David Didau

In no particular order, these are the books I have most enjoyed reading during 2019. Dominion: The Making of the Western Mind, Tom Holland As a long-time admirer of Holland's brand of history, I was very much looking forward to this. In this he retreads some of the basic territory covered in Millennium and In the Shadow of the Sword, but takes it in a new and startling direction. His basic thesis is that all every aspect of modern Western culture has been shaped by our Christian roots. He begins by addressing the cultural norms of late antiquity and the struggle [...]

We view the world from our own stance. Our view is unique which means we have unique insights and observations to offer, but it also means other people, viewing from different perspectives, see something different. I was interested to read Tom Sherrington's recent blog levelling the blame for substandard teaching at the feet of teachers he describes as 'Bad Trads': The teacher is up there, trying to teach in an instructional manner but finding it hard.  They’re struggling to marshall [sic] the material and control behaviour; they’re not explaining well; their questioning is weak; their resources are poorly designed to support [...]

My default assumption is that everyone working in education has good intentions. We all want children to be happier, healthier, safer, more creative and better problem solvers. But, good intentions are never enough. Over the past eight years I have used this blog to campaign against the nonsense that used to pervade the system. In the bad old days, Ofsted was the ‘child-centred inquisition’ burning teachers who talked for too long at the stake. Group work, ‘active’ and ‘self-directed’ learning were held up as unquestioned good things and all dissent was crushed with inadequate judgements. We can look back with a [...]

What works best for children with SEND? That, of course, depends upon the precise nature of children's particular needs. That said, we can draw some generalisable conclusions by thinking about some of the more common areas of special educational need. For instance, a child with a working memory deficit is likely to benefit from having information carefully sequenced and instruction broken into manageable chunks. But all children have limited working memory capacity. Dyslexic children have the best possible chance of learning to read fluently if they are given carefully sequenced systematic synthetic phonics instruction. This is equally true of children who are [...]

All knowledge may be precious, but it's hard to argue that it's equally precious. The time children spend in school is strictly finite and so, when deciding what to teach we must must make choices. Often these choices will necessarily be brutal. I was recently contacted by a marketing company who wanted me to write about some 'research' conducted by SellHouseFast which analysed search terms used on UK search engines to find out which queries related to "the real world" are most search for. Here's the result: The argument appears to be that if people are searching for these things then [...]

I want you to conjure up the spirit of one of your primitive ancestors. Picture yourself hunting for food on the savannah or in a primordial forest. Imagine, if you will, that you catch a glimpse of movement out of the corner of your eye. Is it a snake? Although you can't be sure, the only sensible option is to act with certainty, assume that there is a snake and takes immediate steps to avoid it. We're primed to act with certainty on minimal information. This incredibly useful survival instinct has served the species well for countless millennia. If [...]

This article first appeared in the marvellous free periodical, Teach Secondary. Do pop over and subscribe.  Most teachers will be aware that Ofsted is launching a new inspection framework this September. The big shift in focus is away from inspectors attempting to judge the quality of teaching and learning by observing lessons and towards attempting to judge the quality of education a school provides by, at least in part, interrogating the curriculum a school has in place. In an effort to assist schools in assessing the quality of their curriculum, Ofsted has divided matters into three baskets: intent, implementation and impact. [...]