Category: For Students

Essay Scenarios – Practice in Elite Sport Transferred to the English classroom

I think the thing with metacognition is for students to move beyond listing subject-specific strategies (which isn’t that tricky), and instead to actually conceptualise what they might mean. Writing is an idiosyncratic process so what works once may not work again (at least for a while…). It is also a fairly tacit process, so just articulating a strategy again is not necessarily helpful.

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Planning a lesson for interview – revealing a philosophy of teaching and learning

These past few years I have both seen and delivered a number of interview lessons. I believe these lessons reflect the philosophy of the observer as much as they do the capability of the teacher. The stakes for an interview lesson are high: will you be given a job? Or as an observer, can you judge that that teacher’s wider operation? These outcomes are pragmatically important but also reflect more profound approaches to the profession. So with this tension in mind, here are some of the ways I think about interview lessons:

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Thoughts about Narratology and Prosody at iGCSE- PRIORITISING THE TEACHING OF FORM

Narrative theory is undertaught I think. I have had to self-educate myself. It is essential when responding to novels because without it there is an undue focus on finding figurative language. Finding figurative language can be a huge issue when that might not be what the narrative is doing, especially when focalised on a character who is uneducated (or just normal!). Therefore, understanding focalisation is key… to whom do the words belong?

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Lesson Plan Example iGCSE Literature – Cambridge 04575

The act of planning a single lesson plan for review is a necessary but problematic element of teaching. Geoff Petty, an educationalist whose consequentialist approach influences contemporary thought, says expert teachers do not necessary focus their planning on one-off lessons, but rather on the ‘bigger picture’. That bigger picture can include ideas for outside the class, adult-needs models of education, wider elements of cultural capital, and even just the assessment that the students are building towards.

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