Approaches to improve creativity and innovation; ways to marry the intuitive and the cognitive

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Talent hits a target that no one else can hit. Genius hits a target no one else can see. But it’s all too easy to think of any creative genius as resulting from humanity touched by divine lightning. All too easy, and not really that helpful to any of us as educators or learners. Our interest tends to be far more pragmatic...

How can teachers encourage student independence?

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Don’t unconsciously prejudge outcomes or define the parameters of inquiry. Often it is only by letting our students off the lead that we find out what they are capable of achieving...

Why are difficult texts so necessary?

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‘Manageable gaps’ and why they are important as hooks Jacqueline…

What are the 'Big Ideas' in writing?

What is the Big Idea of, in this case, writing? To make the audience hear, feel and see. What are the tricks and turns of the trade? How do we help learners discover the ground rules of writing, how do we make the ‘craft’ of telling stories visible and learnable?

High Performance; How to find the right fuel for Ignition rather than Burnout

How to find the right fuel for Ignition rather than Burnout? The…

How does More Able education justify its own existence?

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'More Able' education has many unfortunate associations for some colleagues in terms of elitism, giving more to those that already have, the concept of chosen ones and the lack of focus on commitment. It also hasn’t appeared to address itself to the big 'so what' and 'why bother' questions. How do we frame it and how do we as educators address these big questions? How does 'More Able' education justify its own existence? How do we persuade our colleagues that it matters? How do we demonstrate that it has something to offer?

Why Is Risky Teaching Better Than Cruise Control?

There is a peculiarly cloying brand of teaching that seemingly treats the most able as being highly delicate and fragile orchids who require special tending. The lack of ignition is a far more serious problem in UK schools than the risk of burning out. The failure across much of the educational system is that students have no fires lit anywhere near them. As a result students are less likely to feel the sense of flow that comes from enthusiasm and engagement...