When asked about reports at the weekend that single-word judgments are set to be scrapped, the DfE said ‘while we are not looking to change one word judgements, the secretary of state has been clear that we will look at ways to improve the current system’

Can Lordships be revoked? This one's past its sell by date.

hhahahahhahahahhahahahaaha

Got to love a Times scoop that's simply been imagined.

See - how predictable
schoolsweek.co.uk/dfe-no-plans-t…

Your periodic reminder that England, a windswept nation with more potential for onshore wind power than almost anywhere else in the world (other than Scotland), banned new onshore wind farms in 2017.

Tried asking a group of my students as young as 11 if they hated Britain today. Here's how it went:

Me: Do you hate Britain?
Them: Yes
Me: Why?
Them: The weather's awful isn't it, miss

Always ask follow up questions.

A sad day for Britain. Passing laws that assert lies the government wish to be true is not something healthy political systems do.

My thoughts are with all those now at risk of deportation to an unsafe country.

Really pleased to be speaking at this event - lots of great @teachertapp data to share 🙌🏽

I'm more guilty than most of presenting schema as neat, hierarchical structures. There are other views. Rosch's prototype theory is particularly persuasive, as is Hoffstadter who fuses analogies & chunking. Whichever you choose to believe, it should be loosely held.

Mining for student mistakes (& misconceptions) isn't just good for learning.

Done well, it can also strengthen classroom culture. Here's how:

↓

2/ Show it in the original form where possible, either using a visualiser or copying onto the board, and get the class to help spot the error.

How can we do this well? There are (at least) 3 things worth considering:

1/ Seek the permission of the mistake maker...

'Oh, this is a classic mistake! Can I share with the class to help others avoid it?' [said with encouragement]

If we can do this well, then not only do we improve learning in the SHORT term, but we create an even stronger culture, which can benefit learning in the LONG term…

because students become more sensitised to errors and more willing to declare them and wrestle with them.

I do this ALL the time. Someone asks for help with a question. I see the issue they've got, quickly help them, then I run to the whiteboard to explain to everyone in case it's affecting others. I get nods of confidence or now I get it & original person is glad they weren't alone.

One of the most powerful ways we can flip failure is by constantly being on the lookout for when students make mistakes or misconceptions...

and then taking the opportunity to highlight them, analyse them, and ensure that everyone (not just the mistake maker) learns from them.

My research on physics teacher attrition aligns closely to Jack Worth in his 2020 report. In my work professional autonomy is one of the main 3 reasons that physics teachers left teaching.

nfer.ac.uk/press-releases…
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As I said yesterday, this week will be all about Ofsted (almost like I knew something was going to happen). The DfE/SoS are set to announce their “openness” to exploring new judgment methods beyond single words/phrases. But before we start on that, let’s step back a minute…

The Parentkind survey, as presented to the Select Committee inquiry, revealed that 59% of parents didn’t find Ofsted reporting particularly useful and 71% of parents said that Ofsted judgements didn’t tell the whole story. Hardly a ringing endorsement…