Thursday 30 November 2017

On The Ambition School Leadership Blog: Looking Back On My Moleskine Moments

Last year I took part in the Teaching Leaders programme from Ambition School Leadership. In my latest blog post for them I reflect on a year well spent with the aid of my trusty Teaching Leaders Moleskine notebook.

Read the blog post here: https://www.ambitionschoolleadership.org.uk/blog/looking-back-my-moleskine-moments/

If you are interested in their primary middle leaders programme, click here: https://www.ambitionschoolleadership.org.uk/programmes/teaching-leaders-primary/

And for their secondary programme, click here: https://www.ambitionschoolleadership.org.uk/programmes/teaching-leaders-secondary/

For their other programmes, explore their website: https://www.ambitionschoolleadership.org.uk/programmes/

Wednesday 29 November 2017

On The Third Space Learning Blog: Maths Tricks or Bad Habits? 5 Mathematical Misconceptions We Still Teach Pupils (And How To AvoidThem)


Whilst I'm sure I've been guilty of all of these 'tricks' during my time as a teacher, undertaking my role as maths lead and learning more about best practice has prompted me to become rather passionate about avoiding trick-based teaching in maths

It is also certain that the root of my desire to eradicate this kind of teaching which does little to support conceptual understanding can be found in my own school experience. I remember asking one question constantly in maths: "Yes, but why?". Teachers expected me to rote learn and regurgitate maths procedures but I struggled to remember them because I didn't understand them.

Whilst the list of tricks I've outlined in my latest blog post for Third Space Learning is by no means comprehensive, it will hopefully serve to provoke thought on this matter and will be a starting point for some who are not yet teaching so that children truly understand the maths:

https://thirdspacelearning.com/blog/maths-tricks-bad-habits-we-teach-pupils/

Tuesday 21 November 2017

Giving the Gift of Reading: Activities That Promote Reading for Pleasure

After reading this great blog post by Rob Smith of the Literacy Shed I spent some time in reflection, questioning myself, my past practice and the blog posts I've written. I thought about the implications of the piece for the future, in my practice, in my advice to others and in my writing. Actually, I, without noticing initially, demonstrated my mastery of reading, and showed that I am a truly independent reader who automatically spends time responding to what I have read. Exactly what we want to develop in the children we teach, yes?

Amongst lots of other good stuff about reading for pleasure, Rob's blog post paraphrases part of a conversation he had with author Frank Cottrell-Boyce:
'"We make children pay for listening to us read, or reading a great book by making them do ‘stuff’ afterwards. We need space for just giving without the need for payback."

He later echoed this sentiment when he said, "A book given freely unlocks doors for children."'
And it was this, as well as a list of 'payback' activities (see below), that challenged my thinking the most.
Types of payback 
  • Comprehension questions based upon the text that was read;
  • Finding similar themes/devices/vocabulary in other texts;
  • Writing a review based upon the text;
  • Writing anything based upon that which has just been read;
  • Restricting a child to certain books (band) until they have read enough books sufficiently well;
  • Having a test which measures how well the child has been reading;
  • Reporting how well – or not well – the child has been progressing in their reading;
  • Depending on their responses the child receives extra reading practice to do even if they want to or not.
A note first on the list: the first four types of payback are quite different to the second four types. The first four are more focused on practise of reading skills whereas the second four have a strong assessment focus.

To begin properly then: a look at that term 'payback'. The word 'payback' suggests that when we require children to complete 'payback' activities the reading a child has just completed was not for them in the way that a gift would be for them. It asserts that if we expect them to respond with a 'payback' activity that the activity itself is not beneficial to them, but is for the benefit of the teacher. It also assumes that if teachers give children reading without 'payback' activities that the reading is somehow more for them. But surely children need to value 'payback' activities as for them too, as part of the gift?

Correctly designed 'payback' activities (more on this later as this is key) should develop essential reading skills which, when exercised, lead to better comprehension and as a result, increased enjoyment of the text. We can only really enjoy reading when we have a good understanding of what we've read. No-one who is not at the early stage of reading finds lasting pleasure in the act of decoding. If a 'payback' activity helps a child to learn or practise a skill, then the sense of fulfilment and achievement they experience doing that can too be part of the gift we teachers give. It's at this point that my thinking may have moved away from what Frank Cottrell-Boyce and Rob Smith meant by 'payback' activities - it is probable that I am now thinking about what the alternatives are to true 'payback' activities.

