Some reflections on the system for awarding grades this year.
▪️Highly imperfect system, but it’s what we’ve got. Let’s be pragmatic and positive.
▪️Try not to be so upset by the imperfection that you start thinking exams are perfect; they are preferable, not perfect.
1/9
▪️Don’t be fooled into thinking that loads of mocks/tests/assessments are the answer. They’re not. Great teaching is the answer.
▪️Don’t put Yr11/13 on a treadmill of tests just for the sake of ‘evidence’. Devote the time to teaching greatly 😊
2/9
▪️Don’t get hung up on comparability with other years/schools. No point right now. Focus on your students and their next few months instead.
▪️Have faith in your team. We did similar last year under crazy conditions and we did it with integrity. We’ll do it again.
3/9
▪️Pay attention to language: use ‘given all the evidence available, what grade best reflects what the child knows/can do at the end of the course?’
▪️Not: ‘What would they get if they sat the exam?’
4/9
▪️And definitely avoid getting into the realms of ‘what grade do they deserve?’ Too value-laden. Fraught with difficulty.
▪️Be open and transparent with students and parents. Don’t over-promise. Manage expectations now.
5/9
▪️Messaging to students is essential: ‘You won’t be judged on how you perform on one day. You’ll be judged on what you know/can do by the end of the course.’
▪️’Every lesson, every day counts - more than ever. Every day is a chance to learn more! Hurray.’
6/9
▪️’The time left is your entitlement to knowledge/skill development. To the richness of the subjects you chose. Grasp it. Squeeze every drop out of it.’
7/9
▪️Give the kids a great last day. It’s a rite of passage. They deserve a chance to cringe at old photos. 🤣
▪️Make their last few months at school happy; times that they’ll remember forever. They’ve had a tough time. You only do school once.
8/9
▪️Plus a million other things that I can’t articulate right now. 😊 All just my views / my thinking. You may see things differently to me. That’s okay. The world is wide enough.
9/9
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If you haven’t read Graham Nuthall’s The Hidden Lives of Learners, I would highly recommend it. It’s solid gold. If you have read it, read it again. It’s even better a second/third time.
Here is a summary of a few of his findings in 9 tweets👇
1. Learning is highly individual.
✳️ Kids know approx 40/50% of lesson content already
✳️ But the ‘what’ of the 40/50% differs from kid to kid
✳️ All kids experience the classroom differently
✳️ Approx a 1/3 of what a kid learns in a lesson is unique to them
2. Learning is a sequence of encounters, each building on what came before.
✳️ Kids make sense of new concepts if they can relate them to concepts already known.
✳️ New concepts need to connect with those known concepts in planned, related, successive encounters.
At our school, the leadership team have a daily briefing at 7.50am. It’s deliberately operational, but it’s impact goes far beyond logistics.
1/11
It’s ostensibly about cover & on-call and the day’s events etc etc.. (important and thrilling stuff!😊)
But it’s a ten minute window that can make or break a day, that can inspire or derail, that can motivate or make you want to get right back in your car and drive home.
2/11
Knowing how crucial this ten minute window is for the leadership team, I decided to seek some feedback on how I run the briefings to refine and sharpen my practice.
And then I decided not to. I decided to do something else instead.
Also, best long term bet, clear moral imperative and a move away from ‘folk teaching’. All good. 2/
But beware.. distortions, cargo cults, over reach, not value-free, slavish application.. perhaps we get a bit star struck with research & forget to exercise caution?
Does the research respect your context? Has it been tested in a similar context?
I’m excited by our big push on reading @lodgeparkacad for the Summer term. Building on the groundwork we’ve put in place for 2 years now, we’re putting reading FRONT & CENTRE 🤩
Here’s how👇
(warning: long thread, probs should have done a blog 😂)
1. The groundwork; being diligently laid since Feb 2019...
✅ Created a culture of reading for purpose & pleasure
✅ Teachers read daily
✅ Reading age tested for all
✅ 30 mins silent reading per day
✅ Big push on our chosen reading scheme
✅ High profile praise & rewards
2. We’re channeling additional covid funding into reading, in particular supporting early readers to decode and become fluent.
Using the expertise of @cherb94teaching, we’re using @RuthMiskinEdu to teach phonics to those who need it most - in all year groups.