Instructional design by @mrgsnapmaths

Name: Ben Gordon
Twitter name: @mrgsnapmaths
Sector: Secondary
Subject taught (if applicable): Maths
Position: Lead Practitioner
What is your advice about? Instructional design

  1. Practise explaining to small groups or colleagues. Think about breaking topics down into specific skills and allow students to practise these in isolation.
  2. Stream line explanations so that they are clear as possible and consider allowing students to read a question or text in silence then you verbally explain it in a different period of time
  3. Ensure you use a variety of examples that are carefully thought through that are minimally varied
  4. Think of the steps between the steps that we may take for granted and provide purposeful practice on these – I.e labelling base and perpendicular height of a triangle of different rotations
  5. Ensure your examples link to the task you are about to provide. Don’t use “bigger” numbers to make things more difficult – instead try to think of problems that involve inversing the process e.g find the total from the mean and number of values rather than just find the mean of 6 large numbers

Observation Etiquette and Good Practice (as a teaching student) by @MissSayers1

Name: The passionately boring teacher
Twitter name: @MissSayers1
Sector: Secondary
Subject taught (if applicable):
Position: Teacher
What is your advice about? Observation Etiquette and Good Practice (as a teaching student)

  1. Try to go into the observation with a specific focus. If you go try to pick up on everything, you’ll end up with very shallow observations.
  2. Linked to point 1, try to leave the lesson with one piece of good practice which you want to incorporate into your own teaching. Consider the rationale behind this carefully.
  3. Thank you person you’ve observed and communicate the piece of good practice you saw to them; it doesn’t matter how long you’ve been teaching, being observed is still a bit scary and positive feedback is always lovely to hear.
  4. Pick your moment to look at books or have discussions with pupils. Even if you whisper, when teachers hear someone talk when they are, they often instinctively go into ‘teacher mode’ and will find it distracting.
  5. Write up your notes as soon as you can. Even if it’s just a few sentences, writing up all of your observations will give you a wealth of evidence and will remind of you techniques you can gradually incorporate.

Work life balance by @Shelleyrees001

Name: Shelley Rees
Twitter name: Shelleyrees001
Sector: Secondary
Subject taught (if applicable): English
Position: Director of English
What is your advice about? Work life balance

  1. Plan for ‘me time’ – do not consume your every spare minute with PPA… You need to be happy, healthy and fit to motivate students to learn.
  2. Join Twitter – be on top of your game and connect with some awesome practitioners who will inspire you, share outstanding resources and remind you on those tough days why you stepped into the profession.
  3. Discover great hash tags! #pedagoofriday and #poundlandpedagogy will provide you with oodles of superb ideas to engage your classes whilst ensuring that you don’t impact on your all-important ‘me time’
  4. Bookmark those all-important teaching blogs which will provide you with real-time examples of life on the classroom floor, invaluable advice on how to manage classes/workload/planning and inspire you with innovative teaching ideas.
  5. Invest in a learning library – whether hard copy or digital versions, buy into the latest research and publications. Never forget your role as a lifelong learner so that you keep on top of your (pedagogical) game!

Setting cover by @dukkhaboy

Name: Philip Anderson
Twitter name: dukkhaboy
Sector: Secondary
Subject taught (if applicable): Geography
Position: Head of department
What is your advice about? Setting cover

  1. keep instructions simple
  2. refer to questions in a text book or a previously used and trusted worksheet
  3. don’t rely on technology
  4. set more work than could possible be done in twice the time
  5. leave instructions on who shouldn’t sit next to whom or a seating plan if you can

Marking by @heymissprice

Name: Emma Price
Twitter name: @heymissprice
Sector: Primary
Subject taught (if applicable):
Position: Y6 teacher
What is your advice about? Marking

  1. Never take books home to mark.
  2. Live-mark maths or mark as a class then scan books for next steps. There’s no value in you ticking endless calculations.
  3. Plan extended pieces of writing around other workload. If you’re hugely overloaded, don’t write too much on that day!
  4. Shut your door after school and mark. Don’t get drawn into chit-chat which distracts you from getting your marking finished.
  5. Plan your marking schedule into your week; use free periods/PPA or half of lunch to get a head start.

Formative Assessment by @mrgraymath

Name: Lee
Twitter name: @mrgraymath
Sector: Secondary
Subject taught (if applicable): Mathematics
Position: Principal Teacher
What is your advice about? Formative Assessment

  1. Assess the essential prerequisite skills for your lesson (starter, multi-choice quiz, class discussion, etc.) Address any issues uncovered first rather than building on foundations of sand.
  2. Don’t just plan the questions you’ll use to assess learning, plan for the likely misconceptions and how you’ll address them.
  3. Get in amongst them as they work; mark jotters, probe understanding, give feedback.
  4. If an assessment is simply to confirm that which you already know, it’s probably not worthwhile.
  5. Beware confusing short-term performance with long-term learning.

Teaching coursework by @CorbittKirsty

Name: Kirsty Corbitt
Twitter name: CorbittKirsty
Sector: Secondary
Subject taught (if applicable): Health and Social Care
Position: Head of Dept and Head of House
What is your advice about? Teaching coursework

  1. Model exactly what good looks like.
  2. Teach content in small sections and then allow practice time to embed
  3. Scaffold from basics to complex
  4. Don’t make all students work at the same speed, hard to do but very effective.
  5. Allow independence once the basic content and model is in place to produce work unique to the student.