Author Archives: Kris Boulton

About Kris Boulton

Teach First 2011 maths teacher, focussed on curriculum design.

Don’t teach children to think like a scientist, but…

…do teach them something about how scientists think. Agree, or disagree?   I’ve written before about the distinction between substantive and disciplinary knowledge. It would be great if we could teach children to think like mathematicians, scientists, historians, by the … Continue reading

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Why Maths Teachers Don’t Like Knowledge Organisers

TeacherTapp said this: So I said this… (though I meant to say ‘knowledge’ – damnyouautocorrect ‘n all that) Then Laura said this…   And so here’s my best, super-brief shot.   Point 1)  Knowledge comes in different forms As a … Continue reading

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Where to Learn About Direct Instruction

I’m frequently asked for places to go to learn about Direct Instruction. So, here’s a summary. I’d probably suggest starting with ‘Psychology Learning Resources,’ for an intro / overview. Then, The Components of Direct Instruction might be the best summary of … Continue reading

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An angry blog post about Great Yarmouth Charter Academy

*** UPDATE *** On Tuesday 13th March, Ofsted announced the results of their visit to Charter.   ************** On Thursday I spent a morning at Great Yarmouth Charter Academy, and like many people, I’m angry.   Angry that there aren’t … Continue reading

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Mixed Ability, Sets, and Streams – a teacher’s perspective – Part 4

I’ve taught sets, mixed ability, and streams. What follows isn’t any rigorous analysis, or appeal to research.  From what I’m aware of the research, the conclusions aren’t exactly conclusive: lower attainers benefit from mixed groupings, higher attainers suffer.  Mark McCourt … Continue reading

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Mixed Ability, Sets, and Streams – a teacher’s perspective – Part 3

I’ve taught sets, mixed ability, and streams. What follows isn’t any rigorous analysis, or appeal to research.  From what I’m aware of the research, the conclusions aren’t exactly conclusive: lower attainers benefit from mixed groupings, higher attainers suffer.  Mark McCourt … Continue reading

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Mixed Ability, Sets, and Streams – a teacher’s perspective – Part 2

I’ve taught sets, mixed ability, and streams. What follows isn’t any rigorous analysis, or appeal to research.  From what I’m aware of the research, the conclusions aren’t exactly conclusive: lower attainers benefit from mixed groupings, higher attainers suffer.  Mark McCourt … Continue reading

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