Archive for the ‘Of Interest’ Category

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Top Blogs of the Week : Schools Week (May 2016)

August 18, 2016

Apologies for getting a bit behind with these. In MaySchools Week published my review of the best blogs of the week.

Andrew Old’s Top Blogs of the Week 2 May 2016

Purple praise: a spoon full of sugar helps the marking go down

By @Xris32

We all know that praise in marking is a good thing, don’t we? Many marking policies assure us that children need a “what went well” or “two stars” to encourage them. Not true, says the English teacher who wrote this post…

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Is Inclusion Working? | Debate from #educationfest

June 25, 2016

I took part in a discussion on inclusion on Friday.

I think what I most noticed was how little disagreement there was. 10 years ago this was probably the hottest issue in education and the types of views I’m expressing would have been seen as outrageous and I would have been told I needed to be sacked or retrained. Amazing to see how things have moved on.

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12 Blogposts About Engagement

March 18, 2016

According to this post, it was recently claimed on Twitter that “neo-trads” ignore the issue of engagement. I can’t claim to know who is or is not a “neo-trad”, but there have been plenty of blogposts about engagement written from a broadly traditionalist perspective (although I make that as a claim about the posts rather than individual authors). Here are 12 of them:

  1. Weasel Words #1: Engage by me, from February 2012
  2. Must lessons be entertaining to be engaging? by @Bigkid4 from January 2014
  3. On engagement (again) by @Bigkid4 from February 2014
  4. Engagement – is it a matter of definition? by @ManYanaEd from February 2014
  5. “The students were engaged” – a meaningless phrase by @mfordhamhistory from October 2014
  6. Engagement. Teach children how to engage. by @ManYanaEd from November 2014
  7. Engagement – too many meanings! by @ManYanaEd from November 2014
  8. Engagement: Just because they’re busy, doesn’t mean they’re learning anything. by @C_Hendrick from March 2015
  9. Does engagement actually matter? by @LearningSpy from March 2015
  10. Dipsticks: It all depends on what you mean by ‘engagement’ by @LearningSpy from April 2015
  11. Who is responsible for engagement in learning? by @ManYanaEd from August 2015
  12. As mentioned earlier: “Engagement” is not a useful concept by @greg_ashman from a few days ago.

If one were to plough through all these, one would find a lot of similar points. In particular:

  • The word “engagement” is not used consistently. For example, it can be used to mean being occupied, interested or entertained. Definitions often change mid-conversation. More precision is needed to discuss what mental states and attitudes are most conducive to learning.
  • General statements about what does or does not engage (by any definition) have a habit of not being true for all students, or all classes, making it hard to justify any type of pedagogy on the basis of engagement, even if, for some definition of “engagement” there were grounds to adopt it as an aim.

I’m happy to conclude that the issue of engagement is not some kind of blind spot for traditionalists. Please let me know if I’ve missed any posts or any important arguments.

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The #OFSTEDMyths Videos

January 21, 2016

A post to the OFSTED blog about myths yesterday, included three videos in which OFSTED luminaries sought to set the record straight about inspections. I thought I’d publicise them and, just in case you can’t be bothered to watch them, or your school blocks Youtube but not my blog (what are you thinking?), there is a transcript below each one.

London Director of Schools, Mike Sheridan on preparing for inspections:

When we go into great schools, we tend to see that they are focused on the young people that they serve. They’re not looking to see what Ofsted wants. They’re looking to see what their children need and this is really refreshing and inspectors are very capable of really recognising the difference that those processes and systems make for the young. It’s rare that we go into a school and we find that superficial and so we don’t want schools to be worrying about the process of want schools to be going through ‘Mocksteds’. Of course you want schools to understand where they are. We want them to be able to evaluate where they are. We want them to be able to use this evaluation to be able to improve further. There’s no one way of doing things and it’s really important that teachers and leaders find the best way for the communities that they serve.

Deputy Director for Schools, Joanna Hall on feedback:

There’s no particular expectation about seeing written records from oral feedback. The most important thing is, do the pupils understand the feedback, do they act on the feedback, and how does that have an impact on their learning?

Deputy Director for Schools, Joanna Hall on grades:

Ofsted doesn’t grade lessons anymore. We might visit a whole range of lessons, talk to leaders about the quality of teaching, talk to staff and talk to pupils. The most important thing is: what’s the impact of teaching, learning and assessment on pupils’ progress.

The blog post and youtube pages also link to the updated OFSTED myth-busting document.

I think most of this is stuff that schools need to get the message about. There’s still too much nonsense imposed on schools on the basis that OFSTED will want to see it (some recent examples here and here). However, there is one bit of these videos that worries me: the part in the second video where Joanna Hall asks “do they [students] act on the feedback…?”. While, technically, students improving and not repeating mistakes is evidence of acting on feedback, schools now seem utterly convinced that the only way to demonstrate student response to feedback is to have “interactive” marking policies that involve students responding to teachers. I don’t think that OFSTED require this sort of “triple marking” or the multi-coloured pens it so often involves (see here) but that comment in the video is only going to encourage schools to introduce such policies. I think greater clarity about how OFSTED will look for evidence of students acting on feedback would be useful.

Update:

A twitter response from OFSTED national director, Sean Harford, which will hopefully come as a relief to a lot of teachers:

Screenshot 2016-01-21 at 18.32.44

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Vote For Me in the Edublog Awards

December 10, 2015

I don’t have a particularly good track record for this sort of thing, and there’s often something of a hidden agenda behind awards for blogging of any description, but I’d be silly not to at least ask people to vote in the online poll for the Edublog Awards.

The voting form is here.

You can vote once a day per IP address (hmmmm… can anyone see a flaw in this?). You should be able to find me under “Best Tweeter” (as @oldandrewuk) and “Best Individual blog” (as teachingbattleground.wordpress.com). You may also want to consider the Labour Teachers blog I edit as best group blog. Also, in a spirit of patriotism, I should probably point out some other British entries listed. mrhistoire.com and mylyonsmaths.wordpress.com are available to vote for under “Best New Blog”. mrhistoire.com, huntingenglish.com and solvemymaths.com are under “Best Teacher Blog”. headguruteacher.com is listed under “Best Administrator Blog”. Let me know if there are any other British bloggers included in categories where they are not up against me and I’ll add them to this list. You do not have to vote in every category.

Thanks for your support.

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The Mixed Ability Debate

December 5, 2015

My debate from the event a couple of weeks ago at Michaela School is now up.

The posts I wrote about it can be found here and here.

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Share Advice For Trainees and New Teachers on the Starter For Five Blog

October 28, 2015

Can’t we have one meeting that doesn’t end with us digging up a corpse?

Mayor Quimby, the Simpsons.

I think my equivalent to Mayor Quimby’s question would be: “Can’t we have one discussion on Twitter that doesn’t end up with me setting up a new blog?”.

Last night I attempted to start a conversation about useful facts for new teachers and trainees to know. Instead of facts, I got opinions. Lots of opinions. So many opinions that I abandoned the facts conversation for another time and started to discuss what could be done with all this wisdom from experienced teachers that they were happy to share on Twitter. And so “Starter For Five” was born. This is a blog that will post advice for new teachers, collected around particular topics, and limited to 5 short pieces of advice per teacher per topic (each piece of advice is only a little longer than a tweet). You can look at it here. The idea is that (as it fills up) trainees and new teachers will be able to find advice from several experienced teachers on topics of their choice, by looking for the tags, categories or by searching.

If you would like to contribute (thanks), you can submit your 5 pieces of advice using the form below (or follow this link):

 

Please don’t expect your advice to appear on the blog immediately; that will take longer and we will have to check it follows the format (i.e. that it is about one specific topic). If you are not sure your contribution was submitted, just get in touch.

Thanks to (for creating the Google Form), (for designing and working on the blog) and (for coming up with the name of the blog).

Hopefully this will become a useful resource for new teachers. If you have any questions about it, ask in the comments below and I’ll try to answer them where everyone can see them.

Thanks.

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