Tag: Secondary

17. Metacognition: bridging the gap between research and the classroom with Lauren Stephenson

17. Metacognition: bridging the gap between research and the classroom with Lauren Stephenson

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Lauren Stephenson

Helen Prince talks to Lauren Stephenson about metacognition and bridging the gap between research and the classroom. Lauren also talks about her role in the Research Schools Network, how research shows that working on self-regulation and metacognition with your students can add months to their progress, and shares her top recommendations for wider reading.

Lauren Stephenson is a Physics teacher and Assistant Director of Blackpool Research School.

Further reading and support:

 

16. Identity, Awe & Wonder: giving every young person a voice and ways to bring vibrancy into the classroom with Aaron Bradbury

16. Identity, Awe & Wonder: giving every young person a voice and ways to bring vibrancy into the classroom with Aaron Bradbury

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Aaron Bradbury

Helen Prince and Aaron Bradbury discuss the importance of creating a sense of belonging in the classroom and Aaron offers three ideas for teachers to take away around diversity, equity and inclusion.

Aaron is Principal Lecturer Early Years and Childhood (Learning and Development, Psychology, Special Educational Needs and Inclusion) at Nottingham Trent University. Aaron is the Chair of the LGBTQIA+ Early Years Working group and advocates for representation in the Early Years. He is a Member of the Coalition for the Early Years on the Birth to Five Matters and currently researching on Early Childhood workforce, The voice of the child, and Pioneers of Early Childhood. He is also Co-Chair of the Early Years Academy and owner of Early Years Reviews, Team Early Childhood Podcast.

Further reading and support:

  • Learner identity and Awe and wonder are two pillars of the Oxford Smart Curriculum. Find out more and read the curriculum direction paper.
15. Metacognition with Zoe Enser

15. Metacognition with Zoe Enser

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Zoe Enser

Helen Prince and Zoe Enser discuss metacognitive learning and how this can motivate students to feel empowered, helping them to build independence and resilience and become lifelong learners.

Zoe Enser was a teacher of English for over twenty years, a middle and senior leader and is currently working across Kent with the Education People as their English Specialist Adviser and an ELE (Evidence Lead in Education) for the EEF. She is also an author, having co-written Fiorella and Mayer’s Generative Learning in Action and the CPD Curriculum: Creating the Conditions for Growth and is a writer for TES and other educational publications. She tweets at @greeborunner

Further reading and support:
  • Zoe explores metacognition in more detail and how student wellbeing can benefit from embedding these practices on the Oxford Education Blog.
  • Metacognition is one of the pillars of the Oxford Smart Curriculum. Find out more and read the curriculum direction paper.
13. Talking transition across the key stages

13. Talking transition across the key stages

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Emily Weston

Helen Prince talks to Emily Weston about the key role teachers can play in bridging the word gap at transition. Emily discusses her experience of moving from being a primary teacher to a transition role at a secondary school. She offers tips for improving transition from Year 6 to Year 7, for teachers and parents, and has some good advice for NQTs.

Emily Weston is a KS2/3 Transition teacher, blogger and founder of #TeacherSelfCareSunday on Twitter. She tweets at @primaryteachew

Further reading and support:

12. Why it’s important to teach vocabulary in History

12. Why it’s important to teach vocabulary in History

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Lindsay Bruce

Helen Prince talks to Lindsay Bruce about the importance of language and vocabulary in the History classroom. Lindsay shares her passion for teaching students to communicate their opinions, both orally and on paper, a skill that will set them up for life. 

Lindsay Bruce teaches History at a school in the West Midlands. She is an Assistant Head and is also an author for Oxford University Press. She tweets at @HistoryTeach0

 

Further reading and support:

  • Closing the word gap in History. Lindsay offers 6 ways to build Historic vocabulary on the Oxford Education Blog.
  • What can we do to bridge the word gap at transition? Read more from Lindsay on the Blog.
  • Lindsay shares practical classroom ideas to develop students’ understanding of key vocabulary in our activity pack ‘Closing the Word Gap: activities for the History classroom’. Download a copy.
11. Teaching subject vocabulary in the RE classroom

11. Teaching subject vocabulary in the RE classroom

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Dawn Cox

Helen Prince talks to Dawn Cox about strategies to teach subject vocabulary in the RE classroom, ensuring equality of provision, testing retrieval of key words, and the important role parents can play in supporting pupils. 

Dawn Cox is a Head of RE and SLE in Essex; she is also a respected blogger and author. She tweets at @missdcox

Further reading and support:

  • Dawn shares strategies to develop students’ understanding of the words they read, hear and speak. in our activity pack ‘Closing the Word Gap: activities for the RE classroom’. Download a copy.
10. What does good vocabulary teaching look like for boys?

10. What does good vocabulary teaching look like for boys?

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Matt Pinkett

Helen Prince talks to Matt Pinkett about strategies to raise expectations and improve outcomes for boys, the importance of challenging gender stereotypes and what good vocabulary teaching looks like in the classroom.

Matt Pinkett has had a number of teaching roles: Literacy Coordinator; Head of English; and Assistant Head Teacher of Teaching, Learning and Assessment. He is also a best-selling author, passionate about books, gender studies, and reducing social inequality. In his spare time he likes to wear ugly trainers. He tweets at @Positivteacha

Further reading and support: