This has been the most difficult of years for educators, but new ideas have never been far from the surface since the pandemic began.
Here’s our pick of this year’s ITM articles from 2020 – 21.
New revolutionary?
Is Christopher Pommerening the new leader of the Learning Revolution? In December we looked at his ideas.
High-impact feedback
In March, Elen Harris looked at giving high-impact feedback to students, while saving teachers time. Total win-win.
Globally competent
At the COBIS conference in May, Andreas Schleicher of the OECD looked at the vital new skill of 'global competence'.
Viral maths
Professor Marcus Du Sautoy explained the mathematics behind the spreading of a virus in our October edition.
Leading in a whirlwind
Looking back over an incredible year, Phil Mathe spoke from the heart about Covid and the lives of middle leaders.
Teacher shortage?
By January 2021 Diane Jacoutot, was predicting a teacher shortage in 2021 – 22 and with very good reason.
Fair balance
Are international schools culturally biased? Gwen Byrom thought we should ask ourselves some hard questions.
What to learn
Kevin Bartlett showed in November that some of the old questions about education are still some of the most radical.
Data first
The message from Ashley Kirk and Doris Suchet in June was when planning strategically, don't guess - follow the data.
Outside in
School design is more important than ever. In June, Ian Bogle looked at connections between spaces, inside and out.
White water ride
For Richard Gaskell the year had been a white-water ride - but ways are emerging to help schools steer their way through.
Inclusive careers
Kyra Kellawan and Andreu Gual i Falco asked schools to challenge attitudes that undermine student aspiration.
Unfair and unreliable
The year has seen chaos in the world of formal assessment. Time for change wrote Ian Grove-Stephenson in April.
OT and learning
The time is right for new ideas. In May, Rachel Gillespie argued Occupational Therapy should be mainstream in schools.
Teaching sustainability
According to Kirsty Knowles writing in June, teaching sustainability should be centre stage. Who would argue?
