Participatory Budgeting in Schools #2; Progressive Traditionalism?

At first glance, Participatory Budgeting would seem to fit snugly into the left-wing, child-empowering, progressive fold. At second glance, you might say that it sits equally well with the competition-driven Dragon's Den of standard neo-liberal Enterprise Education.  But, like Katharina Birbalsingh, Participatory Budgeting defies categorisation and, as such, could open a liminal space for a... Continue Reading →

What *isn’t* Cooperative Learning; a guided meditation featuring PIES.

Guided meditation is a brilliant way to embed those absolutely essential messages. If you will indulge me, I will now share a teaching method that has nothing to do with Cooperative Learning. Although this specific example of a guided meditation was presented to adults at Wednesday's inspiring get-together (#IgniteTM) courtesy of Ormiston Venture Academy (@OrmistonVenture) it... Continue Reading →

Reading together; Better lives through books; a commentary on Jon Biddle’s NRSN twilight

This week I had the good fortune of attending Jon Biddle’s session Reading for Pleasure, yet another gem brought to us by the Norwich Research Leads Network. (See articles on previous #NorRel presentations by Roger Higgins and Stuart Kime). The organisers had given Andrew Howard and I the opportunity to precede Jon’s session with an ultra-compressed... Continue Reading →

How Cooperative Learning makes CPD effective; a commentary on Roger Higgin’s NRSN twilight

If teaching and learning is the raison d'etre of everything else, empowering teachers through professional development must be given top priority. This article explores last week's Norwich Research Schools Network event An Introduction to Making CPD Effective presented by Roger Higgins and Tom Pinnington of Notre Dame High School. A brief interlude: What is the Research Schools Network?... Continue Reading →

Stuart’s Cake; getting more out of your CPD through Implementation & Evaluation

Sir Kevan Collins, CEO of the Education Endowment Foundation recently argued that “If you’re not using evidence to inform your decisions, you must be using prejudice.” But how, as a school leader, do you know which evidence to use in your context? How do you evaluate its impact? And how can you ensure that it... Continue Reading →

Comprehending Texts & Acquiring Language… Reflections#1

This new series of post investigates the workshop Comprehending Texts & Acquiring Language in Science presented 4 Jan 2018 at the ASE annual conference by Naomi Hennah (@MrsHennah) and myself.  This first instalment focuses on how the Word-Round following the reading activity was used summatively to investigate the text and to develop questioning as a transferable skill. Introduction for... Continue Reading →

The Chemistry of Collaboration: CL & Science at the ASE Annual Conference.

At January's annual ASE conference in Liverpool, Naomi Hennah and I hope to demonstrate how Cooperative Learning can further her vision for oracy skills in Science. Naomi Hennah (@MrsHennah) is a Teacher of Science/Chemistry at Northampton School for Boys.  I have previously written a dedicated article on her work. Mrs Hennah says: The difficulties associated... Continue Reading →

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