Is commenting on ‘pace’ useful observation feedback?

‘You need to improve upon the pace of your lessons.’ Feedback many of us will have received or delivered throughout our career. I heard it just today, in fact – in feedback to a trainee. Maybe, we notice it as observers because it is more readily apparent from the outside looking in? Such feedback is

How do we achieve instant feedback for all?

After writing my previous blog on the best method for checking understanding, I carried on thinking about how we can check for understanding effectively. We know we want to check all pupils during a lesson, but we realise that this can be a rather challenging task. At best, we get a cursory glance of everyone’s

The #1 method for checking understanding

We know checking for understanding is an essential part of instruction and effective practice. Without it, we cannot accurately assess where pupils are now and where to go next. Understanding can falter easily when pupils have a lack of prior knowledge or fail to attend to the necessary information. While factors like these can be

Why ‘Early Reading’ is problematic

The phrase ‘early reading’ encompasses an awful lot. We perhaps think of the phrase as strictly referring to children in either reception, year one or year two. However, in my experience, this is where the problem lies. ‘Early reading’ does not refer solely to those who are the youngest; it refers to anyone who is