Experimenting with the Harkness Method
Isla Phillips describes how she uses the Harkness method of discussion for developing student-lead interaction in Years 7 to 10.
Isla Phillips describes how she uses the Harkness method of discussion for developing student-lead interaction in Years 7 to 10.
Research at district level in Malawi suggests that information sharing by support agencies in the right way will significantly enhance the impact of special education in low-income countries. Anita Soni reports.
Facilitating Early Years creativity has been central to a return to physical school in a project recognised at a major Milan design event, as Holly Warren reports.
Rich Molloy looks for a middle path in the theory of coaching sport and finds it in Rosenshine’s ten principles of pedagogy.
Mark Beverley, Director of the Sevenoaks Institute of Teaching and Learning, explains why schools should rethink the idea of creativity.
Elen Harris looks at how Sevenoaks School has developed a model for giving high-impact feedback to students, while saving teachers time.
Hélène Bonsall looks at the value of student questions, and asks why they are not asked more frequently in class.
Chris Taylor wonders if the ‘skills / knowledge’ divide is really so deep and, if not, what are the implications for learning and teaching?
Julia Kiggell suggests that understanding connections between dyslexia and mastering a musical instrument can transform learning.
Charley Openshaw, IB teacher and Head of Art recommends the virtues of careful observation and drawing for wider learning.
Do ‘inclusive’ leadership styles in teachers motivate students? A study by Paul Parham and Gloria Moss suggests there is a significant correlation
The Institute of Innovation and Learning invites teachers to connect if you would like to be part of their ongoing work.
Just when poetry was becoming really interesting both to teach and even more important to study, it has fallen victim to post-covid curricuum cuts. Jill Pritchard laments the move.
Julian McDougall places school libraries and an effective programme of media literacy in the front line to confront and counter ‘fake news’.
Lewis Tatt who teachers ESOL at LSI Portsmouth questions whether textbooks are still an effective teaching tool in the 21st century classroom.
After completing a stimulating MA at UCL, Adam Seymour was able to explore the possible impact of Barak Rosenshines ‘10 Principles’ in real classrooms with his team at La Côte International School.
Just how do you undertake a comprehensive review of a well-established and popular international curriculum like the IPC and IMYC? Gregory Biggs looks at the dynamic process being used by Fieldwork Education.