Learning Styles - Teaching Expertise

Are you aware of the many, varied learning styles adopted by your students and how they affect behaviour? This week’s Behaviour Matters explores the benefits of differentiating within the classroom and your own presentation style to accommodate these differences

Two teachers involved in a project to develop an enquiry-based curriculum in their school share their thoughts about the process. Victoria Bonner and Kerry Lane are both English teachers at Bedlingtonshire Community High School in Northumberland

It is important to allow multisensory maths to be taught to children with special educational needs (SEN) for as long as they need, argues Jane Kendall. Here she offers some practical suggestions for how

How does your school approach 'learning to learn'? A bit of 'accelerated learning', a few 'thinking skills', some 'emotional intelligence' and a commitment to 'assessment for learning' for good measure? The QCA has acknowledged that schools need a coherent, consistent approach to learning - Graham Powell examines how to do it

What kind of language do students need to develop if they are to think and learn effectively as a team? This e-bulletin is the second Learning and Thinking Skills to focus on 'Team Workers'

Joan Hardy has worked with gifted and talented students in Year 9 to develop their visual learning skills and help them cascade what they have learned to pupils in Year 7

Whilst a topic-centred approach to teaching has its advantages, we must not forget the central importance of subject-based concepts, says David Leat

This e-bulletin is the first Learning and Thinking Skills to focus on the 'Team Workers' strand, highlighting strategies that can help students to learn with, and from, each other more effectively

What is 'ability grouping', why is it necessary and what is its potential impact on students? Kate Wall explains

Julie Leoni explains why she believes that 'positive strokes', or comfort and support, are key to making her a better educational professional and mother, and how students could benefit from similar encouragement

A teaching activity that will encourage pupils' enquiry, thinking and participation skills. Suitable for key stages 3 to 5.

This resource explains the relation between the application of a wide range of teaching strategies and effective learning in the classroom

Play-based learning can take a key role in the teaching of science and can encourage scientific enquiry skills, says Robert Sinclair

How can eradicating detention lead to a decrease in challenging behaviour? Geraldine Rowe describes how her discovery of choice theory caused her to rethink her approach to discipline

After a long standing struggle between learner-centred and standards-led aims for primary education, two papers for the Primary Review note the emergence of a hybrid read more

Developing a common understanding of pedagogy is intrinsic to ensuring continuity and progression along all stages of an individual's learning journey, advises a recent DCSF booklet

How can the process of developing thinking skills be put into practice? A glimpse into the environment within a day nursery in south-east England shows how read more

Gallions Primary School teaches the entire curriculum through the arts, with fantastic results. Co-heads Paul Jackson and Emma McCarthy explain how it's done read more

Educational psychologist Alan McLean summarises his model for understanding how teachers can motivate their students

The idea that it is possible to raise attainment by teaching according to individual learners' styles is a popular one, but is it grounded in strong research evidence? Elaine Hall reports read more

Steve Paget explains how logovisual thinking (LVT) can stimulate higher-order thinking read more

The contribution of students as researchers (STARS) to students’ learning and to school development can have numerous benefits. David Lucas and Dr Margaret Wood recount their experience at Deptford Green secondary school

Howard Gardner will forever be associated with his theory of multiple intelligences. Charles Dietz discovers that the Hobbs professor in cognition and education at the Harvard Graduate School of Education has a lot more to say on the nature of giftedness. read more

In his continuing series on gifted thinkers, Charles Dietz looks at the work of Robert Sternberg and how he has influenced the teaching of gifted pupils read more

Marianne Clarkson looks at the life and work of Maria Montessori. read more

Sara Bubb of the Institute of Education in London discusses the implications of research into adult learning for their professional development. read more

Does Gardner’s concept of multiple intelligences (MI) help or hinder us in our quest to identify G&T students? read more

Phonological awareness is the ability to be aware of sounds within words and to be able to break down words into syllables and into phonemes. The activities listed here can help develop phonological awareness and can be used in lessons for the benefit of all children

Visual discrimination is the ability to recognise similarities and differences between visual images. The activities listed here can help develop visual discrimination skills and can be used in lessons to benefit all children

Auditory discrimination is the ability to detect similarities and differences when listening to sounds. The activities listed here can be used to strengthen auditory discrimination skills and can be incorporated into a lesson to benefit all children

Listening is the ability to attend to sounds across a range of stimuli. Use these activities to help pupils with listening and attention difficulties

Visual perception is the ability to recognise, interpret and organise visual images. The activities listed here will help develop visual perception skills and can be incorporated into lessons to benefit all pupils

Visual comprehension is the ability to listen to information that has been given orally, then remember it, understand it and use the information across a range of tasks. These activities can help develop skills in this area, and can be incorporated into lessons for the benefit of all pupils

IQ (Intelligence Quotient) has long been the standard by which we have judged people. Although technically we only use it to judge a person's 'intelligence', their IQ score tends to carry a lot of other potential judgement, prejudice and discrimination along with it. read more

Andy Bowman reflects upon some of the learning preferences he has observed in his class, and discusses the steps he and his colleagues have taken to begin to support these

In the article What a Great Memory! in Issue 7 of TEX, Mark Fletcher wrote about brain-friendly strategies for helping students to 'encode' information and so transfer it from short to long-term memory. One of the key factors in this process is the neurological connection between memory and the visual systems of the brain, with more than thirty brain areas involved in 'seeing', for example. This second article elaborates on the brain/learning justification for using Visualisation techniques with a class, and the basics of how to get started. read more

Have you ever wished for an educational 'reset' button? A way to restore a student's self-esteem and change a teachers viewpoint? A way back to the stage when everyone was hopeful and everything was possible? A Superlearners Day is no magic button, but it may be the next best thing. read more

Bill Lucas explores the phrase 'accelerated learning,' and its associated curious, if well-meaning, misconceptions read more

Julie Bennett suggests three different techniques that you can use to motivate learners and add further dimensions to your teaching

Dr Steve Rayner (School of Education, University of Birmingham) explores recent criticisms of the use of learning styles in education, arguing that they are, when used in well-considered ways, an essential feature of personalised learning. read more

Are you a SENCO looking for practical tips, in-depth knowledge, or inspiration? Take a look at these book lists and reviews. read more

The title of this book combines two of the biggest ‘buzz terms’ emerging in the field of mainstream education during the last decade. Each resonates with a distinctive snap, crackle and pop when referred to by academics, school practitioners and parent groups. read more

AL has become something of a catch-all phrase these days, synonymous with brain-based or mind-friendly learning. Susan Norman goes beyond the buzz-word to bring you the facts read more