Top critical review
11 people found this helpful
Disappointing and of limited use.
on 20 January 2015
Having been teaching for over 27 years, and a successful deputy head teacher, I bought this book as a resource to share with the NQTs that I am currently mentoring. I was most disappointed with the content of several of the chapters. E.g. much of the research from the Assessment Reform Group and others shows that learning objectives should be common to all students, and that having too many objectives becomes unmanageable, but the chapter on targets suggests several learning objectives. I was also surprised to see an example of a learning objective given that was more about completion of the task rather than transferrable learning. There was also some muddling up about the function of success criteria in this chapter which is also at odds with current research.
The sections on time and on thinking skills didn't really address differentiation, but just how teachers should plan these aspects with all students in mind.
The section on thinking skills was quite weak, with no reference to the use of specific thinking skills tools. I got excited at the end of the last chapter when I saw graphics" as a subheading, but again was disappointed to find that it wasn't actually talking about the use of graphic organisers to support differentiation, but merely about the use of photos.
Unfortunately I will not be sharing this book with my NQTs.