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Favourite education blogger posts of 2017


2017 has been quite a year for Education bloggers. These posts have questioned my beliefs in education, they have informed me and made me think. Best of all, they have caused a ripple in Education in England. A ripple that that demonstrates schools can do things differently whilst achieving fantastic outcomes for their students and improved well-being for their staff.

'The scourge of motivational posters and the problem with pop psychology in the classroom' written by Carl Hendrick exposes the seemingly well intentioned increase of such posters in schools and  whether they may be doing more harm than good.




Memory not memories - teaching for long term learning written by Clare Sealy, asks the question 'Does the best learning result from memorable experiences?' and examines episodic and semantic memory to get to the answer. An essential read. 

Brain Drain: The Mere Presence of One’s Own Smartphone Reduces Available Cognitive Capacity a paper written by Adrian F. Ward, Kristen Duke, Ayelet Gneezy, and Maarten W. Bos asked whether having a smartphone, even within ones reach, reduced ones cognitive capabilities. Seriously thought provoking and it made me question and rethink my current students' use of their own smartphones during lectures and seminars.




 'Everything now: resisting the urge to implement too much too soon' is written by Phil Stock and is a warning for those schools that 'still tend to rush towards implementing each and every new idea that comes along without engaging in any real process of critical evaluation' especially when it conforms to their biases.


'Teaching and Learning Research Summaries: A collection for easy access.' is a collection of research articles shared by Tom Sherrington. Getting access to informed and relevant research can be a little hit and miss. This post provides links for those searching for research that will have a positive impact on their schools.


'Targeting Teachers' written by Mark Enser shows how simply asking an innocent enough question on Twitter can provide the most illuminating answers that end up as a blog post. In this case, Mark asks why we write targets, who they are for then provides a wonderfully simple yet powerful solution.


'Curriculum series number one: Curriculum chaos'' is the first in a series of posts written by Martin Robinson which he hopes 'go some way to help achieve a shared understanding as to what different approaches to curriculum might mean, the theoretical underpinning of these approaches, an understanding of the language involved and recommend certain approaches to curriculum planning that might add to the material that is helping curriculum design to once again become centre stage in education debates.' Read them all if you are rethinking your Curriculum approach in school.





'No written marking. Job done' written by Andrew Percival to detail his school's whole class feedback approach and the rewards to be gained when it is carefully considered and implemented. 



These are just a selection of the many inspiring posts that I have read this year. I hope you find them as useful as I have and perhaps they might lead you to question your own educational beliefs.






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