@ensermark.bsky.social
Yorkshire based freelance writer, TES columnist, author of books and school support person. Ex-HMI and national geography lead Once a teacher Wanderer of hills, wonderer of everything else. Posting on Education, Folklore, Dungeons & Dragons and music.
@ensermark.bsky.socialReposted by @ensermark.bsky.social*** NEW POST ***
Continuing to look at supporting writing and asking the question - to what extent does a problem with writing come down to spelling or handwriting, and should we just let pupils type?
As ever, the answer is more complex than you’d think…
@ensermark.bsky.social*** NEW POST ***
Continuing to look at supporting writing and asking the question - to what extent does a problem with writing come down to spelling or handwriting, and should we just let pupils type?
As ever, the answer is more complex than you’d think…
@isabellefk.bsky.socialReposted by @ensermark.bsky.socialIn the light of the #Fonagy report, it’s so good to see #neuro-affirming guidance for teachers from an edu author with @ensermark.bsky.social’s experience & following. Unrecognised/unsupported #SEND can damage YP self-concept & contribute to poor MH/‘challenging’ behav. Mark’s relatable eg of a
@isabellefk.bsky.socialReposted by @ensermark.bsky.social“Let them dictate the answer while you write it down … For students with specific learning difficulties, such as #dyslexia, dictated essays were better than handwritten ones … If scribing transforms a pupil’s answer, the pen is the problem”
❤️
@ensermark.bsky.socialReposted by @ensermark.bsky.social*** NEW POST ***
One of the biggest frustrations I come across is an apparent gap between pupils knowing something in the classroom and what they go on to write in the exam.
I take a look at why this gap exists and what we can do to address it.
@ensermark.bsky.social*** NEW POST ***
One of the biggest frustrations I come across is an apparent gap between pupils knowing something in the classroom and what they go on to write in the exam.
I take a look at why this gap exists and what we can do to address it.
@dj-acid-reflux.bsky.socialReposted by @ensermark.bsky.socialFUCK IT. Let's give away 3 more signed paperbacks of my latest novel, each with fab linoprint bookmarks, made by my mum Jo. Repost & reply to enter! You might like it if you like: Folkloric creatures Old records Intricate psychedelic stories The idea of circular time All shares much-appreciated!
@ensermark.bsky.socialReposted by @ensermark.bsky.social*** NEW POST ***
Why do some pupils seem so unwilling to answer certain questions in an exam?
I take a look at the evidence around barriers to writing and start thinking about how those barriers can be overcome
@doctorpreece.bsky.socialReposted by @ensermark.bsky.socialFor me, one of the big credibility aspects of "being an examiner" is that gap-bridging. But I wonder whether now-more freely accessible post-mark scripts - and some "full marks in bullet point" examples would also help in this Brave New World?
@agittner.bsky.socialReposted by @ensermark.bsky.socialThis is true; you have to work quite hard to persuade them that bullet points will score marks. I've heard examiners say that it is possible to get full marks with bullet points.
@stuartteachphys.bsky.socialReposted by @ensermark.bsky.socialI suspect that we don't model the "brutally efficient 2/6 answer" enough. A couple of relevant and broadly correct bullet points will normally qualify for band 1, but it's a dead end in terms of progression. Take that approach and you can't really embellish it to the next level...
@agittner.bsky.socialReposted by @ensermark.bsky.socialIt's exactly the same in science. The information from AQA for science tells a similar story. I used to try to coach the lower prior attainment kids to write anything at all for the "6 markers" telling them that they would be doing more than the majority of the other kids.
@ensermark.bsky.social*** NEW POST ***
Why do some pupils seem so unwilling to answer certain questions in an exam?
I take a look at the evidence around barriers to writing and start thinking about how those barriers can be overcome
@ensermark.bsky.socialDespite the best efforts of schools, people don't seem so smart. Perhaps it is because we have been stuck between flawed models of education. I take a look at what has been tried, and where things have fallen flat.
@kjsoar.bsky.socialReposted by @ensermark.bsky.socialRead all about the occult afterlife of ancient mystery cults in a piece by me and the magical @mjpcuervo.com
@stuartphysics.bsky.socialReposted by @ensermark.bsky.socialAnother excellent post by @ensermark.bsky.social on the also excellent Curriculum Reform Handbook from Learning First’s Ben Jensen and @heatherbellaf.bsky.social. Good advice for curriculum-makers at all levels from classrooms to government agencies.
@heatherbellaf.bsky.socialReposted by @ensermark.bsky.socialThis is a super summary of some of the most practical messages, for any curriculum writer, in our new Learning First, Curriculum Reform, Education Leader’s Handbook.
Thanks @ensermark.bsky.social
@ensermark.bsky.social*** NEW POST ***
Refections on Learning First's new Curriculum Reform Handbook - lots to take away whatever your role in curriculum development and this first post just scratches the surface. Great work from Ben Jensen and Heather Fearn.
@ensermark.bsky.socialIts new Julia Jacklin album release day - and it is fabulous!
open.spotify.com/album/1nkNzp...
I think you are a fan @bennewmark.bsky.social?
@ensermark.bsky.socialWhat impact does education actually have on peoples' lives and their beliefs? What difference do we make in schools?
I took a look at the evidence - and it wasn't what I was expecting
