The current focus on ‘adaptive teaching’ has meant that the craft (or art) of teacher modelling has rightly been foregrounded, as a crucial mechanism for making learning accessible. Interestingly, when I am asked after seeing a lesson to comment on how learning might have been more successful, modelling is probably the most common element I... Continue Reading →
The piece below was written many years ago by a Year 9 pupil, Kanika, for a colleague of mine (@craigbmorrison) at Parkside Community College, Cambridge. It illustrates, I think, some features of what might be termed ‘exploratory’ writing – developing response, understanding and expression without recourse to P.E.E or P.E.T.A.L. or other formulae, and without... Continue Reading →
See also:Â Whole-class reading: a planning tool See also:Â Whole-class reading: another example lesson See also:Â Challenging responses: designing a successful teacher-led reading lesson In primary schools recently, there has been a lot of interest in ways to approach whole-class reading lessons. The imperative to raise standards in reading is leading many to question the dominance of... Continue Reading →
James Durran 