There’s always someone ready to exploit people who are desperate for quick fixes that don’t actually exist

I also think it’s also a case of doing what’s easiest rather than what’s best. At best people don’t know about the research and at worst it’s just laziness.

I’ve led on reading for a few years now and it’s tough and progress is often slow. When we have had successes, never have I thought it’s been down to coloured paper or overlays. It’s always down to regular practice for most but staff working hard with highly targeted interventions for some.

I sometimes wonder whether the real value of research is in using it to reflect on what have been doing, ie, helps you understand what’s worked and what hasn’t and why. That why your students are always in mind as you are thinking about in your context

Covers a lot of bases that, Ben. I like it.

I think that adopting a coaching model and properly embedding it is key to making leaders prioritise the development of those they manage/coach.

It’s a two year programme where teachers select formative assessment strategies they would like to try and buddy up to give each other feedback. It’s curated by Dylan Wiliam. That’s a a rubbish description but I’ve not got much space and not great at being succinct.

We are just about to start the Embedding Formative Assessment programme. Looking forward to it

I think one thing that resonated with me about this is the difference between knowing a fact and grasping the meaning of something. Made me think of the importance of planning a quality explanation, or question, that will activate the thinking we would like to happen.

I’ll have a look

This is a really interesting read. A lot of soul searching going on in our department about what students need to know and how we monitor this. You can only explain or evaluate what you know. Knowledge activates those disciplinary skills.

The day in March with @dylanwiliam.bsky.social in Birmingham was really inspiring. Can’t wait to get started.