Resolving subjective differences can be challenging, but being able to think deeply about complex issues and communicate why we think a certain way is an important skill for students to develop. Steven Campbell-Harris shares some approaches to move beyond intuitive responses to difficult questions.
Editorial for CTL 8.2/3. Creativity should be at the heart of assessment as well as education.
Ofsted is now undermining the positive attributes of the EYFS and needs to be resisted, argues Professors Chris Pascal and Tony Bertram.
That gifted learners are also often low achievers is an all too common occurrence. But the received wisdom on this issue is often confused and the guidance unclear. Ginger O’Donnell reviews the latest thinking and the recommended teaching strategies.
Children are already powerful young people, it’s high time we recognised them as such, explains Sue Lyle.
The EEF Teaching and Learning Toolkit identifies meta-cognition as one of the key strategies for closing the achievement gap. But what is meta-cognition? And how can it be introduced to the classroom in a meaningful and beneficial way?