This is part 2 of a series on creativity in schools. Part 1 is here Ben Newmark’s rousing and simply wonderful treaty on why we teach
Category: writing
If You Don’t Model, Learning’s a Lottery
The video below is a perfect demonstration of why it’s so important to model learning for students. What it highlights is what most motivated people
Should examiners be expert in the subject they mark? Duh!
I know what you’re thinking. This is obvious. Well, think again. An examiner has to provide evidence they are teaching in their field, but they
GRAMMAR AND COGNITIVE LOAD IN WRITING
Recent observations from marking transactional writing draw me to the following hypothesis: when students are pushing their working memory to capacity in order to produce
WHAT A POLEMIC ARGUMENT MODEL LOOKS LIKE
This is the second part of a post about transactional writing and utilising the power of the contrasting subordinator HOWEVER. The first post is here.
A GRAMMAR SEQUENCE – what it looks like
This is part 2 of developing grammar knowledge. Part 1 is here. Knowing where to begin a sequence of learning grammar in secondary school is
LEARNING DESIGN by Paul G Moss 