Winstone et al. (2016) analysed 195 research outputs to provide a taxonomy of feedback recipient processes which might lead to better engagement with feedback. Characteristics and behaviour of the receiver: 1. Understand the purpose of feedback and recognise how they can facilitate their individual progress themselves
Jalongo (1995) describes how during a conference one of the older teachers mentioned their frustration because very often pupils don’t know how to listen. Without going into too much detail here on what the causes for this might be, this post aims to give some insight into how this can change.
Belonging to and actively participating in a school community is a deeply formative experience that helps students develop, amongst other things, their character. In a broad sense, character education permeates all subjects, wider school activities and a general ethos; it cultivates the virtues of character associated with common morality and develops students’ understanding of what […]
Motivation affects how pupils approach school, how they relate to their peers and their teachers and how much effort they put into their studies. Even though motivation can be difficult to measure or define, there are two largely accepted types of motivation:
For this next post, we share some more ideas of how creativity can be implemented across disciplines.
In this series of posts we explore different techniques which can promote creativity in the classroom. They are all proposed with an interdisciplinary design in mind. We welcome ideas of what you have tried out and works in classrooms across schools.
Although the area of collaborative learning is a broad and multi-faceted area, this is an attempt to outline some initial thoughts.
Rock et al. (2008) suggest the REACH framework for differentiated instruction.
The heterogeneity of classrooms, both in terms of academic ability, and increasingly in terms of cultural diversity, make the challenges of serving diverse learners an inevitable
Linking pedagogical research to psychological theory, curiosity can be informed by what Lowenstein (1994) has described as ‘information gaps’ which are important in an individual’s knowledge. A prime example in the classroom would be when a student knows the basic structure of a theory or concept, but lacks specific details.