During a child's time in school we have the opportunity to give them more than they be able to give themselves. Yes, we need to do all we can to enthuse them to go home and read books, giving themselves the gift of time spent reading, and we should ensure that the activities we ask them to do in school don't put them off doing this, but when they are in school we have a chance to give them skills and understanding that they might not gain or develop just in the act of independently reading.

The journey to independence is not one of independence. Children need to be scaffolded and supported to reach ever higher levels of independence. You don't become a master swimmer by being shoved in at the deep end. By giving good 'payback' activities (we'll stop using that term from now on because we're talking about something else now) we support a child on their road to mastering the act of reading by becoming independent, just like I was after reading Rob's blog post. Achieving these levels of mastery and independence is what leads to the enjoyment of reading: children who know they will struggle to understand a book will not want to read it for pleasure. And if they are made to read it without having mastered the necessary skills to understand it, they won't experience the pleasure that a child with the relevant skills will.

It then becomes our job (teachers, parents, any adult who interacts and reads with children) to help children to see the value of the activities we guide them to do in response to their reading. This recognition may come implicitly as they see for themselves that the skills we are teaching them and allowing them to practise through the response activities we provide are helping them to understand, reflect more deeply and enjoy what they have read. We may have to spell it out a little more and explain how the response activities are for them, and that being taught skills and having a chance to practise them is part of the gift we give as educators.

The CLPE's Reading for Pleasure publication doesn't actually cite any type of response-less reading amongst its ten things that work when it comes to reading for pleasure (although their suggestion of a read aloud programme doesn't specifically require response). Many of the ten suggestions (numbers 5, 6, 7 and 8 specifically) suggest that some kind of response to a text leads to reading for pleasure - I assume that the responses they suggest link to and flow out of the read aloud programme they advocate.

As well as highlighting to children that response activities can be part of the gift we give, we have to ensure that what we are providing is a gift. This is where the 'correctly designed' part comes in.

A key factor to consider when designing response activities is that they improve interaction - with the text and with other readers. Response activities can be used to develop reading communities (as found in the OU research into reading for pleasure). The kinds of reading communities in the schools they studied didn't happen overnight, they developed: as adults realised there is a natural need to respond to reading they provided more opportunities to do so which eventually led to 'new and extended opportunities for interaction around texts'. We can create these communities, but only by giving children the opportunities and skills to do so - the response activities that we give should fit this criteria.

The OU findings also recognise that developing reading for pleasure in this way is complementary to other reading instruction. Without a teacher planning to develop reading communities and providing reading instruction (amongst other important factors) any time a child spends with a book runs the risk of becoming 'a routine procedure void of reader engagement and interaction'. In avoiding providing 'payback' activities we must ensure that we don't remove that which actually helps a child to receive the gift that books can give. The OU research suggests that without reading aloud and book talk in a social reading environment, time given over to just reading may not always be time well-spent. Click here to read more from the OU research on independent reading.

So, a key message is that response activities (not 'payback' activities), when focused correctly (on talk especially, which can be facilitated by the asking and answering of questions), are actually a part of the gift that we give to children. Allowing and encouraging children to value these activities, rather than seeing them as the price they have to pay for reading something is crucial to their success as readers and actually should lead them to greater engagement with, and enjoyment of, what they read. Even when response activities don't centre on talk, different forms of reading instruction (including other kinds of response activity such as the ones listed as 'payback' activities) can focus on allowing children to engage with and enjoy reading.

It's important that we don't prioritise response-less reading if we have not given children the tools they need to respond independently. Only when we have worked towards this, to paraphrase Frank Cottrell-Boyce, will a book given freely unlock doors for children. As we develop these skills with children through our instruction and the response activities we give, children will begin to read more independently in scenarios where they don't have to complete 'payback' activities - and this should be our goal. Of course, I definitely don't believe that children should never have the chance to read without having to respond in some way, but I also think that we should seize opportunities where we can to develop the skills they need to become successful and joyful readers who respond naturally just as I did when I first read Rob Smith's article.

