Dan Worker

A few schools from @ThePiXLNetwork shared at yesterday’s #PiXLNationalConferences about their weekly Raising Achievement Meetings, with HoY 11 and EM HoD. Would love to hear from anyone doing this. How do you structure these meetings? What impact has it had?

Love the idea shared by @RachelPiXL today of the ‘post-victoryem’ rather than ‘post-mortem’. It’s August 2025 and the Yr11 outcomes are just what you wanted. What had to happen for everything to go right? #PiXLNationalConference

When I observe lessons that use PowerPoint, most of the time I see: Students reading different parts to what the teacher is talking about Students copying random bits of information Teachers reading off slides Teachers failing to adapt or respond to student errors Teachers revealing the next slide and saying "oh sorry let's go back a sec" Teachers using the same slides for radically different classes If you don't do that, great. But it is my belief that PowerPoint as a medium leads people to doing stuff like that. Your entire lesson is planned out in advance - often by somebody else. This is the direction. This is how it flows. And you are channelled and straightjacketed subconsciously into that way of teaching. >

8/ Integrating both CfL & CfU Qu helps maintaining student attention and develop deeper understanding.

7/ This q checks if students understand how the system worked how it was a key factor. This requires deeper thought, connecting the exp to the larger cause-and-effect relationship.

Been reflecting on the idea of CHECKING FOR LISTENING from @Mr_Raichura Here are some thoughts on using Checking for Listening vs Checking for Understanding questioning. 🧵

If you want more on live marking, I’ve done a post setting out in detail how I approach live marking and overcome some of the common challenges. aleaderslibrary.wordpress.com/2024/09/28/usi…

3. Finally, it includes a list of features of strong and weak answers. This includes examples of these. Students can be referred to these to support them in responding to the targets I set during live marking. I can also refer to these when I give whole-class feedback.

If you are looking at LIVE MARKING this is a quick thread on the ‘feedback grid’ I use to support my live marking. 🧵

Written this week about live marking. Including how I’ve used this ‘feedback grid’. aleaderslibrary.wordpress.com/2024/09/28/usi…

Looking to reduce workload and improve learning? Then I think LIVE MARKING is the way forward. New blog: Using live marking to shorten the feedback loop aleaderslibrary.wordpress.com/2024/09/28/usi…

Such a useful model for considering professional development.