There’s always someone ready to exploit people who are desperate for quick fixes that don’t actually exist

I also think it’s also a case of doing what’s easiest rather than what’s best. At best people don’t know about the research and at worst it’s just laziness.

I’ve led on reading for a few years now and it’s tough and progress is often slow. When we have had successes, never have I thought it’s been down to coloured paper or overlays. It’s always down to regular practice for most but staff working hard with highly targeted interventions for some.

I sometimes wonder whether the real value of research is in using it to reflect on what have been doing, ie, helps you understand what’s worked and what hasn’t and why. That why your students are always in mind as you are thinking about in your context

Covers a lot of bases that, Ben. I like it.

What is happening with writing? Writing problems, and solutions, can too often go undetected in schools. Unlike reading, there are relatively few specific writing assessments to detect issues that schools can use, so it is hard to f...

🚨NEW🚨

'What is happening with writing?'

"Schools are trying to support struggling writers with ‘build-your-own’ approaches & interventions. Writing lacks good diagnostic assessment as well as interventions to address problems that emerge through such assessment."

alexquigley.co.uk/what-is-happ...

Really looking forward to having @counsellc.bsky.social join the LEIP History network next week to deliver a session on Key Stage 3 Assessment.

I think that adopting a coaching model and properly embedding it is key to making leaders prioritise the development of those they manage/coach.

It’s a two year programme where teachers select formative assessment strategies they would like to try and buddy up to give each other feedback. It’s curated by Dylan Wiliam. That’s a a rubbish description but I’ve not got much space and not great at being succinct.

We are just about to start the Embedding Formative Assessment programme. Looking forward to it

I think one thing that resonated with me about this is the difference between knowing a fact and grasping the meaning of something. Made me think of the importance of planning a quality explanation, or question, that will activate the thinking we would like to happen.

I’ll have a look

This is a really interesting read. A lot of soul searching going on in our department about what students need to know and how we monitor this. You can only explain or evaluate what you know. Knowledge activates those disciplinary skills.

The day in March with @dylanwiliam.bsky.social in Birmingham was really inspiring. Can’t wait to get started.

Really looking forward to starting the @ssatuk.co.uk ‘Embedding Formative Assessment’ programme at our school this year. Any tips from people who have already done/ are doing the programme? Will certainly be revisiting @katejonesteach.bsky.social excellent session with our history network.

Example of how we do whole class feedback for a mock exam. Pre load the key points with some important reflections for students to make. Quick and simple with some exemplar targets for students to focus in on. #historyteacher

Had a fantastic day at Nothe Fort in Weymouth. If I didn’t teach 200 miles away in Leicester, it would make an excellent site study.