Thursday 16 November 2017

My Guide To Bar Modelling


My guide to bar modelling, written for Third Space Learning, is now available to download. The guide includes information on different types of bar model, how to use them across the primary phase and in different areas of the maths curriculum.

The download also includes a PDF of PowerPoint slides which can be used for staff training purposes.

https://www.thirdspacelearning.com/resource-ultimate-guide-bar-modelling/

Monday 13 November 2017

Book Review: 'The Great Paper Caper' by Oliver Jeffers

Crime novels aren't for children, are they? Are they? Well 'The Great Paper Caper' is. As usual Oliver Jeffers matches his quirky imagery with text bursting with wry, dry humour. Someone is chopping down the trees, but who? And why? The inhabitants of the wood set out to discover the answers to their questions with amusing and heartwarming results.

If ever you wanted to introduce small children to technical legal vocabulary then this book is for you. Alibi, investigation, examined, eyewitness report, evidence, culprit... they're all in the there. And not only is the terminology introduced, the book also provides a great place to begin learning about the process of solving crimes and the following legal processes.

The book throws up some excellent discussion points around justice (Did the culprit get what he deserved? Should criminals be allowed a second chance?) and motivation (Can crime ever be justified? Should we be empathetic towards criminals? How far should you go to be the winner?) making this a useful text to read to inspire debate in the classroom. It also has an environmental focus: teachers could look further at how nature is being damaged by humans, potentially by providing linked non-fiction texts which children would be more inspired to read because of the story's context.  

'The Great Paper Caper' is a great example of how picturebooks use images to do more than illustrate a text. The illustrations have to be read and interpreted too - without them the story would be incomplete as the text alone does not give all the details. In the context of the whole story there are plenty of opportunities for teachers to do reading comprehension style activities (particularly focusing on inference skills, it is all about finding clues, after all) using just the pictures.

This is another triumph for Oliver Jeffers, and one that has stood the test of time; it was first published in 2008. Here is a book which a child can enjoy alone, with an adult, or during a variety of different school lessons, and one that's sure to raise a few smiles as well as questions.

From The @TES Blog: Will Boys Be Boys?

Whilst I acknowledge biological differences between boys and girls, I also think we should judge them individually, rather than on their gender. Anything gender-specific that means they might underperform needs to be addressed, rather than pandered to. And, regardless of gender, all children should be subject to high expectations. Boys deserve to be expected to do well at school.

And when I refer to equal treatment I mean something along the lines of providing children with different opportunities to help them achieve the same outcomes. Some may refer to this as equity rather than equality.

Now, please read my piece for the TES: on how I think we need to treat boys in the classroom:

https://www.tes.com/news/school-news/breaking-views/boys-will-be-boys-wont-they-only-if-we-let-them-be

On The Third Space Learning Blog: 2017 Maths SATs QLA Analysis

It's often helpful to use data to inform teaching but finding time to sit down and go through it with a fine enough tooth comb isn't easy.

The Question Level Analysis for the ks2 tests now provided on ASP (the RAISE online replacement) contains national and school data which can be useful to key stage 2 teachers to inform their future teaching. It's also useful for year 7 teachers, but they don't often get access to this information.

So, for the benefit of many teachers and children, here's a breakdown of the parts of the 2017 maths tests that children scores the country struggled with the most:

Book Review: 'Here We Are' by Oliver Jeffers

When you spot J.M. Barrie's quote "...always try to be a little kinder than is necessary..." tucked away at the beginning of a book you can almost be certain it's going to be a must-read for children. Especially in world where we seem to see so much unkindness.

But that's not the world Jeffers focuses on in 'Here We Are'. In fact he looks at humanity and our planet positively and hopefully, encouraging his readers to re-envision what they see around them. Of course, these 'notes for living on planet earth' are inspired by the author's son so the optimistic standpoint is one of childish naivety, and that's OK. Adult readers will understand the negatives behind the positive statements - the book provides a stimulus for adults to discuss world events and issues with children at an age-appropriate level.

