recently, I was teaching a group of Year 10 students and whilst modelling the process of annotating an extract from Shakespeare’s Romeo and Juliet, one of the students remarked ‘Sir, you make it look so easy.’ I’ll assume that part of what he…
Read MoreThinking Time
Picture my classroom. 25 adolescent boys. Me, standing at the front having just given clear instructions for the students to begin their task. All engaged, scribbling away at their workbooks with an earnestness to complete the task. All except one, Jamar, listlessly rocking back on his chair gazing at the ceiling. I begin to formulate…
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