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For those who have asked, here is a summary of my talk at ResearchEd on Saturday. In my session we were looking at how we can promote excellent outcomes for all, including those with SEND, disadvantaged pupils and lower attaining pupils #rED21 
I shared a diagram given to me by one of our Trust’s SENDCos that shows if we want to support pupils with SEND, first we need to think about what we can do that helps ALL chd to learn. We underlined Rosenshine’s Principles as we’ve been looking at these in depth in our schools!
I talked about how we must be cautious labelling groups of chd as ‘lows’ and how we need to think about barriers to learning and what we can do to help chd overcome these. Here are just some of the barriers we identified
A summary of my talk at #rED21 for those who couldn't make it 👀 👇
➡️ My experience of creating a coherent, evidence-informed curriculum for training novice (new and early career) teachers #ITT #ECT
➡️ My experience of creating a coherent, evidence-informed curriculum for training novice (new and early career) teachers #ITT #ECT
Supporting novice teachers to build a mental model of teaching is important but hard to do. Having a visual model to provide coherence across their training helps them make connections.
I developed this model which blends the 5 core areas of the CCF/ECF with the 'Making Every Lesson Count' framework.
Complex contagions when it comes to behaviour spreading from @MrARobbins' #rED21 talk:
1. Coordination - the more people doing it the more effective it is.
1. Coordination - the more people doing it the more effective it is.
2. Credibility - skeptics need to see the change is effective / safe.
3. Legitimacy - the more that do it, the lower the risk.
Myth 2 from @daisychristo - “GCSEs are designed to fail a third”
Myth 3 from @daisychristo - “we don’t need GCSEs because everyone stays at school until 18”
🧵THREAD...
For those who can't make it to my #rED21 session tomorrow, here's the ultraconcise version:
For those who can't make it to my #rED21 session tomorrow, here's the ultraconcise version:
1. Teaching expertise matters.
2. But developing expertise is not something we've cracked, yet.