The book has excellent Science and Geography links - Jeffers, in his inimitable style, illustrates the solar system, the night sky, the human body and species of animals providing engaging starting points to several areas of the national curriculum. In fact, so good are these that you'll be crying out for an Oliver Jeffers 'How Things Work' style non-fiction book to use in all aspects of the STEM curriculum.  

First, 'Here We Are' is celebration of the planet on which we live; it encourages awe and wonder as we notice and learn about the world around us. Second, it gently urges its readers to look after the things around them - the environment, others and themselves. A double page spread beautifully illustrated with an impressive variety of different-looking people serves as a great talking point alone - how should we treat those who look different to us? Even though we look different, are there similarities? These are such important questions for young children to be discussing if our societies are ever to be more empathetic.

C.S. Lewis said "A children's story that can only be enjoyed by children is not a good children's story in the slightest" and Oliver Jeffers never fails at this. Adults reading this book will be reminded about what life is really about and will be inspired to ensure that in all the areas the book touches upon that they are good role models to the children in their life. 'Things can sometimes move slowly here on Earth. More often though, they move quickly, so use your time well.' is definitely advice needed by adults more than by children. 

If there were to be one overarching theme I'd say it was wellbeing. And not that selfish kind that only says look after yourself, but the type that celebrates the positive impact of caring for the wellbeing of others. In fact, the five ways to wellbeing are clearly all celebrated in this book: Connect ('You're never alone on earth'); Be Active ('...when the sun is out, it is daytime, and we do stuff' accompanied by a gorgeous yellow-tinted illustration of all kinds of activity); Take Notice ('There is so much to see and do here on Earth...'); Learn (the whole book is about learning new things); and Give ('just remember to leave notes for everyone else.'). What parent wouldn't want wellbeing for their children?

Basically, this is essential reading and needs to be a staple on library shelves and in schools and homes. Books do have the power to change perceptions and this one is something like a manifesto for how children will need to operate in order to change the way things are going in the world. But, I'd even recommend this to adults who might never read it with a child - it could be the gentle reminder they need to adjust their lives for their own wellbeing's sake.

Book Review: 'Balthazar the Great' by Kirsten Sims

'Balthazar The Great' is a simple story about belonging. Balthazar the bear is freed from the circus but must find his way home, but where does he belong? The striking illustrations, alongside minimal text, tell of discovery and explore issues such as animal rights, friendship, loneliness, regret and relief.

This book would be a great place to start conversations with younger children about any of the above topics. So many questions for discussion spring to mind: Should circuses be allowed to feature animals? Where do polar bears come from? Do we only belong with people who are like us? What makes family so important? Is it possible to be friends with someone who looks different? What does it feel like to be alone in a foreign country? It's easy to forget that young children are able to engage with these ideas and picturebooks like this are a great safe space for them to begin to grapple with life's big questions.

Kirsten Sims' colourful gouache and ink illustrations and quirky typeface will appeal to fans of author/illustrators such as Oliver Jeffers, but that's not to say they are too similar. This artsy approach to picturebook creation should mean that this pleasant little story stands out on the shelves and is read by many.

Sunday 12 November 2017

Book Review: 'Skeleton Tree' by Kim Ventrella

When a book with the word 'skeleton' in the title is published close to Halloween, if you're anything like me, you're more than likely to write it off as some Goosebumps-style horror story for children. But Kim Ventrella's 'Skeleton Tree' is not that kind of book. In fact, it is so not that kind of book that it really caught me off guard.

'A beautiful, bittersweet tale of family, love and loss' it says on the back. And the blurb isn't lying. Stanley's dad has left, his sister is seriously ill, his mother is struggling with medical bills (it is set in the US, so no NHS) and, at a guess, mental health issues (although this is not explicit) and his best friend has OCD (not a main factor as it is in Stewart Foster's 'All The Things That Could Go Wrong' and Lisa Thompson's 'The Goldfish Boy'). And then a skeleton grows out of the ground in Stanley's garden and comes to life.

