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What makes a learning experience profound? Personal reflections and possible implications for classroom practice.

I have recently begun a Leadership Pathways journey.  As part of the first core day, we were asked to reflect on a profound learning experience. This got me thinking about how many profound learning experiences I have both been involved in, and how many I have been able to give to others.  Our group came up with a huge long list, but these are my five. Emotional Connected Demanding Reflective Collaborative As always, these are personal thoughts and quite mixed up.  I put them here so that I can look back on them (plus they’d get lost inside my world-cup-free brain) 1. Emotional I can’t think of a time where deep learning hasn’t engaged my emotions.  From being awe inspired to that tingle feeling when a student gets a light bulb moment.  From this-is-the-happiest-day-ever, to I-think-I’m-about-to die.  How often do we engage the emotions of those we teach?  Here, I would argue that having a safe learning environment i...
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Banned Word Board

Today I want to share some simple ideas that I have found to be very effective in the classroom. I can't say that they are my own original ideas, although I have played around with them. The first is the Banned word Board. This is a simple display in the classroom that lists a number of words that are not allowed to be used by pupils in their written or oral answers. The effect has been an increase in the quality of written work, and I have almost made comments such as 'Sir it's simple, the stuff just affects the thing and causes people problems'. Pupils are now more able to use specific language, something that is vital especially at GCSE. I have had to make a few modifications, such as the introduction of 'Heavenly Words' This is an additional display placed on the ceiling. I found this necessary as pupils needed some stimulus in finding replacement words. After advice received after posting the idea on the SLN forum , I have also introduced semi-banned words...
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Eliminating workload: are curriculum change, behaviour and tutoring the elephants in the room?

The three reports published in March by the workload review groups make interesting reading. They have been informed by the workload survey, although didn't contain a huge proportion of teachers nor make much reference to research (with the exception of the planning report). The recommendations, to me and the team I work with, are common sense. However, three activities that generate workload were missing and the process has failed to take a holistic approach because, let's face it, all issues are workload issues, indeed each report contains the standard phrase 'there is no single reason behind excessive workload.' The three areas missing are top down curriculum change, behaviour management and tutoring.  Now, before I start, all of these are essential, but do have major workload implications, especially if we want teachers to focus on the main thing, which is teaching and learning. Every decision made should ensure that teachers are able to collaboratively plan s...
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