This is the fourth in a series of posts on the Festival of Education at Wellington College and the second post on Rob Coe’s talk. The first is here. #EducationFest No.1: Play up, play up, and play the game #EducationFest No.2: More root than trunk #EducationFest No.3: A research-based, constructivist view? Moving on from the […]Read More #EducationFest No.4: How will we know?
This is the third in a series of posts on the Festival of Education at Wellington College. #EducationFest No.1: Play up, play up, and play the game #EducationFest No.2: More roots than trunk #EducationFest No.4: How will we know? Rob Coe is currently occupying the position, shared perhaps only with Dylan Wiliam, of a Colossus […]Read More #EducationFest No.3: A Research-based, Constructivist View?
Buffy took seven complete series before the First Evil was finally defeated when Spike’s amulet channeled the power of the Sun into the Hellmouth and Sunnydale High School collapsed into a hole that makes the VW swallowing Buckinghamshire effort seem pretty tame. It’s looking as though it might take more like a mere seven months […]Read More What does lesson observation research actually say?
An observer enters your classroom. Is this person your HoD, the assistant head with responsibility for T&L, an Ofsted inspector, or a demon who has occupied a corpse and is coming to suck your blood? A fair number of commentators have recently suggested the latter and have been sharpening words, and presumably a variety of […]Read More Graded Lesson Observations: Defibrillation or a Stake through the Heart?
You know what really bothers me when I read Ofsted reports. Think about just how critical a tiny number of lesson observations are to an inspection, to the extent that it’s considered legitimate to refer to parts of single lessons in justifying judgements on teaching and learning. Put this in the context of what Robert […]Read More in some lessons…