What sort of Britain do we want to build for the 21st Century The presentations at Malvern 2017 were in the form of 15 minute ‘think pieces’ and were designed to stimulate further discussion and debate. The topics and question covered by our keynote thinks touched on the following insights and questions, which then … More Malvern 2017 – Faith, Belief and Nation Building | Tracey Francis
The Scholars Blog by Todd Wedel At times visual media gives insight into the dominant symbols of a position or issue, helping us to see the meanings behind the debate. So it is with the contrasting visions of education embodied in Common Core and The Academy, seen clearly in two videos, one advocating Common Core … More Epiphaneia Archive: Envisioning Education: Parents as Partners or Primary? | Matthew Livermore
I think it’s important, once in a while, to write about what researchED stands for. It’s important to continually define ourselves, in order not to be misrepresented or misunderstood. Recently some people have asked me where researchED stands on a number of issues, and I am glad to do so. One of these is representation … More False profits, and why representation matters at researchED | Tom Bennett
When we see colleagues, perhaps via social media or from stories in the staff room, everything can seem to be great for them. They are uploading resources to TES, emailing people their newly written SoWs, offering to help moderate essays via email,… plus they have a few young kids, a partner, they still go on … More Spinning Plates | noreply@blogger.com (Mr Lewis)
Penn: Ryback’s gone, Dane. Travis Dane: Did you see the body? Assumption is the mother of all F*&% UPS! Under Siege 2: Dark Territory (1995) It can be easy to assume many things. Doing this in schools, like for those up against Steven Seagal, find out that it generally ends up badly. This is one … More Assumption is the mother of all… | noreply@blogger.com (Mr Lewis)
Since I started teaching, I have always given my GCSE students lists of keywords. This was initially because the spec that I’ve taught, includes a keyword definition questions, totalling 10% of the marks. Students needed to know (ideally the exam board) definitions to answer the simple questions at the start. It would have been foolish … More Why knowing keywords is essential for learning | missdcox
Since I started teaching, I have always given my GCSE students lists of keywords. This was initially because the spec that I’ve taught, includes a keyword definition questions, totalling 10% of the marks. Students needed to know (ideally the exam board) definitions to answer the simple questions at the start. It would have been foolish … More Why knowing keywords is essential for learning | missdcox
In this second blog about our ‘literacy and philosophy project’, run by The Philosophy Foundation in conjunction with Forest Hill Library, Tim digs into how thinking through stories and sharing ideas created cognitive shifts for the children. Closing with some wonderful insights on the question: what is a story? Continue reading at: http://ift.tt/2wdcABe
Katy and Tim, two newly trained specialists with The Philosophy Foundation were involved with a ‘literacy and philosophy project’ this term, run by The Philosophy Foundation in conjunction with Forest Hill Library – to get the children thinking through stories and storytelling. They’ve both written about their experience, and in this first blog, Katy has some stories … More Storythinking: Immersing Children in Philosophy |
The RE and Philosophy Echo Chamber 