The skeleton, to an adult reader, is a metaphor for death, but Ventrella cleverly explores the very real experience of how mixed emotions come into play during the loss of a loved one. The skeleton is funny (there are laugh-out-loud moments) and he brings some light relief to what is otherwise a very sad story. Because this book deals so explicitly with death I would recommend that adults read it first and then make a decision about whether or not it is suitable for their child, or for a child in their class. The book may help some children to explore the emotions felt during a bereavement, for others it may not reflect their experience and might be unhelpful.

Many books about death which are aimed at children attempt to provide some sort of explanation as to what happens to someone when they die - this book doesn't really do that, and is better for it. Beliefs differ widely on this matter so is best left to parents to explain.

'Skeleton Tree' is a clever and emotionally-charged children's novel which will be enjoyed by children and adults alike although I acknowledge that it may not be for everyone. It blurs the boundaries between what is real and what is a coping mechanism in a convincing way - the reader only has to suspend disbelief on a couple of matters, and for children that comes naturally. Not many books make me feel as emotional as this one - based on that alone I'd say this book deserves to be on a good number of home, library and classroom bookshelves!

Friday 10 November 2017

Book Review: 'What Does This Look Like In The Classroom?' by Carl Hendrick and Robin Macpherson

With the full title of 'What Does This Look Like In The Classroom? Bridging The Gap Between Research And Practice', this book pretty much does what it says on the tin. Hendrick and Macpherson have harnessed the voices of some of education's leading lights in order to answer questions about classroom practice from real teachers. The book's chapters each focus on a particular aspect of teaching: two specialists are assigned per chapter to share their wisdom, according to their expertise.

With Assessment, Marking and Feedback, Behaviour, Reading and Literacy, SEN, Motivation, Memory and Recall, Classroom Talk and Questioning, Learning Myths, Technology and Independent Learning all covered, this is a fairly comprehensive overview of education. Of course, there are questions and answers not given in the book, but often the commentators give good starting points for teachers to seek out further reading. The added focus on the potential of research-informed practice to improve workload provides further reason for this book to be read.

The book's crowning strong point is that it is incredibly readable. The format makes for bite-size chunks and all the contributors are gifted communicators. There are one or two bits of jargon (particularly relating to cognitive science) that might have benefited from the provision of a glossary but this doesn't at all detract from the overall accessibility of the book. It is probably best read as a whole so that the contents are familiar in a time of need - it is the sort of book that should be constantly referred back to. Having said this, it is organised well enough to be dipped into as and when is needed.

My one criticism of the book is that much of what is presented as research isn't backed up with any references as to who did the research, when it was done, under what circumstances, and so on. This leaves the reader to trust that the authors either have conducted the research themselves, or have internalised the findings of other research. Having said this, the book is aimed at teachers so it necessarily leans towards classroom practice rather than the intricacies of the research.

I would go so far as to say that  'What Does This Look Like In The Classroom?' is an essential volume for a school's CPD library - it could be the gateway to developing research-based practice for some teachers, so accessible does it make the material. It will confirm some of your teaching practices and give you an understanding of why things that you do already work, and it will challenge other practices, but in the least confrontational way possible - this is because it never belittles or devalues teacher experience and expertise. Even if every teacher doesn't read this, if a school's research lead and other leaders do, there is a good chance that classrooms will begin to reflect more of what research outlines as best bets.

Thursday 2 November 2017

From @teachwire: 8 Ways To Use Your Class Novel to Teach SPaG

I wrote this for October's issue of Teach Primary and it has been since been published online for all to read.

Many teachers don't like the idea of teaching spelling, punctuation and grammar discretely, and although it is sometimes necessary, I do sympathise with that viewpoint. Of course, there are opportunities during every lesson to point out a spelling rule, highlight a sentence type or notice how a piece of punctuation has been used - those opportunities are not limited to English lessons.

However, reading and writing lessons are the obvious times to weave in teaching of SPaG and with that in mind, here are 8 ways to use your class novel to teach spelling, punctuation and grammar knowledge and skills:

https://www.teachwire.net/news/8-ways-to-use-your-class-novel-to-teach-spag