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Christine Counsell
Curriculum leadership, subject communities, knowledge & culture in schools, teacher development, teacher agency. Truth seeker. History geek. Girly swot.
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Christine Counsell 4h
..., it is not going to help those teachers who need more subject training/thinking/knowledge, to improve pupils' progress. It is not *just* that it is far, far too blunt an instrument and just needs making subject-specific; it is ill-conceived in the first place.
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Christine Counsell 4h
Exactly. & here SLT's well-intentioned demand needs robust challenge. I wld say it flies in the face of treating the curriculum as the progression model to even ask for this. It ignores significant subject-specific issues. And while thoughtful teachers can sort of make it work...
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Christine Counsell retweeted
Christine Counsell 5h
SLT often ask me How do I grasp subject community? Re history, what faster way than the conference? Coz virtual, we can go to ALL! Imagine: ...
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Christine Counsell 4h
Take a look at 's post on Blooms (which isn't really about Blooms, it's about curriculum & progress) and also my post on Blooms (which isn't really about Blooms, it's about genericism)
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Christine Counsell 4h
I worry that it leads (I mean have frequently seen it lead) to faulty progression models, ones that detract from a focus on the cumulative effect of curriculum mastery. I'm not even sure (serious heresy warning klaxon) it's helpful to define a thing called 'challenge' in a lesson
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Christine Counsell 4h
... recall v. outsourcing of pertinent content; type of disciplinary [as opposed to substantive] demand; prior ref points; role of indirect knowledge; diversity of domains requiring synthesis) will all affect challenge. I have a more fundamental reflection though - why do this?
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Christine Counsell 4h
I don't think you can say that a Q is intrinsically harder than another by looking at its generic properties. I don't think you can even do this within a subject, let alone in a way applicable all subjects. The other variables (range & specificity of pertinent content; ...
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Christine Counsell 5h
SLT often ask me How do I grasp subject community? Re history, what faster way than the conference? Coz virtual, we can go to ALL! Imagine: ...
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Christine Counsell Oct 30
Well done Ed. Brilliant work. Wish I'd had this at school. Was taught with some muddled approach & only got through O and A Level Latin by teaching myself (very inefficiently). This is so thorough and so blisteringly clear, at every stage. 👏👏👏
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Christine Counsell Oct 30
I think so. ?
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Christine Counsell retweeted
Tom Sherrington Oct 30
You can still get hold of the October Masterclass recordings and slides with me, Lavinya Stennett ( ) and
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Tom Sherrington Oct 30
I've gone ahead and set it up. Here you go.
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David Hibbert Oct 30
This article by Diana Laffin is super on this.
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Christine Counsell Oct 30
paging
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Christine Counsell Oct 30
Ultimately, they'll never write well (with mature register, scholarly sensitivity, precise question focus) if they're not reading some historical scholarship themselves. Heaps of work on that too in TH. See work by & many others
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Christine Counsell Oct 30
Work thr the TH articles by on this. Together, they amount to a really thorough course in shaping teaching of historical argument in order to secure significant impact. Key thing, underpinning all, is getting them reading real scholarship.
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Christine Counsell Oct 30
Yes, sign up Clare! will be fun to discuss the sessions afterwards.
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Christine Counsell Oct 30
Talk to on that one.
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Christine Counsell Oct 30
Here is Part 2 of our discussion on EQs. We discussed here what goes wrong when EQs are not understood, not used well, not responsive to scholarship, get confused with 'lesson questions' or are just too loose to do any disciplinary teaching:
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Christine Counsell Oct 30
Then when you've read that, have a listen to the discussion that and I recorded for . It comes in two parts. Here's the first:
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