Darren Walkerdine retweeted
5 Signs of a Work Avoidance Culture in Secondary School Pupils
If 4-6 pupils per class are engaging in the following work avoidance behaviours, the school needs to clamp down lest they become normalised:
Razaullah new Pakistan quick, getting up to 93 mph. Looks a good prospect. Sharp pace, good line. Couple of wickets. He has a bit of fire, as well. He is what Pakistan need in their attack.
Darren Walkerdine retweeted
Replying to @SwailesRuth
PISA results show—controlling for social class and compositional effects—achievement in UK state and private schools was the same, suggesting that the quality of teaching in private schools is such that they need classes of 23 to achieve what state schools do with classes of 30
Darren Walkerdine retweeted
We have a vacancy for a SEMH Mentor. If this position interests you further details and a Recruitment Pack may be found here:
thefuturestrust.org.uk/work-…
Darren Walkerdine retweeted
Education should be a passport - to work, to life, to further study. But too many young people are still being shut out.
Read the full article here👇🏼
I think education should be about what you can do, and not what you can’t do.
Read my full piece in @theobserveruk where I set out my vision for reforming England's education system - from tackling the SEND crisis to reimagining what success looks like beyond exams.
observer.co.uk/news/national…
Darren Walkerdine retweeted
This local rugby club may be of interest to some of our parents/carers and students.
Darren Walkerdine retweeted
What happens when the performance targets we chase take the place of the purpose we set out to serve?
Goodhart's Law: "When a measure becomes a target, it ceases to be a good measure."
A famous historical example is the "cobra effect". During the British Raj, the government, concerned about the number of venomous cobras, offered a bounty for every dead cobra. Initially, this worked well. Then people started breeding cobras for the bounty income. The reward programme was scrapped so the breeders set their snakes free & increased the cobra numbers.
The pattern repeats across centuries & contexts. A modern example involved carbon credits. The United Nations set up a programme to pay companies for destroying HFC-23 (a potent greenhouse gas), a byproduct of refrigerant chemical manufacture. The payments were so lucrative that companies in some countries increased production of the refrigerant specifically to generate more of the HFC-23 they’d be paid to get rid of.
Health & care has many “cobra effect” examples. The US Hospital Readmissions Reduction Program penalised hospitals for 30-day readmissions. Readmission rates fell. Retrospective analysis of eight million hospitalisations found that 30-day mortality rose for patients admitted with heart failure & pneumonia. The measure improved. Many patients deteriorated at home.
This isn’t an argument against measurement. Every improvement initiative I’ve worked on depends on data. Goals give direction. Metrics help us learn, surface inequity & hold us to account for outcomes we say matter. The risk sits in the moment the proxy measurement quietly becomes the purpose.
@Digitaltonto argues that leaders should manage for mission, not only for metrics. He points to many activists touting a “rule” from Erica Chenoweth's research that once a protest movement mobilizes 3.5% of the population, it achieves its goals within a year. Some uprisings mobilised more than 6% of a population & still failed. Others succeeded well below 3.5%. The number described what happened in movements that won. It did not manufacture the winning.
Five ways to cobra-proof our metrics:
1) Map the whole system. The cobras were bred because the incentive was designed in isolation from the system it was meant to change.
2) Ask the gaming question before launch. Could a team deliver this number in full without delivering the outcome we care about? If the answer is yes, the metric is already fragile.
3) Pair every metric with a counter-metric. Readmissions with mortality; waiting times with clinical outcomes; activity with the experience of patients & colleagues.
4) Have conversations with teams that constantly bring us back to the bigger context. Stay focused on purpose so that the target doesn't become the proxy purpose.
5) Build fast feedback loops. Ask frontline teams & patients what the data is not showing. Distortion shows up in stories long before it shows up in a dashboard.
The work of a change leader is to keep the purpose more vivid than the number. When everyone can see clearly what we are here to do, the measure is more likely to stay in service of it.
Links: gregsatell.substack.com/p/th… by @Digitaltonto and scienceinsights.org/what-is-… by Science Insights.
Second graphic by @sketchplanator
Darren Walkerdine retweeted
Productive morning producing scientific skills booklet for Year 7. #chemistry #backtosschool
Darren Walkerdine retweeted
140 Do Now Task questions with answers written withn the help of @ChatGPTapp docs.google.com/presentation…
Darren Walkerdine retweeted
Productive morning producing the latets booklet for Year 13 #Chemistry. Nine lessons, worked examples, common-mistake boxes, tiered independent practice and a SLOP section.
