In my key stage 3 English lessons this term, I have been experimenting with what I call “slow teaching”. I use the qualifier “what I call” not in some comedic Miranda-esque style, but because there may be an established phenomenon called “slow teaching” which carries with it a fixed set of characteristics or rules.
Point of fact, a quick internet search of the term “slow teaching” took me first to a 2018 book of that name by Jamie Thom which says that slow teaching is “a thoughtful exploration of how slowing down in all aspects of education can lead to improved student outcomes”.
Register now, read forever
Thank you for visiting SecEd and reading some of our content for professionals in secondary education. Register now for free to get unlimited access to all content.
What's included:
-
Unlimited access to news, best practice articles and podcast
-
New content and e-bulletins delivered straight to your inbox every Monday and Thursday
Already have an account? Sign in here