Overprepared, underdelivering

15th April 2016 at 00:00

James Pembroke’s article (The data doctor, Professional, 8 April) shows how we unintentionally short-change pupils.

Overzealous interventions distort long-term learning. Gold-plating planning is equally unprofitable. How many times do we plan prolifically and use only a fraction of the material in the lesson?

Pupils’ contributions and wider reading move lessons on; over-planning may smother their independent thought. Lesson planning has been too much about what teachers do. How much more beneficial would it be to leave bigger spaces for pupils?

Less can often prove to be better: better learning and better work-life balance.

Yvonne Williams

Ryde, Isle of Wight

Short and tweet

If student mental health is important to you, follow @thinkposNUS which is @NUSScotland’s campaign. #nuswomen16

@NUS_Vonnie

Hairdressing students have been getting in the mood for the 1940s with @StBernardsPS bit.ly/HairGCC

@Glasgow_Clyde

Easter School: computing pupils happy and hard at work revising for the final exam – good effort. bit.ly/CNHSrevision

@CN_HS

Amazing language milestones coming in thick and fast. My 17-month-old grandaughter calling me grandma, naming things and singing sweetly.

@Yelkajane

What a nice day! Sun is out and so is Mrs Elliott. The toys are out in the garden and we are enjoying the fresh air.

@BowhouseP1

Xsee, zapped v Dr tty ed ex vvg weds bn vvg err ry Czech

@Librarydotcolm

Just noticed this tweet (above). Proof there is a wilder creative imagination in my jeans pocket than in the old cranium box.

@Librarydotcolm

twitter.com/tesscotland

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