Omg!!! My first piece of writing! Be kind

Looking at a numeracy intervention package for KS3? Does anyone use one currently that is showing impact?

Foundational knowledge seems to be on everyone’s lips at the moment - but what does it look like though a subject lens? open.substack.com/pub/enserm…

💡 FREE RESOURCES 💡 You can find new resources (quick sign up) from my new book, 'Literacy Essentials for Every Teacher' - Talk routines: ABC feedback - The SEEC model for vocab - 6 strategies to develop reading fluency - 5 steps for spelling success alexquigley.co.uk/resources/

Sadly my account was hacked twice. I’ve lost nearly 49,000 followers. Please give this a retweet. Huge thanks in advance.

And more great hints about exit tickets as part of checking for understanding from @Inner_Drive @MrGoodwin23 ... CFU is one of the MOST important things we do and should be based on evidence (see @dylanwiliam's EXCELLENT book for more: itsalearningcurve.education/…)

As per my previous post…. I am keen to share *my* Ofsted Curriculum and Teaching reflections but I have decided not to do this publicly (to actually preserve my own mental health from unwanted comments). If you would like to know any more or have any questions, message me!

We had Ofsted last week under the new framework. I am keen to share my experience and tips with Curriculum and Teaching leads. Any ideas the best way to do this?

I’m reaching out to the Teaching and Learning leads community for support with embedding checking for understanding and being responsive If you think you could help, please comment or message me Thank you

Would anyone be willing to share examples of student voice done at a whole school level with a focus on learning?

Has anyone created a 1 page summary for students and parents on how to revise?

Scaffolding is not a synonym for support. It should be temporary, responsive, and designed to disappear. 5 principles for effective scaffolding open.substack.com/pub/davidd…

How to get them to think/participate? Cold calling - plan great questions - tell them to expect questions - pose a question, provide silent thinking time - (warm) invitation, not interrogation - maintain participation, bring others in... @researchEDBrum #rEDBrum @MrGoodwin23

WOW!! That's remarkable... and it's been replicated. Reading 2 books for 12 weeks increased reading age between 8 and 16 months. Phenomenal. With @MaryMyatt @researchEDBrum #rEDBrum

Are you looking to harness feedback and pupil understanding in the classroom to adapt your teaching? The new Education Endowment Foundation (EEF) ‘Check.Adapt’ tool offers a simple scaffold for reflection. Find it here: educationendowmentfoundation…

GCSE History Teachers - Edexcel When do you finish teaching content?

Do any English teachers know of any touring companies who present on An Inspector Calls/ Romeo and Juliet or Jekyll and Hyde?

This week marks the 1st anniversary of Power Up Your Questioning: amzn.eu/d/0iZr8iyt To celebrate, Grace Hudson (@MissH_biology) has been working with me to produce a collection of superb sketchnotes, summarising each of the six themes from the book. This is the first one👇 The full collection is available to download for Teaching PowerUps member schools: teachingpowerups.com

I’ve finally got round to sharing my infographics from our ‘How Learning Happens’ INSET day back in November which many of you requested! The PDFs can be found on my google drive here: drive.google.com/drive/folde… a huge thank you to everyone I’ve referenced for the inspiration! 🌟🌟

I have just pushed live a MASSIVE update of my Mr Barton Maths website - all 100% free. If you find it useful, please help spread the word by sharing this post 🙏

Does teacher centred teaching reduce inequality? Yes according to this study. Explicit instruction is associated with higher mathematics attainment for low SES pupils, while student centred instruction shows no such equity effect. Takeaways: if the goal is to reduce inequality in mathematics outcomes, structured, explicit, teacher led approaches may provide a stronger academic return for pupils from less advantaged backgrounds. Both approaches were equally distributed across SES groups. The difference lay in outcomes. Student centred teaching is not automatically more equitable. In some contexts, it may simply advantage those who already possess background knowledge. tandfonline.com/doi/abs/10.1…