A Potentially Different Approach

The approach to teaching energy has been a hot topic in physics for a while now. The long-established approach has been to list different types of energy and then to think of physical processes as involving transformation of energy from one form to another. Although it’s not inherent to this way of thinking, it’s quite […]

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A Statistical Battleground

Given that I’ve just launched into a deeper reading of John Hattie’s book, Visible Learning, I’m taking a keen interest in the current statistical battle rumbling away on Twitter. I’ve come across two bloggers, both as far as I can tell with statistical backgrounds, who are making the strongly-worded point that the Effect Size is […]

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Self-reported grades (Effect Size = a whopping 1.44)

This post is part of a series looking at the influences on attainment described in Hattie (2009) Visible Learning: a synthesis of more than 800 meta-analyses relating to achievement. Abingdon: Routledge. The interpretation of Hattie’s work is problematical because the meaning of the different influences on achievement isn’t always clear. Further context here. Following my […]

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A Little Meeting with Ofsted

Having been to the unmistakably impressive UCAS building in Cheltenham a few weeks ago as a member of the UCAS Teacher Training Advisory Group, I walked right past Ofsted’s London office. As an organisation, it holds such a prominent place in the English education system that you couldn’t possibly miss it, and for no very […]

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