Sorry for my absence
This September I started a new role at Boundary Oak School, new classes, new teaching, new systems, only to be tripped up at the end of week two by Covid. RememberMore development continues and something had to give – there …
Teaching
Applying teaching strategied, techniques and ideas.
ResearchEd NC21
Prepared the session on Successive Relearning. Early train. Met old friends, made digital acquaintances 3d. Met, enjoyed a coffee with, and laughed with a self-pronounced Research Legend Paul Kirchner and Kelly Furlough. Made new connections. Met the gentlemen from #morethanajob …
Planning a scheme of work – workflow
Having drafted a five part series on curriculum planning and designing a flexible Teaching-Instruction Model (that accommodates my professional interest in Complex Adaptive Systems), I was asked if I could go through the steps I would take when designing a …
Plans, macro-cycles and spirals (part 5)
So here it is, the first final draft. A model of sequenced teaching-instruction as “teach-assess-adapt” (accepting that there is more to teaching than that). The introduction of meso-cycles, along side macro (schemes of learning) and micro cycles (lesson(s)) and the …
Plans, cycles and spirals (part 4)
The case has been made for backwards planning, assessment biased, responsive teaching. Now for Successive Relearning. Why Successive Relearning? Why RememberMore? Learning is rarely a one-shot affair. Single, isolated experiences seldom give birth to learning. What creates or shapes learning, …
Plans, meso-cycles and spirals (part 3)
Designing a the Meso-cycle As explained in part 1, the key determinant of a meso-cycle is that it is designed to accomplish a particular goal, here a cycle of ‘responsive teaching.’ Harry Fletcher-Wood offers a working definition that draws on …
Plans, cycles and spirals (part 2)
Two months thinking, the model was now ready to share for a critical second opinion. Responsive Teaching – “relatively short teaching cycles with fortnight responsive teaching tasks (assessments) and whole class feedback lessons.” A bias towards the importance of assessment. …
Classrooms as Complex Adaptive Systems
In designing and building a teaching-instruction model, I was determined to enable the model to articulate. At least within the classroom, if not the wider Complex Adaptive System of the school in which it operates (of course schools then operate …