So teaching students in mixed-ability sets and deliberately slowing the exposure of more challenging topics under the guise of “mastery” actually reduces progress? Who would ever have thought it? 🤷🏻♂️
You know what doesn't work? Differentiation
Recent studies show no noticeable gains, especially compared to simple classwide explicit instruction
It spreads teachers thin, drives burnout
It's a buzzword backed by popcorn science
So scrap it. And simplify
#differentiation
For context. This is a group of Foundation Year 11 students who, first lesson of Year 11, couldn’t multiply two decimals together.
After a one hour lesson in September, and occasional starters, one student dropped one mark (put 3 x 8 = 21), and the rest of the group were 100%.
Let’s talk about academies, the biggest structural change to England’s education system in a generation.
They were sold as “freedom for schools.” In reality, they shifted billions in public assets into private trusts.
New study challenges the idea that "teaching to the test" (TTT) damages student motivation. In fact, it may actually increase it when used strategically.
There is clearly a broader ethical issue here in the sense that learning is obviously more than easily testable/ decontextualised content but this does challenge negative assumptions about test preparation.
Full paper here: sciencedirect.com/science/ar…
You don’t need a PhD to be a great teacher. It’s not about titles: it’s about knowing your course and teaching it well. A passionate BA can outshine a distracted doctorate any day.
Know your subject. Teach it well.
Read more: richardjamesrogers.com/2018/…#EduTwitter#TeachingTips
The Press joined parents, teachers, staff and other members of the local community on the picket line outside a York school this morning. Read the full story here: yorkpress.co.uk/news/2512659…
Multiplication - Why Napier’s Bones is, by far, the most efficient and leads to the most correct answers.
A short thread comparing the three most commonly used methods.
The main argument against this method is that it doesn’t work in other areas like expanding brackets etc.
But using a clearly inefficient method to multiply numbers because you can apply it to algebra is nonsensical to me.
Students can still expand in a grid if you want.
Give it a try.
I’ve found it gives lower set students a chance after they’ve been hammered with the column method since KS2 - it can be a huge boost for students who’ve struggled for years to see that they can do it.
Higher students tend to favour it because it is faster too.