Category: language
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The curriculum I am building is strongly influenced by the epistomology of Anderson and Krathwohl’s 2001 text on the cognitive domain. There, it is argued that the methodologies of a discipline should be delineated into the factual, the conceptual, the procedural and the metacognitive knowledges. I have now structured over 30 lessons which constitute the…
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The function and purpose of assessing at KS3 is not always clearly outlined, because the questions that need answering are hard. But if they are answered, some of the barriers to good marking can be lifted. It’s a conceptual problem that is worth investing in.
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Words don’t have meanings, they get meanings. Structuralism is a difficult and abstract concept to understand, but there’s a meme that absolutely nails this.
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Traditional schemes of work intend to ‘foster a love of reading’, and attempt this through prescriptivist reading dogma. This fails to teach the decoding strategies needed to understand literary texts, and you cannot love what you do not understand.
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Students become bored during lessons. They become bored of the lesson. They are bored by the lesson. And sometimes, no matter what we try to do as teachers, there seems to be no antidote to their boredom. But in trying to fix boredom we are actually contributing to greater difficulty accessing the lesson. Maybe teachers…
