Since the start of the new GCSE specifications, I’ve heard this several times. My view on this isn’t a popular one. They ‘should’ struggle. Whether we like it or not, GCSEs are essentially a ranking of all the students that take that exam in that year. We can argue for a long time whether this … More “But my weak students struggle with it” – Why the new GCSEs are needed | missdcox
Since the start of the new GCSE specifications, I’ve heard this several times. My view on this isn’t a popular one. They ‘should’ struggle. Whether we like it or not, GCSEs are essentially a ranking of all the students that take that exam in that year. We can argue for a long time whether this … More “But my weak students struggle with it” – Why the new GCSEs are needed | missdcox
‘Computer: activate holo-deck, In the Night Garden sub-routine.’ An interesting and problematic study from Northern Ireland about iPads in early-years settings hit the interweb today. Interesting because it makes some extraordinary claims about their efficacy that, if true and replicable, could revolutionise the way we teach in those settings; and problematic because that ‘if’ has … More iPads: game changers or money paperweights? New study tells us little | Tom Bennett
On Saturday, at #SASFE17 Matt Pinkett tweeted this from session two with some sixth formers: I had planned to suggest something similar in session 3 so they beat me to it. Teachers seem to be very concerned about ‘finishing’ a course. Understandably, they want to be sure they’ve covered everything that could possibly come up in … More “But we need to finish the course” – What if we plan NOT to complete the specification? | missdcox
On Saturday, at #SASFE17 Matt Pinkett tweeted this from session two with some sixth formers: I had planned to suggest something similar in session 3 so they beat me to it. Teachers seem to be very concerned about ‘finishing’ a course. Understandably, they want to be sure they’ve covered everything that could possibly come up in … More “But we need to finish the course” – What if we plan NOT to complete the specification? | missdcox
Pete outlines an important pedagogical distinction for anyone facilitating philosophical conversations out there, helping to answer the question: when should you use the strategy of ‘iffing and anchoring’ and when is ‘anchoring’ without iffing enough? Continue reading at: http://ift.tt/2roS9iB
At the moment I am working on strategies to maximize AO2 marks, both for the new GCSE and the new A Level. Inspired by Lucy Beng’s recent Facebook post and the discussion it generated, I thought I would blog about my ideas here. Over time I have come round to advising all my students to … More Maximizing AO2 marks… | vardycharlotte
I love this term. It’s when all our hard work comes to fruition. However it’s the time of year when the stress begins for year 11 students. The first written GCSE is next week and teachers are trying to squeeze in all their last minute tips and go through a whole course in the final … More Exam stress | missdcox
Catherine Lawrence, Windhill21, Hertfordshire At Windhill21, P4C lessons are accessed once a week within our Early Years setting. These lessons are planned for based on the needs and interests of the children, but are also designed to be flexible. Here are just some examples of a few different sessions I have run with my Reception class. … More P4C in the Early Years Foundation Stage | lizzylewissapere
Catherine Lawrence, Windhill21, Hertfordshire As a reception class teacher, I have been using P4C to enhance children’s communication and social skills, which are areas in need of support in our setting. On top of whole class sessions, I have developed a P4C area in my classroom which is designed to encourage such skill development during … More Using Playful Ponders to enhance philosophical discussions within child initiated play (CIP) | lizzylewissapere
The RE and Philosophy Echo Chamber 