Tes - The education podcast The Tes podcast brings you all the latest news, reviews and opinion from the world of education

December 15, 2017  

Join the Tes team as we talk about some of the biggest issues this week. We discuss the treatment of supply teachers who say their pay and conditions have never been worse - and we explore the ways in which schools have been dealing with spiralling agency costs. We also talk about the government's new social mobility action plan and what it could mean for schools. And we discuss Amanda Spielman's first annual report at Ofsted. Tune in and enjoy.

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December 13, 2017  

“The curriculum is quite weird, the learning a certain feature at a certain point, I do not understand that at all,” says Mark Brenchley, associate research fellow at the Centre for Research in Writing at the University of Exeter. 

 He and Ian Cushing, a teaching fellow in English linguistics at University College London, believe that is not the only weird thing about grammar teaching in schools and how teachers perceive grammar. In the 8 December issue of Tes, they detail a number of these aspects and in this episode of Tes Podagogy they build on these and add a few more. 

In an advice-packed podcast the pair discuss how to teach grammar most effectively, what impact grammar teaching has on writing, why grammar is “fuzzy”, how we empower teachers to be more confident with grammarand the delightful sounding “noun-y nouns”. 

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December 6, 2017  

The last thing Sir Kevan Collins, chief executive of the Education Endowment Foundation (EEF), wants teachers to do is to log on to the organisations Teaching and Learning Toolkit and read it like a prescription: do this, then this, this number of times a day.

“We are absolutely not looking to nail what works – there are no absolutes in this,” he explains. “It is always about trying to reduce your uncertainty, to get a bit more confidence about what you do.”

For Sir Kevan, research is only useful when it is viewed in the context of a teacher’s own classroom and is part of a much broader body of knowledge.

He expands upon this theme in this episode of Tes Podagogy, discussing whether research is useful to teachers and how it should be used.

He also tackles criticisms of the EEF’s work, including the use of “months progress” as a measure of potential impact of an intervention, the reliance on RCTs and the lack of analysis of specific SEND interventions.

Across all these themes, though, is an insistence that research is something that should empower teachers, not dictate to them.

“It should be the starting point of a conversation,” he says, “not telling you what to do”

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November 29, 2017  

The education author and teacher explains how teachers need to set out and establish routines for learning behaviour so all children can thrive

“Sometimes our most rigorous intentions in the classroom are undone by a lack of the attention to mundane details of how things should go right,” says Doug Lemov.

He details some of the routines that he advocates in the podcast, including ‘cold calling’ and ‘tracking’. He also details the theory behind his work, and  discusses the role of knowledge in learning to read, how to establish behaviour systems and how teachers need to be more appreciated.

 “The best teachers are outstanding problem solvers. They are some of the smartest and most important people in our society,” he says.

The videos Doug mentions can be found here: http://teachlikeachampion.com/blog/videos-go-podogogy-interview/

 

 

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November 23, 2017  

Join the Tes team as we talk about some of the biggest issues of the week.

We discuss the Budget, and what it did and did not have to say about education, from teachers' pay to new money for maths.

We also talk about how vulnerable children are being put at risk by the failure of different public services to work more closely together, and explore some work that might help address the problem. 

Tune in and enjoy. 

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November 22, 2017  

“People used to think dyslexia was a clear cut syndrome with signs and syndromes like a medical disease, but it is actually much more like blood pressure – it can range from very low to very high,” explains professor Margaret Snowling, president of St John’s College Oxford and one of the world’s leading dyslexia researchers.

Speaking on the Tes Podagogy podcast, she addresses numerous others myths around the condition, provides some tips and strategies to support dyslexic learners  and explains that education is still missing opportunities to help students with dyslexia get support at an earlier stage.

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November 17, 2017  

We discuss rampant pay increases for academy leaders - including principals of single schools who are paid more than the prime minister - and new research on free schools that gives ammunition to their critics and their supporters.

We also talk about one academic's concerns that the government plans to formalise the assessment of children in early years are doomed to failure because policy makers do not understand the basics of brain development.

Tune in and enjoy. 

 
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November 15, 2017  

“Schools can create a climate where bullying becomes more acceptable," says Cambridge University Phd researcher Luke Rogers. He has done extensive research into bullying and finds that what most schools are doing is not only ineffective, but in some cases schools can also make things worse. In this podcast, he talks about effective ways of tackling bullying, why we need to change our language and approaches, and why we may need to get rid of those anti-bullying display boards in schools. 

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November 10, 2017  

Join the Tes team as we talk about some of the biggest issues of the week. We discuss the first ever UK-based study into flipped learning in a school setting and we explore whether the increasingly popular teaching technique represents value for money. We also talk how the country is getting worse at helping EAL students' families speak English - and the devastating effects this failure can have on young people. 

 

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Anders Ericsson, professor of Psychology at Florida State University and the academic behind deliberate practice theory, discusses his expertise research and how to ensure students work at their peak performance.

NOTE: there is some slight clipping of the sound on this podcast due to a technical issue due to the international phone line, it should hopefully not spoil your enjoyment of the interview 

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