Making the investment

Reframing ‘engagement’ in the classroom

Any mention of ‘engagement’ in the education Twittersphere or blogosphere will create a flurry of emotive debate. To many, it is now a dirty word, summoning up caricatures of content-free, gimmick-laden teaching, in which the aim is simply to engage so that learning somehow follows. In fact, there is a strand of discourse in which even considering how to engage pupils, or to think that anything other than ‘learning itself’ or ‘the richness of the subject’ is motivation enough, is a failing – a sort of lowest common denominator approach.

Of course, this is in reaction to historical imbalance. In training, I use videos of exemplar ‘Outstanding’ lessons from just five or six years ago, to show how remarkably empty of learning a lesson can be when it is designed around activity and engagement. And the idea that pupils will ‘behave’ if only a lesson is made engaging enough is, of course, very dangerous. Continue reading “Making the investment”

Who is doing what in the classroom? A tool for planning and reflection

It is always risky to discuss something as complex as teaching and learning in terms of any sort of ‘model’. It is always reductive and probably wrong. However, at the moment I am finding it useful to think of classroom teaching working like this. (Click to enlarge)

T&L model.jpg

Based on well-rehearsed principles*, this schematic might be a useful analytic tool for reflecting on planning, lessons and teaching over time, and as a focus for CPD. Continue reading “Who is doing what in the classroom? A tool for planning and reflection”

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