ResearchEd Rugby, my takeaways (part 3)

Session 3: Martin Robinson Next, I attended Martin Robinson’s talk which focused on “the conversational classroom”. I’m not finding it quite so easy to summarise this particular talk because there was a lot covered (cognitive overload) and no clear structure (could have done with some dual coding to help organise the information more). So here […]

ResearchEd Rugby, my takeaways (part 2)

Debate: “Education Matters” After session 1, it was time for a panel discussion rather than a debate, with Andrew Old, David Didau, Tom Sherrington and Karen Wespieser discussing Ofsted, MATs and the role of research in education. My main takeaways from the discussion were: Under the leadership of Amanda Spielman, Ofsted is moving away from […]

ResearchEd Rugby, my takeaways (part 1)

I was undecided at first whether or not to go to ResearchEd, which took place today in Rugby. It meant an early start on a Saturday morning for one thing, but I’m temporarily a lady of leisure so I can take the hit and catch up with my sleep later on in the week. I […]

Job interviews are a two-way process

I have only just begun to catch up with the videos of Michaela School’s conference last week, talking about the mistakes they have made along the way. My first port of call was the opening talk given by its headmistress, Katharine Birbalsingh, in which she discussed recruitment and retention. Listening to Katharine talk, who was […]

Teaching is a privilege

Yesterday was my last day working as a teaching assistant at my secondary school, and I now can look forward to starting my new job as a trainee history teacher. I had only been there for less than a year, and so I didn’t expect any huge fanfare upon my leaving. I was therefore taken […]

Reflections on history teaching

As I near the end of my year working as a learning support assistant and approach the start of my Schools Direct teacher training, I am beginning to reflect in earnest on the kind of history teacher I would like to become. I have observed how history is taught at my school and read many […]

The perils of using empathy in historical analysis

This week has seen me reflect on empathy and morality, and whether they should inform the way we teach history in schools. Ben Newmark’s thought provoking blog got me thinking about this issue, as well as Bernard Andrews’ subsequent article. Should we teach the facts and analyse historical events in a neutral way or should […]