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Norton College Teaching and Learning Blog

A place to share ideas and improve teaching and learning for learners in college and hopefully beyond.

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Leadership matters website

On October 22, 2017 By Every day is a school dayIn LeadershipLeave a comment

Some great ideas and tools to develop leadership

https://www.leadershipmatters.org.uk/

Little and often assessment

On October 22, 2017 By Every day is a school dayIn AfL, Differentiation, Marking and FeedbackLeave a comment

Secondary feedback – The best assessment diet is little and often

Multiple choice for assessment – easy and more diagnostic than you might think

On October 22, 2017 By Every day is a school dayIn Humanities, Marking and FeedbackLeave a comment

“So that’s what you mean, Miss.” Using multiple-choice statements to model source analysis

http://www.learningscientists.org/blog/2017/10/10-1

Ideas on differentiation from teacher toolkit

On October 22, 2017 By Every day is a school dayIn DifferentiationLeave a comment

10 ‘Teach to the Top’ Differentiation Ideas

Explaining irony

On October 22, 2017 By Every day is a school dayIn EnglishLeave a comment

https://becausememories.com/2017/10/16/a-quickie-on-irony/

4 week planning calendar

On October 22, 2017 By Every day is a school dayIn UncategorizedLeave a comment

Vietnam War pictorial history

On October 22, 2017 By Every day is a school dayIn HumanitiesLeave a comment

http://madefrom.com/history/vietnam-war/visual-history-vietnam-war/

Exam marking

On October 22, 2017 By Every day is a school dayIn UncategorizedLeave a comment

https://www.theguardian.com/teacher-network/2017/oct/21/secret-teacher-we-need-to-look-at-the-lack-of-rigour-in-exam-marking

Giving Feedback

On October 21, 2017 By Every day is a school dayIn AfL, Closing the Gap, Marking and Feedback, UncategorizedLeave a comment

The skill of an English teacher 

On October 21, 2017 By Every day is a school dayIn EnglishLeave a comment

In her paper ‘Knowing, Believing and the Teaching of English’, quoted above, Pamela Grossman outlines just some of the key challenges faced by those who try to define the knowledge English teachers require.

Here is a summary:

Pedagogical Content Knowledge in English

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