What’s the best (and easiest) way to teach?
I thought I'd said all I ever wanted to say about group work until, responding to a tweet from an education professor exhorting all teachers to add group work to their teaching repertoires, I unwisely suggested that maybe that wasn't such great advice. Unless you teach PE, drama, or some other subject where outcomes require cooperation this may not be good advice. Instead think very carefully about what the purpose [...]
The school leadership bubble
Some years ago the English faculty I led was subject to a week-long leadership review. Knowing that every member of the department was to be observed and that we would be expected to showcase loads of 'student centred learning' I made sure everyone had planned plenty of group work and taken steps to minimise whole class instruction. At the end of the week the headteacher congratulated me on the quality of [...]
What if everything you knew about mindsets and resilience was wrong?
Here are the slides I use for my talk at researchED Malmö: What if everything you know about mindsets and resilience is wrong? from David Didau The following is the English text of an article I wrote for Pedagogiska magasinet on which the presentation was, in part, based. What leads to success? Obviously, as teachers, we should be interested in children’s academic test scores, but what else is important? Are there [...]
Why do some children struggle with reading?
Janet and bloody John! When I was about 7, my primary school teacher told my parents that I would probably never learn to read. Apparently, the suspicion was that I might be mentally subnormal. My mother wasn't having any of that. Although she had no experience of teaching reading, she took me out of school, borrowed a set of the Janet and John reading scheme and set about [...]
Born stupid
If I've learned anything over the last year or so it's that intelligence - whatever we believe that to be[1] - is not innate. Whilst it seems hard to deny that some of our potential for becoming intelligent is genetically endowed, it ought to be obvious that our ability to reason is entirely dependent on our environment.[2] If you doubt this, try to reason about something of which you know [...]
A manifesto for closing the advantage gap: my slides from researchED18
The talk I gave a this year's researchED national conference was, I'm afraid to say, shameless promotion for my new book, Making Kids Cleverer. Each of the slides represents an incredibly brief potted summary of the book's ten chapters. The book will be published some time in the coming months and, as the release date approaches, I'll write a series of posts that expands on each chapter. For now I [...]
What’s your ambition for children?
Today I listened to Paul Smith, CEO of Future Academies, talk about his ambition for the young people who attend the schools in his Trust. He said he wanted them to be able to go to a 'nice' restaurant, feel confident about ordering and be able to have a 90 minutes conversation about current affairs. This might seem a pretty modest wish, but I have taught very many children who [...]
Do children need to love their teachers?
Yesterday, I wrote a post explaining that important as the quality of teaching in a school is, there are other, more important things on which to concentrate. In response, Katharine Birbalsingh, head mistress of Michaela School tweeted this: I agree with lots of this but @DavidDidau misses a, if not THE most important thing: kids need to love their teacher. They need to be inspired. When a kid loves their [...]
Teaching matters, but there are more important things to get right
As John Tomsett says in his latest blog, "It is generally accepted that the quality of teaching is the most influential factor in determining the rate at which pupils make progress in their learning – broadly speaking, the better the teaching, the more progress pupils make over time."[i] Here, I want to argue that teaching, important as it is, only comes third (or maybe fourth) on the list of things [...]
A broad and balanced approach to English teaching and the curriculum
Having launched a stream of invective against the use of 'balance' as a weasel word in my last post, I want to offer a more nuanced take on what I think balance ought to mean. I see the purpose of a curriculum as being to introduce students to that knowledge which will be of most use to them in academic contexts and to allow them to have the maximum amount [...]
When “balance” goes bad
Balance is an obviously good thing, isn't it? After all, who wants to be unbalanced? "What is it indeed that gives us the feeling of elegance in a solution, in a demonstration?" asked the mathematician Henri Poincaré. "It is the harmony of the diverse parts, their symmetry, their happy balance; in a word it is all that introduces order, all that gives unity, that permits us to see clearly and to comprehend [...]
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