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"Gershon, Mike"
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Classroom practice - Avoid nightmares when tailoring lessons
Have a student rate their understanding out of five or try whole-class techniques such as setting your classroom up into coloured areas and, at the start of a task, inviting students to go to the area that equates to how they feel: purple if they need help, blue if they feel OK but might want to ask questions and green if they are happy to work on their own. 5. [...]you will be playing to the strengths of different students.
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Classroom practice - How to be the real you in a lesson observation
[...]the projector breaking down is a surer bet than the classroom ceiling caving in, just as a troubled student running out of the room is more likely than the class clown setting fire to the wastepaper bin. Reassessing best practice Even the best teachers can get complacent about their teaching, and complacency can often lead to a stale lesson. Mike Gershon is a teacher and trainer who has published a number of books on classroom practice.
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Classroom practice - Avoid a sinking feeling with perfect planning
[...]ensuring maximum progress means planning for that progress by working out in advance how different needs in the class will be met. [...]effective planning enables you to be more flexible and responsive. First - counter-intuitive as it sounds - you can plan for flexibility.
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Classroom practice - Still blooming after almost 60 years
The final report, which became commonly known as Bloom's Taxonomy, lays out a hierarchical framework of learning levels based on the six major categories of cognitive thought: knowledge, comprehension, application, analysis, synthesis and evaluation. Handbook 1: cognitive domain (David McKay) Anderson, LW and Krathwohl, DR, eds (2000) A Taxonomy for Learning, Teaching, and Assessing: a revision of Bloom's Taxonomy of Educational Objectives (Longman) In short Bloom's Taxonomy has had a huge impact on education since it came out in 1956, underpinning curricula and setting out levels of learning used by most teachers.
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Classroom practice - Literacy: it's time to go back to basics
[...]of this mass misuse, efforts to improve children's literacy across the whole curriculum have become misguided or, sometimes, been abandoned altogether. [...]The term literacy has lost its meaning, making it difficult for teachers to help students improve in this area.
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Classroom Practice - Why play should be part of every lesson
Most teachers recognise that, far from being the study break some students believe it to be, play is actually a key tool in the learning process, enabling children to explore new things, to make and learn from mistakes, and to expand their understanding of topics being taught. [...]Play is underused in the classroom, despite teachers realising how valuable it can be for learning.
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Classroom Practice - A concrete plan to explore the abstract
[...]they are also infused in the fibres of every subject area. [...]the case study contains a wide range of concrete material. [...]when the students are walking around the room and engaging each other in discussion about the models, they are actually talking about the concepts.
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Around the world
(The Starter Generator, the Plenary Producer and the Assessment for Learning Toolkit have proved most popular.) Educators in Australia have contacted me to ask if the resources could be copied to a hard disk because they were planning to use them in Tonga, where the internet connection isn't so reliable. Encouraged by all of this, I have written a series of five e-books (available through Amazon), four of which cover how to use differentiation, questioning, discussion and assessment for learning in the classroom, and one that is filled with tips on teaching EAL pupils.
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Humanities - Acting on your beliefs
[...] if a group has the Muslim belief of zakat, where followers are expected to donate part of their wealth to help the poor, the role-play should show the possible effects on a believer's behaviour.
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