#ChemTeach #TeamScience #ALevelChemistry #AQA #CogSciSci #SLOP
Darren Walkerdine retweeted
📣 COGNITIVE ENGAGEMENT! For new knowledge to be encoded in long-term memory, we must DRIVE THINKING and ensure that students are cognitively engaged. This one-page guide summarises how you can push ALL students to think hard.
👊 REPOST and get a FREE high-quality copy: jamieleeclark.com/graphics
Darren Walkerdine retweeted
I went back to school on Thursday so here's my annual reminder that my site has:
-An entire KS3 science workbook
-Worksheets and booklets covering KS4-KS5 physics
-Prep for uni entrance assessments
The site has grown a lot since 2020, over 500 freely downloadable resources now.
***FINISHED RESOURCES***
Done. Finito.
-9 GCSE booklets
-13 A level booklets
-220 freely downloadable physics resources
-80k site visits
-110k resource downloads
This is about as much of a one stop shop for secondary physics as I could imagine.
sciencedoctor.school.blog
1/5
Darren Walkerdine retweeted
وہ اس کا ہم وطن نہیں تھا، نہ اس کا کرکٹ گرو تھا، نہ اس نے اس کی کرکٹ تراشی تھی، نہ اس پر اس کا کوئی احسان تھا بلکہ میدان میں وہ اس کا حریف تھا، پھر بھی وہ اس کے لیے کھل کر بولا، اور اتنا زیادہ بولا کہ شاید اسے اپنے بولنے کی قیمت بھی ادا کرنا پڑ سکتی تھی
اور دوسری طرف اپنے تھے جن کے لیے اس نے لڑائیاں لڑیں، جنہیں انگلی پکڑ کر ٹیم تک پہنچایا، جن کی کرکٹ سنواری اور مشکل وقت میں ڈھال بنا مگر آج اسی پر وقت آیا تو کسی نے جرنیلی وردی اوڑھ لی اور اپنا مفاد بچایا اور کسی نے یوں منہ پھیر لیا جیسے کبھی تعلق ہی نہ تھا
وقت نے بتا دیا انسانیت کا کوئی رنگ، نسل یا سرحد نہیں ہوتی
وہ غیر تھا، اس لیے اس پر کوئی قرضِ وفا نہ تھا، پھر بھی وفا کر گیا اور یہ اپنے تھے، جن پر احسانوں کا قرض تھا، وقت آیا تو پہچاننے سے بھی انکاری ہو گئے
Darren Walkerdine retweeted
Imagine taking time at the end of every lesson to celebrate the hardest working/most engaged pupils like this. I’ve experienced its power, particularly this year as I’ve taught lots of classes I’ve never met before. And Neena just improvised this eg on the podcast! Masterclass 🤩
Replying to @Mr_Raichura
At the end of the lesson, we can take time to narrate exactly who has impressed us the most that lesson by using the objective data collected on those tick sheets. Listen to a snippet of Neena exemplifying this here! 9/
Darren Walkerdine retweeted
To help teachers incrementally build extraordinary school culture, I am launching the Operation Education *Briefing* - a concise, weekly email sharing one practice, one pitfall & one underpinning principle. Sign up below. Launches 1st September.
bunsenblue.com/briefing
Darren Walkerdine retweeted
Concern yourselves more with the needs of others, with the needs of all humanity, and you'll have peace of mind. Selfishness creates a distance between us and other people, leading to suspicion and mistrust, ultimately resulting in loneliness. Think of others' well-being and you’ll be happy.
Darren Walkerdine retweeted
Confirmation from the Examiners Report that the last question on the AQA GCSE Physics Paper 2 Combined Science paper with the typo/error meant all students were awarded all 5 marks for that question regardless of if they attempted it or not.
100% correct.
Our top players have taken advantage of Villa’s significant elevation under Unai, which were unexpected in their own careers.
They’ve cashed in.
Because when they came, these guys – even Martinez - were not half the players they are now:
He was second string at Arsenal. Loaned out to Reading.
Digne came from lowly Everton after early promise at Barça and PSG.
Watkins was a hard worker at Exeter and Brentford.
Rogers, once a City prospect was parked at Boro.
Tielemans left ailing Leicester with few takers.
Everyone of them owes Villa and Emery for the status they have now.
Our brilliant manager has been shafted by the scale of his own vision and success - and every one of those players knows it.
So we get behind Unai and we rebuild - just like Ron did in 1979.
Exactly like that! #UTV






























