Tony Davis Blog · Centre for Creative Quality Improvement - Part 7

Over this last three weeks I’ve been delighted to be back observing teachers in the thick of the action – live, in person! A complete privilege.. And while observing, something profound happened. I’ve been doing this professionally for the last 20 years (actually got into teaching by observing a master at work 35 years ago), so ‘profound’ isn’t something that happens often. Let me explain. You may have seen me write about the CCQI RED System before. This is a […]

Tools for online engagement & blended learning Back in the early 90s, I studied the LeTTOL course: Learning To Teach OnLine. We’d only just got email, but I had high hopes for the future of tech! (That said, I was also one of those teenagers that bought a Commodore 64 and had far too much patience when typing copious amounts of code that spilled out of nerdy magazines; [though less patience when after half an hour of thumb-twiddling the tape […]

When I get to the part of this session where I give labels to a set of challenging Emotional Learning States, delegates often say that they can give a learner’s name for each one. How about you? Have you ever had, or do you currently have, learners who are: disengaged, filled with self-doubt, fear exclusion, daunted, anxious, fear failure and/or hit cognitive overload far too quickly? The important question this raises is: if you have a learner in this state, […]

I’m aware of how that sounds, but do please hear me out. When I was a full timer with the ALI, and then as an HMI with Ofsted, and even when I’d left the big O and was contracted by LSIS, I use to run the ‘Preparing for Inspection’ nominee training events. Week in, week out for nearly a decade. So you might be surprised to know that I’ve never offered any inspection-preparation training as part of my own work, […]

How easy is it to fall into the trap of simply looking at our syllabus, looking at our empty scheme of work and simply marrying the two – then thinking we’ve got curriculum planning, and ‘intent’, sorted? The issues this causes are often exacerbated by ‘thick’ schemes of work; you know the ones I mean? Those comprehensive proformas that demand you set out all of your teaching, assessment, differentiation, literacy development, numeracy development, equality and diversity integration, health and safety, […]