The Right Questions, the Right Way - ed Both of my, The 3Rs: What I'm reading, (w)riting, & the research I'm interested in, The Confident Teacher is a blog by teacher and author, Alex Quigley (, Inspiration for a grey January! With schools finding themselves under increased budget pressure this has become even more difficult. Then how to understand the problems of students because I dont have any physical contact with them???? Localised professional communities, where learning is considered a part of teachers everyday work, are becoming increasingly prominent. The last time that we spoke in Melbourne you shared your tips for teachers and leaders who want to change their practice. india. Simply take the diagram and select the first letter of the focus of your deliberate practice. Both figures are above the TALIS average. The process that Ive discovered works best consists of five components: choice, flexibility, small steps, accountability, and support. The Standard sets out a clear description of what effective continuing professional development (or CPD) looks like for teachers. 0000042911 00000 n Pingback: Twitter is worth reading! That is one perspective one I disagree with! In the first article of this issue, Black and Wiliam ( 2018) outline how they have tried to contribute to theorising formative assessment in previous work, still recognising that this work is . And process should always come after content. The effect would be so small as to be undetectable. David Westons (on Twitter as @informed_edu) Teacher Development Trust has outlined the research that has identified that only 1% of CPD has a transformative impact on classroom practice. In many ways, teaching is an unusual job. 0000069726 00000 n Formative assessment is an essential component of classroom work and can raise student achievement. Both of my, The 3Rs: What I'm reading, (w)riting, & the research I'm interested in, The Confident Teacher is a blog by teacher and author, Alex Quigley (. I learned very little about the realities of teaching large groups of students. Furthermore, when teachers themselves make the decision about what it is that they wish to prioritize for their own professional development, they are more likely to make it work. Is the comfort derived from developing good habits of behaviour management and easing our attendant stresses a bad thing? When teachers start from the basic assumption that the pupils in their class are people - sometimes little people, to be sure, but people, with all the human rights that we accord to adults - then good things tend to follow. In others, these more localised approaches have replaced the old generic models.
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