CPD workshop: Active learning

14 March 2018

Active learning focuses on how students learn, not just on what they learn. Continuing his regular series, Steve Burnage talks us through CPD ideas that can be adapted for your school. He will offer a template for a 45-minute workshop, with free handouts and slides available on our website. This ...

The Unplanned Lesson: Part 2

14 March 2018

Have you ever had to cover a lesson last minute with no preparation time? In the second part of his article on unplanned lessons, Gerry Mallaghan offers further advice and activity ideas

Ideas to teach critical thinking

28 February 2018

Thinking skills are highly prized in today’s world. Steve Burnage offers teachers some strategies to develop skills in critical thinking and problem-solving in lessons and across the curriculum

Study skills: Using online quizzes

28 February 2018

When considering effective learning strategies, Helen Webb suggests creating online, automatically marked quizzes to improve your tracking and students’ learning

Positive reinforcement techniques and ideas

7 February 2018

Positive reinforcement techniques, when done well and with the right balance, can be transformational for student behaviours and outcomes. John Dabell gives us 12 positive reinforcement ideas

Creating a climate for learning: Five steps

3 January 2018

Creating the perfect conditions in your classroom so that students are engaged and learning is not easy. Geoff Barton offers five secrets to an effective climate for learning

The process of learning: Total recall (part 10)

22 November 2017

In the final instalment of our series on how students learn, Matt Bromley recaps his key messages on how we can improve pupils’ recall abilities and offers some useful classroom routines to bring many of these ideas together

Critical thinking in practice

8 November 2017

A recent CPD project looked at practical strategies and understanding for critical thinking. Dr John Hopkin has compiled case studies of the work participants undertook in their schools and the outcomes...

Teaching creative thinking: Advice and examples

8 November 2017

Embedding creative thinking into the curriculum alongside knowledge can be done, and is not an ‘either-or’ option. Professor Bill Lucas, co-author of a new book on creative thinking, offers some practical ideas and advice

Supply teaching: The element of surprise

1 November 2017

In a new series supporting supply teachers, SecEd is offering advice across a range of issues. Here, John Dabell looks at what techniques supply teachers might adopt in the classroom to give them an edge

The process of learning: Cheats prosper (part 6)

11 October 2017

Our series on how students learn continues. Matt Bromley is looking at the second of his three secrets to boosting long-term memory – how we can help pupils to access their long-term memories quickly by ‘cheating’ their working memories

Revision and study skills: Retrieval practice

3 October 2017

Research shows the positive impact that using retrieval practice can have on outcomes. Helen Webb discusses her work to apply this strategy in the classroom and encourage her students to use it as part of their revision

Teaching with memory in mind

3 October 2017

Do your students often forget prior learning? Jemma Sherwood explains how to design your lessons with memory in mind...

The process of learning: Hard times (part 5)

3 October 2017

In the fifth instalment of his series on how students learn, Matt Bromley moves onto the second of his three secrets to boosting pupils’ long-term memory and recall abilities – ensuring they think hard but efficiently in order to ‘cheat’ their working memories

Encouraging problem-solving in mathematics

3 October 2017

The GCSE mathematics curriculum prioritises problem-solving skills. Heather Davis offers advice on how we can teach such skills, with practical ideas for the classroom

The process of learning: Sense and sensibility (part 4)

27 September 2017

Our series on how students learn continues with advice on creating a positive learning environment in your classroom in order to appeal to pupils’ iconic, echoic and haptic memories – and thus make learning stick. Matt Bromley explains

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