Category Archives: My Teaching

The Flesh under the PEEL.

Students often receive feedback telling them to ‘develop their ideas’, but they frequently have no idea how to do it.   This series of posters is designed to flesh out PEEL – a popular acronym often used to help young writers support their ideas with evidence and explanation. This series of posters was created in order

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NARKING ON STUDENTS!

There is no doubt that positive relationships with students are essential for teaching and learning success.  According to Hattie in Visible Learning it is one of the top three teacher strategies with a 0.72 effect size! Obviously anything that a teacher does to undermine student relationships is bad.  Narking home to parents fits snugly into

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Getting parents on board

One of my main goals this year was to find better ways to establish and maintain close connections with whanau (families) in order to create a supportive environment for students. Home-school connections are strong in primary school, but significantly weaker in senior high school. As a parent myself, I know how important the home-school link

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Why it’s good to be Random

Assessment for learning strategies can sometimes be difficult to implement in the classroom, but Jennifer English’s blog post Trying to embed some simple formative assessment into my practice  highlights how it can be done.  Her comments about the use of the ‘no hands-up classroom’  and the importance  of ‘thinking time’ encouraged me to post my

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The Focus Lesson

The FOCUS lesson is the second phase of the instructional model I am attempting to use in my classroom.  It follows on from the first phase: Experiential Engagement and is explained in The Formative Assessment Action Plan. A vital aspect of the teaching and learning cycle is providing FEED UP  in order to to establish

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Plan A.

My goal for 2016 is to effectively embed AFL (Assessment for learning) practices into my teaching. I’ve mentioned elsewhere the fact that  AFL practices top the list of the most effective strategies to improve student learning and yet almost 20 years after the original research  they are still not being implemented successfully in the majority

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