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  • Feedback – the mark of success (Part Six)

    Feedback – the mark of success (Part Six)

    This article was written for SecEd magazine and first published in June 2018.  You can read the original version on the SecEd website here.   You can access the full archive of my columns for SecEd here.  In this seven-part series I’m exploring the role marking and feedback play in effective teaching and learning. I have argued against… Read more

  • Feedback – the mark of success (Part Five)

    Feedback – the mark of success (Part Five)

    This article was written for SecEd magazine and first published in May 2018.  You can read the original version on the SecEd website here.   You can access the full archive of my columns for SecEd here.  So far in this series, I’ve argued that our obsession with feedback as the panacea for pupil progress and a proxy… Read more

  • Feedback – the mark of success (Part Four)

    Feedback – the mark of success (Part Four)

    This article was written for SecEd magazine and first published in May 2018.  You can read the original version on the SecEd website here.   You can access the full archive of my columns for SecEd here.  According to research, feedback is one of the most impactful strategies at a teacher’s disposal. It can add eight months of… Read more

  • Feedback – the mark of success (Part Three)

    Feedback – the mark of success (Part Three)

    This article was written for SecEd magazine and first published in May 2018.  You can read the original version on the SecEd website here.   You can access the full archive of my columns for SecEd here.  Several seminal works of educational research have espoused the virtues of feedback. First came Black and Wiliam’s Inside the Black Box,… Read more

  • Feedback – the mark of success (Part Two)

    Feedback – the mark of success (Part Two)

    This article was written for SecEd magazine and first published in May 2018.  You can read the original version on the SecEd website here.   You can access the full archive of my columns for SecEd here. Several seminal works of educational research have espoused the virtues of feedback. First came Black and Wiliam’s Inside the Black Box,… Read more

  • Feedback – the mark of success (Part One)

    Feedback – the mark of success (Part One)

    This article was written for SecEd magazine and first published in May 2018.  You can read the original version on the SecEd website here.   You can access the full archive of my columns for SecEd here.  On a recent family outing my teenage daughter turned to me and, with a pointed finger, ticked off my attire from… Read more

  • How to motivate students (Part Two)

    How to motivate students (Part Two)

    This article was written for SecEd magazine and first published in April 2018.  You can read the original version on the SecEd website here.   You can access the full archive of my columns for SecEd here.  This is the second of a two-part article. Read the first part here.  In part one of this article, I explained… Read more

  • How to motivate students (Part One)

    How to motivate students (Part One)

    This article was written for SecEd magazine and first published in April 2018.  You can read the original version on the SecEd website here.   You can access the full archive of my columns for SecEd here.  When I first started exercising a couple of years ago, following a bout of ill-health, I could muster but 15 minutes’… Read more

  • Closing the vocabulary gap

    Closing the vocabulary gap

    This article was written for SecEd magazine and first published in March 2018.  You can read the original version on the SecEd website here.   You can access the full archive of my columns for SecEd here.  When I spoke at SecEd’s Seventh National Pupil Premium and Ofsted Conference last year, I explained that one in four children… Read more

  • Ten top tips for improving storage in, and retrieval from, long-term memory

    Ten top tips for improving storage in, and retrieval from, long-term memory

    The process of learning is the interaction between our sensory memory and our long-term memory. Our sensory memory is made up of: what we see – this is called our iconic memory; what we hear – our echoic memory; and what we touch – our haptic memory. Our long-term memory is where new information is… Read more

  • Ten top tips for gaining the attention of working memory

    Ten top tips for gaining the attention of working memory

    The process of learning is the interaction between our sensory memory and our long-term memory. Our sensory memory is made up of: what we see – this is called our iconic memory; what we hear – this is called our echoic memory; and what we touch – our haptic memory. Our long-term memory is where… Read more

  • Key Stage 3: Effective use of the Pupil Premium

    Key Stage 3: Effective use of the Pupil Premium

    This article was written for SecEd magazine and first published in November 2016.  You can read the original version on the SecEd website here.   You can read more of my monthly columns for SecEd here.  In Ofsted’s 2015 report, Key Stage 3: The Wasted Years? it was suggested, among other areas, that schools are not using Pupil Premium… Read more

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