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David Didau

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So far David Didau has created 936 blog entries.

Only phonics? A reader replies to Michael Rosen Part 2

2016-09-11T17:31:40+01:00December 29th, 2015|reading|

Following yesterday's post from Jacqui Moller-Butcher in which she responds to Michael Rosen's anti-phonics arguments, one of the complaints that has repeatedly emerged is the idea that phonics is not the only important aspect of teaching children to read. Indeed not. Take this comment from John Hodgson for example: No-one knowledgable in teaching the reading of English would deny the value of a grasp of characteristic letter-sound correspondences. This is not the same as arguing that ‘phonics’ (a term that denotes a more or less intense focus on such correspondences) is the only important thing, and that children are being denied the gift [...]

Reading for pleasure: A reader replies to Michael Rosen Part 1

2015-12-29T09:02:55+00:00December 28th, 2015|Featured, reading|

Back in July I wrote this post on how we might encourage children to read for pleasure to which children's author Michael Rosen left a long & detailed comment critiquing my ideas. The comment included this statement: When children are deemed to be ‘not reading’ i.e. being unable to pass the Phonics Screening Check, some teachers are being asked to do more of the same, rather than do anything different, nor to investigate whether there are multiple reasons for a) not passing the phonics screening check or b) finding out whether some children can read pretty well but fail the PSC anyway. [...]

A roundup of my least popular posts of 2015

2015-12-27T17:16:11+00:00December 27th, 2015|blogging|

I love blogging and I'm chuffed beyond reason when a post captures the imagination and pings around the internet for a few days. But I'm always taken unawares by what's popular and what's not. Some of my posts seem to get thousands of views whereas others are only read by a small but select group of loyal readers. Possibly this is because they're a bit crap, but, not to be defeated, I'm hopeful that a roundup of some of the posts I most enjoyed writing but sank without a trace might do something to spark a modicum of interest.  1. A defence of [...]

My five favourite blogs of 2015

2015-12-26T13:43:12+00:00December 26th, 2015|Featured|

It's been some time since I put one of these lists together (The last time I seem to remember getting a fair bit of flak for indulging my gender bias.) and it seems high time to praise some of the best writing and ideas the edublogging community has produced over the past year. There have been plenty of excellent contenders but on balance, these have been my five favourite education blogs of 2015: Filling the pail  Greg Ashman, formerly known as Harry Webb, is an expat science teacher and school leader Down Under. He's produced a remarkable output this year. The combination of [...]

On fragility: why systems fail

2015-12-26T12:07:08+00:00December 24th, 2015|leadership|

In Antifragile, Nassim Taleb argues that the opposite of fragile is not, as is commonly supposed, robust or resilient. These are merely neutral conditions. The antonym of fragile doesn't seem to exist in English, hence the neologism, antifragile. If something fragile is damaged by chaos, stress and challenge and something resilient or robust is immune, then something possessing antifragility is enhanced. The best, perhaps only, way to thrive in an uncertain world is to learn from the antifragile and shun the merely robust. Evolution is a good example of an antifragile system: chaos, stress and challenge provoke the flourishing of random mutations which benefit [...]

The most interesting books I read this year

2015-12-21T08:56:39+00:00December 20th, 2015|reading|

For no particular reason other than that it's almost the years' end and making lists always seems appropriate as December draws to a close, and in no particular order, here are ten of the most interesting books I read over the course of 2015. Intelligence by Stuart Richie For anyone new to the study of intelligence, Richie's eminently readable little book is the perfect primer. In it he details exactly what intelligence is and isn't, why it matters and experts defuses some of the most abiding myths surrounding this most controversial of human characteristics. The Mighty Dead: Why Homer Matters by Adam [...]

Why I like ‘tick n flick’

2015-12-16T14:40:28+00:00December 16th, 2015|Featured|

It is vain to do with more what can be done with less. William of Ockham Tick n flick - the practice of flicking through students' exercise books and ticking to indicate that they have been read (or at least seen) is widely used as a pejorative term for the laziest type of marking undertaken only by the most feckless, morally bankrupt of teachers - generally gets a bad press. Perhaps this is unsurprising; in the worst cases it suggests a hurried post-hoc skim through pages of work in order to give the unconvincing appearance that books are being marked. No one [...]

Outstanding is the enemy of good

2015-12-14T16:14:13+00:00December 13th, 2015|Featured|

Were it not sinful then, striving to mend, To mar the subject that before was well? Shakespeare In our efforts to be the best, are we eroding our ability to be good? Everyone tends to agree that high expectations are best and, of course, no one rises to a low expectation, but sometimes our expectations are unrealistically high. Sometimes we take the self-flagellating view that only the best is good enough. There are some who might argue that 'good enough' eliminates better and best and others still who counter that our understanding of 'good enough' is always subject to a raising of our collective [...]

Student voice: windmills of the mind

2015-12-12T23:27:30+00:00December 12th, 2015|leadership, learning|

Pray look better, Sir … those things yonder are no giants, but windmills. Cervantes Does it matter if students like their teachers? Is it worth knowing if students don't maths or hate PE? Should students be asked to evaluate the quality of their lessons? It sometimes seems that the clamour of 'what students want' drowns out even the presumed demands of 'what Ofsted want'. Students' opinions might be interesting but should they be used to judge the effectiveness of teachers? Certainly some school leaders appear to think so. An anonymous blog on the Labour Teachers site* reveals the extent of the rise of this [...]

Rubrics warp teaching and assessment

2017-08-16T02:35:38+01:00December 11th, 2015|writing|

Men are more apt to be mistaken in their generalizations than in their particular observations. Machiavelli In a recent blog post, children's author, Michael Rosen has suggested how teachers should teach, assess and share students' writing. He has helpfully broken his thoughts into three areas: teaching & assessment, editing, and sharing. In this post, I'm going to consider his ideas on the teaching and assessment of 'good writing'. Rosen points out that schools teach children to write for exams and that writing for exams is not the same thing as writing well. This is, of course, true; we teach what's assessed and [...]

Cargo cult teaching, cargo cult learning

2017-03-27T22:54:04+01:00December 10th, 2015|English, learning|

…it is the peculiar and perpetual error of the human understanding to be more moved and excited by affirmatives than by negatives… Francis Bacon, Novum Organum, Aphorism, 1620 Cargo cults grew up on some of the South Sea islands during the first half of the 20th century. Amazed islanders watched as Europeans colonised their islands, built landing strips and then unloaded precious cargo from the aeroplanes which duly landed. That looks easy enough, some canny shaman must have reasoned, if we knock up a bamboo airport then the metal birds will come and lay their cargo eggs for us too. This is the [...]

One more thing I want from school leaders

2016-06-30T23:22:40+01:00December 9th, 2015|leadership|

The intelligent man finds almost everything ridiculous, the sensible man hardly anything. Goethe A few weeks back I wrote this post laying out my wishlist for the 'perfect' school leader. Since then, one startling omission has become clear. I addition to wanting school leaders to be humble, loving, determined, focussed and possessing of vision I also want them to be clever. Too many people are, for a variety of reasons (but probably the biggest is confidence,) promoted above their ability. This results in the Dunning-Kruger effect. The Dunning-Kruger effect is the finding that the poorest performers are the least aware of [...]

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