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A Plague On Both Your Houses! (Or ‘Why I Don’t Like Observations and Lesson Plans’)

Over the last [insert large number here] years, the lesson observation and associated lesson plan have been the status symbol of the excellent teacher.  Schools living in dread of the next Ofsted inspection elevated them to their position at the top of the individual’s evidence pile.  For any observation, objectives were set out, detailing what ALL must learn, what MOST should learn and what SOME were lucky enough to learn, the minutiae of every activity and its purpose were described, every instance of cross-curricular/social/moral/cultural learning was noted and, in all probability, everything was colour-coded (ok, I made that last bit up, but it wouldn’t surprise me).

The thing is, this doesn’t really help anybody: Continue reading “A Plague On Both Your Houses! (Or ‘Why I Don’t Like Observations and Lesson Plans’)”

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researchED Maths and Science 2016

When Tom Bennett announced researchED Maths and Science I was more than a little bit excited: a subject-specific conference informed by strong academic research?  Yes please!  The programme for the day was packed full of sessions I wanted to see, so selecting which ones was very difficult.  Here’s what happened on my day, a mixture of what I heard with my own thoughts. Continue reading “researchED Maths and Science 2016”

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