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Showing posts from 2017

Looking in on learning: a six step cycle

Trying to take the temperature of how teaching and learning is going is no simple task. This is mainly because there are many proxies for learning and that learning takes place over long periods of time, rather than within observable, neat chunks. This post has come about after a conversation with my brilliant colleague Mark where he wondered how we could get rid of lesson observations all together. Whilst the measurement of lesson performances has always been bonkers, there is a need to check the quality of what goes on around school so that senior teams can support and stretch teachers. Indeed, monitoring is important  in order to support high quality teaching and learning.  Personally, I think the main mistake made when looking in on lessons is that the observer focuses on the teacher rather than the student. This causes teachers to perform when someone drops in, when they should perhaps create moments where conversations with the young people can be had. Anyway, here is a su