Finding spaces for small group and individual learning at a reasonable cost is a pressing issue for schools. Andy Homden and Philip Gardner think that strategic planning and good design provide the way forward.
According to David Gregory, a simple simulation exercise can greatly enhance a school’s capacity to deal with emergencies and incidents during trips and expeditions.
It’s demanding and complex but so important. Neil Gregory looks at the importance of getting your timetable set up on firm foundations.
Darcie Flansburg offers advice for transitioning from traditional high-school grading to less subjective, standards-based assessment.
Since November 2020, ITM has published regular articles from Innovate, Sevenoaks School’s annual research and development journal. Written by IBDP educators working at the school, these articles are finding a ready audience with our international readership.
In July 2022 ITM editor Andy Homden also caught up with Mark Beverley, Director of the Sevenoaks Institute of Teaching and Learning and editor of Innovate in an ITM podcast to talk about the work at Sevenoaks.
IB teacher and Head of Physics at Sevenoaks School, James Tate looks at tablets, short-term memory and problem solving.
For Elen Harris understanding Cognitive Load Theory can enhance learning, especially when introducing new ideas.
A conversation with Mark Beverley, Director of the Instiitute of Teaching and Learning at Sevenoaks School.
If teaching depends on good relationships, these depend on empathy and listening skills according to Dr. Paul Parham.
Dr Fabienne Cheung wants to challenge approaches to teaching listening skills in Modern Languages.
A network of community projects in Ghana meets both global and local learning needs as Cat Davison reports.
Eva Coddington presents the case for the active practice of Yoga in schools as time very well spent. Just breathe!
Isla Phillips describes how she uses the Harkness Method of discussion for student-lead interaction in Years 7 to 10.
Mark Beverley discusses the importance of finding the time to reflect on and discuss teaching practice.
Formal assessment at 16+ really is starting change. Dr. Sarah Watson wonders how much further this can go and what we have to think about.
You’d have thought governments would be rushing to get the issue of sustainability into the mainstream curriculum. Apparently not. Stephen Scoffham and Steve Rawlinson are looking to fill the gap.
Long-term thinking will become increasingly important when procuring educational equipment if schools are to meet carbon targets, argues Frank Campbell.
As full lockdown came to an end in Bangladesh, some families still preferred to keep their children at home. One school wanted to make sure that no students were going to miss out, as the Principal, Dr. Shivandanda CS reports.
If you want to find out how to change the world for the better, Margaret Rooke suggests listening to young people.