Category: Teaching


Vocabularly: The Simple View of Reading (part 3)

During his podcast with Emily Hanford, Greg fleetingly referenced the “The Simple View of Reading” (Gough & Tunmer 1986). There was a audible acknowledgement of common ground and so the conversation continued unabated. What is “The Simple View of Reading?” I didn’t know. So far in my reading, it was clear that reading was anything other than…
Read more

1 Jul ’21 4

Vocabulary: Looking for giants (part 2)

Looking for giants is part 2 in an edventure investigating one aspect of literacy (speaking, listening, reading and writing) – vocabulary. The exposure to, the acquisition and retention of, and teaching of vocabulary (I am still thinking that teaching is as much instruction as it is teaching). You can read part 1, Only 1:3 children…
Read more

27 Jun ’21 5

Vocabulary: Only 1:3 children read daily (part 1)

It was, then headteacher, Geoff Barton’s presentation back in 2014 “The Habits of Literacy” that first exposed the stark inequalities of poor literacy to me. It was followed up by his book – Don’t Call Literacy!: What every teacher needs to know about speaking, listening, reading and writing. The anchor of that memory: While good…
Read more

27 Jun ’21 4


This week and weekend has been all about vocabulary: acquisition, retention, comprehension, etymology, morphology, phonemic awareness. A conversation on word class and word meaning with teacher and author Dan Smith (@teach_smith) led to the signposting of Rewordify. With Paul Kirschner ringing in my ears… a short post on What it is? Why it works. How…
Read more

26 Jun ’21 6

Elaborative questioning and CRM (Part 5)

In Part 4 of this post, together with Ben Windsor @MrClassics3 we discussed the importance of the corrective feedback stage of using RememberMore’s Classroom (CRM) function in practicality. Read it here. The feedback stage of the RememberMore protocol closes the loop and allows a new one to be opened. As with the routines at the beginning…
Read more

21 Jun ’21 0

How Learning Happens

Seminal Works in Educational Psychology and What They Mean in Practice Paul A. Kirschner & Carl Hendrick More often than not, over the weekend, I try and set aside time to read and summarise a research paper or two. This weekend, I set aside time to curate the “Suggested reading and links” from Paul A,…
Read more

20 Jun ’21 0