Link to my author page on TES which has the articles I have written so far. And, one that I didn't write... This is only here so I can find them easily if I want to! https://www.tes.com/author/ian-taylor
There are some sad facts in education currently, listed below are two: The government has failed to reach its targets for teacher recruitment every year for the last seven years. (Guardian, 2019) More teachers are dropping out after their first year than at any time in the last 20 years, while one in three leave … Continue reading Save Our Trainees!
Clarity of explanation is vital One of the most important core teacher skills is being able to explain ideas clearly. It promotes understanding and leads to well organised schema forming in the minds of our pupils. So, how can we tweak our powerpoint slides and delivery of information to maximise learning through supporting our explanations? … Continue reading Pimp that Powerpoint
The silent corridors debate is quite a fiery one at the moment! Since Gavin Williamson has mentioned it again, as a possible solution for improving behaviour in schools, the usual machinations and criticisms have re-surfaced. What follows are my thoughts on why schools may use them. Keeping Children Safe I would be surprised if anyone … Continue reading Corridor Cogitations
I have a few bones to pick with the traditional approach to interviewing teachers. Some of the aspects of the process could be easily improved and if I ever find myself in a position where I can change it, I bloomin' well will! Right. Here goes. The Interview Letter (paraphrased) Dear Mr Taylor In three … Continue reading If I could change interview lessons…
Question 1: How many giraffe are living wild in Africa in the year 2000? a) 10 003 b) 10 030 c) 10 300 d) 13 000 For many pupils this wouldn't pose too much of a problem but I have had all four of those options suggested when … Continue reading Science Snippet 4: Bar Models to the Rescue!
The Language of Science One my favourite factoids (which I cannot recall the source of and therefore substantiate) is that pupils learning GCSE science encounter more new words than when they study a foreign language. Usually directed at MFL teachers. Usually they don't believe me! It is quintessentially captured in the following quote from Via, … Continue reading TSFL: Teaching Science as a Foreign Language
Venue: Wig and Mitre in Lincoln on 21st Spetember 2019 The event was superbly organised for @EducatingLincs by Helena Brothwell and Mark Wilkinson and after being asked to present on worked examples following a moan (from me about a lack of exciting edugatherings in the north) on Twitter I got signed up! So pleased I did as it … Continue reading Worked Examples at #BrewEdLincs
This snippet will work well in the majority of subjects and has taken inspiration from several sources. The examples given are from my science lessons. The Worked Example Effect It first peaked my interest when I saw a maths example where problems were shown to pupils "in parallel" to help manage cognitive load by really … Continue reading Science Snippet 3: Worked Example Effect
Earlier this year I wrote a piece for TES explaining a new routine which the T&L team at my academy had introduced the previous summer (follow this link for the TES article). I could have blathered on for thousands of words about tracking the speaker but with a guideline from Jon Severs of about 1500 words there … Continue reading Tracking the Speaker 2: Reasons from Research